The 5th Annual Picture Book Smackdown

Our 5th annual Picture Book Smackdown was held on November 30th.  This year’s smackdown featured students in 3 states along with author & illustrator Deborah Freedman.

Every year we love to close out Picture Book Month with an hour-long Google Hangout where we book talk as many picture books as possible across one hour.

In Georgia, I had students in 1st, 2nd, 3rd, and 5th grades who shared their favorite picture books and why picture books matter. In Vermont, Donna MacDonald had 1st graders and 4th graders who were reading buddies.  Each pair of students shared a favorite picture book.  In Texas, Julee Murphy had 6th graders who shared favorite picture books and some 3rd graders who came in to watch.

We kicked off our Google Hangout by dedicating our time to the late Dianne de las Casas, founder of Picture Book Month.  Her enthusiastic spirit was definitely with us and we missed having her with us in person this year.

Deborah Freedman shared a whole range of books in all shapes, sizes, and emotions before book talking Many Moons by James Thurber & Louis Slobodkin.  She then turned the smackdown over to students and several students in each state took turns sharing.

We were able to come back to author Deborah Freedman two more times for some more book talks and closing thoughts.

One of the things I always love about the smackdown is how many new books we see that we haven’t read yet. We also love seeing students and authors pick books that are also our own favorites.  It gives us a connection to one another.

I also love hearing students take a stand for picture books.  Their reasons range from picture books being for all readers to the necessity of picture books for people who are learning to read.

As we shared our books, I did my best to write down as many of the titles and put them into a Google doc for our reference.  We’ll be cleaning up this document in the coming days and trying to make sure all books are represented.

I loved seeing pictures from different perspectives.  Many thanks to Donna MacDonald for capturing some great moments at each school.

Since we broadcast our hangout through  Youtube, it was fun to know that other people were watching with classes.

Even if you didn’t watch live, you can still experience our smackdown via Youtube and consider hosting your own smackdown whether it’s with picture books, novels, poetry, or something else.

We already look forward to next year.  I thank Donna MacDonald, Julee Murphy, and their students for sharing their time with us. I also thank Deborah Freedman for time and enthusiasm as well.

 

Celebrating Poetry Through Book Spine Poems

book spine poem

One of our favorite kinds of poetry to create each year is book spine poetry. It is a kind of found poetry where the words found on the spines of books create the lines of a poem. Every 2nd grade class came to the library for a one-hour session to create book spine poems individually or in pairs.

To begin our time, I briefly explained found poetry and then told a story about how I created my own book spine poem. The story was meant to serve as a model for how students might craft their own poem, but they certainly didn’t have to go about the process the exact same way as me.

I started in the everybody section of the library and started reading the spines of all the books on the shelf from the beginning. I was looking for a title that jumped out at me as a starting place. I happened upon Quest and Journey by Aaron Becker. I loved how those two words sounded together and I decided to start looking for titles that seemed to go with those two words, which meant looking for titles that were about traveling in some way. I passed by many titles that didn’t fit, so I left them on the shelf without pulling them off. I continued this process until I had found I Took a Walk, In My Dreams I Can Fly, and Goin’ Someplace Special. I also had the book The Ride but I decided that I didn’t like the sound of those words with the others in my stack so I put that book back on the return cart. Next, I tried several ways of arranging the books until I had a sequence I was happy with. After practicing a few times, I recorded my poem with my phone and uploaded it online to share with the world.

After my short story, we went back through the steps and put them into a concise list on the board for students to reference. Then, students got to work. They wandered the shelves looking for that first book and then went from there. As was expected, some of them found their own strategies for creating the poems. Some struggled with finding that first book. Some wanted the support of someone walking with them to look for books. The teacher and I wandered around too and talked with individual students until they started reaching the recording phase.

Once students recorded using an iPad, they brought the iPad to me and we immediately plugged the iPad into my computer and uploaded to Youtube. They also went to the teacher to take a photograph of their book stack that could be printed and put into their poetry books they are creating in class. All books that were used went onto a cart parked in the middle of the library, and students were welcome to read those books while they waited on classmates to finish.

