Bringing Books to Life with Flipgrid

What happens after the cover of a library book has been closed? What thoughts and connections does the reader continue to think about? How many people have experienced this story and what would they say to one another?  These are the questions that a group of 3rd and 4th graders asked as we continued to think about how we share books with one another and build a reading community in our school.

We’ve tried several ways of sharing books this year, and this time we decided to create a digital way for people to continue the story after the pages of the book are closed. Using Flipgrid, we would create a topic for a book and leave the link & QR code in the front cover of the book for other readers to share their thoughts and experiences with the book. Since we were just coming to the end of November and Picture Book Month, we decided that we would focus on picture books for this project.

Session 1

Each 3rd and 4th grader in the group chose one book from our picture book section to read. They spread out around the library and had time to enjoy their book by themselves.  As they finished, they began to think about what they might say to someone about the book beyond just a summary. We talked about how in a book club there would be discussion questions where people would share wonderings about the book, connections to their own lives, and books that this book reminded them of.

Some students began to write out a script of everything they would say while other students decided to just make a list of talking points. I also made an example video for them to watch to see one way they might talk about the book they read.

As students finished their script/talking points, they practiced what they might say.

Session 2

Since we wanted each book to have its own Flipgrid topic, it meant that students had to create the topic within the admin panel of my Flipgrid account. They certainly could have created the video in the camera app on the iPad and then let me upload the video myself, but I wanted them to have ownership of starting the conversation. Ahead of students arriving, I logged into my Flipgrid account on multiple computers and pulled up the “Living Books” grid in the admin panel.

On the big screen, I modeled for students how they would click on “Add new topic”, fill out the details such as title/prompt/recording time, and how they would click “record a video” to make the opening video for their book. I also told them they could not go anywhere else in my account other than this screen.

Students picked up their books and continued where they left off in session 1. When they were ready to record, they got a computer with my Flipgrid account already pulled up, filled out the prompts, and then lined up at various rooms around the library for their turn to record in a quiet space. We used my office, makerspace storage, equipment storage, and a workroom for recording.

As students finished, they finalized their topic. If there was time, I went into the topic and turned on a guest QR code and link that we could paste into Word and print.  Most of this step happened after students left. As each QR code and link were printed, we taped them into the inside cover of the book using book tape.

Session 3

During our final session, students brainstormed how we might advertise this collection of 30 books to the rest of the school so that Flipgrid conversations begin. Our hope is that this space will become a digital conversation about the book between its numerous readers. There were many ideas for advertising the project: BTV announcement, a special display, shelf talkers to show where books were located, posters with pictures of the books, a flyer to send home, and more. When we return from winter break, we will implement some of these ideas.

With the rest of our time, students had an opportunity to test out the QR codes to make sure they were working. They also really wanted to hear about the other books. After they listened to 4-5 different topic videos, they chose one book to read and record a response.

You can listen to a few of the topics here and here and here.

Next Steps

I love watching this group grow as readers. The 4th graders that began this book club community last year have come up with so many ideas and they aren’t done. When we return from winter break, we will get the conversations started with these living books and hopefully encourage other students to create topics for even more books.

They are also very curious about starting a podcast about authors, illustrators, and the books they are reading. I went to a podcasting session at AASL so we have some ideas brewing.

The Many Formats of Book Club

For the first quarter of the year, I’ve been exploring how to start book clubs in our school in a variety of ways.  I hoped that by offering a variety of ways to engage with a book, that we would support many different interests, availabilities, and format preferences.  Our book for quarter 1 was The Seventh Most Important Thing by Shelley Pearsall.  I offered 2 main ways of participating in our quarter 1 book club: 1 was reading the book during a lunch book club with me and another was a family book club where students and families read the book together.

For both book clubs, I created a shared Flipgrid where readers could leave thoughts, questions, favorite parts, etc for various segments of the book.

My lunch book club met every Monday, Wednesday, and Friday to chat about the book as well as listen to me read aloud.  Then, they would continue a set number of pages before we met again.  The students enjoyed this time out of the noisy lunchroom.  We got to know one another better through our discussion of the hard topics of the book, and we had many laughs and sad moments as read aloud.  Many students read way ahead in the book because they were so excited and eager to know what happened, but they continued to come and listen to me re-read the parts they had already read and continued to contribute to the conversations.

Nine other elementary schools in our district also read the book.  We decided that at the end of our school-level book clubs, we would use Skype and Google Hangouts to connect our schools together across the district so that our students could talk to one another.  My students connected with Angie Pendley’s students at Gaines Elementary.  We used Google Hangouts and a set of slides to guide our conversations.  Students took turns at each school stepping up to the camera and sharing their thoughts about the questions. It was fun to hear from students in another school and see a different perspective on the book as well as many connections to what we experienced when we read.

