Everything Awesome About Dinosaurs: A Visit with Mike Lowery

Our students are always crazy about dinosaurs. If you visit the dinosaur section of the library, you usually see a pretty empty shelf. We were so excited that we had the chance to welcome author/illustrator, Mike Lowery, to our school to share his newest book Everything Awesome About Dinosaurs and Other Prehistoric Beasts with our 2nd-4th grades.  Mike’s visit was thanks to his publisher, Scholastic, and our local independent bookstore, Avid Bookshop.

Ahead of his visit, I shared his book on our morning broadcast and sent home pre-order forms.  We also held a design-a-dinosaur contest for all grades. Students could design any type of dinosaur (real or made up).  Little did I know how well this would connect with the actual content of Mike’s visit.  My student support technician, Ms. Allie, and I sorted through the entries and had a very hard time narrowing down to 10 final winners.  Students were so creative and funny. Each of these winners received a copy of Mike’s book.  All entries were displayed in the windows of our library along with a dino welcome sign.

Our 3rd graders also studied Mike Lowery’s books in art and created projects that were inspired by his art style.  These pieces of art were displayed at the entrance to our school.

Mike is a super funny guy and he hooked the kids’ attention with lots of random facts. One of his favorite things is to collect weird facts and illustrate them, which developed into his Random Illustrated Facts book.  He of course connected this to where authors & illustrators get their ideas (their brains). Even though it was humorous, it was a good reminder to all of us that we are perfectly capable of coming up with great ideas when we put our minds to it.

Mike launched us into his dinosaur book with lots of super cool facts about dinosaurs along with his humorous illustrations. He introduced some dinosaurs along with some dinosaur awards.  I loved how he engaged the audience by having them predict what dino might be coming up next, and how he wove in his humor along the way.  (I won’t give away any of his punch lines).

The final part of Mike’s presentation was extremely fun and a direct connection to our design-a-dino contest. Mike had the students name several pieces of clothing that a dinosaur might be wearing. Then, on his projected iPad, he drew the dino wearing all of the clothes.  Students saw their ideas magically come to life on the screen with a dino wearing pants that said “short arms rule”, a dress, rain boots that were also elf shoes, and a fez.  They could also see a bit of Mike’s drawing process and how he could edit or manipulate the image on his iPad to fix or fine tune details.

Next, Mike had students name some careers and he drew a dino with one of those careers. In this case, it was a scientist, and Mike made it a female scientist with a scrunchy (of course).

Mike took lots of questions from the audience, so we got to learn about his educational path, what he would does when he isn’t drawing (eat tacos), and whether raptors can actually open doors like in Jurassic Park.

Mike signed lots of books for students.  Thanks to our PTA every class got a copy of the book for their classroom library too.  Immediately after Mike’s visit, every one of his books was checked out from the library.  More evidence of the power of an author visit.

Thank you, Mike Lowery, for sharing your talents with all of us. As I delivered signed books, I already saw students hard at work creating writing and illustrations inspired by your work.

 

Movie Makerspace: Exploring Green Screen & Stop Motion

September has come to an end and our 1st month of makerspace is complete.  We hold an open makerspace every Tuesday and Thursday. Students choose to come to makerspace as an alternative to their recess time.  We weave makerspace projects into the curriculum throughout the year, but this Tuesday/Thursday time is more open-ended. Our makerspace is also a collaboration with Gretchen Thomas and her students at the University of Georgia.  This class evolved organically out of some very small collaborations a few years ago. Now, 8 UGA students visit our library every Tuesday & Thursday from 10:45-12:15. Students sign up with their teacher via a Google Doc after watching an introductory video to the month’s topic. Each teacher is allotted a certain number of spots.  If they don’t use all their spots, another teacher can claim them. We have a staggered schedule: 3rd grade 10:45-11:15, 4th grade 11:00-11:30, 1st grade 11:20-11:50, and 5th grade 11:45-12:15.

For September & the first week of October, we focused on making movies. For week 1, students rotated to three stations to tinker. They used Stop Motion Studio on the iPad along with our library Legos to tinker with stop motion animation.  They used Do Ink green screen app on the iPads to experiment with green screen. This included using green gloves, green string, green plates, and the green cushions in our library to create small green screens and green screen effects.  At the final station, students explored iMovie trailers for making regular movies as well as editing movies made in other apps.

