Visual Literacy with a Picture Book Mystery

Ms. Freeman, 5th grade reading teacher, is always brainstorming ways to make the reading standards more engaging for students.  One of the standards focuses on how visual and multimedia elements enhance the text.  Specifically, the standard is:

ELAGSE5RL7  Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

She wondered aloud with me about what we might do together in the library with this standard, and we came up with a visual mystery of sorts.  Before students came, I selected about 30 picture books and copied 1 page with 1 accompanying illustration from each book.

When students arrived, we took a look at the standard and then read Dad and the Dinosaur by Gennifer Choldenko and Dan Santat.

The students were quick to notice the amount of figurative language packed into this book.  As we read, I slowed us down so that we could really look at the illustration and how it matched Gennifer Choldenko’s words as well as how it enhanced her words.  We imagined Dan Santat receiving the text without the pictures and how he might visualize the illustrations while he read.  We noticed how the grass looked like a sponge when Choldenko talked about the “spongy grass”.  We noticed the boy’s face lit up in green when Choldenko talking about how it “glowed like a glow stick”.  We made lots of noticings.

Then, I gave each student one of the pages of text that I had copied.  I asked them to imagine that they were the illustrator receiving this text.  What did they visualize as they read?

Once students had a chance to read the passage and create a picture in their mind, they wandered around the library tables where I had spread out all of the images that matched the text. They had to search for the image that they felt matched their text.

It was very tricky for some because some of the text could potentially match more than one image, but if they looked at the details of the text and the details of the illustration, they should be able to find the exact match.

Matching text and pictures. #visualliteracy

A post shared by Barrow Media Center (@barrowmediacenter) on

When students felt confident in their choice, they recorded a Flipgrid video explaining why they felt like their match was correct.

Click the image to listen to our videos

Finally, students went to another set of tables where the full books were spread out.  They located the book with their image and explored the title, the images, and rest of the text.  Many students discovered a picture book that they wanted to continue reading.  Several have been back since the lesson to check out the book.

Another student came to the library to show me one of her guided reading books and how there was a mistake between the image and text.  The color of a dog’s collar did not match the description in the text and she wanted me to see that she noticed.  I loved that her author and illustrator eye continued on beyond our lesson in the library.

This took some time to put together, but Ms. Freeman and I were really happy with how it turned out and how many students explored books that they might not explore on their own.

What Do You Do with Those Advance Reading Copies?: A Summer Reading Project

It never fails that I overload on Advance Reading Copies of books at conferences I attend, and then I just can’t manage to get to all of them to read.  I do in fact read many of them, but then I’m left with a stack of books sitting in my office. As we approach summer, I’m always wondering how to get more books in kids’ hands for summer reading. We promote our incredible public library summer reading programs, but I know that even with talking it up, some kids just won’t make it over there.

I decided to give our 4th graders (rising 5th graders) an opportunity for the summer.  I took all of those ARCs I had read as well as some that I hadn’t read and spread them out on tables.  Each class came to the library and I gave a quick spiel to them about how I really needed to hear their voices about some books that we might purchase for the library.  I encouraged students that even if they didn’t find a book that jumped out at them they should try something new and stretch themselves as readers.  This is something I’m wanting to do more of next year because I think it’s so important for students to help build the collection in the library.  By allowing them to read the ARCs and give their opinions, they are owning the collection and will also be more likely to recommend books to their friends if they have chosen them.

Each student had a chance to go to the tables and select a book. I book talked ones that I had read and listened in as students made their decisions. I loved that every student took a book. Then, they filled out a paper with their name, book title, and author so that I could keep up with who got which book.  Finally, students moved to another area where they put a label inside their book with a place for their name as well as a link to a Flipgrid where they can record their thoughts over the summer.

I’ve never tried this as a summer opportunity, so it’s a bit of an experiment. I’m curious to see how many students follow through with recording their Flipgrids. Even if they don’t, I have a record of their books so that I can at least check in with them in the fall to see if they read their book.

If they liked the experience, then perhaps these students will want to take this on as a project next year when I get ARCs in the mail or at conferences.

Surprise summer book giveaway for our @fourthgradebarrow #athensga #barrowbuddies #summerreading #arc #reading #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Happy Summer Reading!

The 2017 Student Book Budget Books Have Arrived!

Every year a volunteer group of students give their time to spend a budget on books for the library. This budget comes from grants, book fair profits, and rewards points and it is completely in their control. They create a survey, interview students throughout the school, analyze the results, set goals, meet with vendors, create consideration lists, narrow the lists to the final order, unpack the books, and display them for checkout.

This year’s book budget group purchased over 150 new books for our library from Capstone and Avid Bookshop.

When the books arrived, this year’s crew had a big additional step that previous crews didn’t have.

Student book budget unpacking in progress #studentvoice #librariesofinstagram @capstone_pub

A post shared by Barrow Media Center (@barrowmediacenter) on

They had to sort the books into genre categories, label the books with their new genres, and scan them into those subcategories in Destiny.

Student book budget group is scanning books into genres. #librariesofinstagram #studentvoice #genre #collectiondevelopment

A post shared by Barrow Media Center (@barrowmediacenter) on

Once the books were all ready, the students put them on display all over the tables of the library, and the excitement of check out began.

Because there were so many books, it was hard to put them all out at once. As books got checked out, we refilled the tables with new books.  Within the day that the books were put on display, almost all of them had been checked out.

