Happy Picture Book Month 2018

It’s November 1, which means the beginning of picture book month. We’ve been celebrating this special month since it was created back in 2011 by Dianne de Las Casas. Today, we launched our annual picture book challenge. The challenge has been a bit different each year.  Some years, students have earned stamps for reading a certain number of picture books. Other years, students have set their own personal goals for what to read whether it was reading a certain number, all the books by a specific author, every book on a certain shelf, etc.

This year, I decided to focus on the genres of our picture book section.  I made a sheet that lists out each picture book genre/format in our library with a check box by each one. I also included a line. The goal is for students to read 12 picture books across the month of November, 1 book from each section. They simply write the title of the book on the line when they finish reading. At the bottom of the sheet, I asked students to list their favorite book they read for the challenge and tell why picture books matter in the world.

At the end of picture book month, we hold a picture book smackdown where we do a virtual hangout with authors and schools to book talk favorite picture books. I hope that the challenge will get some students prepped for the smackdown by already having a favorite book and a reason picture books matter.

Today, we launched the challenge on our morning broadcast by going over the instructions and showing the sheet.  I’m also highlighting a diverse selection of books in my read alouds and encouraging students to think about windows and mirrors as they read for the challenge.Every student who finishes the challenge will get a certificate and a special bookmark. We will also announce their name on our morning broadcast. Each finisher will also have their name entered into a drawing for an autographed picture book. I try to get an extra autographed picture book each time we have an author visit or I go somewhere to hear an author. This year I’ll give away signed copies of More-igami, King Alice, Love, Last Stop on Market Street, and Hansel and Gretel. I showed each of these books on the morning broadcast too.

If you go to our school or want to take a look at our challenge sheet, you can download it here.

Makerspace Begins: Themes and Options

Our makerspace has once again cranked up for the 2018-19 school year. Once again, I’m collaborating with Gretchen Thomas and her class of over 30 undergraduates from the University of Georgia. Every year, Gretchen and I meet to think about what our open makerspace time might look like, ,and every time we make some changes and try something new.

Our idea for this year is offer specific themes around materials or tools rather than try to squeeze in so many different things in a short amount of time.

For September, we’ve chosen cardboard as our material.  Across 3 weeks, we hope to offer 3 short-term challenges using cardboard.  One of those challenges will be a “making with a cause” challenge.

  • Week 1: Design a hat. This can be interpreted however students want.
  • Week 2: Making with a Cause. Make an award. Students will choose someone who deserves an award. Make the award. Give the award to that person with an explanation of why they deserve the award.
  • Week 3: Make a puppet. Use cardboard tubes to create unique puppets and hopefully begin storytelling with them.

For the second open makerspace, we know that there will be students who aren’t interested in the short-term options and want to branch out to their own projects that take longer than 1 or 2 sessions. For these students, we will offer them a space to plan, design, and create their own inventions that have a purpose.  We wanted to keep this option open ended, but encourage students to develop something using cardboard that actually has some sort of function/purpose.

In each Tuesday/Thursday session, groups of UGA students come to work alongside students. They come in 30-minutes waves so that each round of students has me and UGA students to support them. I’ve put a bit more structure on the front end of makerspace this year. Students check-in with a UGA student and then sit on the carpet. I offer a quick intro to what we are making and connect it to a book. For cardboard, we used Cardboard Kingdom by Chad Sell. Then, students move to tables to do some planning before they start grabbing cardboard and cutting.

This week, we launched into the first challenge of making a hat. Students had access to cardboard, Makedo safe saws, scissors, duct tape, and coloring supplies. Students sketched hats onto cardboard and started sawing.  There was a learning curve on the best strategies for sawing. Some students were more patient than others with the cutting process. Be warned! It was very loud and very messy. All adults circulated around to support as many students as possible.

At the end of session 1, students labeled all of their pieces of cardboard and we stored them in the makerspace.

For session 2, we spread all of the pieces out so that students could locate their cardboard to start again.

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Our hats continue. #makerspace #barrowbuddies

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I loved seeing the hats that students came up with in such a short amount of time. At dismissal, I could see the cardboard hats parading down the halls and lots of students were curious about where they came from. Many students needed more than 2 sessions to finish. Some chose to take the materials with them to finish at home. Others left their hats behind to continue working on next week.

I have a lot of questions about how this is all going to work. It’s fast-paced and a challenge to get one group finished and cleaned up before the next group comes in. It’s also a mess of cardboard dust and bits, and I hate leaving that for our custodians. However, we’re pressing forward, expecting the miraculous, and making changes as needed along the way.

