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Battle of the Books Club

Sharing sites like Scholastic Stacks

Helping match students with books. 

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Battle of the Books Club

Sharing sites like Scholastic Stacks

Helping match students with books. 

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I got this idea from a session at AASL. Every week, I post a quote from a "mystery book." Students can use their library skills to figure out the book and put their guess in a coffee can. I draw "winners" every week. I make these easy because it's about getting them to see themselves as readers.

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Did you know there are pre-existing Quizlets for MLA format and lots of other research-related skills and information. Even if you don't find the perfect one, you can tweak it to fit your needs and not have to start from scratch.

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Sometimes kids just don't know what they want to read or what they're actually interested in. We created a personal book shopping form for kids to fill out and when they give it to us we pull 4-5 books we think they'll enjoy based on their responses. It's been really popular and an easy way to do reader's advisory asynchronously!

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Created for a reading night event, based largely on blog posts linked below (but revised for our library to include a wider range of reading levels).  https://www.alsc.ala.org/blog/2018/10/a-hogwarts-reading-list-hufflepuff/ Original blog posts from ALSC.

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I did a workshop for librarians at our NCESD Annual STEM Summit on tying making to literacy. There are SO many ideas for connecting literacy to hands-on experiences for kids. It is a great way to integrate STEM and literacy.

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I create and print a poster (along with a frame) for any staff member that displays whatever they happen to be reading. These are posted in the library and outside their work/learning space. These are updated as books change. We also are now planning a 5 minute "book mingle" after the next staff meeting so that people can learn more about the books that they are seeing displayed.

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Students choose a comfy spot while I read aloud a chapter book.  I try to pick a book that may be a stretch for some readers yet is interesting and relevant to grade level. Older students especially love it.

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Building collections that promote diversity, where the authors' voices/characters can provide more authentic representations of marginalized people

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My 9th grade English teachers allow students to listen to an audiobook during SSR, IF they are following along in the print version. I recruited my local public library branch youth librarian to come in (after making sure all of our students had cards and knew their passwords) to support each one to download the Libby app, find an audiobook paired with a print book, download the audiobook onto their device, and start listening to it before she left the room!

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We have teachers send us a small collection of their favorite titles and put those on display in the library and call them "Little Libraries". The kids have really enjoyed seeing what teachers like to read - especially the variety!

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The Washington County Library is partnering with the Hillsboro School District to provide Student Access Cards. Students will be automatically enrolled, and will be able to access online resources and up to 5 print books. The goal is to transition students to a full library card.

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Book review newsletter geared to teachers. I highlight new(ish) books in our library and post them in the bathroom. I may expand this to students in the future.

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Greater Albany Public Schools partnered with Albany Public Library to make student ID cards also work as full-access public library cards:

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Albany Public Library - Greater Albany Public Schools Partnership bit.ly/GAPS-APL-2017

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Check out this Twitter chat for great discussions about what is considered canon!

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We ask students in Library League (members of our library advisory group) to “adopt” a bookshelf endcap display - usually they do their favorite books and make a silly handmade sign.

This group also does book talks and helps decide on programming (cupcake wars, trivia contests, etc) and suggests books for purchase.

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Students in 8th grade all have to create a list of books they want to read- they can choose from creating a google doc, using Good Reads, or Destiny Collect

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Several of our teachers use Flipgrid to share book reviews and suggestions.

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One of our 8th grade math teachers started the school year having students choose and read a picture book about a mathematician or mah concept and share with their classmates. They loved reading hem aloud to each other!

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This is for teachers, mainly. Have a bingo card with titles or genres that teachers need to be reading that are popular with students. Ex: The Hate U Give, Hillbilly Elegy, Graphic Novels, etc. Offer Prizes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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We have started having success with audiobooks through MackinVia. Part of this is in the way we talk about audio with students and teachers. This resource has some good research to support it. https://www.booklistreader.com/2017/04/04/audiobooks/a-trove-of-resources-to-help-you-get-an-audiobook-grant/

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Having Everybody Books in Junior High and High School libraries are a great way to support readers as well as support community outreach for visiting families.

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Staff signs up to read a book and come to a book club meeting. Afterwards, they book it forward to a student (a student who they believe will benefit from reading the book)... that students is invited to a book club/pizza lunch to connect with others and talk about the book. Afterwards, they are encouraged to book their copy forward to another student to read/enjoy.

