40 Book Challenge Comes to a Close

8, 608 was the final number of books read in the Middle School by the 258 that participated. That's 33.4 books on average. Though, every student didn't reach the 40 book mark, the majority did read more than they had in years past. This is an achievement in and of itself.

We tracked the numbers on a Google docs spreadsheet and had the kids decorate a sheet with the number they completed when they came to the library for the last time. This resulted in some adorable pictures,  a colorful display and a celebration of what they had accomplished.

The thing that impressed me most about the challenge was not that some students completed well over 100 books, but that students were honest (for the most part) about the number of books they did read. When we rolled out the challenge at the beginning of the year, many wanted to know what the "prize" was for achieving this number. Upon finding out there was none, a few wrote off the challenge all together, while others were unfazed and diligently tracked their books, swapped recommendations, and carried out books by the armful. This proved what I suspected: prizes don't result in honest participation. 

What does make a difference:

• Teachers participating in the challenge with the students. The classes of the teachers that read with the students during their time in the library read a great deal more than those that didn't.
• Allowing time to read during class. Using library day as a time to catch up on work or skipping it consistently sends the message that reading isn't a top priority.
• Exchanging reviews online and in person. There is nothing kids like more than sharing their opinion. We used Biblionasium for the students to exchange recommendations and post reviews. The platform worked well, but is more suitable for younger students. However, no matter the age, students that take part in book discussions read more.
• Individual teachers following up with students that have been "reading" the same book for ages. It's simply not possible for the librarian to keep tabs on hundreds of kids' reading. It takes the buy-in from the teacher to make sure that students read.

All in all, I thought the challenge was a success, though, I will change a few things if it's done in the future. 

• Only work with the teachers that choose to participate and have them introduce the challenge. We spent a good deal of time at the beginning of the year meeting with each Middle School class individually. Some teachers bought-in while others never mentioned the challenge again. I would still support the challenge in the library with displays and by personally participating, but I wouldn't do all of the work. 
• Use a different recommendation platform for older students. Though, I thought Biblionasium was wonderful for 5th and 6th grade I would opt for something like LibraryThing or Good Reads for 7th and 8th grade.
• I would have fewer genres or none at all. We had 9 different genres to complete, which many students forgot about. I think it would be best for individual teachers to determine what genres they wanted to focus on or to not have any if they so chose.

Please Ignore Vera Dietz, by A.S. King

Vera and Charlie rode the bus, roamed the woods, ate lunch, and shared secrets together. They even (secretly) loved each other. Due to "difficult" parents and a run-in with the wrong crowd they came to (publicly) hate each other. King begins with the end: Charlie has died and is being accused of a horrible crime posthumously. Vera knows who truly committed the crime and through a series of recounts, that bounce from one perspective and time to the next, we learn why she has waited so long to reveal the truth and what she has to work through emotionally to arrive at the point where it's possible for her to reveal all.

Charlie's spirit is ever-present; nagging her to clear his name and begging her to forgive him for his betrayal. He speaks through the washed up pizza delivery guy, thousands of Charlies squeeze into Vera's car, and he becomes the pickle on her Big Mac. Vera isn't sure if it's the alcohol or reality. She has loads of issues to work through: her mother leaving at the age of 11, knowing Charlie's deepest secrets, and dating an older guy. Her Dad is by her side as he unloads much of his own emotional baggage and the two finally arrive at a place where happiness is not a given, but is at least a possibility.

This book can be confusing and uncomfortable at times due to the skipping around in time, presence of spirits, and sexually related events that would be difficult for anyone to process, much less a teenager. Yet, this spastic approach finds a flow and mirrors the uncertainty that is Vera's life. 

The Scandalous Sisterhood of Prickwillow Place, Written by Julie Berry, Narrated by Jane Entwistle

The girls of St. Etheldreda's find themselves living a game of Clue when their headmistress, Mrs. Plackett, and her brother, Mr. Godding, drop dead at dinner The seven girls' first thought isn't to call the authorities, but to figure out how to cover up this stroke of bad luck so they won't be sent packing back to their horrendous homes.

As girls living in Victorian Britain, they have been told what to do and how to do it every second of every day (which is reflected in the use of adjectives before each of the girls' names to "define" them). Yet, these perceived character flaws surface as strengths as each of the girls assume roles in burying the bodies, concocting a look-a-like for Mrs. Plackett to war off suspicion, figuring out the dire finances, investigating the cause of death, and uncovering the culprit.