During the 2nd week, we asked students to commit to what type of movie they wanted to make.  This could be done alone or in a group. Before students jumped right into filming, we wanted them to storyboard or create a quick script. Most students chose stop motion with just a few choosing green screen.

For the stop motion students, we took a quick look at a new book from Capstone Publishers called Create Crazy Stop Motion Videos by Thomas Kingsley Troupe. I was fortunate to pick this book up at the SLJ Leadership Summit. I love how this book goes step by step through the movie making process: casting, script writing, storyboarding, prep, filming, editing, and final touches. This is a Capstone 4D book which means it also has videos that accompany certain pages.  Since it was most students’ first time making a stop motion, we tried to get a few ideas from the book and give it a go. In the future, I would love to come back to this book and really spend more time with each step.

For 2 weeks, students worked on their movies. We put their names on the backs of the iPads with tape so that they could continue their project each time. We also stored any lego creations they made on our makerspace shelving. The UGA students sat with groups or individuals and helped with tips on storytelling, keeping the iPad and background stable, and helped keep our legos as organized as possible.

As usual, students were super excited to come to makerspace and they developed many skill sets while having fun. I loved the storytelling that students put together in such a short amount of time and it made me really think about using legos even more in conjunction with writing. We have a long way to go before creating stellar stop motion videos, but it was fun to see what students learned from one another through trial and error, chatting with UGA students, looking at stop motion videos online, and looking at our new book from Capstone. My hope is that students can take the skills they learned in this project and apply it to future projects in class. We saw so many students get excited about their movie creations which could easily spill over into curriculum areas.

Students who wanted to share their movie worked with me to upload videos to Youtube. Please enjoy these first attempts at stop motion videos. If you have any of your own tips to share, leave them in a comment.  We hope to do more stop motion videos as part of curriculum projects in grade levels.

 

 

 

Poem In Your Pocket Days 2019

We just wrapped up 2 days filled with poetry readings. For many years, we have been celebrating poetry month and national poem in your pocket day by hosting a poetry cafe in the library. During this 2-day event, every class in the school comes to the library for a 20-minute session. Students sit in a specially decorated area of the library filled with soft cushions, lighting, flowers, and a fancy microphone.

Every student has a chance to come up and share an original or favorite poem into the microphone and we celebrate each poet with snaps and quiet claps. This even is broadcast via Youtube Live so that family and friends can enjoy our poetry from afar. Ahead of the even, I setup each Youtube event and put the links to every class on a Smore page for easy access and sharing. As we broadcast each event, it immediately archives to Youtube and the Smore page.

One of my favorite parts of these days is that it is one time where every single student in our school has an opportunity to be seen and heard. While not every students chooses to get in front of the microphone, they all have the opportunity.

There’s always magical things that happen: kids who are shy have a friend who encourages them and stand with them, a poem is tucked away in a special place like a shoe, a student creates an unexpected poem that stands out in a beautiful way, a student reads a poem in a different language, a parent or teacher shares a favorite or original poem.

I invite you to listen to some of the student poetry by visiting the Youtube links on our Smore page. You can continue to leave comments for the students on Youtube or on Twitter by using the hashtag #barrowpoems

Happy poetry month!

Sharing Books Through Google Slides, Shelf Talkers, and Book Talks

I’ve been working with Ms. Hicks and a group of 3rd graders to think about our reading lives, how we talk about books, and how we share our reading with our local and global community. Over the past few weeks, we’ve been thinking more about our school community and what we can do to share new book ideas with them.

We started our journey by creating a rolling slideshow that could be displayed on a hallway monitor that most students pass at some point during the day.

Each student created one slide about their book.  Their goal was to write a short blurb about the book to inform passersby about the book they had read. They were also supposed to include an image of themselves with the book or the book by itself.  I published this slideshow to the web and set it to rotate slides every 15 seconds and repeat the show when it reached the end.

It continuously plays in the hallway until we update it with new slides.  Then, I’ll need to publish it to the web again.

Next, we talked about other ways we could share our books with the readers in our school. We brainstormed a list, and rather than asking everyone to do the same thing, students chose from the list what they wanted to create. They could create a shelf talker like you might find in Avid Bookshop, a poster to hang in a strategic spot in the school, or a book talk that could be shared on our morning broadcast, BTV.

