Reading Aloud in School: An Endangered Practice? July 23, 2015Posted by Mrs. J in the Library in Books, How to Be Brave, PSLA.
Tags: lessons, library, reading, reading aloud, research
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At the recent PA School Librarians Association (PSLA) Annual Conference, I read a worrisome tweet from a participant in a concurrent session. Some Pennsylvania librarians reported that administrators recently told them that reading aloud isn’t “rigorous enough.” Not even as part of a larger unit or with young students.
I was horrified to hear that statement, however, it wasn’t the first time, I’ve heard similar whispers about “rigor” in relation to library class time and reading aloud. It’s particularly frustrating to hear when in some districts (not mine), the teacher-librarian is viewed as “just coverage” for a classroom teacher’s planning period, regardless of how rigorous (or not) the information literacy instruction is.
Anyway, in my district, the curriculum we teach is accepted as part of the wider district curriculum, and that brings along all kinds of language like “rigor” and “accountability” and “assessment data” and “SLOs” (or Student Learning Outcomes). I’m *SO* over those education buzzwords.
I still read aloud to kindergarten, 1st, and 2nd grade students, and I base my research and information literacy instruction on the books I read.
Here are 3 reasons why reading aloud is more important than ever in a child’s education:
- Reading aloud builds common experiences and a shared vocabulary. For students who are lucky enough to attend our school for multiple years (or even long enough to experience 2 of my library units), I often refer back to characters and events in a book we previously read. Of course, I also explain the background and give the book title and author for newer students to read on their own, too.
- Reading aloud models fluency, voice, and how to enjoy a book without the pressure of “accountability.” When children listen to a story, it should be for the sheer enjoyment, not for a comprehension quiz. Listening to a book being read models to students how to read well, which is undeniably helpful in learning to read.
- It’s fun. I know, I know, that’s not a popular pedagogical reason to give administrators. But I teach children who are over-scheduled, over-tested, and under the age of 11. I dare any administrator to think back to when they were 8 years old, and see what they remember most. My guess is it wasn’t “rigorous” by today’s standards.
Resources on the Importance of Reading Aloud
There is significant evidence in educational research that reading aloud matters, and here some resources to advocate to parents, administrators, and community members.
Mem Fox’s excellent read-aloud lesson, ten read-aloud commandments, and her long (but worth it) article, “Like mud, not fireworks”…in fact, just go read all the “Teachers” and “Parents” sections of her website. They’re fabulous!
Reading Is Fundamental’s (aka RIF) articles on reading aloud, including research from the U.S. Department of Education
Scholastic Parent’s March 2015 blog post about reading to older children, even after they can read themselves, which I posted to my library Facebook page.
A homeschooling mom’s April 2015 blog post about reading aloud highlights some of the benefits for parents reading to their children, but more importantly, she explains why reading *good* children’s literature matters when reading to children.
Of course, there are many more resources in educational research journals, but the above links are readily accessible to anyone with an Internet connection, regardless access to database subscriptions. If you have another reading aloud resource to share or have successfully advocated to stakeholders about this topic, please share your knowledge in the comments!
Reflections and Celebrations 2015 June 22, 2015Posted by Mrs. J in the Library in How to Be Brave, Makerspace!, Reflections.
Tags: advocacy, celebrations, instruction, library centers, reflection
Every year as the school year winds down (or crashes, rather), I start thinking about what I want to change for next year. Though I’ve made notes on my grade-level lesson plans all year long, it’s good to look back and remember not only what I want to change, but how far I’ve come since last school year. After a long school year, some reflecting and celebrating never fails to reignite my passion for teaching, and I recommend the practice to any teacher-librarian or educator!
PSLA 2015 “Make It @ Your Library” Presentation May 1, 2015Posted by Mrs. J in the Library in Makerspace!, PSLA.
Tags: elementary school, library, makerspace, presentation, PSLA, school libraries
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I’m honored to be presenting at the 2015 PA School Librarians Association Annual Conference about makerspaces in elementary and middle school libraries this afternoon. If you can’t make it to the conference (or you’re not from PA), my presentation is on Google Slides.
During my session, I’m also hosting a few giveaways for anyone who attends in person or online. You must be a PSLA member to enter the four giveaways below, however, you can win only one of them. I’ll post the winners on my Twitter account after my session today, so stay tuned!
Library Centers Tracking with QR Code Check-in March 29, 2015Posted by Mrs. J in the Library in Tablets & Apps, Tech Tips, What Worked.
Tags: technology, library management, library centers, tablets, signage
Building my PLN, or Professional Learning Network, has been one of the best decisions I’ve made since I started teaching! Being connected with fabulous educators through blogs and Twitter means I have an excellent network of colleagues and resources to inspire me to improve my instruction. And last week, I experienced a wonderful, problem-solving PLN win!