Hour of Code in the Library

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For the past 3 years, our library has participated in Hour of Code during Computer Science in Education Week.  This movement of setting aside an hour to tinker with coding was started by Hadi Partovi.  When we started back in 2014, there was only a handful of options of coding resources for students to try on code.org and many of them crashed due to the number of students using the site around the world. Fast forward to 2016 and students now have 172 reliable options in the Hour of Code portion of code.org and numerous other lessons that take them beyond the hour of code.

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When we first started participating, classes came to the library to try out an hour of code. This year, many classes still came, but some classrooms also tried out the hour in their own rooms.  It was fun to see something that started in the library spread into general classrooms.

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This year we had classes from every grade participate in Hour of Code in the library (including PreK next week).  We started each session by exploring the word “code” and connecting it to our own experiences. Many students talked about passcodes on phones or tablets.    We then related this to the language that a computer speaks.

I had students think about their favorite video game or app and explained that every tap or press of a button was coded with instructions for the computer to know what to do. I also had students imagine if their favorite game or app never existed.  What if the coders gave up while developing the game?  This question brought the most gasps.  We talked about the importance of mindset and not giving up. I loved that code.org had this great video that setup the idea of a growth mindset.

This year, I let students have a lot of choice in grades 3-5 because many of them had experienced hour of code or a coding project before.  Some needed to try something more advanced while others needed to start with the basics.  My big rule was that once they chose a coding activity, they were supposed to stick with it.  With 172 options, it would be really easy to jump from one thing to another without really pushing yourself through the hard parts. I loved that code.org had a filter to filter by grade level or coding experience.

For grades K-2, we used an app on the iPad called Box Island, but we also had the flexibility to move to code.org if students were ready to move on to something else.  I thought it was easier to stick with one tool for these grade levels since coding was so new to most of the students.

Students worked on coding all over the library. Some grouped themselves on cushions or tables. Others worked alone.  Collaboration between students started to happen whether they were using the same app or something different.  It’s something I see in makerspace as well.  There’s something about this kind of experience that facilitates natural collaboration. Students want to help one another. It isn’t forced or required. It just happens.

Students persevere. They celebrate their success enthusiastically, and sometimes yell when something doesn’t work right.

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Team coding with Osmo #hourofcode #kidscancode

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It isn’t always perfect, though. Sometimes students give up.  They say it’s too hard.  Those moments are frustrating for me, but I like to talk with students about why they gave up.  I can’t pretend that I don’t ever give up either…because I do.  However, I think it’s important for us to acknowledge the importance of persevering even when things are hard because it’s a goal we should strive for.

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At the end of each session, I brought students back together to talk about the experience. They started to crowdsource a list of tips to pass on to the class that came after them. Looking at their list you will see so many tips that could be applied to multiple situations, not just coding.

We also looked at subject areas like reading, writing, math, science, and social studies.  I asked students to consider whether or not they used any of these subjects or skills while coding. They of course gave brilliant responses.

  • Reading code is like reading another language
  • We read instructions to know what to do
  • I revised my code just like I revise my writing
  • I had to use strategy just like solving a math problem

I invited them to think about how we might continue to explore coding as we create projects in class.  Many of the students went home excited about coding and shared with families. I got messages from family members about their child’s eagerness to code.  I even got a few pictures of coders in action while at home.

I love doing hour of code in the library because it’s a source of professional learning for teachers and a chance for students to try something they enjoy.  We can take a risk together trying something new and then explore how to connect this with what we are already doing. Teachers see how engaged the students are and ponder how to continue that engagement.  It’s also a very public space, so anyone who walks into our library during hour of code also starts to consider the power of coding in school. I’m still figuring out how we can weave this into more of our year. The students love it. They are engaged. How can we use this excitement to connect to what we are learning together each day?

 

Earth Day Environmental Centers

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Our school is a green school, so we do a lot as a whole school to learn about caring for our Earth throughout the year. Our third grade has some specific science standards that explore pollution and effects of humans on the environment. They are beginning a unit on this during science, and the opportunity aligned to allow us to explore the topic during the week of Earth Day. Each class came to the library for a 45-minute exploration of 5 centers. Students began on the carpet for a quick intro to the 5 centers. Students did not have to make it to all of the centers. Instead, I told them to prioritize which ones interested them the most and do their best to make it to those and save the others in case centers were full or they had extra time.

The classroom teacher, gifted teacher, and I all walked around and talked with individual students as they worked to see what they were discovering and assisting them if they had a question. Here’s a look at the 5 centers they explored:

 

Center 1: Books

I pulled multiple books from our collection about the environment, energy, recycling, water conservation, and more. Students were encouraged to find a book that caught their eye and spend a few minutes reading parts of that book or parts of several books.