To get ready, we looked at some mentor examples. A few years back, we Skyped with Will Walton at Avid Bookshop, and he shared tips from writing shelf talkers. We took a look at his video clip and a few examples from the shop. I made an example of a book poster on a Google slide and had students point out things they noticed. For book talks on BTV, we revisited our 30-second book talk Flipgrid videos and reminded ourselves about a good hook, a tease of information, and a recommendation.

Students made their selections and got to work creating. Ms. Hicks and I conferenced students but also encouraged students to share their work with one another for feedback.

For posters, I created a blank set of Google Slides, which Ms. Hicks shared with the students. Each claimed a slide, chose a background color, added a short book talk, and chose images from Google Explore that represented their book.

As students finished, I saved each slide as a JPEG and printed them in color.

Students met together to brainstorm strategic spots in school to place their posters. They decided to pick spots where people would have time to stop as well as spots that were visible. This was spots like the water fountain, the hand dryer, and columns in the rotunda.

For shelf talkers, students displayed the book that they wrote about near its genre section and taped the index card shelf talker underneath.

For BTV book talks, students wrote out their script and practiced. Then, they scheduled a day to come to our morning broadcast to share their book.

As a part of the book talk, each student shared which section the book could be found in in our library.

Our hope is that giving student these authentic ways to share their reading lives within and beyond our school will get them thinking about even more ways they might share the books they are reading. We hope that it raises the awareness of other readers in our school to want to also share their reading lives within their classroom and around our school. We are hoping that are small group explorations will put a spark back into grade levels to incorporate this more into the classroom culture.  I know that I want to be more intentional about getting student voice out into our school in regards to sharing our reading lives.

 

 

 

 

Bad Kitty Kitten Trouble: A Visit with Nick Bruel

We’ve been purring with excitement for the past few weeks as we geared up for an author/illustrator visit with Nick Bruel. Nick is currently touring to promote his newest installment in the Bad Kitty series: Bad Kitty Kitten Trouble.

Prior to his visit, we held an art contest in the library. Students in any grade could enter. Their task was to name a new Bad Kitty book and create a cover for that book. Winners in the contest received an autographed copy of Bad Kitty Kitten Trouble and honorable mentions received a blind bag Hatchimal.

Once again, students amazed us with their creativity in both titles and covers, so it was hard to narrow down to just a few top winners. All student artwork was displayed in the library windows to welcome Nick to our school.

Our 1st, 2nd, and 4th grade packed into the library to hear Nick talk about Bad Kitty. In the beginning, he introduced us to the newest book: Bad Kitty Kitten Trouble. He made the connection for students that it was inspired by the global issues around refugees and how we welcome them into our communities around the world (or not). Even though this Bad Kitty addresses a global topic, it is still a Bad Kitty book at heart with plenty of humor along the way.

Nick read aloud the first couple of chapters of the books, and it was fun to hear students chime in with the repeating lines that they quickly noticed.

Rather than go through his whole writing and creating process with students, Nick took a different approach. He made sure we divided the audience in half as they were being seated and he had each side think of pieces to an entirely new story. One side thought of a character, while the other side thought of an emotion. Then, he picked students to share their thoughts. Our story title became “The Happy Cockroach”.

With this title, Nick began asking questions to each side of the room. With each question, more of the story developed and more questions emerged. Why was the cockroach happy? ….because he was in a hotel full of food.  What problem might that cause?….he ate too much.

The questions and answers continued until we had created a story from beginning to end. Nick took time to retell the story from memory using every answer that students had given.

This brought us to the learn the secret of writing.

This was a perfect setup for students and teachers to take back to the classroom to continue writing workshop. Nick even gave them some activities they could try when they returned.

Students always love to see an illustrator draw, so Nick of course drew Bad Kitty for us. After that, he took time to reinforce the idea that simple changes to the same drawing can give your character different emotions. He did this by just drawing the eyes, nose, and mouth of Bad Kitty and making changes to show surprise, adorable, and crazy.

He finished up his time by letting students ask questions, and he even got some questions he had never been asked before. One of those questions came from a 4th grader: “On a scale from 1 to 10, how would you saw your writing and illustrating has improved since the first Bad Kitty?”  This question took some thought, and even though he didn’t have a number to assign, he did talk about how his work had grown both in writing and illustrating.