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Setting out books on a table for them to "try" but not as structured as a tasting. You can do new books, or themed collections. I add place cards with summary, picture, books level, and curriculum tags for teachers and students to take with them. HERE example for place cards.

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I have a BINGO sheet that has different reading challenges on it and an enlarged version hanging in the library. Prizes for a BINGO will be Spartan Stars (our PBIS dollar incentive), and students can spend

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I read aloud to all my classes.  We also have competitions between schools to see who can get the most AR points with the highest accuracy

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Every trimester I run a Destiny report of the top patrons and post the names of the 25 students who checked out the most books- sometimes we ask them to share their favorite books, or post a photo, but we always ask teachers to congratulate them and mention them in the announcements.

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Check out this grassroots diverse book club!

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This post will explain:

The inspiration for Project LIT Community

How Maplewood students plan to increase book access in Nashville, so that all children can become lifelong readers

How you can help! (If you're short on time, this video would be a great place to start)

Problem: Over the summer, I came across this article in The Atlantic, which described the immediate and longer-term effects of growing up in a "book desert," or community with limited access to books.

According to childhood- and literacy-education researcher Susan Neuman, "when there are no books, or when there are so few that choice is not an option, book reading becomes an occasion and not a routine." Consequently, the likelihood that children growing up in book deserts become avid readers and writers is slim.

Book deserts are a nationwide problem. Unfortunately, Nashville is no exception. While we are fortunate to have a wonderful public library system and several phenomenal non-profit organizations, the reality is that many students still struggle to find books outside of school.

Solution: Despite living in a book desert, my sophomores at Maplewood High School (many of whom I have now taught for two or three years) are voracious readers and deeply understand the joy and value of reading. Now, I have empowered them to ensure that more children in our community love reading, as well.

We recently launched an organization, Project LIT (Libraries in the) Community. Our mission is to inspire all Nashville children to become lifelong readers by making books more accessible and creating excitement about reading.
So, how are we going to do it?
Phase 1 - Research: Students began the year by researching book deserts and understanding their impact on communities, including their own. Students listed places in Nashville where they could currently purchase or check out books, and brainstormed other locations that would benefit from more books. From there, students wrote persuasive letters to community members and business leaders, which described Project LIT Community and how they could help.

Phase 2 - Book Collection: We recently launched a book drive with the goal of collecting 5,000 new and used books to place in little libraries. Thanks to the generosity of community members like Shereen Cook, Liz Eskridge, Amy Phelan, and Matt Rubinstein, and foundations such as PENCIL and the Nashville Predators, we have already gathered more than 1,000 books, and a recent grant will soon allow us to double or triple that amount.

Phase 3 - Build and Design Little Libraries: Thanks to a generous donation from Gannett, the plan is to transform USA Today and Tennessean newspaper stands into little libraries. Once the stands are delivered to Maplewood next week, we will begin to paint and decorate them with the Project LIT Community brand. In addition to converting newspaper stands, we will also build little libraries with the help and support of the Nashville Public Library and Turnip Green Creative Reuse.

Phase 4 - Forming Library Partnerships: No one knows the community better than our students. Therefore, students have already begun to form partnerships with local businesses, churches, hospitals, community centers, barbershops, restaurants, daycares, etc. Once the little libraries are ready (painted and stocked with books), we will begin to place them inside these organizations.

Phase 5 - Sustainability of Libraries: Students will work with partners to ensure that the libraries remain functional. While the libraries will operate with the "take one, leave one" model, we recognize that we may need to deliver additional books to some locations where more individuals are checking out books than dropping them off.

Phase 6 - Spread Love of Reading: My students will also be charged with inspiring other children in their community to become avid readers. This will happen in formal and informal ways. We plan to partner with a local elementary school to create a reading buddies program, where our students will read to elementary students at least twice a month. We also plan to create reading "teams," with my students serving as "reading captains." The goal is for Maplewood students to get other children (family, friends, neighbors, etc.) to a) join Project LIT Community and then b) read, read, read! We will have lists of recommended reads (books that we know will hook even the most reluctant reader) and fun events such as our reading marathon to create a reading-going culture throughout the community. There is tremendous power in positive peer pressure!

