I baked a lot of pies this summer (and cobblers, and cookies, and fresh fruit crumbles)! In pie-making, as in my art, I prefer the slightly lopsided, haphazard, sure markings of hand-made playfulness over pristine perfectionism (as is probably easy to tell from first glance at this goopey, strips of different sizes, delicious beauty!). For most of my pies made this summer, my favorite pattern for layering on the top crust was to cut it into strips, and to create a lattice pattern: over, under, over, under, repeat.

Patterns (and pies) create comfort - a sense of predictability, of knowing what is to come in the great unknown. That, in itself, is no small thing. In fact, creating this sense of familiarity through routines, and patterned practices, is essential for early childhood development. (I put on my veteran elementary educator plus mommy hat on to remind you of that knowledgable tidbit). Familiarity fosters a sense of security and creates an environment where one can thrive. It is why I spent so much time in the beginning of the school year (as many educators do) to establish routines, build positive patterns together, and to create a classroom that was cozy, safe, and predictable. Because they are comfortable knowing what is there, they can take risks, and purposefully divert from their patterns,  But why? What is the purpose?

To see what might happen?
To satisfy their curiosity?
To test a hypothesis?
To elicit a certain reaction from a certain adult?

Why do we make patterns, only to break them?

Let's peek into some recent picture book mentor texts, one by yours truly, and then some of my favorites, to notice a pattern established, and the purposeful choice from the author to break the pattern. Perhaps you can hypothesis what their intent in doing so is.

Goal: Through studying picture books in this way, my hope is that you are able to more expertly read picture books from the lens of a writer. Let's begin. As we piece it all together, think:

​What is being done here?
Why?

In FIREWORKS written by Matthew Burgess and illustrated by Catia Chen, a pattern is quickly established through the text to include onomatopoeic words that are a feast for our ears as our main characters venture through the city on a hot summer day, elevated by the bright, bold, textured, and vibrant art that is a treat for our eyes. On this page, the only words are 
"KABOOM, KABOOM "the finale!"'

What is being done here?

As established through the pattern set early on through this book's design choices (purposeful, yes, as they always should be!) the "KABOOMS" are placed throughout the page, in different sizes, exploding all over, like the fireworks they are describing. All these choices - text, font, placement, size, are intended (I believe) to set the mood, so that we feel this book, and experience it along with the characters. It's very cleverly done!

​This pattern continues until the page before the last page turn . . .

Why?

Notice the shaded, darker hues in this spread compared to the one above (both nighttime scenes). This one is not vibrant, but hushed. Notice the "kaboom"s here. They are not exploding, or of varying sizes. They are small. They are calm. They are gentle. Each word on this spread: say it aloud. Note that even your tone, and volume, and the sounds of your mouth are more soothed. This is as intended by the word choices of the author, the placement text of the designer, by the colors, and close-up face-to-face perspective, and still spread chosen by the illustrator, that make this scene all the more intimate. It's the perfect wind down from a bustling read aloud of the external experiences of our characters that sets us up so well for the final spread. I'm not spoiling it - you'll have to check it out for yourself! But it wows, surprises, and feels at once - like the absolute only way this could end. It's perfectly satisfying.

November 8, 2025: 10:00am-4:00pm Story Sculpting Writing Workshop via SCBWI Southern Breeze (paid registration required)

• 3 picture book intensive workshops led by me
• ask me anything panel with author Chris Negron, Decatur, GA

​More Information & Registration Information here

NEW YEAR, RENEWED WRITING! Picture Book & Early Reader Retreat
January 17-19, 2026: 8:45am-3:45pm (paid registration required)

• in-depth look at how to write, revise, and market your strongest picture books and early readers
• great insights, intimate craft-focused sessions, one-on-one critiques from industry professionals
• 3 days devoted to you and your personalized needs, wherever you are in your picture book making journey

​More Information & Register here

No one is more surprised than me that it's halfway through summer (or, actually, where I am, it's two weeks into back to school time!). Time really flew! One minute we were adventuring through Ireland, where we climbed to the top of castles, crawled through caves, almost blew away with the wind at the Cliffs of Moher, chatted with puffins, hiked down, down, down to feel the splash of a momentous waterfall, filled our bellies with delicious food, and our hearts with forever memories. Then, I blinked, and suddenly it was time to walk to the bus stop.

