Frames, Flags and Fun!

Our school has been implementing the strategies outlined in Writing in Science by Betsy Rupp Fulwiler for two years now, and our science scores have been going up and UP!  While we might not be conducting science experiments in the specials classes, we have all made efforts to support what is happening in the classrooms. One of the strategies we have been using with students is to emphasize looking for supporting details within a response.  Along the way, we encourage the student to use a "frame" to ensure that they do this.  For example, "I think _______ because ________".  By using this language, the students are compelled to cite evidence that proves their responses are logical, and they also gain a deeper understanding of the subject at hand.

Our reading specialist, Mrs. Bartkiewicz, created "flags" that say  I predict and Because to provide a visual cue to students when they are sharing their ideas with the class.  I added an I think prop to use during book discussions in the library.  They worked wonderful well, and I admit I enjoyed holding up and waving the Because flag if a student forgot to provide evidence for an observation!  Each time I did so, the student would just grin and then provide a more complete response.  The first time I used them with a fourth grade class I mentioned that I felt like a cheerleader as I waved them around, and one student surprised me by inventing his own "cheer" for the library!  

Yes, of course I caught it on video!

100 Wonderful Readers!

 

Thursday was the 100th day of school!  Celebrations and activities were taking place, and this year I decided that I wanted to join in!  I created a poster numbered 1-100, wrote numbers on the backs of 100 bookmarks, and pulled together a set of bright markers in a rainbow of colors.  Then, as each class visited the library during the week, each student selected a bookmark (to keep of course!) and looked on the back.  Whatever number they found on their bookmark was the space they'd sign on the poster.  Some of the students were hoping to get their own personal, favorite number, but most were eager to see if their bookmark was the coveted "Number 100".  That honor went to a third grader, and he was so excited to show it to his friends!  The poster was displayed during "Morning Meeting" in the gym at the beginning of the school day.  I think the students had fun with the project, and now they all have a brand-new bookmark to safely save their place in their library books.  (Are you wondering about the students who weren't able to sign the poster?  We have a lot more than 100 children in this school after all!  Not to worry, all of them got to participate.  I created a second poster for them to sign, and when they both go up on the wall the titles will say, "100 Wonderful Readers...and a Whole Lot More!")

Because the teachers use the 100th day celebrations to reinforce math skills, I spoke to a teacher from each grade level to learn what concepts they are practicing in their rooms.  Then I used the poster during line-up to support the classroom objectives.  For example, kindergarten is practicing number identification, so I asked each student to find his or her name on the poster and read aloud the number.  To be excused to line up, I asked each to tell me either the number that comes before or after.  First graders found their numbers and would then tell me how many "ones" and how many "tens" their numbers had.  Second graders would determine what number they would need to add to their numbers in order to equal 100.  Third and fourth graders are both working on multiplication (with different amounts of complexity), so I challenged them to tell me a factor of their numbers.  Depending on the number, this was a challenge!  Lucky were the children whose numbers ended in 5 or an even number!  When stuck, the students fell back on their knowledge that 1 is factor of all numbers!

In some classes, I didn't have time to have the students sign their names and do the "math games", but the posters will be on display for a while so they'll all have a turn at some point!

From the Desk of the Shelf Elf

The Bookapillar and one of Skoob's letters

Last week I wrote about the letters our kindergarten students wrote to Skoob, the library Shelf Elf.  As promised, I would like to share some of the children's questions and the responses they received!

Both classes told Skoob that they'd like to meet him and asked where he lives.  Skoob replied,  

"I am glad that you would like to meet me.  I hope you will 

forgive me, but I am very shy and like to stay hidden.  You asked 

me where I live in the library.  Well, I haven’t decided on one place.  

Sometimes I sleep under a tree next to a yellow brick road.   Last 

night I slept in the castle at the top of a bean stalk.  (Good thing

I’m a good hider so the giant doesn’t find me!)  My favorite spot 

is under the bed of a little boy.  That probably sounds dark and 

scary, but I really enjoy it because the boy 

loves to sing and I love music!"

