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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I will Share with others (S)

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I will Share with others (S)

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*I will share with my ELAR teachers the questions shared via the textbook on teaching and evaluating nonfiction books.
*I will share with my students during my library classes on how to evaluate nonfiction books.
*I will create a lesson plan for 4th grade using the evaluation and questions shared via the textbook.
*I will go more indepth with my library classes on how to locate the books they are interested in the nonfiction section.
*I will develop several lesson plans on nonfiction and read from nonfiction as well as fiction during reading time.
* I will include nonfiction books as part of my book talk series.
* I will connect with all the teachers on my campus about the resources we have in our nonfiction library collection.
*I will collaborate with the first year teachers on how to teach nonfiction.
*I will volunteer to go in the classroom and help teach nonfiction with superior examples of nonfiction books.

*The titles and books of wordless books for the bilingual classes in my school along with my friends.
*The importance of wordless books with my staff and particularly the bilingual department.
*The physicality (parts of a book) with my students.
*Sharing the best review sites with my staff.
*Asking other media specialists in my district about whose book review sites they follow.
*Teaching students about the end pages in their books and asking them to share.
*Challenging staff and students to become critical readers and book reviewers.
*Sharing Dr. Lesesne's quote, "If it can describe a kitten it shouldn't be used to describe a book."
*Drawing attention to the richness of the language used in picture books when sharing with students.
*Creating a culture in which students look for the extraordinary language and art of  picture books.
*Developing "book talks" with students on picture books as well as chapter books.
*Extending the Book Talks of a picture book by incorporating technology and reaching out to authors and publishers with the students.
*Organizing student created book review and adding it to the library Symbaloo.
*Attaching book reviews by staff and myself to the library Symbaloo using the "Kitten rule".

* I will share with my friends, family and community about reading 1000 books by Kindergarten.
* I will share with the parents represented by my school the connection with reading to their child and development it plays in how students do in school.
* I will share by thinking creatively on how to include the community as part of our school library.  I want my campus' school library to be a community space as well as to create connection and ownership by the community and district officials.
* I will share by collaborating with my lead media specialist and fellow librarians/media specialists regarding how they connected with their community and will utilize the Power Up incitative throughout the year on my campus.
* I will share with my principal, staff and most importantly students the wonderful books I discover throughout the year.
* I will share by creating a book list that can be presented at Open House in both print and web based.
* I will share by joining with the local libraries in my area to further the love of books and reading to my students by inviting the staff to my library and working collaboratively with with them.
* I will share by being an advocate in the importance of developing the love of reading and books via my own and the school's social media outlets.
* I will share by being an enthusiastic voice in my community and linking with various groups in the town where my school is located.

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I still need to Learn (L)

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I still need to Learn (L)

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* The best websites to review before purchasing nonfiction books.
*How and when is the best time to update a school library on a limited budget.

*What titles and how many picture books are in my library to share with my ESL teachers and students.
*How to create a book club for students with picture books?
*How to buy the best quality books for my library.
*What kind and the percentage of different bindings that are in my school library.
*Does Scholastic have library binding that I can purchase with book fair monies.
*How do we buy books that are library binding and that are attractive to students.
*How to draw the student to a really amazing book that is older and has library binding. (Bound to Stay Bound Books)
*How to best serve my bilingual students and families with picture books.
*How to share what I have learned with the families and staff in my school.
*Early picture books and the correlation and differences between those and current books.
*How have picture books changed over each decade.  Do patterns repeat themselves throughout the years?

* Learning more about the authors my students and I adore.
* Making the connection for the students between the books they love and why they were written.
* Discovering the best serials to introduce to my library classes.
* Introduce interesting and thought provoking books to my own teens.
* To inspire a delight in reading to my students, my own children, staff and community.
* I want to discover excellent books to share with students.
* Encouraging community participation in reading not only to their children but for themselves.
* I want to learn to be a catalyst for change on my campus regarding attitudes towards reading and collaboration amongst the students and the staff.