Alas, since it is back to school for my kids, I finally have my writing-during-regular-hours time back (mostly!). And, happily, that means that I finally get to write this blog post that I intended for the beginning of summer. Ohh time . . . where did you go? When I described our trip to Ireland above, notice that I immersed you in what we did through senses *other than seeing*, and yet, you were able to feel and see clearly, the scope of our trip. Funny how that works, right? When we take away one sense, it strengthens our other ones. Thus, we are able to experience more fully.

So, let's apply that to our picture book writing. In a previous post, I DIG DEEPER INTO REVISION by asking questions to reveal and elevate your picture book manuscript. (see how to get the updated Revision Checklist straight to your inbox at the end of this post)

In this one, I am going to zoom in on one question that is essential to maximizing the picture book format. Doing this one thing will allow your story to work on a level that is unique to the picture book format, and make it feel more like an experience, than a story. That is:

How can you create descriptions that show us what we won't already see in the text?

It's a question I ask myself during revision, and the one question that I ask the most of other writers when I critique or edit their work. Picture books have illustrations (unless it is THE BOOK WITH NO PICTURES by BJ Novak - an exception!) and the illustrations will show us, visually, what is happening in your story. Therefore, your job in the text, as the author, is to give us something more, or different, so that we can more fully and deeply experience this moment.

Can you reveal more about the main character? like how Kelly DiPucchio describes Oona (from OONA, illustrated by Raissa Figeuroa), as "sweet . . . and a little bit salty, like the ocean where she lived. She was also brave and curious, like most treasure hunters." We can taste that ocean water, and the saltiness of Oona's personality through that clever character and story opening. Additionally, we now know that Oona is a treasure hunter, which is intriguing. We want to flip the page to find out more. Notice how the text does not tell us that Oona is a mermaid. We can *see* that in the illustration, and thus noting it in the text would be repetitive, and use up precious word economy!

Now that I’ve given you some examples, I’m putting you to work!
 
Go grab any two character driven picture books, chapter books, or novels. If you have them handy, or can easily check them out form the library (they are very popular and have many books in the series!), I’d suggest trying this out on MAGIC TREEHOUSE #1 DINOUSAURS BEFORE DARK by Mary Pope Osborne, or THE NEVER GIRLS: in a blink by Kiki Thorpe.
 
Only read the first chapter (or first two spreads if it’s a picture book). What are the answers to the questions:
 
Who is the main character? Why do we care about them?
 
What is their problem/goal?
 
Finally, it’s your turn! Go back to your Work-In-Progress. Only read the first chapter (or first intended spreads of your picture book).
 
Who is the main character? Why do we care about them?
 
What is their problem/goal?
 
Does your beginning reveal this important information? Does it beg us to read on? If not, you can also restart. The magic, I believe, is always in revision. Bring us a beginning that we never want to end.

P.S. *For those inquiring about manuscript critiques and editorial services, I offer a very limited amount, due to a full schedule. If interested, please use the form on my contact me page to reach out about availability and more.*​

Happy Writing!
-Katrina ✨
​

• Switch projects. I like to work on a few things at one time (two to three) so that when I do get a chunk of writing time (which is very rare for me, so I want to be as productive as possible when I do!), I can switch from one to the next, and not lose overall momentum.

The key here is to make sure they're different (one you're starting and one you're refining, or different genres, structures, etc.) so you can approach each with fresh eyes. Also, this way, your writing for one project doesn’t bleed into the other, leading to two projects that are too similar. *I elaborate on this in my chat with Josh on Funk & Friends around the 22 min. mark*

• Always have a notebook near you and be ready to write when you’re doing other things. Most of my ideas and writing "aha"s come to me when I am *not* sitting down to write. Usually, it’s when I’m waiting outside my daughter’s ballet class (while my toddler is climbing on my head), on my drive to pick up my kids from school (I have safely pulled over more than once because I had to write something down), or while in the shower.

​

• Something else l do to get into a creative & productive mindset is: Set a timer for 10 min:

-Create something new
-No censoring
-No erasing
JUST KEEP GOING

• Physically move to a new location. This year, I worked on picture books, chapter book, and middle grade projects (often in the same day). It helps me switch gears when l physically move for each (desk; counter; table) & take a walk outside to refresh and reflect between each working session.

