preschool · slice of life

Making Books

I’ve volunteered in the writing center of my daughter’s preschool classroom on as many Mondays as possible this school year. I hadn’t been there since January 11th, but I knew it was time to take it up a notch. After all, my daughter and most of her friends are able to tell true stories about their lives. I’ve been reading Engaging Young Writers: Preschool – Grade 1 by Matt Glover, which made me realize it was time I figured it was time to nudge them forward by having them tell a story across pages. In other words, I was going to have them start making books today.

Last night, Isabelle was not pleased when asked what I was doing with her and her classmates. First, she didn’t like that I was going to read a book aloud during circle time. Second, she didn’t like that she was going to have to tell a story across pages. “I don’t want to do it,” she declared.

“This is the kind of work that writers do, Isabelle. You’re going to give it a try tomorrow.”

“I don’t want to,” she said.

“Why?” I probed.

She looked at the three-page book I created. “It looks hard.”

“You can tell a story across pages. We’ve done it before at home. I’ll be there to help you.”

She didn’t look convinced.

* * * * *

  This morning, we talked about what might be a good topic for a story on the car ride to school. She came up with sledding in our neighbor’s backyard the weekend of the blizzard. Once we got to a long stoplight, I helped her rehearse the story by telling it to me across her fingers. She said, “First, I put on my gear. Next, we walked to Ms. Lori’s backyard. Finally, I went sledding with Daddy.” It was a little spare, but it was a great first attempt.

“Write it!” I declared.

* * * * *

 

This is the book I wrote about going to the Please Touch Museum with my family yesterday.
This is the book I wrote about going to the Please Touch Museum with my family yesterday.

I read Knuffle Bunny: A Cautionary Tale and talked with her peers about all of the great storytelling they’ve done in their journals this year. Then, I told them it was time to do what the authors of books in their classroom do: make books! We reviewed the thinking/drawing/writing chart. Once all of them thought of a story to tell, I had them go knee-to-knee and eye-to-eye with a partner to tell their story aloud. I listened into a couple of conversations. I noticed some of the kids were writing bed-to-bed stories in the air just to come up with a third thing to tell. When I brought the class back together, I reminded them that their books should have three parts that were related. I wasn’t convinced, after the minilesson, that today would be successful. Alas, I wanted to see what they could do with some gentle nudging once they came to the writing center.

When each child arrived, I had him/her retell the story to me across their fingers. Then, I had them touch each page of their stapled book to tell me what would go on each page. From there, I they drew their pictures. Finally, I either added the words for them (on sticky notes) as they told me the story aloud or they wrote their own words.

I made Isabelle go through the same process as her peers even though I knew the story (and knew she rehearsed it in the car). I was a little disappointed that she changed it around from her initial telling of it in the car. However, in an effort not to put words in her mouth, I scribed exactly what she said.

We've been working with Isabelle on drawing people with bodies. I didn't want to push her to do that today since I was concerned about her ability to tell a story across pages. While she continues to have body-less people, I was proud of her for telling a story across pages, which she didn't think she could do last night.
We’ve been working with Isabelle on drawing people with bodies. I didn’t want to push her to do that today since I was concerned about her ability to tell a story across pages. While she continues to have body-less people, I was proud of her for doing her own labeling on the first page of the story, which she didn’t want to do. However, I knew she could do it, so I nudged her to try.

The only thing I did do was have her go back and add more detail to the second page where she and my husband walked to the neighbor’s house. We looked back at Knuffle Bunny and noticed how Mo Willems had pictures of Trixie and her Daddy walking through their neighborhood so the reader could understand where they were. She had a tough time drawing a house, but with a little practice, she was able to make it look like a house. (BTW: Those dashses are hers. I drew a house with dashes that she had to trace over on scrap paper. For some reason, she thought she should draw the dashes prior to drawing the solid lines of the house.)

* * * * *

I’m thinking I’m going to do a few more weeks of telling stories across pages. By mid-March, I’m hoping to give the kids the option of telling stories in their books or writing books that tell a lot about something (Glover, 2009, 20). I think that choice will be interesting to see play out once the kids get more comfortable with writing across pages, rather than writing on one page, which is what they’ve been doing in their journals this year.

Head over to http://twowritingteachers.wordpress.com for more slices of life.
Head over to http://twowritingteachers.wordpress.com for more slices of life.
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13 thoughts on “Making Books

  1. We love that you are getting them writing across the pages so early. So many K teachers believe it is too stressful for kids. If we make it fun – we think they can do anything! We hope you keep writing about this topic – really need more about developmentally appropriate ways to get kids writing. Thanks

  2. It looks hard,
    this writing —
    these words coming
    from the head
    to the page,
    as if some magical ink extends
    in and then out and then on to
    the page,
    but every story begins with a word
    and slowly stretches to the sky
    from there, and back again.

    –Kevin

  3. Hearing your daughter’s response to writing a book brought be back to my own childhood when I was learning to write my name. I remember my mother trying to teach me and I thought it was so hard. She’d have me do what I could and I would leave it for awhile, but I really wanted to do it. It’s not surprising that writing books felt like a leap of faith but it is our job to show students their power. I’m curious to hear more conversation with your daughter at home. Did she mention her reaction to the experience?

  4. As someone who doesn’t work with really young kids I found this fascinating. Tactile story telling across fingers and touching pages seems brilliant to me. I can think of middle schoolers who could benefit!

  5. Such a well thought through writing experience. I kind of like Isabelle’s honest “no” to you. This makes her writing process even more realistic. Fear of challenges and overcoming them is part of writer’s life, isn’t it?

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