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Free Webinar on Incorporating Technology Into Learning With VariQuest

  • Posted on September 27, 2011 at 2:48 AM

Kay Lindenberg offers “an opportunity for you, readers, to attend free webinars designed for K-5 education professionals – including, of course, library media specialists and teacher librarians – offering ideas for using technology to enhance learning.

Ed-tech expert Kathy Schrock – who has held librarian positions in middle school, academic, museum and public libraries – and school administrator Brain Singleton will host two free webinars on October 11 at noon and 4 pm EST.  Using VariQuest’s unique visual learning tools including the Cutout Maker that quickly cuts out any shape and makes creating posters and interactive display boards for classrooms, libraries, and elsewhere around school easy, Kathy and Brian will demonstrate ways to use technology that can improve children’s understanding of subjects and help them develop a love for education.

As you’ll see in the release below, the first 50 registered attendees at the webinars will receive a free Sticker Station that turns cutouts into stickers!  You can see a short preview of the webinars here: http://www.variquest.com/webinars and please let me know if you have questions!”

I truly want to know what you think of these webinars and if you are a winner please let all of us know.  I attend many webinars each month and never even thought about documenting these for the new professional evaluation forms in Tennessee. Let me know what you think. Here is the press release:

Ed-Tech Expert Kathy Schrock and School Administrator Brian Singleton Featured Speakers in Free Webinar on Incorporating Technology Into Learning With VariQuest

First 50 to Register and Attend Will Receive a Free VariQuest Sticker Station

PLYMOUTH, Minn. – Sept. 22, 2011 – Leaders in education Kathy Schrock and Brian Singleton, along with VariQuest content specialist Julia Cremin, will present innovative ideas and tips for integrating technology into teaching and learning using VariQuest in two free webinars on Tuesday, Oct. 11, at noon and 4 p.m. EDT. Developed for K-5 classroom teachers, curriculum and technology coordinators and staff, this webinar will focus on strategies for using the VariQuest Cutout Maker and eDie technology to easily create visual displays, interactive bulletin boards and more for classrooms and throughout the school.

Plus, the first 50 participants to register and attend will receive a free VariQuest Sticker Station. The perfect complement to the Cutout Maker, the Sticker Station turns a paper cutout into a sticker.

A noted author and blogger on ed-tech topics, Kathy Schrock is the founder of kackl!, a site that features many of her insights into various technology products and instructional strategies for using them to improve student learning.

“I have been around the ed-tech field since the beginning and am passionate about the use of technology with students, especially when it helps them build information literacy skills,” said Schrock, who is a former district director of technology as well as a K-12 school librarian. “VariQuest truly allows schools to immerse their students in visual learning through bulletin boards and displays that connect images to concepts and help students build connections and understanding. I am excited to share strategies in this webinar for making these connections.”

Schrock’s co-presenter, Brian Singleton, is the principal at Government Hill Elementary School, Anchorage School District, Alaska. Bringing both a teacher’s and administrator’s perspective to the webinars, Singleton has worked across the grade levels in elementary classrooms as well as taught at the university level, and he serves on the executive board of the Anchorage Principals Association. His school relies on VariQuest to create an engaging learning environment.

Watch a short preview of the webinar and register at http://www.variquest.com/webinars.

For more information about VariQuest, visit www.VariQuest.com, become a fan on Facebook at http://www.facebook.com/VariQuest or follow on Twitter at http://twitter.com/VariQuest.

Varitronics and VariQuest are registered trademarks of Varitronics, A Brady Business

About Varitronics

Varitronics, A Brady Business, provides education technology products and solutions that help improve student achievement and teacher effectiveness. Varitronics’ latest product suite, the VariQuest Visual Learning Tools, includes the Design Center, Cutout Maker, Poster Maker, Awards Maker and Cold Laminator, and is powered by proprietary VariQuest Software featuring thousands of curriculum-aligned templates and graphics designed specifically for schools. Together, VariQuest Visual Learning Tools allow students, staff and administrators the ability to quickly and easily create customized posters, banners, manipulatives, cutouts, award plaques, and stickers that help bring their lessons and activities to life. For more information about Varitronics or VariQuest, visit www.variquest.com.