The family book club read at home on their own and we held one face-to-face meeting at the end of the book.  We had about 21 families reading the book, so I hoped to have a large group discussion.

However, due to many schedule conflicts, we had a very small group.  Even though it was a small group, it was a mighty discussion.  We chatted as we gathered and shared some snacks. The author, Shelley Pearsall, offered to connect with us for a few minutes over Skype, so we took time to connect with her and ask some questions about the book.  We learned how the title of the book started out as “Metallic”, but the publisher changed it to the title we see today.  We learned about the research that Shelley Pearsall put into the book to match the 60’s time period as well as learn some facts about the life of James Hampton and his art piece.

Some of our families asked about the other characters in the book and how their stories came about.  We even got to see a brainstorming page that Shelley Pearsall used to map out the 7 things and their connections to Arthur and the story.

After our Skype, we used the same questions that our lunch book club used to have a rich discussion.  I loved hearing parents and children talking together on equal ground and sharing their wonderings, excitement, and sadness from the book.  I definitely want to build upon what we experienced because it was a wonderful first experience that I would love to see more people be a part of.

For quarter 2, I’m trying to build upon our book clubs.  With the help of 2 UGA students, I am continuing the 4th grade lunch book club and adding on a 5th grade group.  I’m also expanding he family book club to included more grade levels in the hope that more people will be able to attend our in-person event.  This time we are using 3 different books instead of the same one.  As always, it’s a work in progress, but our reading community is growing.  One of the things I loved hearing from some of the parents is how excited they were to read together as a family. I also had family members tell me they had never been a part of a book club and they were excited to finally try one out.

Onward we go.

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.

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Matching text and pictures. #visualliteracy

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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.

Happy Summer 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/ 

Polar Express 2016

polar-express-69

Every year that we have our Polar Express Day, I’m reminded of the power of community. School-wide events are so rewarding, but they take a lot of work to pull off.  The library hosts multiple school-wide events every year.  A team of special elves come together to make Polar Express Day a special event for every child in our school.  It is often one of the big memories that students have about their year and their experience at Barrow.

Many schools ask us what goes into our Polar Express Day, so here’s a little peek:

  • Our principal creates a schedule so that every class in the school gets a time to come to the library to hear the Polar Express. Most 30-minute sessions 2-3 classes at a time
  • Janice Flory, our library volunteer coordinator (a PTA role) buys bells, string, hot chocolate, cups, and candy canes through PTA.  She also organizes volunteers to help each Polar Express session during the day
  • A group of volunteers works on stringing 600 bells so that every student in the school gets a bell.  This year it was a wonderful troop of Girl Scouts
  • I work on setting up the library with special decorations, chairs, and banners.  I make sure the technical side of Polar Express is working such as the train sounds, read aloud, and special music.  I also work with our volunteer coordinator to make sure all of the pieces are running smoothly.
  • A team of teachers come overnight the night before Polar Express Day and create special hallway decorations such as a train track, ticket booth, and ornaments
  • Our lunchroom makes huge batches of hot chocolate
  • On the day of the event, teams of volunteers help pour and serve hot chocolate as well as hang bells around each student and whisper “Always Believe”.  Kim Ness, parent volunteer extraordinaire & Janice Flory, library volunteer coordinator, help keep the volunteers organized all day.
  • Teachers do special activities in their classrooms such as making Polar Express tickets. They also hold the book as we listen to the story over the library speakers
  • Our family engagement specialist organizes a nighttime Polar Express for Barrow alumni
  • On the day of the event, there’s always lots of odd and ends that have to be done and we all work together to get it done. It is a tight schedule and takes quick moving in between sessions to reset everything for the next group
  • This year we added a green screen photo booth to take a picture with the book as the background. Teachers helped a lot with this as well as our principal.  Next year, we’ll need to have someone stationed here to help it run smoothly

 

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Prek enthusiasm #polarexpress #alwaysbelieve #bells

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Our green screen was a favorite activity this year.  Many teachers jumped in to help with this one because it was a little bit tricky if the app stopped working.  We’ll keep thinking how to make this station a little bit better next year.  Even with some glitches, we got some fun pictures of classes.

Each year holds special memories for Polar Express.  There are special little moments from students all throughout the day. I’m so thankful to have  community who comes together to create this magical event of always believing.

 

 

Using the I-PICK Strategy in the Library

Our teachers LOVE the I-PICK strategy for finding good fit books.  I must say that it is a strategy that just makes sense.  It doesn’t focus on one aspect of locating a book that matches a reader and it adjusts to whatever the purpose is for finding a book whether it’s independent reading or reading with a partner.

The I-PICK strategy stands for:

  • I choose my book
  • Purpose: Why am a I choosing a book today?
  • Interest:  What are the things that I like or want to learn about?  What holds my attention?
  • Comprehend:  Do I understand what’s going on by reading the words and pictures?
  • Know:  Do I know enough of the words to understand what’s going on?

