Tag Archives: books

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Our 2021-22 Student Book Budget Project is Complete!

Celebrating the first check outs

The 2021-22 student book budget team just completed their project for the year. Over 115 books were added to our library this year thanks to their work. We are so happy that this year’s books can be enjoyed for the second half of the school year. We are also happy that we were able to do this project in-person this year. We had to make a few changes such as not going on a field trip to Avid Bookshop and making sure students from the same class sat together.

Prepping books for check out

I ordered the student selections for this project back in November, so supply chain and the holidays delayed the book arrivals until the first couple of weeks of January. I picked up our books from Avid Bookshop and cataloged them for students. Our Capstone books shipped to our school and included processing labels already attached. Each grade level of students helped unpack books, cross check with the packing slip, inspect for damage, label with genre stickers, and scan books into their genre categories. Students also helped display the books on the tables in the library.

Each student on the book budget team got to select one book to check out before anyone else. The remaining books were quickly checked out by classes visiting the library. I’m sure they will continue to be enjoyed many times this year and beyond.

This year we had many students try out this project for the very first time. At our final meeting, I asked for some feedback to see what students enjoyed and encouraged our 3rd and 4th graders to join the project again next year. No one really had any thoughts for improvements for the project, but I asked them to think about it. As usual, getting to survey students throughout the school, meeting with Jim Boon from Capstone, and prepping the books for checkout were at the top of the list of favorite moments. Hopefully next year, we will be able to go on our field trip again because that is always a rewarding experience for students and a connection to our community.

For now, we’ll enjoy these new additions to our library and build up our funds from book fair for next year’s project.

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2021-22 Student Book Budget Part 2

Our student book budget team has been hard at work preparing their order for this school year. To read more about their first steps, check out this post.

Once the book budget team had surveyed students in grades K-5, they took time to analyze their data in Google forms. Students made a list of their noticings and reached consensus on what book categories we would focus our budget on. It was hard to reach consensus with 70 kids, but each grade made a list of noticings and we looked for commonalities between those lists.

This year, students decided to focus on these categories.

  • Picture books: scary, humor, graphic novels, & SOME princess/transportation/sports
  • Chapter books: scary, mystery
  • Information: fun facts, ghosts, space
  • Other focus: jokes

With our categories ready, students started looking for books to add to our consideration list. In our Google Classroom, I added several resources for students to use. I linked books that were publishing in October, November, and December according to Publisher’s Weekly. I linked Here Wee Read‘s Bookshop site which has many highly reviewed books sorted into several categories. Our state Galileo database has Novelist K-8, so students also used this to search for books based on their goals.

As students found books for consideration, they searched for them at Avid Bookshop’s website and then filled out this Google form. The Google form populated a spreadsheet that made it easy for us to see all of our books for consideration so we could easily cut books from the list if needed. It took a lot of time to add a book to the list, but we were glad we did it when we got to our next steps.

We also asked Jim Boon, our rep with Capstone Press, to meet with us in person. Jim brought sample books that matched student goals. Students always enjoy getting to hold the actual books in their hands. He also brought catalogs for students to look through and scan books into our Capstone consideration list. Jim is really great about sitting with kids and showing them how to use the catalog index or how to look for books from the same series. We are thankful he continues to support this project.

The hardest part of the project is taking our consideration lists and cutting them down until we meet our budget. I originally had a budget of $2,000 for us this year, but our fall book fair did better than usual, so I raised our budget to $3,000. Between our Capstone list and Avid list, students had about $7,000 worth of books to look at. Each grade level took a look at both lists on their own computers and we also looked at the lists on the projector screen. The easiest books to cut were the ones that didn’t match our goals at all. Other times there might be a full set of a series and students made a decision to only purchase part of the set. As always, this is a time where I see students speak up on behalf of students that they had conversations with. Book budget students became advocates for the voices of our younger readers and made sure that some books remained on the list even if it was a book they didn’t personally want to read.

After lots of passes through our lists by each grade level group, our budget was finally met. I sent the lists to Capstone and Avid, and the books are currently being ordered. The book budget team is taking a well-deserved break while the books arrive. We started this year with a large group, but as the weeks went on, our numbers dropped a bit. I really wanted to see all students follow through with their commitments, but it’s still a tough time in a pandemic. It’s hard to follow through sometimes, especially now. I am proud of each student and what they were able to contribute. I am proud of the students who stuck with it and look forward to seeing them unpack and enjoy the books when they arrive.