​

• Keep a praise folder/box/file/binder full of professional praise from agents, editors, industry professionals from conference critiques, critique partners, positive trade reviews of your published books, kind words from fans, etc. When you’re feeling stuck, or down in the dumps, pull this out to reread and remind yourself that others believe in you and your writing.

​

• Reread books you love in the genre your work in progress is in. Do a picture book study to note what’s working and what you love about it. Can you apply some of that to your work in progress?

 

• Reach out to your writing community, whether that’s tweeting with hashtags such as #WritingCommunity #writerslife #amwriting etc. to commiserate or for camaraderie, or reach out to your trusted critique partners to set accountability goals, flash writing sessions together, check ins, or just to send them your work, even when it’s not as polished as you want it to be, to get fresh eyes and perspective on it. 

And again, because it’s worth repeating...know that you are not alone. We are all in the ucky mucky goop together.

Hello, Writers!

While most of my writing posts are craft-based, this one is going to address the other side of the coin that makes a writer successful...being a reader. Are you being a responsible reader? Are you respecting the reader you're writing for?

From the moment children are born, they are amazing humans. They take in the world, make sense of it, and act accordingly. From the moment they are born.

Therefore, as the writers for children, the readers of books to children, the buyers of books for children, the grown ups raising and shaping today's children (who will become tomorrow's grown ups), we hold a grave responsibility---whether we want to, or not. Every book we choose, read, buy, and hand to a child teaches them something more about the world (even the funny and absurd ones).

We should be choosing books that children will love, yes. It's okay (and great!) to share the ones we loved growing up, too. We want them to become readers, so picking books that will engage them is essential! 

However, we also need to consciously and considerately think about the books we choose.

For example, the first novel I read aloud to my second grade class this year was by one of my favorite authors of all time, Roald Dahl. We read JAMES AND THE GIANT PEACH. But...that book was written in 1961. There is language that is not appropriate, that just wasn't "deemed" inappropriate in 1961. When I read these phrases and words, I make sure to pause, and explain that to the students. "This is not okay to say. It's never okay to say, but sixty years ago, they didn't think about it like that. It's great that we've learned since then and can read this now and know that it's not okay." Sometimes, it's a small conversation that we have, and sometimes, it's just something important to note, and then keep reading.

So what questions should be we asking? Here are some that I think about when selecting stories to share:

What might a child take away from this book? What perspective have I shown? Whose story have I shared? Whose story is missing from this narrative? Am I sharing books that reflect this child's experiences? Am I sharing a range of voices, experiences, and perspectives? As we know, it's important for there to be enough literature to both reflect all children's experiences, and provide windows into experiences they are unfamiliar to.

​Am I respecting the child's intelligence--their ability to absorb and comprehend complex information?

Am I giving them access to literature that will build empathy?

Am I allowing them to ask questions?

Or, am I guarding them because I don't know the answers?

Remember, from the moment children are born, they are amazing humans. They take in the world, make sense of it, and act accordingly. I am not suggesting exposing children to content or writing that is not age-appropriate. But I do believe that *how* you have a conversation about a tough topic is important. It's okay to not have the answers. In fact, it helps children understand that we are still learning, too. And empowers them. I've been surprised and impressed by the deep conversations I've had with first graders, second graders, and my own kindergartener and preschooler.

​When I read NOT QUITE SNOW WHITE, written by Ashley Franklin and illustrated by Ebony Glenn, to my second grade class in the beginning of the year, I did not present it as an alternate Snow White book. The little information I gave before reading was, "this is a book I love. I'm excited to read it to you and hear what you think," which is how I present most books that I read to children. Afterwards, a second grader raises their hand and says,

"the words the other kids said are mean. That's not nice. I'm glad Tameika got to be Snow White because anyone should be able to be Snow White."

A six year old said that. And it lead to a wonderfully deep conversation about race, confidence, and treating each other with respect.

