Book Character Costumes on Parade: Our February Makerspace

Each year, we hold a Storybook Parade to celebrate our favorite books. This is a long-standing tradition at our school. Students choose a favorite book, dress up as that character, and parade down the sidewalks near our school to advertise their books to the community.

Classroom teachers do a wonderful job of supporting students in making costumes if they are unable to do that at home, but this year, I thought our February makerspace theme could be about costumes so that students could get a jump start on preparing for the parade.

Ahead of makerspace, Gretchen Thomas had her UGA students practice making their own costume pieces based on book characters to get warmed up. I made an introduction video for February’s costume theme and a Google doc signup for teachers to signup students at 11, 11:30, and 12:00 on Tuesdays & Thursdays.

I also went through our makerspace and gathered possible materials that students might use for costumes: felt, fabric scraps, yarn, cardboard, plastic tablecloths, various glue, pom poms, beads, and more.

I pulled several costume and fashion books from our makerspace genre section of the library as well as a few possible examples of books that could become character costumes.

When students signed up, they were signing up for a 3-week session on costume making to meet on Tuesdays & Thursdays. If students finished early, they could take their name off the list to allow others to come, but if they needed all 3 weeks, they could come. Each week, a different group of UGA students came to support our makers in grades 1-5.

During week 1, I met with all students on the carpet to set the stage for our time together. We looked at past storybook parade photos to see the wide variety of costumes people had. I also held up some of the picture books I had pulled and we brainstormed together some possible costume pieces that could be made for each character as well as what we could use that might already be in our closets.

At our tables, I put paper and pencils for students to do some planning as well as all of our costume/fashion books for ideas. Our goal was for each student to have a costume idea before gathering materials from the material table. From past experience, we’ve seen students just grab everything they see because they like it rather than think about what they truly need. We wanted students to be conscious of our makerspace materials and not creating excess waste.

As students gathered their materials with help from our UGA students, they spread out in the library at tables to start working. It took a lot of energy from all adults in the room because every student was creating something completely different. However, it was amazing to look around and see the collaborative creativity between our young makers and our UGA helpers. Many hidden talents and problem solving skills began to emerge.

We watched as cardboard became hats, ladybug wings, ninja swords, and candy bars.

Plastic tablecloths became dresses, skirts, and shirts.

Scraps of fabric were tied together into ninja clothes.

Felt and construction paper became cheetah spots and Little Elliot polka dots.

Cardstock, construction paper, and pipe cleaners became masks.

We all learned how to be resourceful with the materials we had and all worked together to figure out how to be costume designers with limited experience.

With so many works-in-progress, our storage room is a bit of a mess. We have costume pieces drying and stored on every shelf, table, and corner. As students return each day, they locate their own items with assistance from adults and continue the process. Students are allowed to take their costume pieces home, but I’m encouraging them to keep them here at school until our parade on March 8th so that they don’t get lost.

This was our first try at a costume making makerspace. It could use some fine tuning. It’s always a challenge to have so many different projects going at once where every student needs different materials and skill sets to create. However, our extra hands from UGA helps this part a lot. I would love to have a better plan for getting students started and gathering the materials that they each need.  Maybe each student needs a box or a tray where they could keep their items. Then these could be stacked on top of one another. I’m not sure, but I would love to debrief the experience with our students and the UGA students to get ideas for next year.

We can’t wait to see these costumes on parade very soon!

 

 

 

Our Students Need Your Help to Decide the 2019 Barrow Peace Prize

Every year our Barrow 2nd graders embark on a month-long project to research 4 people from history and decide which person is most deserving of a peace prize that we named after our school. This project has gone through many changes over the years and is a project that we keep coming back to because so many standards are woven into it.

Our project begins with a Google Hangout with all 4 second grade classes. This year, we read Malala’s Magic Pencil and discussed her character traits. We also learned about the Nobel Peace Prize that Malala won. We used this information to create a list of character traits someone should show in order to be deserving of our peace prize.

