Quick Little Post & Freebie

I have been meaning to blog and write to tell about some things going on in my "school" life. Just been busy with workshops (text-dependent questions, writing workshop, Leader in Me), first weeks of school, and adjusting to a new school. It has been a positive and easy transition... changing schools. Everyone has been so kind and helpful. My new kinderkids are sweet and already getting into their routines by the end of this 2nd week of school. (I am missing my previous kiddos and friends!) I wanted to say hello and share a WRITE banner that I made for my writing center. Just click the picture below to get the freebie.

I do hope to share more this school year!



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Skunk Freebies Giveaway!!

Last week, we were learning about animals that live in the woods, as well as some nocturnal animals. Every year, I typically spend time teaching squirrels, bats, and owls. This year I wanted to do something with skunks. I didn't tell my students we were going to learn about them. Instead, I had them help me make a list of stinky items on a trash can. They enjoyed saying some words and kept laughing. Then they figured out we were going to learn about another nocturnal animal- skunks. I found these great books on Amazon:

Sweet book! Sassafrass is a little skunk who is feeling sensitive about her stink.

A boy finds a skunk on his bunk, and learns to keep an open mind.

A nonfiction book giving information about skunks.

 

 

Here are some close ups of the Little Stinkers:

"I was copying my sister." Love all his speech bubbles and details!!

I forgot exactly what his print means, but I do remember the story. He took his mom's purse. So she chased him, and she called him a little stinker. I love the expressions he made on the faces!

"I was playing and not eating my food."

I am busy working on my nocturnal animals unit. It will be a little while before I will be ready to post it on TPT. Fall is a busy season for me, as it is filled with holidays, anniversaries, and birthdays. To share my love of fall, I would like to share with you, my followers, my "stinkin cute" skunk samples from my upcoming nocturnal unit. This will include:

• What Stinks?- Brainstorm a list of stinky things.
• Skunk in the Bunk Rhymes- Brainstorm a list of -unk words. Students write and draw a picture of each -unk word.
• Rhyming in the Woods- use cooperative groups to work with rhyming words
• Skunk Tree Map
• Little Stinker writing and skunk template
• Partner Picking Cards- cooperative learning strategy for Making 5 or Making 10

All you have to do is:

1. be a follower,
2. leave a comment to this post about your favorite nocturnal animal
3. and your email address.

You will have until the next time I post to be able to participate in this giveaway, which will likely be this upcoming weekend. Thank you for your sweet comments and helping me to be a better teacher!

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In Pictures and In Words: Chapter 10 Tone

Mrs. Jump is hosting this week's linky party. Click above picture to see more book ideas!

Yesterday, I received an order of books that I have been wanting. Chapter 10 is all about tone. I wonder if my books will have any pages showing tone?

During the second week of school, we have a kindergarten gingerbread hunt. I thought this book would make a great addition to my collection of gingerbread books.

Technique #32 deals with color choices impacting the tone of the book. This story includes a muted color schema. In addition, the pictures are outlined in black lines, making the muted colors stand out. Technique #35 involves noticing the size of objects in a picture impacts tone. In the picture below, the children are reaching high up to stir the dough in the bowl.

While learning about colors, I plan to use Pete the Cat books. I couldn't resist this book in his hardcover form. (I usually try to buy paperback, as hardcover takes up more space!)

Technique #34 involves background color impacting the tone of a picture. James Dean uses vibrant colorful backgrounds. Technique #37 notices pictures with sharp, pointed lines, edges, and angles have a different tone than pictures with softer, more rounded lines and edges. Technique #39 involves using whimsical detail to lighten the tone in illustrations.

I have enjoyed Ellison the Elephant for the past few years that I thought I would invest in another book by Eric Drachman.





Technique #33 involves shifting tone by shifting color. Little frog wants to fly, and his parents tell him that is not a frog thing, but a bird thing. Before this page, the background colors were soft and sunny. On this page, it is purple to match his mood, tired and discouraged. Technique #34 notices background color may impact the tone of the picture. Technique #37 involves noticing pictures drawn with sharp, pointed lines, edges, and angles evoke a different response than pictures drawn with softer, more rounded lines and edges.

Besides adoring owls, I also love turtles. So, I have had this book on my wish list for years. It is a fantastic nonfiction book with beautiful illustrations.

Technique #34, 35, and 36 are tone noticing techiques that I would use with this particular book. Look how little he looks in the vast depths of the ocean.

It's amazing how easy it is to find illustrative techniques in picture books. Just pick up a book and look at its details to find tone!

The last book has nothing to do with the tone techniques, but I am EXCITED to delve into it, as I want to become better with teaching small groups during math time.



I think I will be off to stalk the Guided Math book blog studies. Have a super weekend!

 

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Chapter 8 of In Pictures and In Words

Growing Kinders is hosting this week!