Before he left he signed pre-ordered books for students. Our PTA bought a copy of Kitten Trouble for each homeroom class library.  We also now have 6 copies in the library for checkout.  Thank you to Avid Bookshop for bringing another author to our school to inspire our reader and creators. Thank you to MacMillan Kids for continuing to send authors on tour to bookshops and schools.

This was our 4th author/illustrator visit this year, and each one brings a new piece of learning and inspiration to us all.

These visits connect us with a real person that creates just like we do in our classrooms and homes. These visits build excitement for books that some students may not have engaged with yet, and they create a shared experience that we can all continue to talk about throughout this year and in the future.

 

A Rock Exploration: Researchers, Photographers, and Poets

Our 3rd graders study rocks every year as a part of their science curriculum. This year, we brainstormed some new ideas to support this study and scheduled two 45-minute sessions for each 3rd grade class.

Session one focused on facts and observations. To begin, I asked student to put themselves in the shoes of a researcher and consider what someone researching rocks might do. They named things such as reading books, talking to experts, doing experiments with rocks, going outside and looking for rocks, and visiting websites and videos. For this session, students rotated between 3 stations. Each station lasted for approximately 10 minutes.  I didn’t want them to be slowed down by writing down facts, so this day was just an exploration to mentally gather as many facts as they could. Some students still chose to write things down but most took my advice of making mental notes.

Center 1: Books

I gathered multiple books from our nature section of library. Prior to this center, I reminded students how they might dive in to multiple books without reading entire books. We reviewed the table of contents, index, and captions. As students explored this station, the teachers and I noticed students talking about photographs that caught their attention so we jumped in to the conversation by directing students to text or captions that supported the conversation. So often, I see students chat about photographs and forget to read the text, so we tried to gently intervene to make sure the conversation was based in fact rather than speculation.  One of the biggest hits at this stations was learning about birthstones and making a personal connection to gemstones.

Center 2: Rocks

When I was growing up, my grandmother and grandfather took me to Cherokee, North Carolina to visit ruby and gem mines. My grandmother would save her money all year and then buy multiple bags of dirt containing gems and we would spend hours sifting through the dirt in a water trough. I saved the rocks from all of those trips and now they have become a part of my educator collection.

At this station, students used this mix of rocks to make observations and sort rocks in different ways. I included to large circles that students could use as a Venn diagram and compare and contrast rocks based on texture, size, shine, and more. All students worked together to sort as many rocks as time allowed.

Center 3: Websites and Videos

Amethyst is February’s birthstone and also Georgia’s state gem. This station focused on exploring amethyst through websites and videos using a Symbaloo. One of our favorite sites is Gem Kids because it allows students to see gems under a microscope, on a map of the world, and see photos of gems with captions full of info. Students also loved watching the Jackson’s Crossroads video from Georgia to see what amethyst looks like when it is found.

Day 2 of our exploration focused on creativity. We read the book A Rock Can Be… by Laura Purdie Salas and Violeta Dabija. At the conclusion of this poetic book, it says “go a discover what else a rock can be”. This invitation brought us to our next explorations. This time rather than rotating every 10 minutes, students rotated as they finished each step.

Center 1: Artistic Creations

Students once again found boxes of rocks that they could observe. However, this time, their goal was to use the rocks to create something new. They could create a word, shape, object, or anything their creativity sparked. Once they made this creation, they used an iPad to snap a photograph.

This center was fun to watch because every student had a different way of making something. Some had an object in mind already like a football, and they used the rocks to make that shape. Others found one rock that inspired them and they used that rock to form what came to their mind. This was also the station where we saw so many students shine. I loved that whether a student had an English barrier, a reading challenge, etc, this was a visual station that allowed so many voices to be heard in a strong way.

Center 2: Poetry

As students finished photography, they moved to writing in another part of the library. If students had a poem already forming in their mind, they could use a blank piece of paper to create it. However, if students needed some extra support, they used A Rock Can Be… as a mentor text. I had a simple organizer with a structure already formed for them with “a rock can be” and some blanks to create two-word lines in their poem.

The teachers and I did a lot of conferencing at this station to help students focus on the photograph that they created. Most students had their photograph pulled up on their iPad as they wrote. Some chose to focus more on rocks in their poem while others focused on whatever shape they had created.