Student book budget team with their personal picks #studentvoice #collectiondevelopment #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Once again, the amazing Amy Cox at Capstone allowed our committee members to choose 1 book that was their personal choice for the library and these books were donated to us as a thank you.  Students got to put a personalized label on the inside cover to show that they were the selector of the book.

Student voice matters in the library, and every year I value this process of seeing students BE the process of collection development instead of just requesting books to be purchased.  When they take part in every step of the collection development process, they see the thought that goes into each book on our library shelves.

They see that their interests and requests matter because they immediately see those represented in the books on our shelves.  If the library is to be a true community, then I feel like one person can’t decide on all of the books in the collection. I certainly have a major role in collection development, but when my students work alongside me in this process, we all become members of our library rather than just a consumer.

Happy reading!

 

March Madness Global Book Talk Challenge (Round 2)

The past week has been so much fun watching the votes roll in for round 1 of our global book talk challenge. The results have been very close all along the way.

If you missed the first posts about this project, students have been recording 30-second book talks about favorite books using Flipgrid.  We narrowed our videos down to 16 and voting began.

It was fun to see tweets from people viewing and voting on the videos.

 

Some of our book talks were even featured during the 1st Flipgrid Unplugged Webinar.

Now, we are down to a top 4 and voting is once again open.  You have until March 25 to cast your votes! Watch, vote, and share!

 

LINK TO VIEW & VOTE

March Madness Global Book Talk Challenge (Round 1)

Back in January, we were inspired by Jennifer LaGarde and Brad Gustafson’s 30-second book talk challenge.  Our 5th graders all worked on scripts and recorded 30-second book talks on Flipgrid.  Thanks to Flipgrid’s new Global Connections feature, our grid was shared with other users of Flipgrid.  I also shared it widely on social media. Over time, students from around the globe started adding their voices to our grid.  Thanks to views, likes, and judge’s choice, we now have a top 16 out of over 90 videos on the grid.

Using Google Drawing, I made a bracket for us to use over the month of March.  Round 1 is now open.  Students were placed into groups of four to compete against one another to move onto the next round.

I also embedded the drawing onto a Google Site with a form for voting.

This is my first attempt at a March Madness style reading incentive.  It is truly amazing to look at all 90+ videos and see how passionate and creative the kids were in their talk.  The real winners in all of this are the students who made the videos and every viewer who takes time to listen to their voices.  The March Madness event is just a little icing on top to celebrate our hard work.

We invite you to join in round 1.  Voting is open through the end of the night on March 17th.  Then, round 2 will be announced.  Please feel free to vote more than once and share with your own networks.

https://sites.google.com/clarke.k12.ga.us/epicbooktalk/ 

Students and Vendors: A Student Book Budget Project with Capstone Press

Jim Boon Capstone (18)

We just finished week 2 of student book budgets.  During this week, students have analyzed the data from over 300 students who answered our reading interest survey.  They used the summary of results in Google forms and also printed out a list of specific books that students requested.  They used both of these tools to create a list of goals for purchasing as well as a list of things to consider while selecting books.

This year we will focus primarily on comics/graphic novels, sports, animals, scary stories, games, and how to do things. We will also focus some on music and humor/jokes.

Goal-setting based on our survey data

We haven’t specifically decided how to split up our $5,000 James Patterson grant, but the discussion has started.  It seems like more money is going to go to our top 3 goals and the remaining money will be split to the other goals.  However, that is still being decided.

Once our goals were established, I started sending out invites to vendors to come and meet with students.  We have 3 vendors we will be working with this year: Capstone Press, Gumdrop, and Avid Bookshop (our local independent bookstore).

Jim Boon Capstone (44) Jim Boon Capstone (36)

This week, students met with Jim Boon of Capstone Press.  Jim and Capstone have been longtime supporters of this project.  Jim ships in catalogs ahead of time so that each student gets a catalog.

Jim Boon Capstone (41)

He also brings in a selection of books and divides them into fiction and nonfiction.  Most of these books meet the needs of our goals, but there’s of course a few tossed in just for fun for students to look at.  Jim usually brings in some fun posters and things for the students as well, which makes them feel very special.  This year, students are adding books to our Capstone consideration list that match our goals, but students are also able to pick one book of their personal choice to add to the library.  These books will get a special sticker with each student’s name designating who chose the book for the library.

Each grade level group came in for 30 minutes.  Jim met with them at a table first to go over things like Capstone rewards, how to use the catalog, and how to scan books from the catalog straight into a consideration list.

I love how Jim talks directly to the students instead of me.  They are the customers for this project, and he is meeting their needs and expectations.

After orienting at the tables, students start looking at all of the books that Jim brought in as well as using their catalogs to locate the books.

When students find books in the catalog that are for consideration, they fold down the corners of the pages until they can come to the computer to scan the books into our list.

Once we scan the barcode in the Capstone catalog, that entire series is added to our list.  We then take a look to see which of the books on the list we already own.  Students decide if they think we need an extra copy or if we should uncheck books we already own.  Then, we save the cart.

After one pass through the books and catalogs, our students have added 116 titles to our Capstone consideration list for a total of $2,267 .

This number will of course grow and will be added to our other 2 vendors.  Then, we’ll work to narrow our lists to meet our goals and our budget.

As always, thanks to Capstone, Jim Boon, Amy Cox, and Eric Fitzgerald for their support with this project each year. I can’t wait for the many conversations we will have about these books in the coming weeks.