Phase 7 - Share Successes: In May, we will present our year-one accomplishments (including a documentary), plan improvements for year two, and discuss ways to bring the project to scale (city, state, and nation-wide).
True Project-Based Learning
In addition to solving a serious problem in their community, students will gain valuable real-world experience in several areas. Every student will utilize his or her strengths and passions to make this project successful. ALL students will gain valuable skills while also receiving mentoring and support from adults in their desired professions. Possible work teams include:

Design & Engineering Team: D& E team members will be responsible for designing, constructing, and decorating the Little Free Libraries. Whether it's creating a logo, brochure, or poster, these students will also utilize their art and graphic design skills to enhance the project.

Fundraising Team: These students will lead the fundraising efforts, coordinating the book drive and contacting potential partners for financial donations.

Logistics Team: These students will inventory and organize books upon collection, tag each book with a Project LIT Community sticker, and coordinate the distribution of books into the community.

Site Managers: These students will be responsible for identifying organizations that agree to display little libraries, and communicating with these partners to ensure sustainability of the libraries.

Marketing and Advertising Team: These students will be responsible for creating buzz and awareness about the project, and running the Twitter, Instagram, Facebook, and Snapchat accounts. They will create a social media campaign to generate buzz and awareness about the project. They will also create and run a website.

Media Team: These students will contact local and national media for press coverage, and conduct all interview requests. They are comfortable in front of and behind the camera.

Reading Team: These students will be responsible for reading to younger children in the community, formally in elementary schools, as well as informally their homes and communities.

Reading Captains: All students will be charged with spreading their love of reading and encouraging others to join Project LIT Community.

How can you help?

You can donate used or new books (for readers of all ages) to Maplewood High School (401 Walton Ln, Nashville, TN 37216). You can mail them or drop them during school hours.

Encourage friends and colleagues to donate, as well!

Let us know if you would like to place a little library in your business or organization.

Email Mr. Amato (jarred.amato@mnps.org) with any questions or suggestions!

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This post will explain: The inspiration for Project LIT Community How Maplewood students plan to increase book access in Nashville, so that all children can become lifelong readers How you can help! (If you're short on time, this video would be a great place to start) Problem: Over the summer, I came across this article in...

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One of the Kindergarten teachers in our school uses a scavenger hunt-type activity with her students to introduce book characters. She always starts the year with Pete the Cat. She strategically places notes from "Pete" throughout the building. She uses this activity to get the students excited about reading his books, but also uses it to tour the building for her students during the first week.

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Both myself and my colleague at the jr. high (I'm at a 3-5 school), started a Read & Ride program in our library for our students and staff members to use before, during and after school. I wrote a grant to fund the bike desk. Students can sign up with me at book checkout to ride while they read.

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Teachers post what they are reading outside their classroom door and participate in a staff reading challenge along with students.

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Get your students involved.  We ask our students to take part in creating the displays.  Our banned book display is looking great thanks to some student ideas.

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We have a corporation wide reading program for grades K-12.

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I challenge my first and second graders to read all 20 Monarch Nominees. To promote equitable access, I ask all the specials teachers and principal to read one book with each class; I read 1-2 books to each class; I also offer lunch in the library to read 2 books. This would require students to read 12 books on their own. Students who complete the challenge celebrate in the library with snacks, a certificate AND an extra recess!

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We started the year with every class setting personal reading goals and committing to a version of the Book Whisper's 40 Book Challenge. The students and staff are participating to create a school wide culture of reading!

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Every year, I choose a new Library Accelerated Reading theme and decorate the collection area accordingly. This year our theme is, Wild About Reading and the decorations consist of tablecloth vines, paper vines, wild animal pictures, etc. Then the AR Rewards are tied into the theme. The students are always very excited to guess the theme for the year and then what the rewards are.

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Instead of just a walk through of the library, make it a scavenger hunt or game.  Especially in the upper elementary/junior high.  This allows them to take ownership of the library and allows you to see just what they do know.

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We created a survey that students can fill out telling us about their likes and dislikes. We then find three books that we think they would like. They get an email saying they've been matched. We then talk to them about the three books we selected for them and they can check out as many of them they would like.

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Work together to figure out the lock combinations.

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Introduce kids to great books and making connections!!

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Introduce kids to great books and making connections!!

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We have a "Booked for Lunch" book club that meets monthly. We eat lunch together and the library provides some snacks as we discuss the books.

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High School students mentor and read with younger students in the district. This has sparked the high schooler's interest in reading and they formed a book club this year :-)

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This year we set aside one shelf to celebrate diversity.  Each month a student and/or teacher can suggest a topic that makes them diverse.  They are invited to bring in personal items and we display all the books in the library that relate to them.  Next to the shelf is a poster titled "Just Like Me" that anyone can sign if our topic is meaningful to them.