Students often learn this strategy in their classrooms, and I typically do a follow-up lesson in the library to build a connection that this is a strategy that goes beyond the classroom.  This year, it seems I’m doing this lesson with almost every grade.  I’m trying to build connection even beyond the school during our time together.

We start with a quick brainstorm of all of the places where we can find books.  Students have named places such as school library, public library, bookstores (Barnes & Noble and Avid Bookshop), yard sales, thrift shops, and online.  Then, I shared a story about my own visit to the bookstore this summer to choose a book.  I wove in several things that I see students do, but honestly, that I also do.  After each bullet point that I shared, we paused and asked: “Does that make this a good fit book for me?”  The answer was usually “no, not completely” because each of these bullets is a piece of the puzzle of finding a good fit book and they all work together in order to make the puzzle complete.

mirandus

  • I went to Avid Bookshop to choose a chapter book, so I focused on that section of the store
  • I pulled a book off of the shelf that had a red cover because that’s my favorite color.  (The book happened to be Circus Mirandus)
  • I took the jacket off because there was a picture hiding underneath and I started to notice things like the flying girl, the mysterious man in a jacket and hat, the tent with a sun on it, etc.
  • I read the inside jacket flap about the book
  • I read the first three chapters of the book because they were short
  • All along the way, I stayed interested in the book.  I felt connected to what it was about.  I understood what was going on.
  • I bought the book and loved it!

I don’t want to pretend that the I-PICK strategy is a linear process because it’s not.  I don’t go from beginning to end of this strategy every time I choose a book.  I often bounce around in the process.  However, most of these pieces are usually there when I pick a book.  I don’t pick a book because it’s on my Lexile level.  I don’t choose a book because of how many points I get for the book.  I don’t choose a book because someone puts it on a list and tells me that I have to read it.  I choose my book because I’m genuinely interested in it and it speaks to my personality as a reader.  I think the I-PICK strategy surfaces some of the steps that readers often do and puts them into an easy to remember formula for readers to think about as they select books.

The purpose can always change.  Sometimes a reader may be looking for a book to read with a family member, so the independent comprehension or “knowing the words” doesn’t matter as much.  The interest step is always there no matter the purpose.  I want student to always seek books that interest them or spark their curiosity.

After our quick brainstorm and bookshop story on the carpet.  I moved students to tables.  On the tables are stacks of books pulled from all areas of the library.  The idea is for students to practice the IPICK strategy in a small setting first.  I know that not every student is going to find a book that interests them on the tables and that is totally ok.  I do let them move from table to table if they aren’t finding an interest.  Most students do find something because I choose such a variety, but some just don’t connect to what they see.  The teachers and I roam around and ask students about what is catching their eye and what they’ve done to see if it’s a good fit.  We might listen to them read a bit, talk about their interests, or share something they’ve learned from the book.

The next part is my favorite.  I ask students about what else interests them or what else they hope to take with them from the library today.  This is where I really get to focus the library on their individual interests.  Sometimes it’s very broad such as “a picture book” but sometimes it is extremely specific like “Pete the Cat”.  No matter what they say I direct them to a part of the library with their shelf marker to start searching for that good fit book using the IPICK strategy.

In the end, many students do in fact find books that fit their “reading level”, but more importantly find a book that they are excited about as they leave the library.  Some students still leave the library with a 300 page book even though they are reading on a lower level, but to me, it’s part of the process.  I can continue to share strategies for choosing books, talk about purpose, and most importantly help readers make a connection to the books that truly interest them.  It’s not perfect, but it’s a big step in how we each choose the books that we read.

 

 

Student Book Budgets: Building Wish Lists and Making Tough Decisions

narrowing (12)Our student book budget group is hard at work.  So far, they have made lists that total almost $4,000, but our budget is $2,000.  Isn’ t this the struggle that we all face with budgets?  How do you decide what to buy and what not to buy?

During our most recent session, we revisited our goals.  We decided based on our survey data to purchase books about

  1. Animals
  2. Sports
  3. Mystery
  4. Comics and graphic novels
  5. Action Adventure
  6. Horror/Scary
  7. Fantasy
  8. Humor
  9. “How to”
  10. Music
  11. Games/Video games

As we made wish lists, our excitement over so many wonderful books caused us to add several things to our list that really didn’t match our goals so we had to think about this.  Do we stick with our goals or do we give ourselves permission to buy whatever we want?  The general consensus was to stick to our goals but possibly have some extra additions here or there.

Since we are way over budget, we have a lot of work to do.  During the most recent work session, we divided the responsibilities.  We identified 3 things that needed to happen:

  1. Continue searching through the Capstone catalog for books that match our goals and adding them to the list
  2. Examine the current Capstone list to see what does not match our goal or what might need to be cut
  3. Continue searching for books that match our goals that could be purchased from Avid Bookshop

One group of students formed an independent group to work on the Avid list.  They used Avid’s website, Amazon, and Novelist to look for books that might be of interest.