Center 3: Recording

Students moved to quiet space in the library to put all of their creativity together in Flipgrid. I setup our grid to have a guest code so that students could scan a QR code, enter their first/last name, and start recording. They could record their face on the video or flip the camera and record their poem. During the final step, students imported the photograph of their creation and then used the Flipgrid stickers to add another layer of artistic expression. This final step was tricky because it was tempting to add lots of the fun stickers. However, I encouraged the students to think about what stickers added to their photograph and brought their rock to life. I loved seeing what some of the students chose from the sticker assortment.

Going into these 2 days, I was really unsure of how it would all connect together, but once I saw the flow, I really like what happened. I especially enjoyed day 2 and the creativity that came from our students. I need to do a bit more thinking about day 1. I think it was a great mix of modalities, but I do wonder about what I could do to keep the students more focused in the centers, especially the reading center. It might be as simple as drawing out a card that says “pick a word from the index to read more about” or “flip to a random page and read a caption”.

All in all, I’m excited about the creations we made. I invite you to visit our Flipgrid and view and like the student poetry videos.

The Winner of the 2019 Barrow Peace Prize Is…

Our 2nd graders gathered in the library for the 6th annual announcement of the Barrow Peace Prize. During this special ceremony, we connect with the team at Flipgrid. Each year, the Flipgrid team grows, and this year we connected with them at their headquarters in Minnesota and also in other locations where team members were working. The kids loved seeing their many faces on the screen celebrating their work.

Before our Skype, I showed students a map of places their voices were heard around the world. They were amazed by the pins in over 110 different locations and counting.

During our ceremony, we started with some introductions and greetings from the Flipgrid team. Then, we took time to hear some special stories from the project. Every year, we get comments on social media about the project which I share with the students. They love having a personal connection with people who have heard their voices.

This year, I had a message exchange with an individual from Canada. She messaged me through our library Facebook page, so I shared her message with the students.

Marion Hodges from Canada says: “greetings from Canada. For the kids who chose Jackie Robinson they might be interested to know that he started his pro career in Montreal with the Montreal Royals. He endured a lot of the same treatment but also a lot of respect. After that he went on to play with the Dodgers. For the kids who chose Rosa Parks – there is a lady named Viola Desmond who did something very similar in Nova Scotia in the 1940s as she refused to leave the “white-only” section of the cinema. She was a successful beautician and entrepreneur and you can see her picture on the Canadian 10 dollar bill.”

Next, we launched into awards. Each teacher selected 3 students to receive one of three awards:

  • Prolific Persuader: For using your persuasive techniques to encourage an authentic audience to vote for your civil rights leader.
  • Outstanding Openers: For using a creative hook to capture your audience’s attention from the very beginning of your persuasive writing.
  • Dynamic Designers: For creating an inspiring piece of art to accompany your persuasive writing and visually engage your audience.

Christine, Marty, and Sindy from Flipgrid announced these student winners. This is one of my favorite parts of the ceremony because the kids erupt in applause for their classmates as they walk up to receive the award. The Flipgrid team applauded each group of students and we took a quick picture with the screen.

Another tradition we have thanks to a former Barrow student is having students design the Barrow Peace Prize. This year, students applied to design the peace prize by submitting sketches or ideas for what it might look like. Six students were chosen. We met together in the library and found ways to combine our ideas into one prize. The design was created in Tinkercad and printed on our Makerbot 3D printer. Each of the designers received a medal. Every student who researched the winner of the 2019 Barrow Peace Prize also received a medal. Finally, each classroom received a medal for students to take turns wearing. Even though we have one winner of the prize, this is a project that we are all contributors to.

Finally came the moment kids have been waiting to hear. The Flipgrid team announced the winner of the 2019 Barrow Peace Prize.

Jackie Robinson received the 2019 Barrow Peace Prize. Kids once again erupted with cheers and applause.

All of the researchers of Jackie Robinson came up to received their medals and take a picture. As soon as students left, I updated our Smore page.

Once again, I was reminded of how special this project is. There are so many ways for students to get engaged with the content whether their strength is art, writing, reading, speaking, designing, or something in between. I love that it gets our student voices out into the world in a positive way and shows our students how far their voices can travel.

Thank you to all of our students and teachers for their hard work on this project. Thank you to all who voted. Thank you Capstone for getting us kicked off each year in our research with PebbleGo. Thank you Flipgrid for amplifying our student voice with your product and celebrating our work each year. We look forward to next year.