Then, students researched 1 of 4 people from history using Pebble Go, Encyclopedia Britannica, and websites found in Destiny Discover. They gathered facts onto a Google doc shared with them in Google Classroom.

In art, students created an image of their person using watercolors.

In writing, students used their facts to craft a persuasive piece of writing to convince an audience to vote for their person from history.

Finally, students recorded their artwork and writing using Flipgrid so that it could be viewed by a worldwide audience.

That’s where you come in. Our 2nd graders want you to hear their voices. They want you to listen to videos about each of the 4 nominated historical figures and decide which person should win the 2019 Barrow Peace Prize. You can access all of the videos on this Smore.

At the top and bottom of the Smore is a Google form where you can cast your vote. Voting starts now and will end on February 24 at 12:00PM EST. We will announce the winner of the Barrow Peace Prize when we Skype with the Flipgrid team in Minnesota in early March.  Every student who researched the winning historical figure will be awarded a 2019 Barrow Peace Prize medal created on our 3D printer.

We hope you will watch and vote. We also hope you will share this project with your own students, networks, or people in your community. Anyone can vote. The students love seeing where people have viewed their projects and how many votes were cast.

Who will win? You decide! Click here to start.

 

Kindergarten Exploring How Books Are Made: Authors, Illustrators, Editors, & Publishers

Kindergarten has launched into an exploration of “how-to” writing. In class, they’ve been thinking a lot about the steps it takes to make something. They’ve been taking these steps and writing their own “how-to” books.

As a part of this exploration, they are also exploring how books are made. The teachers each scheduled 2 sessions in the library. During the 1st session, we split the class into 3 groups to rotate through centers related to how books are made. Since this was Kindergarten, we had me, the classroom teacher, and the classroom paraprofessional to lead the centers that I planned.

Center 1: Read Aloud

We used How This Book Was Made by Mac Barnett and Adam Rex. In true Mac Barnett form, this book is filled with humor that was a little bit above the heads of some Kindergarten friends, but there’s a lot of great info on the process that a book goes through to end up in our hands. The book goes over the role of the author taking an idea and turning it into a draft. It also hits home the idea of writing multiple drafts of a book and getting feedback from an editor that is sometimes hard to receive.  Next the book takes us through the illustrator’s role of creating pictures for the author’s words. It shows students how the book is printed and put together before it is shipped to the shelves to await a reader.

To me, one of the best lines in this book happens at the end when Mac writes, “a book can have words and pictures and paper and tigers, but a book still isn’t a book, not really, until it has a reader”.

Center 2: Video

I pulled together a variety of videos so that we could pick and choose pieces of videos to play and discuss with students. One video from Capstone walks through the process of making a book from an idea to the printing.

If students were really interested in how a book is actually put together, we spent more time with this Discovery video.

I also wanted students to hear from some authors. There are many options to choose from, but I pulled an interview with Jacqueline Woodson. She shares more details about ideas, characters, and rewriting.

Since students are exploring how to make their own books, I also wanted them to see some different options than what we might have in our library. They watched just a bit of this video showing elaborate pop-up books by Robert Sabuda.

We could pause the videos along the way and let kids make noticings or ask questions about how books are made.

Center 3: Writing & Illustrating

At this writing center, students put themselves in the shoes of an author and illustrator. Since our time was limited, we weren’t writing a full story. Instead, students finished the stem “Once upon a time there was….”.  Students filled in whatever they wanted to as the author.

We talked about how often an author and illustrator don’t meet in person. The publisher might assign a text to an illustrator and the publisher is the one who communicates with that person. To mimic this, students sent their writing to someone else at the table. That person read the text and created an illustration to go with the text.

This was a challenge for some students because they saw that the illustrator didn’t always draw things the way they had pictured it in their mind. We used this “conflict” to connect with what published authors and illustrators sometimes face.

Closing:

We came back together after our 3 experiences and took a glance around the library as the books sat on the shelves around us. We talked about how every book on our shelves has gone through a journey to make it to our shelves. Students shared some of the journey that they remembered from the various centers.

