October 9-16 is Teen Read Week. Here’s an idea from Tish Carpinelli to help your 10th-12th graders find a book they can love.
A Reason to Remix
“My students are really enjoying the books they selected the other day. A few of them are already finished with them!” As media specialists, we certainly love to hear those words from our colleagues after classes come down for book selection. Often, however, traditional booktalks or just allowing classes to freely roam the stacks for books does not result in the majority of students finding a book with which they can really connect.
In “Speed Dating with Books” (LMC, October 2012), I described an activity that has been very successful with my students. After the first few years of these speed dating sessions, I wanted to change things up a bit. I did not want to repeat the same activity for sophomores, juniors, or seniors that I had used with them as freshmen. Also, when the assignment requires nonfiction books, my original setup would not work well. It is impossible to have enough topic variety on one table to satisfy every interest. For these reasons, I devised a “Speed Dating Remix” activity that can be used with either fiction or nonfiction books. The setup for each is slightly different, but the actual “dating” remains the same. And the objective continues to be for the students to leave with a book with which they feel they can have a “committed relationship.” Continue reading “Speed Dating Remix”
This assortment of fifteen school-related picture books, both classic and new, is meant to be enjoyed. These stories will foster connections for students as they are introduced to memorable characters, situations, and storylines in a variety of school settings.
BACK TO SCHOOL
No doubt this will prove to be a year filled with promise, new beginnings, and lots of learning! The following list of great books should get the school year off to a great start.
Allard, Harry. Miss Nelson Is Missing! Illus. by James Marshall. Houghton Mifflin, 1977.
When Miss Nelson disappears, her disruptive students in Room 207 are faced with a one-of-a-kind substitute teacher until Miss Nelson returns.
Valarie Hunsinger challenges librarians to think creatively in order to transform their library, you never know where it will lead. For Hunsinger, it led directly to Olympic gold medalist Gabby Douglas.
Icely, a sixth grader in the Bronx, New York, can’t stop reading! It is impossible to find her without a book in hand. In the first few months of school, she has already read over fifty-four books and one million words! When asked why her reading has become so ravenous compared to the previous year, she says that she never wants to miss a “Gabby Douglas opportunity” again.
Many fellow students feel the same way. In 2012, students at Hyde Leadership Charter School in the Bronx (Hyde-Bronx) celebrated the Olympics by striving to “Go for the Gold” in their academic pursuits. Students who completed their summer reading journal started the year by receiving a reading gold medal from Ben Bratton, who was the youngest member to win a gold medal for America at the 2012 World Championships in Fencing.
After Bratton’s visit, the library launched a millionaires’ challenge. Students were challenged to read a million words, and I promised to find an Olympian to celebrate their huge accomplishment. As more and more students joined the Millionaires Club, the harder it seemed to find an Olympian, until one day my friend and corporate partner, Debra Braganza from City National Bank, called me and said, “I found an Olympian for you.” Little did I know that she had found one of the biggest Olympians—two-time gold medalist of the summer games, Gabby Douglas.
On May 1, 2013, fifty millionaire readers not only met Gabby Douglas at Barnes & Noble, but also received a signed copy of her newest book, Raising the Bar, thanks to City National Bank and Barnes & Noble. (The story can be found at: http://bronx.news12.com/news/students-in-hunts-point-soundview-meet-olympic-gold-medal-winner-gabby-douglas-1.5177727). Maria, an eighth grade student who read over five million words, said it was a day she would never forget for the rest of her life. It was also the day that I realized that in my library I must dream BIG and, even more importantly, I realized that to change the lives of my students, I needed partners that believe in big dreams! Continue reading “Going for the Gold: Transformative School Library Partners”
Schools across the country are getting ready to welcome students for a new year, but will your library be open the first day? In the following article Judi Moreillon explains why your library should be open and welcoming students from the first bell.
The bell rings on the first day of the new school year. Students and teachers are meeting and greeting each other in their classrooms after the summer break.
But wait, why isn’t the library open and library staff ready for the excitement of the new school year? Some school librarians may believe tasks in preparation for opening the library warrant keeping the library closed on the first day or first few days of school. While these tasks may be important from a librarian’s perspective, other library stakeholders may not see it that way.
What do students, classroom teachers, and principals think when the library is not open like every other classroom on the very first day of school?
Student’s Perceptions of the Library As a Learning Environment:
Students may surmise that a closed library means it is not an integral part of their education. Rather than the library as the hub of learning, they may see it as an add-on, something extra, not central to their academic success the way the classroom is. Although they will use the library the next week and later in the school year as an academic learning environment, students may not place a high value on using the library if it is closed when they need it—even on the first day of classes. Continue reading “School’s Open. Is Your Library?”
Fixed schedule got you feeling trapped? This week, we’re featuring a few favorites from our archive, after Sue Kowalski put in a request from #ALAAC16 for some resources to support our many colleagues on fixed schedules. Today’s article from Julie Green and Laurie Olmsted focuses on creating deep learning experiences for second graders within a fixed schedule. Subscribers will find dozens more relevant resources at our online home and can also look forward to a great new article on this topic by Ernie Cox in the August/September 2016 issue of the magazine.