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The Genre Reading Challenge

It has been several years since our library was reorganized by genre. Having books grouped together by genre has helped many readers browse our library shelves and discover new books based on their interests. Each November, we typically celebrate Picture Book Month by highlighting the picture book section and hosting a reading challenge. The challenge has ranged from having students read 1 picture book from each genre section to students setting their own goal and working toward that goal in November. Some past feedback from students and teachers was a hope for challenges that stretched beyond just the picture book section. Since the past year has put some barriers in place for book access, I thought it was a great time to introduce a new reading challenge and get students exploring all of our library genres throughout the whole year and rediscovering where sections are located.

For this year’s challenge, students choose between 3 challenges: picture books, chapter books, and informational books. They receive a bookmark for their challenge that has pictures of each genre section. This picture matches the signs and labels in each area of the library. As students read a book from each section, they get a sticker on their bookmark. When the bookmark is full, that part of the challenge is finished and they can move on to a 2nd or 3rd challenge. Students read at their own pace. There is no deadline to finish.

The bookmarks were created in Canva. Educators can sign up for free access to Canva. I’ll be honest. I’m terrible at graphic design. I’m also not that great at using Canva, but they have added so many tools that make it easier to use. Canva has templates for so many types of projects, including bookmarks. You can print the bookmarks just as they are, or you can choose a template and make some edits. I ordered the bookmarks online rather than dealing with printing and cutting them myself.

I’m not a huge fan of prizes for reading, but I gathered some feedback from students about what some good “rewards” could be for finishing the challenge. We tried to keep things connected to reading, and we might make some adjustments as we go. For now, if students complete one challenge they get a shout out on our morning news show and a choice of bookmark. For completing 2 challenges, students get another shout out and a “Barrow Reads” backpack clip that was made on our 3D printer. The backpack clip was designed in Tinkercad by me with some input from students. Students also get their name entered into a drawing for several prize packs of books. For completing all 3 challenges, students get one more shout out and get entered into a drawing for an autographed book.

I introduced the challenge to the whole school on our morning news show.

Right now students are mostly coming as a class for lessons and checkout so I’m explaining the challenge again and letting students pick their first bookmark if they want to start. Grades 2-5 are starting with any challenge they want. K/1st are starting with picture books or informational books. As students check out their books, me or the teacher help them get their name on their bookmark and add stickers for the books they are checking out. When they return to the library, they have to bring their bookmark back to get their next stickers. The trickiest part of this challenge is going to be keeping up with that bookmark. I can look back a student’s history if they lose the bookmark, but hopefully that won’t happen too much.

When students finish a bookmark, they fill out a quick Google form that can be reached on an iPad through a QR code. This will help me keep track of who has finished 1, 2, or all 3 challenges so I can track any shout outs or other rewards.

What has happened so far this week?

  1. Most students who have visited have been excited to start the challenge.
  2. I’ve seen that students are confused about the difference between picture books, chapter books, and informational. Also there has been confusion about sections that have the same name in each of those areas. It has been a chance for me to clarify misunderstandings and also think about changes I could potentially make to sections.
  3. Students have discovered sections that they didn’t realize existed. This has helped me see sections I might need to teach more about.
  4. Books that haven’t been checked out in a long time are getting checked out.
  5. Some students aren’t interested in the challenge. They want to read what they love the most from just a few sections. That is ok because this challenge is a choice and not a requirement.
  6. Some students have been frustrated that they can’t do all 3 challenges at the same time. I’m thinking more about this.

As I’ve been sharing the challenge with students, we’ve talked about stretching ourselves as readers to try new things. I remind students that they can still get books from their favorite sections while also doing the challenge. The main purpose is to try sections you may not visit often in order to see if you find a new favorite book, author, or genre. I never want to discourage kids from reading what they love.

It has only been a week, so we’ll see where the challenge takes us.

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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.

 

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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.

https://twitter.com/ReedyLibrary/status/1090838158407843840

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.

 

 

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Wolf in the Snow Puppets and Storytelling

In just 2 weeks, we will welcome author/illustrator Matthew Cordell to our school. Small groups of our Kindergarten students have been coming to the library to work on a special project. This project came about because our Kindergarten classes are unable to attend our regularly scheduled makerspace times. I wanted to offer them some special opportunities throughout the year because of this. Thankfully, I now have a high school intern, Andrea Arumburo, who is collaborating with me in the library most afternoons. Her focus is art, so I knew she would align perfectly with Kindergarten makerspace opportunities.