I spent WAY too much time tracking which library centers students were at, and not enough time facilitating the learning that was happening. I kept a record of student center choices on a Google spreadsheet, and I also stamped each student’s center tracking booklet so that they can visualize their learning.
Ideally, I recorded where each students was (that “all-important” data), AND had time to encourage/scaffold students who were struggling, re-direct students who were off-task, and challenge students who were coasting. In reality, the data collection took almost every second of my time during the 25-ish minutes of library centers. I still “checked in” with students when I stamped their booklets, but only for about 5 seconds.
In the past year, I had read this blog post on QR codes for tracking library visits by Ms. O Reads Books, and her follow-up blog posts explaining how to do it Then, I remembered this blog post by Vicki Davis about using every last instructional moment. I wanted to use every minute as efficiently as possible, and cram as much (fun) learning as possible into a 40-minute library class.
Even though those two posts don’t seem to relate, I had a magical flash of inspiration and found my solution: Library Center Check-in with QR codes!
How it works:
Ms. O’s idea of using QR codes to “sign in” at the library has been floating around my brain for months. It takes some tech tricks to set up, but basically, several Google forms collect their responses in a single spreadsheet.
So I made a different Google Form for each library center and color-coded them according to their category:
- RED = Reading Promotion – Independent Reading, Destiny Online Book Review Writing, and PA Young Readers’ Choice Voting.
- BLUE = Research Skills – Question of the Week, Independent Research Choices, and the Ladybugs Observation & Research.
- GREEN = Creation & Tech (aka our makerspace) – littleBits™, Nursery Rhyme Paper Circuits, Electric Sewing, Learning to Code, Goldie Blox™, and Puzzle Apps.
Each form asks for the student’s name and teacher’s name. Some forms have one additional question such as, “What are you working on today?” for the makerspace centers. I tried to keep it very short, because one tablet is shared among several students.
I created a QR code for each form, printed the codes on Avery QR stickers, and stuck the code onto the center signage with a large “Check in” sticker (printed on address labels/barcode labels). The stickers hide some of the clipart on my center directions signs, but they are functional nonetheless.
I tried it with each class in grades 3-5, and it was a HUGE success! I’m relying on students to report their center choice honestly, but I also have the “double-check” of the booklet stamps. I’m thrilled with the results because now I’m able to do more teaching/facilitating/scaffolding and less data collection during classes.
As an added bonus, I showed one of our district tech coaches to get some feedback, and she liked the idea, too. Yay for advocacy!!
Have you used QR codes in your library or classroom? If so, please share your experience and any tech tricks you learned in the comments!
What Worked Wednesday: Sugru + littleBits March 18, 2015Posted by Mrs. J in the Library in Makerspace!, What Worked.
Tags: fixing, littleBits, makerspace, products
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“What Worked Wednesday” is a blog post series about ideas that I have personally tried in my library and/or instruction. Each post includes an idea that worked in my school library and how it makes my life less stressful, more organized, and/or more manageable.
I’ve just discovered Sugru®, and it is AWESOME! Sugru® is a moldable putty that sticks to almost anything and dries into a silicone-based rubber. It’s tough, waterproof, and heat-tolerant. In other words, Sugru® makes things elementary kid-proof.
What I love most about it, however, is the philosophy of fixing and adapting anything to make it better, stronger, more personalized, or more useful. I’ve blogged before about how delicate some of the littleBits™ are, and how I’ve replaced several because of broken wires and loose parts. Well, I wish I had known about Sugru® when I bought my first set of littleBits™ back in 2013. A couple of hours and a $22 Sugru® multi-pack would have saved almost all the Bits I’ve replaced, and it would have paid for itself by now.
So today’s idea that worked:
Mold Sugru® around the wire connections and fragile parts of littleBits™ to reinforce the connections and prevent damage.
Four mini-packs of Sugru®, color-mixed to approximately match the Bit colors, were enough to wrap around all the wire connections and make our littleBits™ MUCH stronger!
How this idea saves money:
When combined with some beginner soldering, I fixed a littleBits™ fan, one of my proudest maker moments! That fix saved about me about $15. Additionally, I reinforced the connections on all of our wires, long LEDs, servo motors, light wires, a UV LED, a roller switch, another fan, and the last 2 original 9V battery cables. Sadly, I wasn’t able to salvage any of the vibration motors, so I’ll just need to buy new ones. When I do, though, you can bet that I’m going to encase the delicate wires and connections in Sugru®!
Overall, if you’re going to use littleBits™ with elementary students, I HIGHLY recommend Sugru® reinforcement. You will thank yourself later!