Two and a half years ago, elementary school librarians in the Birmingham Public School district had to change to a fixed schedule for half the day with kindergarten through second grade students. This change was due to cutbacks and the need for common planning time among classroom teachers. School librarians found themselves scheduled for 45-minute class periods in a four-day rotation.
As a result of this change, school librarians at the lower elementary level typically saw one kindergarten, one first grade, and one second grade class each day. After the first year, school librarians realized that they needed to develop more meaningful learning experiences for students to meet curriculum objectives and the American Association of School Librarians (AASL) Standards. Because they saw these students often and consistently, it became a rare opportunity to go beyond the basics and develop deeper concepts.
Sue Kowalski, one of our favorite partners in crime here at School Library Connection, put out the APB over Twitter this weekend at #ALAAC16, mentioning how much our colleagues in Orlando have been discussing the need for great resources on making the most of a fixed schedule. So this week on the blog, we’re highlighting a couple of our faves from our online archives, starting with these quick ideas from the fabulous Kristin Fontichiaro. Enjoy!
THE REALITY IN MANY SCHOOLS
It’s true that doing inquiry on a flexible schedule offers opportunities that a fixed schedule does not. At the same time, the budgetary pressures make flexible schedules a difficult reality.
Fixed schedule solves two problems for administrators: it facilitates release time and ensures consistent information literacy instruction. Additionally, flexible schedule only thrives in buildings with a generous and robust collaborative culture. A solo-practitioner mindset won’t take advantage of a collaborative librarian. Consider, too, that many states’ new teacher evaluation programs pose new pressures for teachers to cocoon themselves in their rooms. If a teacher’s professional future will be based, to any degree, on student test scores, then relinquishing personal control of those students poses a credible hazard. In some states, teacher evaluation scores determine class assignments; pitting colleague against colleague can further diminish reasons for collaborative work. So, let’s brainstorm alternate possibilities for those librarians wanting to achieve inquiry within their fixed schedule routines.
Collaborate with your eighth grade science teacher and help your students discover their creative side with this lesson plan developed by Paula Trapani-Wiener. Students can learn all about minerals and then create an original cartoon character based on their favorite mineral.
The editors at School Library Connection/reVIEWS+ recommend the following print and digital resources for integration with this lesson. Subscribers can access reviews on our website via the hyperlinks.
With summer just around the corner, it’s time to put up the rain gear and pull out your swimming suits. In case you missed it, here’s a lesson plan developed by Sandra Andrews and Linda Gann to help your younger students understand the changes the seasons bring. And be sure to take advantage of our reviews, written by librarians for librarians, to find just the right weather-related titles for your collection.
The editors at School Library Connection/reVIEWS+ recommend the following print and digital resources for integration with this lesson. Subscribers can access the print reviews via the hyperlinks.
April at School Library Connection has been all about inquiry—but we’ve got inquiry on the brain all year long! In case you missed it, check out this great article from our November 2015 issue by Nicole Waskie-Laura and Susan LeBlanc on using images to scaffold learning as we move students toward the goal of reading complex texts.
Picture this: a class of students with a wide range of reading levels and abilities engaging deeply with the same introductory text. The topic and text are unfamiliar, yet the students that typically struggle to read are leading the text-based conversations. As the lesson progresses, the room buzzes with conversation as students grapple with the information in the text, ask inquisitive questions of their peers, and provide evidence-based answers.
How is it possible that all students across reading levels are independently accessing the same text? Because the introductory text is an image, allowing for the engagement of all learners. Visual texts sustain interest and help build understanding, scaffolding the reading of complex, printed text. Continue reading “Using Images as Scaffolds for Reading Complex Text”
Here’s a fun idea from Tish Carpinelli for getting high school students to try reading something new.
“Oooh, book speed dating, I remember that. It was fun!” It made me smile to hear a senior boy pass by and say those words as I was setting up the decorations for a group of freshmen. It’s always great to have students think a program is fun, but it’s an added bonus when that program gets books into their hands that they really enjoy and actually finish. For our high school, speed dating with books is an effective approach to pairing up students with “the perfect match” of a book!
WHEN BOOKTALKS AREN’T THE ANSWER
When students used to come to the media center with their English classes to select a book for an outside reading, I would usually give booktalks. If I shared a dozen books and half of them were actually checked out, I was happy. For the rest of the period, students would browse the stacks in search of a book, find one quickly, and then sit down and chat with their friends until the bell rang. They often didn’t read a word of the book they checked out before they left! As the deadline for their projects approached, some of them returned their original choices to exchange for another book because the one they had was “boring.” Sadly, some students never even completed the assignment because they did not have a book that appealed to them.
GETTING “COMMITTED” TO A BOOK!
I first heard about book speed dating on the LM_Net listserv and decided to give it a try. After reading how other media specialists set up their programs, I came up with a plan that works well in my library. With some modifications, I have used this basic procedure with all grade levels, from freshmen to seniors, from resource classes to advanced placement students. In addition to being fun, book speed dating gives the students a chance to get to know a book before forming a “committed relationship” with it. They must read the cover, front and back flaps, and begin reading the book during the dating period. This results in their making an informed choice before they check out the book, and the book they choose will be one they enjoy reading. Continue reading “From the Archives: Speed Dating with Books!”