Reading and/or writing

Kids often don't know where books come from They appear on library shelves or in their parents' hands complete with text and illustrations in place. It's not easy for a child to connect the beautiful book on the shelf with the smudged, sheet of paper on her desk. Now a teacher in Oaklnad CA has invided his third grade class to share to labor and rewards of writing a children's book. Hearing a story chapter by chapter as the writer puts it down in a first draft is a surprising and empowering event for a child. Joe Imwalla not only reads his story aloud to his class, he also invites comments and criticism. Of course, the best criticism comes from the children's behavior--do they giggle or do they yawn; do they gasp with surprise or do they poke their neighbor? These unguarded actions tell Mr. Imwalla whether he's reaching his listeners or whether he should go back for another rewrite. The exercise, of course, is not just about improving Mr Imwalla's writing, it's also about letting children know more about the process of writing. They become inspired to write their own stories, perhaps with the help of a friend, and suddenly the class is not a task, but an exciting challenge. Maybe public libraries could try this kind of program with writers in their communities. You can contact a local writers' group and ask whether any members would like to preview their work for children (after the librarian has a chance to see it). Learning that a book does not spring from a writer's or illustrator's brain in its glorious final format but is a document forged with thought and effort can give children a new respect for books as well as a new ambition to try writing their own. And doing this in a public library where there are no grades and no tests can be especially helpful to children whose self-confidence is not high. It's certainly something to keep in mind.