What if the next step in our read-aloud journey was not about getting it exactly right, but about discovering the joy of trying?
Over the past few months, we have explored how stories can help students recognize character strengths in action. With Swimmy, students developed an appreciation for beauty, perspective, teamwork, and perseverance. With Owl Babies, they explored leadership, bravery, hope, and spirituality through a story of waiting, worry, and trust.
Now, Ish by Peter H. Reynolds offers another beautiful opportunity to bring wellbeing into everyday literacy.
At first glance, Ish is a story about drawing. But underneath the crumpled papers, uncertain attempts, and surprising encouragement, it is really a story about how students can keep going, soften perfectionism, and see value in their own effort. For many learners, especially students accustomed to being corrected, measured, or told what is “right,” this message matters deeply.
Ish reminds us that expressions need not be perfect to be meaningful. A drawing can be vase-ish. A poem can be poem-ish. A try can be try-ish. And sometimes, that little bit of flexibility opens the door to confidence, joy, and growth.
In Ish, Ramon loves to draw until a discouraging comment changes the way he sees his work. What once felt joyful begins to feel frustrating. He tries again and again, but nothing looks “right” enough. Then, with the help of his sister Marisol, Ramon begins to see his creations differently. They do not have to be perfect. They can be “ish.”
Across the story, students naturally encounter three powerful character strengths:
-Zest
-Humility
-Self-Regulation
These strengths give students a language for what is happening in the story and, even more importantly, what may already be happening inside themselves.
Zest shows up in Ramon’s early love of drawing and in the way joy returns when he reconnects with creativity. Humility appears when Ramon begins to see his work with openness instead of harsh judgment. Self-regulation is present as Ramon navigates frustration, pauses, tries again, and learns a new way to respond to imperfection.
Modeling Character Strengths in Real Time
The power of a read-aloud is what educators notice, name, and make visible during the reading.
When teachers pause to identify character strengths, students begin to understand that strengths are things people use in real moments: when they feel disappointed, when they try again, when they accept feedback, when they notice beauty, or when they choose a new response.
With ish, the read-aloud becomes a chance to show students that mistakes, uncertainty, and imperfect attempts are not signs of failure. They are part of learning and being human. And they are often where strengths begin to shine.
Before reading, frame the experience:
“Today, we’re going to listen to a story about someone who loves to create. As we read, we’ll look for moments that show zest, humility, and self-regulation.”
This helps students listen with intention. Instead of only following the plot, they are invited to look for strengths in action.
As you read, pause at key moments:
-When Ramon is full of energy and joy while drawing:
“He loves what he is doing. That joy and enthusiasm is zest.”
-When Ramon becomes frustrated because his drawings do not feel good enough: “He is having a hard feeling right now. Self-regulation can help us pause and decide what to do next.”
-When Ramon keeps trying, even after feeling discouraged: “Trying again can take strength. He is working through frustration.”
-When Marisol sees something special in Ramon’s drawings: “She is helping him look at his work in a new way.”
-When Ramon begins to accept that his drawings can be ‘ish’: “That takes humility. He is learning that his work does not have to be perfect to have value.”
-When Ramon starts creating again with more freedom: “His zest is coming back. He is finding joy in creating again.”
After the read-aloud, use simple prompts to help students reflect:
-What was one character strength you noticed in the book?
-Were there other strengths you saw?
-Can you think of a time when you used that strength?
-When have you tried something even though it did not turn out perfectly?
-What is something in your life that could be “ish” and still be meaningful?
For students who benefit from additional support, educators can offer verbal or visual examples:
-“I noticed you used self-regulation yesterday when your tower fell down, and you took a breath before rebuilding.”
-“I saw zest when you showed excitement during music.”
“You showed humility when you listened to a new idea from a friend.”
These moments help students move from identifying a character’s strengths to recognizing their own.
When literacy is linked to character strengths, students gain comprehension and language for their inner lives.
They learn that joy, trying again, and adjusting expectations can be strengths.
They learn that their work, their voice, and their effort do not need to be perfect to matter.
This is especially powerful in classrooms where students may experience frequent correction or comparison. Ish offers a gentle, accessible way to build a different kind of message: there is something right with you already, and your strengths can help you grow.