Next up, students will be working in the art classroom to make their own bound book.  Then, they will return to the library to explore the “how-to” books.

 

Celebrating World Read Aloud Day 2019

We’ve been celebrating World Read Aloud Day for several years now. In fact, World Read Aloud Day was my first venture into Skyping with other classrooms around the world, and it helped me make connections to so many teachers and librarians that I continue to collaborate with today.

World Read Aloud Day was established by LitWorld as a way for us to celebrate our freedom and right to read aloud. Stories connect us, and when we read aloud together, we make connections between places, cultures, and so much more.

Back in November, I started getting teachers in my school to sign up for World Read Aloud Skype sessions via a Google Doc. I took those time slots and added them to the World Read Aloud Doc that was shared by me and Shannon McClintock Miller. Every year, that massive doc helps teachers and librarians connect classes across multiple time zones around the world to share stories.

As we found connections, I made a plan with each connecting author or educator so that we knew what story we would share. As usual, when the week of World Read Aloud arrived, we had to be prepared for technical difficulties, school closings, and sick children. Even with some barriers in our way, we made many connections this week. Here are a few of the highlights.

Monday 1/28/19

We kicked off the week with Donna MacDonald and her students reading Snappsy the Alligator. I love how this book is perfect for two voices to read aloud.

Ingrid Mayyasi’s students read Be Quiet to my Kindergarten students. It was so great to hear a group of 4th graders become the characters in the story. It really made us see how much this story could become a reader’s theater in the classroom.

Tuesday 1/29/19

Kelly Hincks and I shared Narwhal & Jelly with 2 PreK classes. Kelly’s students sang the Narwhal & Jelly song by Emily Arrow. It was so much fun to see how a story and music could connect us together. It didn’t take long for my students to start singing along and doing the motions to the song.

Kristen Mogavero’s AP English students read aloud a chapter book to our 4th graders. They shared a lot of information about their high school which was a great connection to our College and Career Week coming up next week.

Author Deborah Freedman read the book Shy to our 4th graders. They prepared questions in advance to ask her and learned a lot about why has written several stories about animals and where she gets her ideas.

Our 5th graders did a mystery hangout with April Wathen and her students in Maryland. Since we had older readers, we took turns reading aloud favorite poetry.

Wednesday 1/30/19

We were hit with several weather cancellations this day, but we were able to connect with a very fun class in Texas thanks to Nancy Jo Lambert. Our students read selections from the book Can I Touch Your Hair? This book features poems about race, friendship, and mistakes. Our students had a great time reading together and lots of laughs as we asked each other questions. I think our favorite question from them was “Do you like to eat Mexican food?” We all took a turn to share some of our favorite foods. We hope we can connect together again sometime.

Thursday 1/31/19

One of our connections on this day was with Nikki Robertson in Leader, TX. We both had 1st graders and read the book The Rabbit Listened. This was such a fun story to share for WRAD because it gave us a chance to talk about our emotions and the importance of listening to someone and giving them space when they need it. Students in both places had so many insights on why the rabbit was the one who helped Taylor the most in the story.

Friday 2/1/19

On the official day of World Read Aloud, we connected with 3 different authors. Phil Bildner gave us a sneak peek of one of his upcoming books by reading the first chapter. Anne Marie Pace shared her book Groundhug Day. Angela DiTerilizzi shared her newest book Just Add Glitter.

Each of these amazing authors also answered questions from students about writing (and a few other random things). Getting to step up to the camera and speak directly to an author is such a powerful moment for students. It makes a deep connection between the book we hold in our hands and an actual person in the world.

Every year, I make a Google Tour Builder map of our connections. After each class connects, we add a pin to the map and type in what book we read together. I love seeing the visual of all of our pins connected together because every story we share connects us across the miles with new friends. We learn about what connects us together and also what makes us all unique. These Skype connections remind us that we are not alone in the world and that in every town there are people doing some of the same things we are.

Thank you to every author, illustrator, classroom, and library who made connections this week. Your voices and stories made an impact this week. We look forward to connecting again next year.

