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The Invisibles Star
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5 thoughts on “The Invisibles Star”
For elementary they also sometimes like to (re) draw it afterwards, sometimes with slight variations, that we then process under the doc cam!
Hey, Ben.
Tina showed us this yesterday here in Brattleboro–a great day. One refinement was that she had 1 and 2 connected to show that they had more in common with each other than the other pair, 3 and 4 (this is under reading options).
Nathaniel the comment field you wrote in disappeared but this is what you said:
Hey, Ben.
Tina showed us this yesterday here in Brattleboro–a great day. One refinement was that she had 1 and 2 connected to show that they had more in common with each other than the other pair, 3 and 4 (this is under reading options).
Yes my position is that the idea of the star is good, but it needs some refinement. There is so much in there.
Ok so I am new to the invisibles and owi process (though I have done similar things). Just to clarify, in the beginning of the year goes card/circle/pqa, then OWI (any noun?). Then after a few weeks start the invisibles. Firat day they create individual characters w/drawings (what about kids who cant draw?) Then we go through and discuss as a class (in english?). An invisible is chosen and discussed at length (emotion, size…..). If it flows it can turn into a story, if not we just move on to the next? Is a student writing/drawing the story as we tell it? Is that what the students read?
My kids come tomorrow so I want to make sure I am clear in my head before I get started. 🙂
Eliza, I hope Ben or someone else elaborates on this. I have not read A natural approach to stories but here is what I can say about one of your questions:
“If it flows it can turn into a story, if not we just move on to the next?”
— The invisible that catches YOUR eye will be the one chosen. Since you are the provider of the input, it is important that you resonate with the invisible. The image should also be big, bold and iconic.
For me it is hard to follow specific steps and procedures. I am using my intuition and still focusing on the fundamental skills of going SLOW, reading the eyes and body language of students as I provide the input.