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Offer to go into the classroom and do a "petting zoo" for students to demo several presentation tools and then let them choose which one to use to demonstrate their mastery.

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Use the literacy piece of the framework to advance awareness of diversity and social emotional skills.

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"When they recognize their thoughts and emotions in a work of fiction, or in a self-help book, it can help people to feel less alone," says Brewster.

For adolescents struggling with depression, anxiety and grief, the use of books as a therapeutic tool can be invaluable. Tweens and teens often get stuck in their narratives, believing that the fictional stories they tell themselves are accurate. Because of the insecurities that adolescence can bring, it's easy for them to assume that being excluded from a peer's birthday party or being left out of a group text exchange is a personal affront. Social media often fuel these beliefs, which can take a toll on a youth's mental health. Shame and stigma often prevent students from speaking out and seeking the emotional support they need.

But reading about a fictional character's experiences can normalize those feelings and give adolescents the courage to open up about their own struggles. During each meeting, Cellucci leads a discussion about a book, inviting students to share their impressions. Group members can also reflect privately about the readings by writing in their journals.

"' Buddha's Brain' offers practical mindfulness tips centered around kindness, empathy, love, and self-care," says Cellucci. While it's a nonfiction book, Cellucci uses the core concepts of Buddhism to help the students share their personal stories, such as times when they needed love and care, as well as moments when they offered this support to others. "After reading 'Buddha's Brain,' the students discuss how they can relate to the readings," says Cellucci.

Along with "Buddha's Brain," Cellucci also uses fiction books with students individually. Stories like " Please Ignore Vera Dietz" by A.S. King and " All American Boys" by Jason Reynolds and Brendan Kiely help students talk about sensitive topics, like race, privilege and human angst.

"Many of the students who read 'Please Ignore Vera Dietz' relate to Vera, the main character. This character helps them grapple with whether or not our family history determines our destiny," says Cellucci.
Getting Together
At Westborough's bibliotherapy group, each meeting follows a structured format in order to create a safe forum for the participants. The group begins with an activity, like yoga or a mindful breathing exercise. Then, Parteleno teaches the students cognitive tools, like reality testing and perspective taking, which helps them to challenge and cope with any distressing and worrisome thoughts. For example, if a worried student believes her friend is ignoring her, Parteleno might gently challenge the belief, asking a question like, "What evidence do you have that this is true?" followed by "Is there any other reason that could explain your friend's behavior?"

Students also practice activities based on Dialectical-Behavior Therapy, which teaches kids how to manage intense emotions. During the group, Parteleno leads the students through mindfulness and cognitive role-play exercises, acting out challenging real-life scenarios that they've faced during the week. For example, teens in the loss group role-played how to talk with friends and family members about their grief and loss.

While studies show DBT is an effective form of psychotherapy, especially for young adults, bibliotherapy is a newer mental health intervention for youth. However, research suggests it can help reduce symptoms of anxiety and depression, especially among adolescents.

For some students, talking about their suffering can feel vulnerable. But hearing about the experience of loss from a trusted adult can help the students feel more secure about sharing. During one group meeting, Cellucci spoke about the death of her grandmother and how the loss affected her as a child. For many of the students, hearing these stories creates a sense of solace, which facilitates the healing process.

After enduring a family trauma, one student found the group especially helpful.

"The loss group was helpful because it allowed me to open up my feelings and share with people who were going through the same pain as me," says the student in Cellucci's group.

The student says that Cellucci and Parteleno helped her learn how to manage her stress and deal with intense emotions.

"In the group, I could feel compassion from others, and this gave me hope. I learned that we have to keep going with the belief that life will get better," she says.

Cellucci says the students look forward to the group because it's a time of quiet reflection and personal connection in a safe and trusted space. Students who experience the therapeutic benefits of bibliotherapy also begin to see the library as a haven where they can find books to help them understand their feelings.

For school librarians who wish to begin a bibliotherapy program, Cellucci offers these tips:

1. Create material displays that demonstrate awareness, cultural diversity and student voice (materials developed by students and/or with student input).

2. Facilitate schoolwide events that promote literacy through diversity, breaking mental health stigma and inviting students to share their voices.