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I Learned (L)

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I Learned (L)

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*The criteria for evaluating nonfiction for children.
a. What are the qualifications of the author?
b.Are the facts accurate?
c. What is the purpose and scope of the book?
d. How does the organization of the book assist readers in locating information?
e. What role do visuals play?
*Questions to ask students regarding nonfiction.
*I hadn't thought about that all nonfiction is not the same caliber.
*How to teach students to evaluate and critique nonfiction books.
*Name of seasoned authors for nonfiction.
*I learned more specific information on purpose and scope for nonfiction books and how to use that as a guide for purchasing for my library.

* Some people have different concepts of picture books.
* The criteria for Picture Books:
a. Is there something of significance said to the child?
b. Can the student follow the story better because of the illustrations?
c. Does the book respect the audience?
d. Do the pictures develop and enhance the character development?
* Characteristics of a Picture Book
a. Mode and Tone.
b. Physicality of the book.
c. Art and illustrations.
*The importance of following critical book review sites.
a.The quality of the review is as good as the person that reviews the book.
b. Critical book review sites.
*If you can use it to describe a kitten, you shouldn't use it to describe a book.
* True picture books go back 130 years.
*Caldecott first began to elevated the illustrations into the storytelling rather than mere decoration.
*Sendak describing picture books, "Words are left out - but the pictures says it. Pictures are left out - but the words says it."
*Variety of book titles to explore.
* The names and function of end paper and gutter.
*Wordless picture books are great for ESL.
*How to write a better annotated bibliography.

*I learned there is an initiative to have parents read to their children 1000 books by Kindergarten.
* I learned the importance of serial reading.
* I learned that we can help transfer the love of serial reading by using it as a foundation to "serial read" authors, genres, etc.
* I learned a deeper meaning to reading ladders.
* I learned that seeing yourself in a book sometimes help you feel like you count.
* I learned windows are mirrors and books are the vehicles in which we see others.
* I learned as a student experiences consequences through a character rather than themselves it can create learning and different choices.
* I learned that students can discover various topics through learning about a character's interests.
* I learned to teach students to read for philosophical reading discovering a different point of view and being able to evaluate it within their mind and not necessarily experiencing it.
* I learned about the book, Always Remember.
* I learned it is important to encourage my own teens to read in order to ask themselves, "What would happen if?".  It is a way of teaching wisdom without experiencing the hardship of the situation.
* I learned  we should not only teach different types literature  but that it also transfers culture.
* I learned many amazing tidbits about books I love from John Green's YouTube presentation and that he talks really fast.
* I learned more about my beloved book as a child and its author - Stuart Little and E.B White.

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I Know (K)

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Evaluating Nonfiction and Picture books, Why we share literature with kids - What I Know (K)

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* Nonfiction is a genre that covers many subjects.
* In the library within the Dewey Decimal System - they have the "numbers".
*How information is organized in nonfiction books.
*Nonfiction text features play an important role when reading nonfiction.

* Picture books are an important medium to share with children.
* Picture books can be used as mentor texts.
* Older students or better readers beyond 3rd Grade and up are hesitant to read books labeled "Picture Books".
* Everyone Reads Books is an alternative section heading in a school library.
* Picture books tells a story.
*Basic parts of picture books.
*Incorporating and pointing out the text size size and features when reading to students.

* Children that are read to develop a love for reading early on.
* Children that are read to develop empathy.
* The amount of minutes per day, week a student reads translates to the amount of words they know and use.
* Shared time with a child reading develops a connection, it builds trust and safety in the relationship.
* Reading with children is enjoyable and fun.
* To teach children to read for the enjoyment of discovering books will build stronger readers and thinkers.
* Reading the same book repeatedly develop successful readers.
* Reading with inflection and emphasis teaches children to do the same.
* My favorite children's authors are Kevin Henkes and Kate DiCamillo.
*My favorite children's books are Chrysanthemum and Because of Winn-Dixie.
* There must be a variety of literature presented to the reader.
* Most books particularly elementary, do not reflect my family's or most of my student's present situation.
* There is sometimes pain associated with reading a book about a Dad or Mom when there is not one in the home.