 

 

Sharing Our Reading Lives Through Book Snaps

I’ve been working with a group of 3rd graders to find books that interest them. I recently wrote about how we took a survey to help me find books that might match the students as readers. Now that this group of students have been reading their books and moving on to others for a few weeks, we are talking more about what readers do while they are reading.

We’ve explored how some people like to have a journal where they write down questions and thoughts that come up as they read. We’ve talked about carrying a pad of paper or sticky notes to tag pages in the book that stood out to you. We even discussed how some readers highlight the text of books they own or write notes in the margins.

One digital way of sharing reading lives is Book Snaps. I’ve seen book snaps shared by several colleagues and even tried out a few myself. The idea of #booksnaps originated with Tara Martin. Basically, a book snap is a visual representation of your thinking on something you have read. To create a book snap, you take a photograph of a page, illustration, or cover of your book. Then, you use the editing tool in photos to highlight the text that spoke to you. You can also add text, emojis, or Bitmojis to further visualize your thinking. Book Snaps can be posted to any variety of social media and the caption can be used to further explain the meaning of the image you have created.

With the 3rd grade group, we explored a few online examples and even some I had posted.

Then students went back into their own books and found a quote that stood out. Using our iPads, they took a picture and edited the image to add visualization. Since our students are too young to use social media on their own, our plan was to post pictures to our library Instagram account.

Students used Airdrop to send the pictures to my phone. Then, they wrote their caption on a piece of paper, which also had the instructions for creating their image. Students sat with me and dictated their caption while I typed it on my phone. I had them proofread what I typed and press the share button.  We added #booksnaps and #studentvoice to each post.

If you have a moment, the students would love for you to head over to Instagram and give them a “like” or a comment. We hope to add more book snaps to our Instagram page and also explore other ways we can share our reading lives beyond our own imagination.

 

Max and the MidKnights: A Visit with Lincoln Peirce

We’ve been building excitement for weeks to get ready for an author/illustrator visit with Lincoln Peirce. Many people know Lincoln from his bestselling series Big Nate, but he has an equally fantastic new book out called Max and the Midknights. This new book is a spoof on the Sword in the Stone and other medieval stories. It is filled with surprises, adventure, a wicked king, an evil sorceress, unlikely knights, a dragon, a few zombies, and plenty of humor. (And the best part is that there are more Max books in the works).

Prior to Lincoln’s visit with 3rd-5th grade, we held a one-page comic contest and used those comics to fill our windows of the media center to welcome him. When he arrived, he was so impressed by how many of our students expressed their creativity through comic art.

Lincoln arrived a little bit early so he took time to sign the many books that we pre-sold through our local independent bookstore, Avid Bookshop. He also had one adoring fan spending recess time in the library, and Lincoln took time to chat with this student who has read all of the Big Nate comics. This student even drew a comic for Lincoln using Big Nate and his other favorite topic, the Titanic.

Before his chat with all of the students, Lincoln had just enough time to create a special Max drawing for our library. I’ve made it a habit now of framing an illustration from each illustrator who visits and is willing to leave behind an image. With 3 author/illustrator visits just this year, our walls are becoming a mini-museum.

A few lucky students arrived early and got to see Lincoln create the drawing.

In his presentation, he of course acknowledged Big Nate at the beginning because that’s what he’s famous for. I loved how when he showed each character from Big Nate, the kids shouted out their names. These illustrated novels have made quite an impact on many readers.

Lincoln then backed up and showed us where a lot of his inspiration has come from. He referenced books he read as a kid and many comics that inspired him. I’m always impressed when an author/illustrator shows things that they kept from their childhood, and it reminds me the importance of holding on to at least a few things from my own children each year.  He had drawings of Peanuts characters that he created and super heroes based on his love of Batman.

Lincoln took students up to the point where he created the Big Nate comic strip for newspapers and how it became wildly popular. We were all surprised when an image of another famous author made its way into Lincoln’s presentation because Jeff Kinney was a key player in how the comic strip turned into an illustrated novel series.