About Brady Corporation

Brady Corporation is an international manufacturer and marketer of complete solutions that identify and protect premises, products and people. Brady’s products help customers increase safety, security, productivity and performance and include high-performance labels and signs, safety devices, printing systems and software, and precision die-cut materials. Founded in 1914, the company has more than 1 million customers in electronics, telecommunications, manufacturing, electrical, construction, education, medical and a variety of other industries. Brady is headquartered in Milwaukee, Wis., and employs approximately 6,600 people at operations in the Americas, Europe and Asia-Pacific. Brady’s fiscal 2010 sales were approximately $1.26 billion. Brady stock trades on the New York Stock Exchange under the symbol BRC. More information is available on the Internet atwww.bradycorp.com.

Tracking inhouse use?

  • Posted on September 26, 2011 at 5:54 PM

I hate wasting time. Doing tasks that don’t seem meaningful or high priorities can be frustrating. Work with a student or track statistics? Which do you choose? Of course we choose the student because we are SCHOOL librarians. Students are our focus and the reason we arrive smiling everyday.

Moving to a new school after the beginning of school left me with the feeling of being constantly behind. I took two days to move in and try to frantically sort through twenty years of “stuff” in the backroom. I started teaching immediately and am researching as much as possible on STEM for elementary.

What have I been wasting my non-instructional time on?  I have set up a system with library cards so students can come self-checkout during Open Checkout Time. I have typed all 500 students’ names into the Renaissance Place database for Accelerated Reader, exported them into STAR Reading on a stand-alone server and corrected each name to be enrolled with their teacher. I have re-arranged some furniture to promote movement, learning, and inquiry. I have labeled every shelf column with their designation (Biography, Reference, Fiction, Picture Books, DDC). I have caught up with every teacher’s textbook needs and prepared for the month of district technology inventory. I’ve been working on presentations on New and Needed Nonfiction to present this week and at the Tennessee Association of Middle Schools conference next week. I’ve been researching ways to correlate Common Core State Standards with STEM methods and AASL/ISTE standards. I have been surveying students for their interests. I’ve worked on the school web page and delivered tons of textbooks and math manipulatives for the new adoption. I’ve been assembling evidence of my work for the new teacher evaluation system. I’ve been writing newsletters for teachers and doing personal technology instruction.

In other words, I haven’t done anything different than the majority of you. When I read an email warming me that I’d have to track statistics to turn in each quarter, I wanted to scream.

Knowing that, I hope you can appreciate the effort it took me to track inhouse usage during one week of elementary school. You should know that I have a fixed schedule and see only half the school in a scheduled way each week. Most of the teachers have not begun any formal research projects yet and have left students to explore topics of their own interest in the library. The checkout stats are for the first four weeks and the inhouse for just last week. With that in mind, here are some interesting numbers to consider:

One week of stats:

Category Checkouts In-House Usage
Picture Books 830 93
Fiction 617 31
Nonfiction 680 607
Reference 3 165
Online Reference with Encyclopdia Britannica & World Books 420

How do you interpret this data? What trends are suggested? Do you think they will change?

I found the number of nonfiction titles I had to pick up hourly and scan for inhouse use was overwhelming. I kept some of those titles on various subject based carts near student seating and watched them fly off the cart every hour. I gave up trying to put away nonfiction titles last week since I was re-organizing every nonfiction shelf and trying to spread out the collection for better browsing.

Instead, I ended up creating piles of books by DDC to be sorted and put away Friday night after school. Amazingly 90% of the 700’s piles were taken from those messy piles and checked out again. Students still found them. As the number of 500’s returned grew, the titles remaining on the shelf were considered by students for the first time in ages. They told me that the shelves were too full to look at the little books and it wasn’t until the shelves started to empty out that they re-discovered books.

This week I’m continuing to re-arrange the nonfiction to spread out the collection, provide face-outs on every shelf, and encourage exploration. I was going to take photographs of how empty the shelves are but everytime I face-out a book and stand with my camera, someone checks out the book.

I cannot wait til I have an assistant to help manage this chaos. Our circulation is only up 67% this year because we had such a late start. I can’t wait to see what happens when I actually feel like I’m catching up and we truly take off.

Bindings?! Children's Plus

  • Posted on September 21, 2011 at 4:35 PM

One of my favorite specially prebound bindings comes from Children’s Plus, Inc. These books can be bent in two, have colorful covers integrated in the binding, and actually can withstand the worst abuse by students who are handling their first library books ever.