When I read Kevin Maillard and Juana Martinez-Neal's FRY BREAD​, to my kindergarten daughter and preschool son, they poured over each gorgeous illustration. My kindergartener pointed out that "their family members look all different, like in our family." When we read the lyrical and powerful words about how fry bread was made from the few ingredients given to the people after they were forced to move, my daughter wanted to know more. So we read the beautiful back matter. She asked tough questions. My preschooler said, "That's not fair. That's not nice." And I said, he was right. We talked about how it's important we remember that it happened, so that we do better now. It was a tough conversation, but I'm thankful for that beautiful book for opening us up to the conversation in a way that was accessible to my young children.

What I've previously posted about HONEYSMOKE:
"This is a tender and heartwarming book about a girl discovering her own color. She draws inspiration from mom and dad to come up with a color that’s all her own. I love the message presented here of finding your own color to express yourself. Readers, young and old, will be inspired to find their own color after reading this book. The illustrations are beautifully rendered---vibrant yet soft, bold yet gentle. As the parent of bi-racial children, I’m so glad this book is in the world and on our bookshelf. It’s one we’ll enjoy together, again and again!"

What I've previously posted about HANDS UP:
"HANDS UP is full of warmth and energy. It spins a phrase that has a negative connotation into one that is empowering and joyful. This book is a powerful celebration of the different ways we put our hands up---in happiness, in helping, in hope. Highly recommend!"

What I've previously posted about THE OLDEST STUDENT:
"THE OLDEST STUDENT is the incredibly inspiring and true story of Mary Walker. She learned to read at age 116! This book is beautifully written, capturing the perseverance, independence, and grit of the nation’s oldest student. Breathtaking illustrations. My second graders loved this—it sparked rich conversations and ignited  excellent questions. This book belongs on every bookshelf!"

Here's another great list: 31 Books To Support Conversations On Race, Racism, and Resistance, here: (there is some overlap and I haven't personally read all of these books, but I plan to!)
 https://blog.usejournal.com/31-childrens-books-to-support-conversations-on-race-racism-and-resistance-9dbabc28360e

One of my favorite independent bookstores, Red Balloon Bookshop, St. Paul, MN, curated an amazing list of books, too. Check it out & purchase books here:
https://www.redballoonbookshop.com/black-lives-matter?fbclid=IwAR0O5V6AVkRo4I7ua0A5-7ZG2My6CYkZ0ea6JPCrGqnT_XEpq6tPieQgVfs

Literacy Activist and Librarian Edi Campbell shares a phenomenal list of books for children on this matter, too:
https://crazyquiltedi.blog/2020/06/03/books-for-black-children/

You may also want to check out this list of own-voice books, organized by age group, by PenguinRandomHouse:
​https://storage.googleapis.com/classroom-portal-production/uploads/2020/06/5ff1a5e0-k12-black-creators-booklist.pdf

HarperCollins Children's also shared a great thread of books by Black creators from the youngest reader through middle grade:
https://twitter.com/HarperChildrens/status/1268225844134232069?s=20

​It's the end of the year (and the end of a decade). For me, this is a time of reflection. It's actually something I do at the end/beginning of each month, and then, again, at the end of the year as a whole.

Throughout the year, I have ongoing lists in my journal. I title a page for each, and then add to it throughout the year.

This year, my page titles included:
-New Writing:
-Submission Ready:
-Revised: 
-Major Highlights:

Of course, there's the rest of my journal for musings, learnings, sketches, early drafts, revision notes, outlines, etc.

After reviewing each of my lists at the end of the year, and going through my journals, I make a new list for the new year: GOALS. (I'll come back to goals in a later post!)

I was proud to fill (and overflow) each of these pages this year. In fact, my major highlights page was bursting this year.

Whew! What a year it's been! I've filled four notebooks, sold books in a new genre, and began writing in another genre!

While the major milestones are definitely worth celebrating, it's also worthwhile (and important) to celebrate each moment that brings you to that milestone. Every moment that pushes you forward, and up, and along on your journey.

It's been a year of new beginnings, branching out, and what's been most challenging, but also most important to my overall health and well-being, a year of balancing. As a mother to two young children and two high-energy dogs, a teacher, and a wife, I'm most proud that I've been able to balance it all and find the time to nurture my passion---my writing. I've grown in craft and curiosity. And I'm excited for what's to come in the new year (I'll write up a goals post to share in the New Year).

For now, I'm wrapping up the year by spending New Year's Eve with my family. We're playing, partying, and not planning much of anything else!

What are you most proud of this year?

How are you wrapping up 2019?