When students finished, I pulled all of their work into Youtube playlists which I emailed to teachers to share with families. We concluded our time by sitting together and snapping for each poem on our playlist. I hope you’ll take a moment to listen to, enjoy, and snap for the poems from each 2nd grade class.

Get Ready for Picture Book Smackdown 2015! #pbsmkdwn

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For 3 years, I have organized an online picture book smackdown in honor of Picture Book Month.  Over those 3 years, our Google Hangout event has grown stronger thanks to the collaboration of librarians, students, and authors around the country.  We are busily planning this year’s event, but you can go ahead and put it on your calendar now!  It will be November 19th from 1:30-2:30PM EST.

We made a Smore to host all of the content of the event:

During the smackdown, you can expect to hear:

  • An introduction and welcome from Picture Book Month founder, Dianne de Las Casas
  • Students from at least 5 states share favorite picture books and why picture books matter in a fast-paced format
  • Authors such as Laurie Ann Thompson share her favorite picture books along with our students
  • An ongoing doc of picture books that we share!

Everything will broadcast through a Youtube link:

We would love for you to watch the event with your students or share with classrooms.  You can even participate by tweet about the event or tweeting your own picture book recommendations during the event using the hashtag #pbsmkdwn

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Even if you can’t join us, we hope you are inspired by our event and consider having your own Picture Book Smackdown online or in your own space.  Feel free to use our hashtag to connect our events together. Happy Picture Book Month!

P.S.  If you can’t wait for this year’s event, here’s a little taste of what we did last year:

Read for the Record 2015

Each year, Jumpstart  sponsors a day for readers all around the globe to join their voices in reading the same book. A different book is chosen each year, and this day has become a day that we love to connect with other schools to read the book together.  This year the featured book was Not Norman: A Goldfish Story by Kelly Bennett and illustrated by Noah Z. Jones.  Jumpstart puts the book online during Read for the Record so that readers can easily access the book to read aloud.  I love having a large full screen version of the book for students to look at while we read alone and with our Skype partners.

Ms. Sandifer’s Kindergarten class started our day by reading the book with me on our projection screen.

I loved hearing the students make noticings about the images that weren’t included in the words.  We also had fun making predictions before we turned the pages such as when a tree branch is making a noise outside but we got to guess before we found out.  One student thought it would be a zombie!

Next, Ms. Kelly’s Kindergarten class (my daughter’s class) came and connected with Jennifer Reed and her 3rd graders in Newton, MA.  We had fun looking at a map before the call and learning that we were connecting with students over 1,000 miles away. Our students also got to introduce themselves to one another.

Jennifer’s students did choral readings of pages, while I read most of our pages with Kindergarten students joining in for words they recognized.  Students were amazed that Jennifer Reed and I know each other in real life and will get to see one another at the AASL conference in Columbus this November.

Finally, Ms. Choate’s Kindergarten class came to the library to enjoy a live Google Hangout with Kelly Bennett reading Not Norman and sharing the answers to several questions about being an author and getting ideas for writing.

This was a great addition to the event to allow many classes to enjoy hearing the author.  We wish there had been more interaction between students and the author, but it was fun listening in to her voice and ideas.

There’s still time to participate in Read for the Record.  You can read the book for free online today and count you and your family in the numbers toward the record.

National Poetry Month: Book Spine Poetry Lessons

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I love found poetry.  It is so interesting to think about how words, phrases, and sentences that already exist in the world can be remixed into something new.  We recently spent some time creating blackout poetry, and now students have been coming to the library to create book spine poems.  Each year that we try this type of found poetry, I’m finding that we get a little bit better and add some new strategies for crafting a book spine poem.

This year I decided to do some storytelling to share with students how I crafted my own book spine poem.  Rather than give a list of tasks to do, I told my story and let that guide our instructions for how to make a book spine poem.