J.T. Fisher has been my local area rep for years and I enjoy his visits with tubs of books. There are simply times I need to examine the books in person and sometimes I’ll even read them on the spot. Despite my seeing hundreds of nonfiction titles, JT always has 2-3 sets that are new to me.

After moving to my new school, I was happy to welcome JT for a quick visit looking at fiction and picturebooks. JT provides wonderful personalized customer service. For example, if I need to work on collection development in the poetry section, JT will actually help compile a list for me to then edit online. For busy librarians, every bit of help saves time. This visit he showed me some tricks to sorting my existing lists online so I could pinpoint which titles I could afford immediately.

Poor JT has been with me through three schools. In each I have drug him through the collection to see the types of damage that occur with my population. He’s also witnessed the students interacting with the titles. During one memorable visit, the students handled JT’s sample books. I thought he might have a heart attack at how roughly the students handled the books, but the bindings held up. When the students left, he exclaimed, “You NEED my books.”

During this visit I was able to demonstrate another reason why I need more than simply library bound titles with papercovers. Take a look at these two pictures and tell me which set you’d choose to read:

The set on the left was the remains of two of my Judy Moody titles. The set on the right showed two versions of CPI Prebound titles. The insides remain sewn together, but the students are distressed when they pick up the set on the left to checkout. They assure me “they” didn’t damage the book. I’ve asked them if I should just take the tattered remains of the  paper covers off, but when they see the remaining cover, they chose to keep the paper taped on.

While I order from a huge variety of vendors, CPI bindings hold up to some of my most circulated titles. I wonder which companies you have had excellent service with for extra strong bindings. Of course, Bound to Stay Bound titles will be on everyone’s list. Who else would you include?

Top Teen Titles #5

  • Posted on September 10, 2011 at 8:06 AM

#5 Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Little, Brown Young Readers, 2007. ISBN:  9780316013680, 230 pp.

Publisher’s Description: Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian is the school mascot. Heartbreaking, funny, and beautifully written, The Absolutely True Diary of a Part-Time Indian, which is based on the author’s own experiences, coupled with poignant drawings that reflect the character’s art, chronicles the contemporary adolescence of one Native American boy as he attempts to break away from the life he thought he was destined to live.

Quotes from Readers:

  • For such a bleak story, it is filled with incredible hope too.
  • So many layers to love about this book. I love books that can be humorous and serious and succeed at both.
  • I have read Sherman Alexie’s book four or five times. Something I rarely do because I have no time. Never have I moved from hilarious laughter to sobs faster or more often..
  • Poignant and laugh-out-loud funny.

Online reviews: Goodreads, LibraryThing, Shelfari, TeenReads, TeensReadToo.

Awards: American Indian Youth Literature Award (2008) Cybils Finalist (Young Adult Fiction, 2007) Los Angeles Times Book Prize finalist (Young Adult Literature, 2007) ALA Best Books for Young Adults (2008) National Book Award (Young People’s Literature, 2007) Book Sense Book of the Year Honor Book (Children’s Literature Honor Book, 2008) A Horn Book Fanfare Best Book (2007) Boston Globe–Horn Book Award (Fiction and Poetry, 2008) Michigan Library Association’s Thumbs Up! Award (Honor, 2008) BCCB Blue Ribbon Book (2007) ALA Popular Paperbacks for Young Adults (Hard Knock Life, 2010) ALA Outstanding Books for the College Bound (History & Cultures, 2009) Odyssey Award (Recorded Books, Narrated by Sherman Alexie) School Library Journal Best Book of the Year (2007) Peter Pan Award (Winner, 2009) Pacific Northwest Booksellers Association Award (2008) Kansas City Star’s Top 100 Books of the Year The Bulletin of the Center for Children’s Books Blue Ribbon Winner Barnes & Noble 2007 Best for Teens National Parenting Publication Gold Winner 2007 Abraham Lincoln Illinois High School Book Award Nominee (2011)

Diane’s note: July 17th, 2007 I blogged about The Absolutely True Diary of a Part-Time Indian from an advanced reading copy I had received. Without even seeing the finished art work, I was hooked. When I saw the final version, I was convinced that this was one of the most important works for teens that belonged in a mature young adult collection. My favorite passage:

I realized that, sure, I was a Spokane Indian. I belonged to that tribe.
But I also belonged to the tribe of American immigrants.
And to the tribe of basketball players.
And to the tribe of bookworms.
And the tribe of cartoonists.
And the tribe of chronic masturbators.
And the tribe of teenage boys.
And the tribe of small-town kids.
And the tribe of Pacific Northwesterners.
And the tribe of tortilla chips-and-salsa lovers.
And the tribe of poverty.
And the tribe of funeral-goers.
And the tribe of beloved sons.
And the tribe of boys who really missed their best friends.
It was a huge realization.
And that’s when I knew I was going to be okay.
But it also reminded me of the people who were not going to be okay.