3. Write grants to bring SEL-related programs that include poetry slams, reflective writing and community art.

4. Collaborate with the school's counseling department to design SEL and bibliotherapy programs.

5. Pursue training in youth mental health education through Youth Mental Health First Aid and National Alliance on Mental Illness (NAMI).

Cellucci has also created a library guide for mental health bibliotherapy, and her list can be found here.

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How Bibliotherapy Can Help Students Open Up About Their Mental Health

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"When they recognize their thoughts and emotions in a work of fiction, or in a self-help book, it can help people to feel less alone," says Brewster. For adolescents struggling with depression, anxiety and grief, the use of books as a therapeutic tool can be invaluable.

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Find a team of librarians and share book talk videos, book trailers, etc that you've all created, so you are not all re-creating the wheel.

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Increasing the knowledge base of educators, parents, and students about all the resources INFOhio has to offer. Helping educators utilize more of the teacher resources, such as, "so you are parenting a....(1st, 2nd, 3rd, etc.) grader", tech tools flier, Beach/Blizzard bags, and more! Getting students involved in research with Go Ask, Act, Achieve! and RS4S, literacy online, informational pairings thru Bookflix and Storia, science/math with iWonder, exploring history and creating timelines, and SO much more!

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Ohio's PreK-12 Digital Library. Optimized by the Management Council.

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Each morning two groups of fifth graders rotate coming the Media Center to complete different opportunities. One of the opportunities students have is to come to just read a book of their choice. They are able to spend 40 minutes each day just reading a book that they want to read.

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Encourage students to create book trailers for INFOhio's BookNook.

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Start off the year with a treat to entice teachers to see new resources

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Teach teachers and students strategies to evaluate online sources. (domains, about or author pages, investigate origins of links)

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I book talk in every English class once a month. I also host either book tasting or book speed dating at the beginning of the year. I read YA for fun, and teachers know to send students to me if they are struggling to find what to read.

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Embed suggestions on classes' Google Classrooms

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Embed suggestions on classes' Google Classrooms

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Make weekly/biweekly trailers, Slides, or other that can be linked into teachers' Classrooms and always in front of students.

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Increase the number of books about suicide, gender, drug abuse and rape prevention in the collection and place them in an "honor system" checkout box.  Students can take the books without bringing them up to the circ desk for a student work to checkout.

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This is the title of a bulletin board I have in my media center. Throughout the year I post pictures of students, teachers, parents who were reading. Students bring pictures in of them reading at home as well!

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Our staff and students are participating in reading "woke" this year. Participants select a book from our quarterly book list centered around a theme and participate in positive dialogue from guiding questions.

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Our public library youth service person is coming in to do book talks for classes.  She is also going to run a book club for the students.  To expand our collection the public library will also bring requests to me and I put them into my system for checkout.  We are also going to partner on checking out hot spots with Chromebooks for students that don't have internet access at home.  We are going to have a joint event about digital citizenship skills.

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All of the staff at my school display "currently reading" signs to promote discussion of our literacy lives.

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We are creating a space where students and staff can add books and why they recommend it, who might like to read this type of book, etc.
We want to showcase this on a special shelf in the middle of the room by the reading couches.

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Kicking Off The Year By Sharing Library and Literacy Information Through An Extra Special Bookmark! 

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Kicking Off The Year By Sharing Library and Literacy Information Through An Extra Special Bookmark! 

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http://vanmeterlibraryvoice.blogspot.com/2018/08/creating-back-to-library-bookmarks.html

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Places To Read Online Collection by Destiny! 

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Places To Read Online Collection by Destiny! 

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http://bit.ly/collectionreading

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Show how we can support literacy with teachers, students and families.

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This week kicked off a brand new school year at Van Meter as we learned with our administrators, teachers and friends. On Wednesday, we were given some time to connect with the teachers to share information about the library program.

As we prepared for this time together, I started thinking about all of the amazing ways that librarians on the Future Ready Librarian Facebook Page have shared.

I especially love....

the menus Charles Scardina,

James Allen created. Not only were they filled with wonderful information, they were all so cool too!

Jessica and I started brainstorming and decided to put a little twist on ours. We made it like a movie or production by starting it out with...

The Van Meter School Library Presents A Special New Feature During The 2018-19 School Year!

We then split it into categories tying into thetheme.... Starring, Setting, Acts and Special Features. And of course included all of us as Friendmoji's too.

It was such a good exercise to sit down and put all of these skills and thoughts onto paper.