Well, that explains why we never see him...he can use his magic to go into the stories on the shelves! Did you recognize the ones he mentioned in his letter?  They're all books we have in our library: The Wizard of Oz, Jack and the Beanstalk, and Mortimer.

Mrs. Smith's class also asked Skoob if he likes the book about him, "The Shelf Elf", and if he likes all the other books in the library.  Can you guess his answer?

"The Shelf Elf  is my favorite,  but it’s a lot of fun 

exploring all the different kinds of 

books you find in the library!"

For the first time since I've started having students write letters to Skoob, both classes asked about the doll of Skoob that we have in the library.  Mrs. Smith's class wanted to know if Skoob ever plays with the doll, and Miss Lambert's class asked if his vest really has one big button on it.  This is what he had to share:

"Sometimes I read a story with Bear and the doll I made so 

it feels like we’re having our own story time!  You were 

wondering if my vest really has a button on it.  The answer 

is: it sure does!  When I made the toy Shelf Elf, I tried 

hard to make it look just like me." 

 Skoob not only answered the students' letters, but he also left a special surprise for them.  Did you see the toy Bookapillar in the picture above?

"I’m so glad you like the doll I made.  It was fun 

making it, so I even stitched together another little 

present for you.  I hope it reminds you to be super 

careful with your library books both at school and at home!"

Both classes promised to help Skoob win the Golden Shelf Elf Award, and they're getting a little closer each week.  Each time the class leaves the library, I walk around and count each "oops" that I find, such as a shelf marker that hasn't been put away.  In order to win the award, there can't be more than 5.  I can't wait to report that both classes have earned this special recognition.  Skoob and I will be so proud! 

Learning Library Manners with the Shelf Elf!

Have you heard about Skoob, the library shelf elf?  My kindergarten students have been learning all about him in the book The Shelf Elf by Jackie Mims Hopkins.  His job is to help our students remember to use their library manners.  With Skoob's help, we've learned how to use shelf markers to keep the library neat and organized.  The book says, "Use a shelf marker, you can't go wrong; put books back where they belong!"  (The children really enjoy the book's rhyming reminders!)  I'm happy to report the students are more and more responsible each time they look for books on the shelves in the library.  Not only is it respectful to the other people who use the library, but they are also helping Skoob win the Golden Shelf Elf Award!

Of course, the children are always curious about him.  He's very shy and only comes out when no people are around.  He's really good at sewing (he used to work in a shoemaker's shop with his cousin, Skeeter), so he made a toy elf for us so we can see what he looks like and how tall he really is. Still, the children always have more questions for Skoob that the book doesn't answer, so we work together to write a letter to him.  (Miss Lambert's class wrote theirs last Wednesday, and Mrs. Smith's class will be writing theirs this week.)  I'm always interested to learn what each class wants to know about him, and I always learn something new when I read his responses!  I'll let you know what he told our students when he writes back!

Doing the "Bookie-Lookie" (part 2)

Last year I wrote about "The Shelf Marker Song" that I shared with my kindergarten classes.  (You can find the post by clicking here.)  I love how enthusiastic the students are when I share it with them, and this year I decided to add some verses to reinforce even more of the good habits I want them to practice! 

THE SHELF MARKER SONG 

Sung to the tune of the "Hokey-Pokey"

First Verse Written by Jackie Mims Hopkins

With Additional Verses by Mrs. Mann!  :)

You put your shelf marker in     (Pretend to put marker on shelf)

You take the book right out      (Pretend to take a book off shelf)

You open it up                         (Put hands together like book covers

To see what it’s about              and then open)

We do the bookie lookie                   (Pretend to turn pages 

To make sure the book’s just right        by the corners)

That’s what it’s all about!                        Clap, clap, clap

You put your book back in      (Replace book using 2 hands)

You take your marker out        (Pretend to remove marker)

You hold it just right                (Pretend to hold marker over tummy)

So the teacher doesn’t shout   (Wag a finger back and forth)

We do the bookie lookie          (Hold hand over eyes like a visor and look

For a book that is just right        back and forth like you’re searching)