For this first round of classes, groups of 5 students from each Kindergarten class came to the library to create puppets based on Matthew Cordell’s Wolf in the Snow.  We began by refreshing students’ memories on what happened in the story with a quick flip through the book. Then, Andrea talked with the students about creating characters on paper plate circles. She offered that they could replicate the characters in the story, or they could design a character that looked more like themselves.  She had several examples to show them.

Next, students moved to tables and sketched out their characters on paper plate circles and colored them. We placed examples on each table as well as a copy of the book. As students finished a puppet, they glued a tongue depressor stick onto the circle to create the puppet. Most students chose to make a 2nd character so that they had one human and one wolf.

Once students finished, we sent them to spots around the library to practice retelling the story. Kindergarten talks a lot about 3 ways to read a book: read the words, read the pictures, retell the story. This was a great opportunity to practice retelling.  Some students referred back to the book. Others remembered every detail. Others used their artistic license to completely change the story and make it their own.

After practicing, they found a partner and shared their puppet show story with a partner.  For many, this was the stopping point in our time limit of 40 minutes.  However, a few students were able to come over to the green screen and practice retelling their story in front of the camera.

In one session, we decided we didn’t have enough time to film anyone so instead, we all sat on the carpet with our puppets and we walked back through the pages of the book together. I told the story and students used their puppets to act out the story.  I loved watching them hide puppets behind their backs when that character wasn’t in a scene.  This unexpected closing was actually something I wish I had done with the other groups because it made a connection between the puppets and the story.  I think it would have helped students in making their own puppet shows.

Our hope is that Andrea and I can continue to offer these opportunities throughout the year. Some will be low-tech, high-tech, or a mix of it all.

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Books for Keeps: It’s Time for Summer Reading!

I am so excited to share that this was the very first year our school was served by an amazing program called Books for Keeps. This non-profit group was founded by Melaney Smith and gives 12 new books to every student in 12 of our 14 elementary schools in Clarke County. They also serve schools outside of Athens as well. It takes a massive effort in fundraising, grant writing, and volunteer hours to make this happen in each school.

I’ve had several questions on social media about this program and how it works, so I’ll try to explain it here.

Before the event:

  • Year-round Books for Keeps is fundraising, grant writing, and ordering books to deliver to their warehouse. Volunteers spend many hours sorting and boxing books grouped by grade levels and themes and sorted into stacks for delivery to schools in April & May.
  • I send a master schedule to Books for Keeps which includes the number of kids in each class. They create a draft schedule that I send to teachers for feedback.
  • During the year, Books for Keeps checks in to see if numbers need to be adjusted in each class and the schedule is finalized.
  • Boxes of books are delivered to the school and sorted into areas for quick distribution to tables.

  • Bags and tags arrive for every student. Bags & tags have to be counted out and delivered to each class. Teachers/students write student names on tags.
  • Since this was the first year, I did an introduction to Books for Keeps via Youtube Live.

  • I did a presentation to our whole faculty at a staff meeting so they were comfortable with the process and understood the purpose of BFK. The biggest things to go over were the importance of student choice and the importance of making sure every child got to participate.
  • I also sent home info to families in the my monthly newsletter.
  • A volunteer signup went out from Books for Keeps to help with distribution.
  • Right before distribution day, I arranged tables in the middle of the library.

Distribution Days May 14 & 15

  • Volunteers arrived for a morning shift and an afternoon shift

  • Leslie Hale & Justin Bray from Books for Keeps handed out aprons, clipboards and questionnaires as well as gave volunteers and overview of what to expect during each visit from classes.

  •  Leslie and Justin also unboxed books for each class session and volunteers stocked the tables.
  • As classes arrived, Leslie or Justin gave an intro to each class on choosing 12 books, the importance of summer reading, and the process for checking out with a volunteer.

  • Students carried their bags to the tables and self selected 12 new books. Volunteers were encouraged to hold back and let students look. We wanted students to self select books because that’s a huge predictor of whether kids will actually read during the summer.  If a student was having trouble making selections, then volunteers would step in to have conversations and make suggestions.

  • When students had 12 books, they visited a volunteer to count their books. Some students had too many and needed to make decisions. Others didn’t have enough and went back for more. Volunteers also asked students about which book they were most excited about as well as what was missing from the selections. This helps Books for Keeps make purchases for next year.