Don’t take my word for it. Look at the reviews. I particularly liked this one by Jana Siciliano from TeenReads:

When was the last time a book not only made you a little bit nauseous but excited as well? The National Book Award-winning novel THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN by Sherman Alexie is such a magnanimous stew of reality and hope — and the particular traumatic existence of a reservation teen in contemporary America — that you can’t possibly put it down, no matter how sad, disgusted or freaked out it makes you.

In much the same way that S.E. Hinton’s THE OUTSIDERS defined that wrong-side-of-the-tracks world for word-loving ’70s preteen bookgeeks (of which I was one), this novel will challenge and define a new world for today’s readers.”

April Pulley Sayre remains one of my favorite authors

  • Posted on September 9, 2011 at 6:40 PM

Thank you, April Pulley Sayre. You rescued me again! Last week I returned to school after Labor Day announcing to the children that my voice was still on vacation (aka laryngitis). I faced an hour with really squirming kindergartners and half an hour with preschoolers and I was worried. How could I entertain and education when I couldn’t even enunciate?

April Pulley Sayre to the rescue with If You’re Hoppy. Jackie Urbanovic’s illustrations initially drew me to this title and I was convinced to pull it out of my review basket to try out with this crowd when I saw who the author was. Sayre wrote one of my all-time favorite titles for K-1 – VULTURE VIEW – which I have talked about at least 3 different times on the blog. When I first came to my new school, I didn’t have a copy of Vulture View and I was so disappointed. It’s on my MUST order list ASAP.

If You’re Hoppy correlates with the song If You’re Happy and You Know It, Clap Your Hands. I needed a song like that so all the students could sing along (sparing my voice) and could incorporate movement for their restless bodies. Those who knew it were happy to teach others new to the USA. Everyone was enthusiastically participating to make up for my voiceless leadership.

Even better, If You’re Hoppy allowed me to include scientific inquiry and the chance to distinguish animal features and habits. I love science tie-ins at the STEM school. The end pages include footprints of various animals. Only some of my students recognized those at first, so when I turned to the next page – Voila! At the top of the title page were the feet of the animals making those prints.  Teachable moment for me to point out the feet, flip back and have students identify the matching print.

Before even reading, we’d woken their minds to the idea of finding more in the illustrations than simple retellings of the words. Now they were ready to explore animals that were hoppy, sloppy, growly, flappy, or slimy scaley and mean. These descriptive words matched more than just one animal. Suddenly like “a is for” more than just “apple”. Hoppy was for Bunny, frog, cricket, etc.

Without any prompting at all, students began finding motions to act out these animal concepts. They watched each other and tried out different movements. The large illustrations worked well for these groups of 20 students and helped draw them back into our story group so we could turn the page. I didn’t have any voice to recall them and I was worried that I would have 20 flappy birds running through the library. No fear, the surprises in text and the illustrations kept them wanting to know more.

When we reached the end, that important moment occurred that we all wait for. One shy student raised his hand and said, “I’ve never heard of a lemur. Can we find out more about him?”

Oh, joy! They made a connection. They wanted to find out more. And…. since we don’t have a dedicated area for a story time and I keep moving them around the room, they happened to be sitting in the nonfiction section right by the animal books.

When I dramatically tiptoed to the shelves and pointed out the names of various animals they could learn more about, one little girl shivered and said, “I’m so happy to find out these books, I have goosebumps.”

Yes, this was my second lesson of the year with kindergartners and already I was working on the connection between their interests and informational text. Baby Steps to Research Begins!

If only I could afford those visitation fees, I’d be bringing in my favorite nonfiction writers like Elaine Landau, Joanne Ryder, and April Pulley Sayre. Wouldn’t that be a fantastic event for my STEM school? I’ll keep dreaming.