With such diverse characters and plot twists, Berry keeps you guessing until the end. Also, I highly recommend the audiobook. Jane Entwistle has a wonderfully lush British accent that is rich with inflection and melds perfectly to each of the characters' demeanors. 

Rain Reign, by Ann M. Martin

If there's one thing Rose can't get enough of, it's homonyms. She's pleased that her own name is a homonym (Rose, Rows) and that her beloved dog's name Rain is a triple homonym (reign, rein). Rose is comforted by rules that her father, teachers, and peers don't understand. Rain and her Uncle Weldon are the only two she can count on for unconditional love.

When a devastating storm sweeps through Rose's small town, Rain goes missing and Rose must cope with a disrupted routine and searching for her dog. Her methodical approach pays off when she locates Rain at an animal shelter, but it's a bittersweet victory when she's informed by the vet that she belongs to another family based on Rain's microchip information. Rose takes Rain home, but can't help but put forth an effort to find Rain's original owners.

The culminating events will leave you heartbroken by loss, but joyful at Rose's determination to do the right thing, even if it's not the easiest. Rose doesn't match up with most other people which may explain her affinity for homonyms, as she observes that, "Most of them seem unrelated, some seem to be opposites, like soared and sword, but a few make lovely connections if you're open to changing your perspective when you think about them." Rose valiantly overcomes her own fear of change and inspires others to change for the better along the way in Martin's latest wonder of a story.

New titles available on FollettShelf

Unstoppable Octobia May, by Sharon Flake

OctobiaMay has an uneasy feeling about Mr. Davenport, one of her Aunt Shuma's tenants, from the start. While her original hunch that he's a vampire is dashed when he steps into the sun, her suspicions are confirmed when she and her friend Jonah find a succession of murders, stolen jewels and broken promises all link back to Mr. Davenport. Though, all people don't have the same rights in 1953, Aunt Shuma has instilled the idea in her niece that change is on the horizon and she should go after what she believes in; which is exactly what she does. Despite a wealthy banker and and an Irish policeman's attempts to keep OctobiaMay from revealing that she saw Mr. Davenport murder a woman, she pushes to make sure the truth is known.

Flake not only highlights racism, but sexism, as Aunt Shuma is kept from taking out a loan simply because she doesn't have a husband and OctobiaMay is criticized for having short hair and not wearing dresses all of the time. This story is not only an intriguing mystery, but an eye-opener for many kids who can't imagine this level of discrimination.

Infandous, by Elana K. Arnold

"A myth is not in the telling, but in the endless retelling."

Sephora Golding's life, in all it's disturbing and tragic twists, has come to mirror the myths that inspire the art she creates. Her world revolves around her beautiful mother, Rebecca, and her art, which is inspired by the former and made using the scrap she finds all over Venice Beach. The narration feels distant from the turmoil taking place, true to Sephora's feelings. Her mother is dating a guy closer to Sephora's age, Jordan, she's barely hanging on in school, she's pressured to find a job, and her best friend, Marissa, is more confused about what she wants and needs than Sephora.

As with any good myth, her fate is inescapable, yet, she does't realize this until after the fact. The annual summer trip to her wealthy Aunt's in Georgia brings into focus just how very different her life could be. They have offered for her to come and live with them-an escape from her fate. Upon her return home, however, fate works for, rather than against her, as her art takes off and she has the opportunity to face the one that committed the infandous* act.

The myths interspersed throughout the chapters made me think, as I'm sure was Arnold's intention, about the brutality of many myths that we gloss over in our minds simply because they are deemed Literature rather than simply stories. Moreover, what would we think if these tales were told with a modern backdrop? Infandous provides us with that backdrop in this modern shocker of a myth.

*something that's too terrible to be spoken out loud

The Turtle of Oman: a Novel, by Naomi Shihab Nye

Turtles carry their entire homes on their backs, swim far out into the sea and return safely to the shore time and again. This serves as inspiration for Aref Al-Amri, whose family is moving from Muscat, Oman to Anne Arbor, Michigan for three years in order for his parents to complete their PhDs. Aref spends much of his last week with his grandfather, Sidi, walking down memory lane and taking in all of the wonders that nature has to offer as they sleep under the stars and scour the sand for unique stones. Sidi is full of gentle wisdom and sympathises with his grandson's worries, recalling a time when he didn't want for anything to change, because"Everything around me and inside me, felt all the right size." Yet, change it did and all was well. We learn about animals, plants, stars, and life from the duo's conversations and Aref's internal dialogue. By the end of the week, Aref is still sad to leave his home, but ready to embrace the uncertainty.

