2. Squid Drawing
Children then set off to make another drawing, this time of a squid. They used the immediate experience of examining and talking about their fish drawings to approach their drawings of the squid. Although a teacher was seated at the table with them, the children were already using a new vocabulary of observation and discussing with each other their ideas about drawing the squid. The teacher had already become a less potent force for prompting attention to detail as the children took on this role with each other, talking aloud about their observations as they worked.
In subsequent preparation for parent-child-teacher conferences, many children chose their squid drawings as examples of their best work.