I am really enjoying this book, as it is making me think about all the numerous ways illustrations are used. When reading about Technique #22, using details as an element of surprise, I got to thinking about this past school year. My school had an author and an illustrator come out to visit us. Christa Carpenter and Mark Wayne Adams came. Who? I know, right... I haven't heard of them until they came. Mark Adams presented how he did his artwork, and he was a phenomenal presenter! He reminds me a little bit of David Shannon's "David". Before seeing him present, I was thinking of which book to buy from them, and was considering The Belly Button Fairy or The Fart Fairy. You know how kids would be intrigued with titles like that! Well, I ended up purchasing...

... all because he pointed out the different surprises in the book. The dog is something to pay attention to on each page, and it is drawn after his real life dog. The boy is him. He told about a story of his dog eating spaghetti, which is why he drew that in the book. This book is in my classroom, so I cannot show pictures or go into detail without looking at those pictures. I wish I had my book! It is a fun book about a boy who does ridiculous things. There is a repetitious part- after the silly things, there is the statement, "Nicholas, that's ridiculous!" My kinderkids loved it! It might remind you of a little boy that you know.

There is a girl version coming out in the fall called Jilli, That's Silly! A Story About Being a Girl. I am planning to purchase that one, since there will "secrets" to look for in that one as well.

While reading about Techniques # 20 & 21 (creating an illusion of motion or sound with details), I thought of one of my favorite books...

This is also in my classroom! I do remember in my mind some beautiful illustrations of an adorable elephant learning to play his trumpet. At first, he does not play his trunk well. Then by the end, with the help of his friend Weasel, he learns to play his trunk to his own beat. I remember a part where Weasel is falling backwards from Ellison- showing movement. I want to look at the details to see why I remember it that way without seeing the book in a couple months. In addition, sound is in this book as Ellison is trying to play his trunk. This is such a great book!

While reading about Technique #17, showing the effects of weather on a scene, I thought of Henry and Mudge in the Sparkle Days, but also of this one...

This one makes me think of those hurricane seasons in Florida. I do have this one at home! It is a story of a tree...

through windy days

through snowy days

and stormy days.

There is a flood picture and this picture of the fallen tree. This is why Florida's hurricanes come to mind. Certainly not because of the snow picture! I love this book! It touched my heart.

While reading about Technique #13, crafting details of expression and gesture, I thought of my collection of feelings books. In looking or thinking about the 3 books that I recommend, I believe expression and gesture are in these books as well.

Now, with all this wonderful reading and collaboration of great picture books, I was thinking how can I create a scale for this. A couple of weeks ago, I went to a writing scale workshop- it will be a focus for teachers in my county to use more of these to go along with Marzano's Teacher Evaluation. So, now I need a little help from you, as I have not created too many of these. The scale is from 0-4, with 3 being the goal. I plan on creating a few class scales, so my students will learn to self-reflect on their own growth. Below shows a scale in progress. I just need to get my descriptors the way I want them, and then doodle some pictures to help my kinderkids remember key ideas. Ideally, this would be hung up, laminated, and clothespins with student names clipped to the sides to show what level they are working on.

I am using Common Core Standard SL.K.5 -adding details to drawings. Since I took the picture, I already changed the title to "I can add details to drawings." Check it out below. Please let me know what you think... let's collaborate so we can get a great scale! Thanks for your comments and help with this. I hope to get a better scale after your input!

Google Docs Link

 

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Chapter 7: Ideas & Content

Click above picture to go to Mrs. Wills Kindergarten: In Pictures and In Words book study.

This is my favorite part of reading educational books. Give me the how-to’s and examples, so I can try it out and apply it in my classroom. Except, I'm on summer break, and do not have access to what is in my classroom. However, I do have books that are here at home. Chapter 7 has been enlightening for me, as I have not really focused on paying attention to a series of pictures for different reasons. Using my new "eyes", I did spy some of these techniques in Kevin Henkes books . I think his books show using small separate scenes to show different actions, passage of time, movement through different places, and details in a list.

For example, in Lily’s Plastic Purple Purse, we see Lily going through a passage of time showing different emotions as she thinks about her teacher taking away her purple purse. Then we see her growing smaller after she reads a note from her teacher. This shows a progression of time, as she begins to fill badly and begins to shrink in each box. I wish I could hear my students' responses to why they think Kevin Henkes drew her that way.

Another example of using separate scenes on a page in this book shows Lily putting herself in the “uncooperative chair”. This also shows a passage of time and emotion that happens.

Using small separate scenes in a variety of ways seems to be a technique Kevin Henkes uses often in his books. Hmm... I do like looking at my books with different eyes!! Look at these other pages I found him using the same strategy in his other books:

Jessica

Chrysanthemum

Sheila Rae,The Brave

Owen

WemberleyWorried

Another book using this technique is Mouse TV by Matt Novak. The Clever School Teacher bookstore also has it! Click on the book cover to go there.

Here is a page showing different ideas of action or comedy:

I have used this book to create a classbook by having my students write compose about what they can do instead of watching tv. This would be a great opportunity for students to drite (draw & write) their ideas in small separate scenes to show what they can do instead of watching tv. Below is something you may want to use in your classroom. The first page can be used to combine the pages into a classbook. The second page can be used for individual responses in a reading response or writing journal. I think this book would be a way to show using illustrations as a list.