That’s what it’s all about!           Clap, clap, clap

You put your book at your seat     (Pretend to put the book down)

You put your marker away         (Point to the teapot where they go)

We sure did have fun              (Point fingers and jiggle at the ceiling

In the library today!           like you're doing the "Hokey Pokey")

We did the bookie lookie and       (Pretend to “hug a book” and

We found a book that's right              twist back and forth)

That’s what it’s all about!                      Clap, clap, clap

 

You do the boooooookie lookie!    (Feet planted, wave arms above head &

You do the boooooookie lookie!      then slight crouch with hands on knees;

You do the boooooookie lookie!       repeat 3x)

That’s what it’s all about!               (Hands still on knees, swing hips)

My kindergarten classes were learning the song this week.  They aren't quite ready for Broadway, but they certainly had a lot of fun! 

First Grade is Fond of Fairy Tales!

To support a similar unit that happens in their classrooms, I've been sharing fairy tales with my first graders.  I'm happy to say that they are really enjoying the stories and have been learning a lot!  This week I read Jack and the Beanstalk and then showed them the five other versions our library owns.  I wasn't too surprised when every single one was signed out!  I also showed the students where the fairy tales live in the library, and lots of other titles were borrowed as well.

Our Fairy Tale Felt Board

In both the classroom and the library, the students have been learning the different elements of fairy tales.  To help them remember what we've discussed I display the "fairy tale felt board".  Each picture on the board represents something that I want the students to know.  If your child is in grade one or higher, see if he or she can explain what each picture refers to.  I'll put the answers below!

One thing I explain to the students is that fairy tales are just one type of folktale.  So everything we learn about folktales is also true of fairy tales! 

PICTURE - EXPLANATION

clock - Folktales are very, very old stories that have been around a very, very long time.
speech bubble - Folktales are passed down as part of an "oral tradition".  In other words, the stories are told over and over again and are passed down from generation to generation.  (They tend to change as they're retold, so we might discover lots of different versions of the same story.)
person - The person has a question mark because we don't know the name of the person who originally invented the story.  That's why the book version will usually say "retold by" the author.
letter "F"- The "F" stands for "fiction".
Earth - Folktales come from all around the world!

Many folktales, and fairy tales especially, also have these traits:
wand - magic!
crown - At least one character is royalty, such as a king, queen, prince or princess.
3 jewels on crown - There are often groups of threes (and sevens).

The first fairy tale we read together was Rumpelstiltskin, which is an excellent example of a classic fairy tale: there's magic (turning straw into gold), royalty (the greedy king), and many groups of three (3 rooms of straw, 3 turns of the spinning wheel each time, and 3 chances to guess his name).

I'm glad the students are enjoying these stories as much as I enjoy sharing them!

The Frog Prince, Sleeping Beauty and Rapunzel: three more classic fairy tales!

"For the Love of Books"

The patch shows a bear reading a book!

Last night I had the pleasure of hosting local Brownie Troop 498 in our library!  Troop leader Mrs. Barbato asked if the girls could come in so they could earn a Brownie Try-it award named "For the Love of Books".  And because I demonstrated that I know to good care of books, I ended up earning one of the awards, too!  The patch is absolutely adorable and I plan to proudly display it in the library!

The girls started off browsing damaged books that live in the "Sad Bag".  (You can find a blog post all about the Sad Bag by clicking here.)   I spread the books out on the library tables and gave them time to look through them.  Then we sat in a group on the rug and discussed what happened to each one and how to keep something like that from happening to one of their library books.  The girls were very good detectives!  By examining the clues, they figured out all sorts of dangers that need to be avoided: rain, juice, dogs, very young children, and plain old carelessness were at the top of the list. 

Eeek! A dog-earred page!

Scissors got this one!

What might cause THAT?

Finally, the girls started designing bookmarks with a positive message about taking care of books.  They each made one to keep and they also took home a few more to decorate and donate to the Ashaway Free Library.  The time really flew by, but I am happy to announce that all of the girls earned a patch and will receive it at their next awards ceremony.  Congratulations!