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Genres and Formats - How I will Share with others (S)

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Genres and Formats - How I will Share with others (S)

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*I will share the distinction between genres and formats with my staff and students.
*I will ask others their feedback and perspective in genrefying an elementary school.
*I will use aspects of the best ideas from traditional set up and genrying.

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Genres and Formats - What I still need to Learn (L)

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Genres and Formats - What I still need to Learn (L)

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*How to navigate the best ways to create a library that is inviting without being just being trendy.
*What is the best way to organize an elementary school library.
*How to merge my library as the school closes with two other schools.

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*I learned genres and which classifications and/or formats they are under.
*Hard Science Fiction - science is integral part of the story.
*Soft Science Fiction - science is involved but character is emphasized.
*High Fantasy - Worlds and languages are created.
*Low Fantasy - setting is familiar to our everyday living but has an aspect of fiction that isn't realistic to everyday life. Example: talking animals, fairies, etc.
*Formats include: poetry, drama, novels, chapter books, short stories, picture books, graphic novels.
*Make the distinction to students between genres and format.

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*There is a huge movement in my district among the media specialists to genrefy their school libraries.
*The basic genres.
*Media specialist are classifying genres incorrectly.

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Building a Community of Readers - How will I Share with others (S)

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Building a Community of Readers - How will I Share with others (S)

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*How to build a community of readers.
a. Classroom libraries are vital.
b. Read Alouds should happen regularly.
c. Share books with students as small groups, large groups and individuals it builds trust.
d. Silent reading time should be everyday.
e. Students should be allowed to borrow books from all types of libraries.
f. Everyone needs to be seen reading and as readers.
g. Choice is important.
h. Students need time to talk to each other about what they are reading.  Talking to peers is the way readers discover why others think a certain book is a good book.
i.Response should and can take many forms.
j. Build a community of readers.
*Response can be  - talk, conferring with a teacher, a response wall, through art, shelf talk.
*First response to a book is usually personal.
*Reading silently is vital and in truth practicing for testing.
*Model reading.
*I am going to share my findings and information provided with my learning community and through social media via a Smore.
*I have started practicing building a community of readers using these guidelines with my library classes.
*I will help my students and staff discover the best books within the subjects in which they are interested.
*I will advocate with the principal and administration to incorporate these guidelines in order that our school can build a community of readers.
*I will work with community members, district officials and administration in providing more books to students for their personal libraries and within the classroom.

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Building a Community of Readers - What I still need to Learn (L)

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Building a Community of Readers - What I still need to Learn (L)

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*How to help change the culture in a school community to create those  silent reading time.
*How to create a school environment of a community of readers.
*I want to discover the research from Krashen and share it with my learning community.

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Building a Community of Readers - What I Learned (W)

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Building a Community of Readers - What I Learned (W)

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*The best predictor of how a student will do in school is how many books are in their home.
*Since 1911,  research has shown kids do better when they are regularly exposed to read alouds.
*Classroom libraries should include not only books but periodicals, comics, newspaper in different forms and variety.
*Share books with kids in small groups, big groups and individuals it will build trust with the reader and within the community.
*Silent reading time everyday.
*The more time a student is reading the better they will do on their tests.
*Borrowing books provides temporary ownership.
*Student need time to talk to each other about what they are reading and why.

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Building a Community of Readers - What I Know (K)

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Building a Community of Readers - What I Know (K)

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*Classroom libraries are important in developing readers.
*Read Alouds at all grade levels is vital.
*Read Alouds provide a time for the reader just to be still and hear the language of the text and internalize it.
*Students should borrow books from all libraries.
*Choice is important in maintaining interest in a reader.
*Model reading and an interest in books.
*Model books talks and a love for a certain book.
*Share with students your thoughts and feelings, provide text to self connections. Make it personal.
*Build and model a community of readers to foster reading.