Google Documents link

Finally, a “backstory” are the illustrations that may have character and actions that are not mentioned in the text. This automatically made me think of Jan Brett’s stories- especially her troll and gingerbread baby books. She adds lots of details to the sides of her pages, usually giving clues to who is coming next in the story or showing what is happening in the troll’s homes.

I wish I had some student examples. I am getting some great ideas about the beginning of the school year!

On a different note, I am hoping to post something exciting this Sunday! I have been working on putting it together these past weeks. Check back Sunday to check it out, especially if you would like to start your year using brain-related research! Thanks for stopping by and have a wonderful weekend!

Now that I put a deadline on it... I will have to get it accomplished, even if I have a girls' night out tonight and a wedding tomorrow! I think Katie Wood Ray mentioned that she works better with a deadline. I think I do too!

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Still Reading...

Phew... didn't think I was going to make it, but I finished Chapters 4-6 last night. When I first saw this book's cover a few months ago, I didn't think much of it. To be honest, I thought to myself, I know drawing is part of the communication process, especially in kindergarten, so what would this book teach me? Then I saw that Mrs. Wills was going to do a summer book study on it. Hmm... I've not done a blog summer book study before. Then my school district informed us that they will be purchasing one of these books for each school. Hmm... what is the big deal about this book??

Well I am left thinking that I haven't shared with my students enough about illustrations. Even though we do it daily, I take it for granted. I really enjoyed Chapter 6. It got me thinking about how I teach writing with illustrations, and how I can make the process better. Here is one book where I focus on using stick figures:

With my students, we talk about individual characteristics. For example, one of my redheaded students would say that he has red hair and "angel kisses" (freckles). Another would say she always wear a bow or headband in her hair. Another would say he loves soccer. After discussing our individual characteristics, each child would draw a stick kid self portrait to put into a classbook called Mrs. Brinn's Stick Kids. It makes for a cute classbook. Below is a sheet you may want to use:

(I used HelloFirstie font from Hello Literacy.)

Googledocs link

Sometimes we would do an author/illustrator study. One of the first books we look at are those by Lois Ehlert and her collage type of style. We make our own leaf characters out of fall leaves, acorns, and seeds. Lois Ehlert also uses labels in her books and adds extra information at the back of her books. At the end of the year, we revisit collage through Eric Carle books. Throughout the year, we learn about nonfiction with Gail Gibbons and how she makes animals look real through her illustrations, rather than using real photos. So, how is that different from what Chapter 6 is telling me?

Well, to quote from page 78, "Students need the opportunity to study the decisions of illustrators, not simply be told about them. Teachers also need the opportunity to study with their students, because adults always learn more from children when a study is based on noticing. Children just notice more than we do. It's that simple."

So, I guess I am a culprit of telling! Not that I do not acknowledge when my students recognize or notice something. I just didn't think about taking it a step further. In Chapter 6, Katie Wood Ray tells us how to gather a bunch of books with interesting illustrations. After modeling how to look at illustrations, children need time to explore and find interesting pictures. I loved the examples given in the book, especially when she discussed the "zooming in" technique with the book about mud. I have not seen this book, and now am interested in seeing it for myself! In addition, it is also important to discuss why an illustrator chose a particular technique and how would we can use that in our own composings.

How might you explain to students that illustrating is composing? This seems to be synonmous with using pictures to read a story. At the beginning of the year, I model for my students how to use our eagle eyes to look at the pictures to tell the story. We practice looking at books and noticing what is happening, making up our own stories without using the text.

How might your attitude towards writing affect your students' willingness to write?  I think my attitude has a lot in what my students show me. If I am excited about something, it peaks their interest. If I am not excited about something, then they are less likely to be interested.

How might you help your students build stamina in writing? I model and discuss how to use colors, add details, and add background scenery. At the beginning of the year, I have each student be the Star Student of the Day. The class draws that star student and adds details through colors and background scenery (placing the person inside or outside). We talk about putting them at the beach or on a playground. What are some things we would find in those locations, and draw some of those details. Some students attempt labeling these pictures with beginning sounds, words, or even sentences. This is a multi-level activity, great for differentiating for those student needs. These drawings are combined into a classbook for the star student to take home. The process of this activity originated from my Four Blocks training. Here is aFour Blocks kindergarten text:

What language might you use with your students to talk about reading like a writer, both as a writer of pictures and words? Besides using the illustrator's name, I am not familiar with this. When reading the examples in the book, I get a better idea of what I am missing, because I did not discuss why an illustrator chose that type of technique. So I will need to practice and improve in this area. I believe it would also depend on what techniques my students are drawn to.

Name several books (not previously mentioned in this text) that you would gather for your classroom's units of study on illustration. I think I would still use the previous books that I mentioned earlier, and also David Catrow's books. There's something that I just adore about his illustrations!

I look forward to learning about other books out there with great illustrations, as I love books! In case you want to read more, here's a link to Mrs. Wills linky party (just click picture below):

Happy Friday!

 



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