Top Teen Titles #6

  • Posted on September 7, 2011 at 4:59 PM

#6 New Moon by Stephenie Meyer. Little Brown, & Co., 2006 ISBN: 9780316160193, 563 pp.

Publisher’s Description: Legions of readers entranced by Twilight are hungry for more and they won’t be disappointed. In New Moon, Stephenie Meyer delivers another irresistible combination of romance and suspense with a supernatural twist. The “star-crossed” lovers theme continues as Bella and Edward find themselves facing new obstacles, including a devastating separation, the mysterious appearance of dangerous wolves roaming the forest in Forks, a terrifying threat of revenge from a female vampire and a deliciously sinister encounter with Italy’s reigning royal family of vampires, the Volturi.

Quotes from Readers: “Series are wonderful when the second gets better than the first.”

“I didn’t want to like this sequel but it deserves to be in  my teen collection.”

Online reviews: Goodreads, LibraryThing, Shelfari, TeenReads, TeensReadToo.

Awards: South Carolina Book Award for Young Adult Book Award (2009), The Flume: New Hampshire Teen Reader’s Choice Award (2008), Soaring Eagle Book Award (2007), ALA Teens’ Top Ten (2007), Pacific Northwest Library Association Young Reader’s Choice Award for Senior (2009), Pacific Northwest Library Association Young Reader’s Choice Award for Senior (2009), New York Times  Editor’s Choice, Publishers Weekly Teen People “Hot List”.

Diane’s note: I would prefer it if you read Stephanie Meyer’s description of her writing process for this sequel. “WHAT IF… What if true love left you? Not some ordinary high school romance, not some random jock boyfriend, not anyone at all replaceable. True love. The real deal. Your other half, your true soul’s match. What happens if he leaves?

New Moon was a shock when I first read it, but I related to the depths of Bella’s depression. I was expecting vampires, magic, and more Bella klutziness instead I was faced with loss of love and the depression that can occur with teens. Aha! This was a teen romance book, not just a vampire story.

If you have never been there, you cannot appreciate that feelings like Bella’s are not those of a wussy girl who needs saving by some man. (a typical criticism of New Moon)  It is the spiraling down into a place so dark that there is no light above or at the end of the tunnel, so there is no movement toward healing. This type of depression is COMMON in our teens. Take a look at the suicide rates.  Think of how many people around you have secrets they cannot share and cannot see how to get the help they need. (Yes, Denise, I have been listening to you) Whatever it takes to climb from this depth is valid.

If Bella started living again for her father, that was a positive step. Some girls would find female friends to relate to, Bella found Jacob. Some people have no one to help.  Have you heard me answer your question about how I am with “I got out of bed today, isn’t that enough?” There has to be a reason to get out of bed and to continue to function daily. I can relate to Bella.

New Moon was not just a vampire tale. This was the story of a girl who is impossibly in love with a vampire and is beginning to see some of the problems this will cause her. She’ll age, he won’t. His family might lose control and suck  her dry when she performs yet another klutzy move and bleeds. She’ll lose all contact with her friends and family if she becomes a vampire, etc. New Moon is the story of coping with loss and finding a way to keep going when all seems hopeless. New Moon is a story of building new relationships and taking chances. It’s also a story of teens and the foolish things they do (like Romeo & Juliet, adrenalin rushes, risk-taking).

As for those who don’t like New Moon, and there are many, you may have valid reasons but those don’t impact the teen’s attraction to this title.  For example,  Debbie Reese has a set of blog posts about the Twilight saga including a commentary when she and her daughter saw the movie. I found the comments from the Quileute people interesting as they cope with tourists and try to share the truth of their culture and legends.

When the movie version was released, I joined Susan at the theater. We were watching the crowds for their reactions. When Jacob first appeared and viewers saw those muscles, we giggled about the cougars in the crowd. Since one of my sons closely resembled Jacob before chopping off his hair for Locks of Love, it was an uncomfortable feeling. I like the movie version of New Moon much better than Twilight. Can you believe I still haven’t seen the movie version of Eclipse yet? Shocking, I know. I was happy to read the book Eclipse and the companion novel of The Short Second Life of Bree Tanner. I found the character development much more interesting The Short Life than in most of the others.