“When I made my book spine poem, I just wandered around and picked a shelf in the library.  I spent time at the shelf scanning every title and looking for a title that spoke to me in some way.  The first book that jumped out to me was In My Mothers’ House.  I continued creeping along that same section of the library looking for a title that seemed to go with the one that I had already found.  I didn’t really know if I had found my first line of the poem or just a piece of the poem, but when I came across The Wonderful Happens, it seemed like magic.  Both of those titles just sounded like the beginning of the poem to me.  Now I had a focus.  I needed to find more books that told more about In My Mothers’ House.  I didn’t really worry about order.  I just wanted books that sounded like a good fit.  Once I found 3-4 more, I went to a table and started arranging them and reading them aloud.  I tried many different ways to see what sounded right.  I even had a book that just didn’t seem to fit, so I decided to put that one back on the cart at the front of the library.  When my poem felt just right, I knew I was reading to record myself reading it.”

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By telling this story, I really felt like student had a good sense of what to do, but we did still rephrase the steps together.

1.  Choose a place to start.

2.  Look for books that speak to you and only take the ones that you think you will use.

3.  Continue choosing books that connect to one another

4.  Arrange them in a way that sounds right and put the extras on the cart at the front of the library.

5.  Record yourself reading your poem and return your books to the cart at the front of the library.

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Students got to work.  Most of them jumped right in, but a few had trouble starting.  I found a few students who just wandered around without knowing how to start, so I encouraged them to stop wandering and start reading titles.  Some were very focused on content which made it a bit harder to craft a poem.  They wanted a book about X instead of thinking about a book’s actual title.  I tried to explain that the content of the book really didn’t matter. All that mattered was the title.  It took some time for that to click with some students.  I didn’t want to tell students not to use the computer, but we did nudge students to really try looking at the shelves rather than try to find something on the computer.  Most students who tried the computer strategy ended up abandoning it anyway because it added too much time and frustration to the process.

As students recorded their poems, they came to me at a table.  I had an iPad cord plugged into my computer, so we just connected and uploaded straight to Youtube and put the videos into a class playlist of poetry.

You can enjoy their work in each of these playlists.

2nd Grade Monster Stories

Brink Every year our 2nd graders write monster stories leading up to the end of October and a PACT time called Monster Mash where families come into the classrooms to engage in what students are learning.

The project has many hands involved.  In art, Ms. Foretich works with the students to create their own monsters.  She then takes digital photographs or scans of those monsters and prints out mini versions of each student’s monster.

In class, students create scenes where their monster might live, where they might terrorize, or where they might go on an adventure.  They use their monster and scene to write a story.  Through several writing workshops, students develop their pieces, revise/edit, and publish.

IMG_1251In the media center, students come to me to film their monster story with our iPads.  Some students come with one scene and one monster, while others come with multiple scenes, multiple monsters, and pages and pages of story.  This year, we created a huge recording schedule that was quite ambitious.  Over almost 2 weeks, I would have 3 students every 15 minutes during a 90 minute time frame.  During this 15 minute window, we had to film the movie, upload it to an iMac, check the volume, add a title slide, and export the movie to a flash drive for Youtube uploading at a later time.  It took quite a while to get a flow going, but by the final few days, we were getting really efficient in our 15 minute window.  With a few students at the beginning, we made an opening slide with footsteps and a creaking door.  This same slide was used for every student, so we just had to change the title and author each time.  I set this up on 2 iMacs so that we could double up on uploads.  Some students filmed by themselves by using the iPad on a tripod.  Other students were filmed by Ms. Maher, a gifted teacher, or Mrs. McGee, a grad assistant.  If enough students were available and ready, students filmed for each other.  My role was to walk students through the steps of creating the video.  With every student, I talked through what we were doing on the screen.  Students approved the volume on their videos, added their title, and stayed with me through the export process.  I uploaded the video to Youtube after they left.

Teachers showed the videos during the Monster Mash PACT time.  To make sharing and viewing the videos easy, the teachers took all of the links to student videos and put them on a Thinglink.  To make these, we put all of the student monsters on a table, took a picture of them, uploaded the picture to thinglink, and attached each student video to his/her monster.  Now, when parents ask how to get to the videos, it is very easy to just share the thinglink with them.

RamseyerNext year, I want to think about how to give students even more ownership in the process.  Because of the tight time frame, it was hard to let students do all of the work of filming and uploading, but I know there has to be another way.  I’m going to reflect on that and suggest some improvement for next year.  For now, we can enjoy the amazing creations of these students in art, the classroom, and the media center.

Brink

Ramseyer

Wright

Yawn