The students in the Avid group accidentally lost part of a title on our list, so we consulted our friend Will Walton at Avid via Twitter.

The author of the book even jumped in on the conversation.

Another group of students worked with Mr. Coleman, a 4th grade teacher, to examine our existing list.  He was great at facilitating a conversation with this group.  Only one person at a time was in charge of the mouse to delete books from the list, but all students were engaged in conversation about the books.  As usual, it was heated at times and at other times there was quick consensus about a book.  They narrowed the list below $3,000, but they knew that another group was adding more books to the list.

I worked with the third group who each chose one of our goals and looked through the Capstone catalog for books that matched.  They once again used the easy scan feature to scan books into the list.  I had a great conversation with a student who was adding an animal book to the list.  She asked me, “Do you think this is a book that fits the nature category?”  It really seemed like she was just putting the book on the list because it matched instead of putting it on the list because she thought people would read it, so I asked her about that.  I asked, “Do you think this is a book that kids would be excited about reading?” She paused.  “Do you think this is a book that a teacher would assign someone to read?”  She said yes.  It was a good time for me to say that I strongly believe that the book budget group is a time for kids to buy books that they think kids will be excited about reading.  I can buy books that teachers can use or books that fill gaps in our collection at another time.  This budget is all about what students want.  She smiled and continued looking for a books that mattered to students.

At the end of our time, I don’t think we narrowed our cost at all, but we did get closer to finding books that matched our goals.  Our next step will be to look closely at our budget and the promotions that Capstone offers to consider what our budget really is.  With Capstone Rewards, we really have a lot more money because if you spend $1750 you get 30% in rewards.  This might help our decisions during our next meeting.

World Read Aloud Day: Final Connections and Final Thoughts (Part 5)

WRAD map

 

We closed out Read Across America and World Read Aloud week with even more connections.

Our day began with a Georgia connection with Misti Sikes.  We shared Beekle together.  I loved when her students said that Beekle reminded them of Baymax from Big Hero 6.

Next, Ms. Choate’s Kindergarten class connected with Donna MacDonald and her 5th grade students in Vermont.  Donna’s students passed the book around the group and took a turn read Piggie’s part in Waiting is Not Easy and Elephant’s part in I’m a Frog.

 

Ms. Seeling’s 1st grade class got to connect with author Sudipta Bardhan-Quallen.  She is the author of many books including Duck, Duck Moose.  Her son joined us  in the Skype and we learned that he was the inspiration for Moose.  We learned a lot about her writing process and how it takes many people to create a book that we see on our shelves.

Ms. Stuckey’s 1st grade class connected with Jeanne Cook’s students in Missouri to read Beekle.   We had a lot of fun sharing some of our favorite books with one another and seeing what connections we had to favorite books even though we were in different grades.

I can’t think of a more perfect way to close out our World Read Aloud week than Skyping with the amazing Jenny Sue Kostecki Shaw.  We have enjoyed reading Same, Same but Different in so many Skype connections with other schools.  Jenny Sue has a new book coming out in May called Luna and Me.  It is the story about a woman who lived in a tree called Luna in order to save the tree and the surrounding forest.  I’ve watched this book coming together through the posts that Jenny Sue has shared over the past couple of years, and I’ve been eager to hear it.  Our students were fortunate enough to be the very first students to hear a book read out loud.  This is the 2nd time this week that our students have heard words from a book read by the author for the very first time.  It is magical!  The students were hanging on every word, and you could tell that this is a book that is going to speak to students.  It is a fascinating and engaging topic, and it shows the power of how one person can truly make a difference.  I can tell that this is a book that will lead to some inspiring conversations and postive action in our world.

When Jenny Sue finished reading the book, our students gave her a huge round of applause.

Then, they had a chance to ask her several questions about writing.  We saw the very first versions of the book and learned that there were over 40 drafts of the book.  We learned about the salt technique that Jenny Sue used throughout the paintings in the book.  We also had lots of side notes from Jenny Sue’s daughter, Tulsi, which made the Skype even more special.

Thank you to each and ever school and author who connected with us this week.  Your reading, conversation, time, and inspiring thoughts have connected us to so many new and old stories.  I’ve seen library books flying off the shelves this week into the hands of readers, and it’s all because of the connections we have made this week.

I hope you will all take a moment to look at our map of connections and walk back through our week through our  Google Tour.  If you haven’t ever tried connecting for World Read Aloud, you can really do it at any time.  You can be sure that our school will be connecting next year during the 1st week of March.

View our Google Tour Builder Map.

Read about our other World Read Aloud connections, too.

Day 1

Day 2

Day 3

Day 4