Children delight in "giving voice" to their drawings. If provided the opportunity, children can express powerful and imaginative ideas and make meaning through visual and verbal modes. When adults spend time talking with children about their artwork, they see glimpses of imagination at work, as well as effective uses of language. This article will examine the drawings that children produce in response to read-alouds. The focus of interest is on the variety of ways that children construct meaning and use imaginative and metaphoric thinking in their drawings. The goal is to move early educators beyond reading images literally, or responding to the surface spectacle, and into engaging them in joint attention episodes critical to the process of discovering the underlying organization and deeper meaning of children's drawings. (Contains 6 figures.)