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Center 2: Flipgrid

I created a list of authentic environmental problems that exist in our school. These included things like printing to copiers and never picking up the copies, throwing away recyclables, and trash in our parking lot after a UGA football game. Students were encouraged to pick an issue from my list or come up with their own observation. Using Flipgrid, they recorded a brief video identifying the problem and naming possible solutions.

 

Center 3: Observation and Poetry

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This center included multiple books by Joyce Sidman. She is a master of making observations in the natural world, researching those observations, and then turning them into poetry. Many of her books feature side-by-side poetry and the information that inspired the poem. Students were encouraged pick a book, find a poem, and see how the factual information that Sidman researched made its way into her poetry.

 

Center 4: Environmental Blackout Poetry

This center was modeled after the blackout poetry of Austin Kleon. It is  kind of found poetry where you find words in magazines, newspaper, websites, or books to arrange into a poem and you blackout the rest of the words on the page. I copied multiple selections from books about the environment and students chose one of those pages to create a blackout poem. It’s always interesting to see how students boil the words down to the ones that stand out the most in the article or page. This year, I made sure that we did our blackout poetry on top of a table cover so that they black crayon and marker didn’t make its way onto our tables.

 

Center 5: Environmental Online Resources

Using Symbaloo, I pulled together ebooks, websites, interactive sites, and videos about the environment. Students spent time on a few of the sites before moving on to other centers.

Now the students will use the topics and ideas that they discovered in this exploration as they continue to study these topics back in the classroom.

 

3rd Grade Environmental Projects with Flipgrid, Story Me, and Blackout Poetry

IMG_3405Third grade has been revisiting their environmental science standards at the end of this year.

S3L2. Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and
animals.
b. Identify ways to protect the environment.
• Conservation of resources
• Recycling of material

 

In the library, I pulled tons of environmental print books and made a pathfinder of ebooks, database resources, and websites around the environment.

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We’ve also had guest speakers from The Seed and Plate   What is The Seed and Plate?

We are an independent magazine in Athens, Ga. with a focus on food, farming and community in the Southeast. We hope to educate and inspire using our surroundings and the amazing people we’ve met along the way. We begin now as an online media publication, with an eye towards a print version in the future. Enjoy.

The Seed and Plate

The Seed and Plate has been fantastic because they have presented to the students several times on composting, community farming, and being friendly to our earth.  They have also supported students as they work on environmental projects and plan to give our students an outlet for publishing their work.

We’ve also hosted the Athens Clarke County Recycling Department to talk to the students about composting.  Students have been using compost bins and paying attention to the amount of food that is being thrown away in our cafeteria.  Since students are watching this closely, they are really starting to think about what we can do as a school to be friendly to our Earth.

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After our exploration of print and digital resources as well as our guest speakers, I sent all of the resources into classrooms for students to continue using. Students chose a focus area to learn more about.  Then, they came back to the library to learn about 3 options for final projects during the last week of school.

Option 1: Students could write a script with or without props and record it on our environmental Flipgrid.

Option 2: Students could use the Story Me app on the iPad to create a comic strip about their chosen topic.

Option 3: Students could create a blackout poem using text from a web resource or a copied page from an environmental book.

As I shared each option with students, I let them know what they would need to prepare in order to create their final product in one work session.  For Flipgrid, students would need their scripts and prop.  For Story Me, students would need drawings that they wanted to include in their comic and possible text that would go into speech bubbles written on post it notes.  For blackout poetry, students needed to print the page from the web or have teachers copy a page from a book to use.  Students spent 2 days in class preparing their materials.

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Today, students came to the library with their materials ready.  I gave one more quick overview of the projects and we designated areas for record, areas for coloring for blackout poetry, and areas for spreading out to take photographs for Story Me.  The classroom teacher, Natalie Hicks (spectrum teacher), folks from The Seed and Plate, and I all walked around and helped students think through the process of creating their product.

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Eventually, I stopped roaming around so that I could focus on collecting work from students.  Each Story Me comic was saved to the camera roll on the iPad and then downloaded to a folder on my computer. Each blackout poem was photographed and downloaded to a separate folder.  Flipgrids were automatically added to the online grid as students submitted.

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The students were truly prepared when they came to the library today. This allowed them to really focus on putting together their final product rather than focus on trying to create all of the content.  Students supported one another and adults were able to focus on students who needed extra support.

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Now our work is ready to show to the world.  We’re sharing it all with our new friends at The Seed and Plate to highlight on their website but we also have a gallery to share with you here.

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Flipgrid:

Flipgrid. Relax and discuss.

Blackout Poetry:

Story Me Comics: