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.

All ready for family book club at 5pm. #barrowreads #barrowbuddies #bookclub #reading #librariesofinstagram

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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.

Fourth grade lunch book club continues with What Elephants Know. #bookclub #reading #barrowreads

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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.

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.

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

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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.

Scenes from Polar Express Day #polarexpress #librariesofinstagram #alwaysbelieve

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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

Yummy hot chocolate #polarexpress #librariesofinstagram #alwaysbelieve

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Hot chocolate #polarexpress #librariesofinstagram #alwaysbelieve

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Bells #alwaysbelieve #polarexpress #librariesofinstagram

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The journey continues #librariesofinstagram #alwaysbelieve #polarexpress

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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.