It’s March, friends, and you know what that means, right? Spring Break is near! It’s also time for a new monthly book. Enjoy!
As promised, I am adding more of my school’s selections for our Book of the Month program. See below for titles from earlier in this school year. I will keep adding titles from previous years over the next few weeks.
September 2013 Book(s) of the Month
Ish and Sky Color by Peter H. Reynolds
October 2013 Book of the Month
A Fine, Fine School by Sharon Creech
November 2013 Book of the Month
Mr. George Baker by Amy Hest
December 2013 Book of the Month
Being Frank by Donna W. Earnhardt
January 2014 Book of the Month
The Sandwich Swap by Queen Rania al Abdullah
If you’ve read my blog from the beginning, you may know that I started a Book of the Month program at my school several years ago. I’ve written about it before, and I also shared it on my Scholastic blog last year. (See those posts here and here.) My principal and I visited a school in New York City that was doing this, and we fell in love. So with her support, I picked out ten titles, and we purchased 45 copies of each title so that every classroom in the building would get a new picture book each month to read and discuss. I had lofty visions about what might happen with this program, and I can honestly say that reality has exceeded my expectations. To have an ever-growing set of texts that every single student in the building has read is creating such a strong community around reading. Kids across grade levels are talking about books, and it’s so exciting to see how responses grow from PreK to 5th grade. I love everything about it and hope we can continue this program for many years! I decided to start sharing the titles on the blog, along with the letter that is tucked inside of each copy. This will hopefully introduce the book to you if you don’t know it already, and it will give you some insight into why I chose it.
I’ll begin with February’s title, which teachers at my school received today, and I’ll add previous titles in the next few days/weeks.
I just added updated versions of the literacy prompt cards, including some brand new cards created by teachers at my school. Check them out here.
I can’t be the only person who can’t manage to throw a book away. I have some that have been loved into oblivion – they are quite literally falling apart at the seams – but I just don’t have it in me to help them find their way to a recycle bin. Surely those starving children in Africa that my mother always told me about could use this book. Who am I to just throw it away?
Well, I saw some art on Pinterest that made me think outside of throwing away my tattered and torn picture books. Perhaps I could make them into art! (Check out Fabulously Flawed for the Cat in the Hat art that I pinned for inspiration.)
Now, most of my Dr. Seuss books are hardbacks, which means they handled my students with a little more grace over the years. I do, however, have a collection of very pitiful David Shannon paperbacks. I figured I’d start with the original, so I pulled No, David! from the stack and let it fall completely apart. (Seriously, this took very little effort on my part, which was good because destroying a book, even in the name of art, would have been a challenge.)
I picked out some of my favorite pages and cut, layered, and glued them to a canvas I needed to cover. A few coats of Mod Podge later, I had the wrinkly, crooked mess you see below. The perfectionist in me wishes it was straighter and less wrinkly, but I feel like it works with the content, so I’m letting it be.
Happy 4th of July! 🙂
If you asked me to name the most common request I get from visitors to julieballew.com, I could do so without a bit of hesitation. Minilessons. At least once a day, I get an email asking for more specific lessons to go with the charts I’ve posted.
I am fortunate to work in a school district with a robust, thoughtful curriculum, but unfortunately, I don’t have permission to share the curriculum documents with the world wide web. I can however, share lessons that I’ve taught based on that curriculum. Last year, we focused on scripting minilessons. We didn’t ask teachers to script every single lesson, but many of them found that the lessons they scripted went MUCH better. To model this good habit, I began scripting any lesson I taught, whether it was for reading workshop, writing workshop, or a strategy group.
Soon, I will add a new page to my site, where I’ll post some of those scripted minilessons. I’ll be sure to include the grade level in which I taught each lesson, but they are all adaptable for any grade level. I hope this is helpful for you. Let me know what you think, and I will add to it.
Happy summer! 🙂
Update (6/6/12): Minilessons are up! Click here to see them.
One of my favorite projects at school this year was definitely our Book of the Month program. We got this idea from PS 277 in New York City. My principal and I had the opportunity to spend a week at that very special school back in February of 2011 while attending the TCRWP Institute on Literacy Coaching and Whole-School Reform. I fell in love with the idea right away, and my principal did too.
Last summer, she secured enough funding for me to order 47 copies of nine different picture books. I tried to choose books that would be appealing to all students, from our youngest three-year-olds to our oldest fifth graders. This was an even bigger challenge than I expected, so I compromised on a few titles, knowing that one age group would possibly enjoy a given title more than others. Good books are good books, though, no matter how old you are, so I just focused on choosing great books! 🙂
On the first day of each month, I was able to put a new book in every single teacher’s box, along with a letter explaining why that particular book was chosen. In return, teachers were asked to read the book aloud to their class, allow time for a meaningful discussion, and display it somewhere in the room. (The photo above is a display in the front office that I created throughout the year by adding the new letter and a picture of the corresponding book each month.)
The opportunities this provided for common conversation around texts was amazing. I could go into any classroom in the building and know some texts that I could use to activate their schema. It created a common (mental) “books I’ve read” log for every single student in the building.
One of my favorite testimonies for the program was a conversation I witnessed during a writing celebration. A class of second graders came into a Kindergarten class to share their latest pieces of published writing. They were sprawled all over the room in groups of two or three, and the Kindergarteners listened attentively as their 2nd grade buddies read their pieces aloud. I leaned into one partnership (two boys) just as the 2nd grader finished reading. The Kindergartener clapped (so cute!) but obviously didn’t know what to say, so I prompted him to talk about his favorite page. (I knew this was in his comfort zone, as this is a prompt card strategy they use to talk about books in literacy stations). The 2nd grader handed his booklet over, and the Kindergartener immediately flipped to a page near the end.
“I love this page the most,” he said. “It has a lot of words, and the picture looks just like a picture in a book that we read about a roller coaster.” I notice that he’s pointing to Roller Coaster by Marla Frazee (a previous book of the month), so I grab it from the chalkboard rail where it is displayed and hand it to him. The 2nd grader’s eyes lit up as he explained how Roller Coaster had been his mentor text for that piece.
“This book is a small moment, and we were writing small moments, so I used it to help me!” he shared.
The boys went on to discuss the book further, and that 2nd grader seized the opportunity to teach his Kindergarten buddy about using mentor authors. What a powerful confirmation for him!
While I don’t know how long we’ll be able to continue the Book of the Month program, I’m thrilled with the idea that when August rolls around, every teacher will have a stack of picture books that almost every single student in his or her class has already read. I hope that this will allow for deeper literary thinking to begin on day one of instruction!
I know that funding is definitely a roadblock to a program like this, but even if you start with one book that goes into every single classroom, I think you’ll be amazed at the connections kids can make. If you do decide to try it (or you already have), I’d love to hear which books you’re using!
Happy (almost) Friday! 🙂