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Illustrations help develop childrens imagination and potential as they become proficient writers. The illustrations convey much more than a picture because students are sharing vivid events. The process of pictures allow students to feel confident and acquire the love of writing.
I jumped from my chair and ran for the highlighter when I read this excerpt from In Pictures and In Words by Katie Wood Ray, Children understand that when they make books, theyre not drawing instead of writing, and they havent been asked to make picture books because they dont yet know how to write. Theyve been asked to draw pictures to make meaning-along with words-because thats what makers of picture books do.
Pre readers often pay attention to the illustrations to assist in reading the text. Its a balance in communication. When children draw specific details, the illustrations can serve as support to their written word. This chapter really dives into understanding the importance of illustrations and text working together to develop meaning!
The power of the word MAKE is incredible. Ive never thought about how many different possibilities this word can elicit. I sit overwhelmed with my words as I write my reflections and I filled with a wealth of words. Can you imagine the feeling a child has when asked to WRITE a book? Can you visualize the enthusiasm of a child as he or she is asked to MAKE a book? My excitement builds in anticipation for their creations.
Its my excitement that drives a student to value their work, therefore value the time to make a quality book. Conferencing is a habit for me. Im aware of the time a student is working on writing, but it has never occurred to me to allow a child to explain how long theyve been working so that the student develops an understanding of the writing process.
Understanding the writing process evolves and is constantly ongoing throughout the creative process thereby knowing pre-writing, editing, and revising can happened at any point. Why teach the writing process in advance? I dont write the way Ive taught in the past, so how can I expect my students to understand the process as defined in a mini lesson? My opportunity to use the language of the writing process with my students is during discussions and reflections. As they tell their story, Im able to name their thinking by describing the stage in which they are writing.
The art of composing is comprised of all the small elements added to pictures and words. Elements as small as color detail are helping define the meaning of the story. My goal this year will be to determine the purpose behind students actions when illustrating.
Another technique discussed was how to bring all the illustrated details from throughout the book and include them in the final illustration to remind the readers of the journey theyve taken. The patience and attentiveness this would take for a young writer is immense.
Gather: breadth (variety of books enough for each to have one or share between partners) and depth (two or three with rich potential)
Expect: take tours, show excitement, define expectation for the end of the study Immerse: students work with partners noting details with post-it notes and exposing themselves to a breadth of books. THEN reading and discussing whole group. Study: charting discussion points, providing visual from book in chart for connections later. Write: Display childrens book along side picture books to show comparison.
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