It was very evident that Lincoln has had a lot of fun moving away from the Big Nate novels to a new series. He’s coming up with so many new, fun characters that are based in medieval tales he’s read or watched in the past.  Students loved seeing how he took some small ideas and eventually turned them into a much longer story. He introduced them to all of these key players in the book without giving away any of the fun secrets from the book.

One of the most fun parts of Lincoln’s presentation was seeing him draw. He emphasized to students that the smallest lines and symbols convey big messages to the reader. A simple letter z tells you someone is sleeping. A slanted eyebrow can change a character’s emotion.

He drew one character on our whiteboard and then erased and drew over and over to show how small changes can make a big difference in the message you are sending to the reader. This was so helpful to our young artists and I can’t wait to see how this impacts the images, comics, and stories that they create.

After Lincoln’s visit, we rushed all of the signed copies to classrooms. Students immediately started opening them up to read. Students came in the next day buzzing about what they had read.

Our 6 copies of Max and the Midknights immediately got checked out and a “hold” list started to develop throughout the day. Every signed copy of Big Nate was also checked out right away. I started to get messages from parents whose kids came home and wouldn’t stop reading the book and stories of kids who went home and made their own comics. I heard stories from teachers who had students begging to have the book read aloud in class or to the be the first student to read the class copy of the book.

This is what an author visit does. It inspires students to create. It creates a buzz of conversation. It encourages readers to read and readers who haven’t found the right book yet try something new. Thank you to all publishers who send authors and illustrators to schools and bookstores. For this visit, thank you to Random House Kids & Crown Books for Young Readers for sending Lincoln Peirce to our school. Thank you to Avid Bookshop for advocating for this visit and for taking care of all of our presales of books. Finally, thank you to our amazing PTA who made sure every class in 2nd-5th grade received a copy of Max and the Midknights for their class library.  These books will make an impact for years to come.

 

A Walk to Avid Bookshop with the Student Book Budget Team

Our student book budget team has made quite a long list of books to consider for this year’s student book budget purchase. So far, they have met with Capstone and Gumdrop Books. Our local independent bookstore is within a mile of our school, so we also take a walking field trip to Avid Bookshop.

I split the group into two days. Third and Fourth grades went one day and Fifth grade went another day. Before we walked, we reminded ourselves about the types of books we were looking for. We also reminded ourselves that we were in a place of business so we needed to be respectful of the space and the other customers.

When we arrived, we snapped a quick photo in front of the shop.

Kate Lorraine, bookseller, met us at the back of the bookshop and gave us some book talks on picture books, informational books, graphic novels, and middle grade books that met our purchasing goals. We also showed students where these areas were located in the store so that they didn’t venture into adult sections for our list of books.

We took some shelf markers with us so students could remember where books went on the shelf. Each time a book was found to be of interest, students checked with me to see if we already had it in the library. If we didn’t, they scanned the ISBN into a spreadsheet on my computer and added the title and price. Again, we weren’t worried about cost at this point, we were just adding books of interest.

I loved that students could check with the Avid booksellers for information on prices, age ranges of books, series sequence, and more. They are so used to asking me questions, that sometimes I had to remind them that the Avid booksellers were there to help us and were happy to answer questions.

As usual, it was a challenge to stay focused in a bookshop with so many interesting books and gifts to look at. Students had a chance to look all around, but did need reminders to stay focused on our most important task of finding books. I also noticed that our oldest readers also needed reminders to visit the picture book sections in addition to the areas that they were most attracted to.

I have some more thinking to do around these walking visits. Avid has such a great selection of titles to look at and I feel like students could have spent more time really looking at what was there. Maybe I need to assign certain students to certain sections. Maybe there needs to be more guidance on how many books they should try to evaluate.  I don’t want to take power away from the students, but I do want to equip them with some tools to help them get the most out of their visit to this useful resource in our community.

Now, we are at our most challenging task, which is cutting down our lists to fit our budget. Wish us luck.