  • When a class left, new books came out of boxes and onto tables and the process repeated again.
  • Each class had 20-30 minutes depending on the number of students.

I’ve been hoping Books for Keeps would come to our school for several years.  There have been many initiatives where I’ve tried to get some extra books in student hands for the summer, but none as large as this one. A few things I’ve tried include:

  • Giving Middle School the Worst Years of My Life to all of our 5th graders for World Book Night. https://expectmiraculous.com/2013/04/23/world-book-night-2013/
  • Giving all 3rd and 4th graders a copy of Pie. https://expectmiraculous.com/2015/03/26/give-our-students-some-pie-by-sarah-weeks/
  • Creating summer reading buckets (home libraries) for 100 students in multiple grades. https://expectmiraculous.com/2016/05/04/home-libraries-and-summer-reading/ and https://expectmiraculous.com/2016/04/12/building-home-libraries-a-community-collaboration/

Books for Keeps takes approximately $15,000 per school which means about $30 per child. They rely heavily on donations, so if this program speaks you to, check out their site and make a donation. http://booksforkeeps.org/ 

These 2 days were amazing and filled with smiles, squeals, and students jumping straight into a book to read.  I’ve gotten messages from families who said that their child got such a great mix of books that were truly of interest. I’ve also gotten thank you notes to send to Books for Keeps with lots of great feedback from students. I can’t wait to see how this grows across the years and how students’ excitement and expectations develop.

Seeing every student in the school right before summer began also surfaced some dilemmas and questions for me. A handful of students didn’t want books to take home and weren’t afraid to say that they had no plans to read during the summer because it was their time off. Those comments bothered me, but they also gave me information about work that needs to be done ahead.  Just handing books to them isn’t going to resolve that dilemma. I’m diving into some professional reading to help me begin to think more about this.

I can’t thank Books for Keeps enough for continuing to work tirelessly to get books into kids’ hands. Even with some bumps in the road, it’s an amazing program that was overwhelmingly welcomed by teachers, families, and students. Thank you to every donor who made the funding available to purchase books and thank you to the many volunteers who put in countless hours to prepare for these 2 days.

Happy summer reading!

 

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2018 Student Book Budget: First Steps

It’s time for one of my favorite projects of the year: Student Book Budget. Every year, I reserve a part of the library budget that is under complete control by students. This budget comes from many places.  Sometimes it’s a grant and other times it is part of our regular budget.  This year their budget comes from the profit we made from book fair.  The book budget is their chance to make sure that books are added to our library that represent their interests.  They go through a long process to make sure that many voices are represented in their purchases.  Over the next few weeks, I’ll be sharing their process.  Here are some of the steps that are already happening.

First, I created a Google form application for students to apply to be in the group.  The form was available for one week for students in grade 3-5.  Every student who applied and had a genuine reason for being in the group was accepted.  Our group this year is 40 students strong and has a great mix of boys and girls.

Next, we held our 1st meetings. I met with each grade level group separately and answered all of their questions about the group. Then, in small groups or pairs, they brainstormed things that they thought we should ask on a reading interest survey for the whole school.

Then, I took their ideas and put them into a Google form survey.

I sent the survey to all of the students on the book budget team so that they could review it and decide if it matched their comments.  We made some minor adjustments and were ready for the school to be surveyed.

I sent the survey via email to our 3rd-5th grade students who each have their on device. The Student Book Budget Team was responsible for surveying Prek-2nd grade. On our 2nd meeting, we scanned QR codes to get to the survey on an iPad and went to recess and lunch to survey as many people as possible.

https://twitter.com/plemmonsa/status/931192938805252096

The students were so professional and I loved standing back and watching them work.  It truly was their project and they were taking it very seriously.

In just one day, we have already surveyed 216 students.  We will continue this process and then take the next step of looking at the results.  I love how we can check along the way to see which grades need to be surveyed more so that we have a somewhat even distribution of voices.

Be on the lookout for our next steps.  We are off to a great start.

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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!

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March Madness Global Book Talk Challenge (Final)

Many votes have been cast in our global book talk challenge and we are down to our final 2 students.  Will it be Evin?  Will it be Adaline?

Take a moment to watch (or rewatch) their videos and vote on your favorite.  Share with friends, family, and your own networks.  Voting will end on April 2.

 

Vote Here!

Be sure to take time to visit the full grid of videos to watch many other incredible book talks from around the world.  The competition is fun, but the real reward is hearing from so many student voices sharing their love of books.