While I’m not going to pretend these titles were the best in literature, I do acknowledge the way teenage girls were able to embrace romance and be perceived as cool readers.

Interacting with fingerplays

  • Posted on September 6, 2011 at 4:17 PM

Why do we do fingerplays in the library? Well, I personally do them for several reasons. One to help train students to control their hands. Come on, don’t sniff in disbelief! Haven’t you had the classes where they roll on the floor and touch their neighbors? Where they braid each other’s hair while listening? Be honest! How many of you do the rhyme Criss-Cross Applesauce just so they learn to put their hands in their lap?

Criss-Cross Applesauce Hands in Your Lap
Open Them, Shut Them, Open Them, Shut them,
Give a Little Clap
Open Them, Shut Them, Open Them, Shut them,
Fold Them In Your Lap

Two, because I want them to link listening skills with movements.

Three, because I want them to hear fun sounds and learn that language is FUN.

Four, the academic wisdom of fingerplays includes: phonological awareness, rhyming words, the concepts of building vocabulary, learning narrative skills, learning to sequence in narrative, learning to break words into sounds to recognize rhymes

Five, activity helps when students need motion and change. I have students for an hour at a time. We need activities with movement and change. They need to learn the patterns to predict and rehearse language.

Where are some fingerplay resources?

Well, I do have some ancient texts that have been handed down to me by librarians (especially those in their 80’s have the best), books, youtube and teachertube videos, and websites like:

  • Storytime Share through earlylit.net
  • Saroj Ghoting shows how to make Hickory Dickory Dock more interactive on youtube
  • The ALSC Blog had an interesting post on Fingerplay Burnout. I understand that and think that we should be able to develop a shorter list of fingerplays that truly are our favorites. Beware Steven Engelfried’s Turkey Fingerplay because I think he has gone over to the dark side (as Ginny56 suggests)
  • Pirate Storytime with Fingerplays by Born Librarian
  • Squidoo site with many fingerplay resources
  • Athens Clarke Public Library storytime resources provide an example of the type of list I need, but it doesn’t include the movements. Just think what a video attached to each would offer in value!
  • Gayle’s Preschool Rainbow site offers preschool fingerplays that are still very valid for my students. When I ask them how many have ever attended a library preschool storytime, the answer is usually 1 out of 20. ONE out of TWENTY! To quote one of my favorite movies, the Princess Bride, INCONCEIVABLE!
  • John M. Feierabend has many books featuring fingerplays/action rhymes for young children. The Book of Finger Plays and Action Songs was one of my favorites, but I’ve lost my copy and need to get another. (I didn’t do fingerplays with 8th graders the past 3 years)

Tell me your favorite sites for learning fingerplays and your favorite titles. I can think of wonderful examples by Eileen Christelow and Toni Buzzeo of books that prompt fingerplays. Who else is on your favorite list?

    Baby Steps to Reading

    • Posted on September 5, 2011 at 3:19 PM

    I love my new school and the opportunities I have to help students. One of the biggest areas for my attention is the need to improve the reading collection so that students WANT to read. I’ve been asking students what they like to read about so I can provide a better collection. Since many are non-readers, their answer is usually “I don’t like to read.” Then I start talking about ideas and concepts to try to spark links in their minds with their interests to their reading. I know – BABY STEPS.

    How often do you as experienced teachers and librarians dismiss the importance of these steps or take your talent for seeking this information for granted? We are helping students grasp the concept that they are readers. We are opening their eyes to the wonders of what books (in any format) and reading can be.

    A dear friend of mine who is an adult non-reader of books does not understand why I believe with my total being of the importance of creating this link between the child and learning through reading. He admits he is a reader of computer screens, manuals on computer, news on computer, etc., but considers that he is a non-reader because he does not see any joy in reading a book, magazine, or newspaper. “What’s the big deal if a kid doesn’t want to read a book?” he asked me. How would you answer this question?

    I’ve had to take a step back to making coming to the library a wonderful experience and something to look forward. I’ve had to broaden the types of titles I’m introducing so I can provide some of those exciting moments with books that we were able to experience growing up if we had a parent who read to us.

    I’m learning and growing as I reach my students. In the next several weeks expect blog posts about what is and isn’t working. I’m not ever pretending to be an expert, but I am willing to share my steps with you. You are welcome to provide suggestions for improvements. Help me take my students through those baby steps to reading.