And of course, while I did this, I had the Future Ready Librarian framework sitting right next to me so I could reference and tie it into the work we will do with our school community.

After we give them this program, we should create something to get them even more engaged in these ideas. How could we get them thinking about how they will use the information and put it into action to help them in their classroom and throughout their work too?

We got it! A ticket! What a perfect tie in to the theme!

As you can see on the ticket, we tied in the same theme and lots of the same verbiage as the program.

They will even find a little ticket at the bottom of their flyer to encourage them to look for a ticket that....

..,,will encourage them to think about how we can help and write down their needs to give to us in our library...one more way to get them into the library too.

To go along with the movie theme, we attached microwave popcorn...

and the big boxes of movie popcorn with red and white yarn.

It was so much fun to put these together with the tickets.

We put all 70 of these little gifts into a big basket to bring with us.

So, Wednesday was the day!

The day that Jessica and I were going to kick off this awesome new partnership between us and with all of the teachers, students, administrators and families within our school community. The first impression we made on that day, will have a lasting impact all year long...and into the future.

As we finished up meeting and talking with all of the secondary teachers, we made our way down to the elementary library where we had set up a special place for them to come in the afternoon.

We put the little ticket packages and the What Your Teacher Librarian Can Do For You posters on each table where the teachers would be sitting.

As they arrived at the library, we spoke about all of the special things we can do as their teacher librarian and how we can work together all year long.

At the end of our time together, I was so happy to see our friend Amy give us this note.

It was successful in bringing together communities in useful and special ways that will impact our students every single day.

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What Your Teacher Librarian Can Do For You.... A Program & Ticket For A Successful Year!

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This week kicked off a brand new school year at Van Meter as we learned with our administrators, teachers and friends. On Wednesday, we were given some time to connect with the teachers to share information about the library program.

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1st Grade Buncee...What The Dinosaurs Did In Our Stories!  

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1st Grade Buncee...What The Dinosaurs Did In Our Stories!  

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What The Dinosaurs Did In Our Library & Stories...Created & Published By The Van Meter Students!

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What The Dinosaurs Did In Our Library & Stories...Created & Published By The Van Meter Students!

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During the first week of school at Van Meter, we had something crazy happen in our library!

When the kindergarteners, first graders and second graders came to the library for their week long time with us ( read all about our schedule here), they discovered 10 dinosaurs had been up to no good. We couldn't believe what they did in the library overnight!

In the middle of the mess, we found the book What The Dinosaurs Did At School by the super talented and funny....

Refe and Susan live in Kansas City with their four children and a herd of plastic dinosaurs. The Tumas began cataloguing their dinosaurs' antics in 2012, creating Dinovember and igniting the imaginations of hundreds of thousands of children--young and old--across the world.

Now our students couldn't wait to read it together and see if it left some clues.

The next day, we found What The Dinosaurs Did Last Night in the library. We talked about their crazy shenanigans and all of the different types of dinosaurs in the book and our library.

It was time to do a little research!

...research on the different types of dinosaurs we found in our library and in the books that were left behind.

We learned so much about our dinosaurs...

and lots of other dinosaurs too.

After investigating and exploring in PebbleGo Dinosaurs, we all picked a dinosaur we wanted to learn more about.

We used our research log to write and draw what we learned about our dinosaur.

After the research we did in PebbleGo Dinosaurs,

we drew our very own dinosaurs and dreamed up what we wanted them to do in our story.

Everyone was different...

We then used , our favorite digital storytelling tool, to make up and tell the story of our dinosaurs.

Our friends at Buncee even created special stickers for us to use that looked like the plastic dinosaurs in our library.

At the end, the students added a little video in Buncee to share their dinosaur and what they were up to in the story.

The stitching feature in Buncee allowed us to stitch or bring all of the pages together.

Mrs. Hagen's first grade, and...

Mrs. Ferguson's second grade friends!

You will find every kindergarten, first grade and second grade Dinosaur Buncee here on this Buncee Board over the next few weeks.

We hope you love What The Dinosaurs Did In Our Story...A Very Fun and Messy Adventure! Buncee's as much as we do too!

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What The Dinosaurs Did In Our Library & Stories...Created & Published By The Van Meter Students!

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During the first week of school at Van Meter, we had something crazy happen in our library! When the kindergarteners, first graders and second graders came to the library for their week long time with us ( read all about our schedule here), they discovered 10 dinosaurs had been up to no good.