I can't think of a better book to read with a child or an entire class. There's much to discuss and also much to quietly ponder in this hearfelt tale of what it is to embrace change while keeping the past near. 

The Fourteenth Goldfish, by Jennifer L. Holm

Being a teenager isn't easy; especially not the second time around. Ellie's Grandpa, Melvin, is doing just that; after discovering a concoction for the fountain of youth, he has been transformed into a 13-year-old. In addition to combatting acne, homework, and girls, Melvin must find a way back into the lab to get the materials he needs to complete his research. Ellie is reeled into being his partner in crime. Along the way, she comes to know her Grandpa much better and comes to appreciate his scientific mind, that her mother loathes. In fact, she now thinks she may have a future in science as well.

A good deal of comedy arises with Melvin maintaining the mindset of an older man, but in the body of a teenager. This is balanced by Ellie's thoughts and discussions with her Grandpa concerning the true consequences of immortality. These are the kind of queries that could lead to great class discussions.

Holm's quick-witted conversations and seamless interjection of scientific information within the plot, solidify her as the great writer that she is.

Courage for Beginners, by Karen Harrington

Often, we think our own story is the most tragic, until we hear someone else's. 7th grader Mysti Murphey is constantly narrating her own life and imagining the stories of those around her as a means of escaping her difficult reality. As if dealing with bullying, losing her best friend, and completing group projects wasn't enough, her mother has agoraphobia (debilitating anxiety) and her father is in a coma after falling from a tree. Mysti handles each new twist in the story of her life  with as much grace as a 7th grader can muster by caring for her younger sister, rising above her mother's fears to venture out and buy groceries for the family, and making the most of her best friend, Anibal's transformation to a cool hipster that doesn't include her. Rama Khan is introduced into the narrative of her life just in time. She grounds Mysti in her factual interpretation of the world and gives her an outlet when she has no one else.

Mysti's confidence grows by way of small victories throughout the story; in turn, she's more resilient when faced with difficulties. Ultimately, her mother and father do improve, though, the story is not tied up nice-and-neat, leaving the reader with the realization that there will always be obstacles in life. We, like Mysti, must find it within ourselves to overcome and learn from them.

Nightmares!, by Jason Segal and Kirsten Miller

Charlie's having a difficult time telling where his nightmares end and reality begins. At this point, he's convinced his stepmother is a witch (with a broom to boot) and that he's losing his mind until he discovers that the Netherworld of the witches is not a figment of his imagination upon discovering that his younger brother has been kidnapped by President Fear himself (who just so happens to look a lot like his principle).

Ultimately, Charlie is charged with the task of preventing President Fear from transforming the awake world into one of never-ending nightmares. Segal and Miller tackle this scary, yet heart-warming tale with tact, as we wake up with Charlie to find that the only way to stop being afraid is to face our fears head-on. 

Nuts to You, by Lynne Rae Perkins

Imagine having to watch out for hawks that may scoop you up for a meal! Such is a squirrel's life. This fear becomes a reality for one group of friends, as Jed is picked from the ground by a much-feared hawk! Chai and Ts Ts waist no time chasing down their friend, who luckily slips from the hawk's talons, by way of "buzzpaths," otherwise known as power lines.

Perkins, who claims she was told this story by a talking squirrel at a park, manages to mix philosophical nuances with observations of nature throughout this delightful tall-tale featuring 3 short furry squirrels . Though, this quirky book can be read for deeper meanings, the surface value is enhanced by humorous and intricate illustrations, occasionally resembling comics, and witty footnotes. This would be a terrific book to enjoy with a friend, parent, child, or squirrel?!?!

The Boundless, by Kenneth Oppel

In 1885, Will embarks on a trip to celebrate the completion of the Canadian Pacific Railway with his father who has been working on it for years. By the time the golden-spike ceremony is completed, he has not only survived and avalanche, but a Sasquatch! This may have been the end of his travels, had it not been for a brief encounter with Maren, a circus girl he cannot forget.

Thus, Will jumps at the chance a few years later to join his father on the first journey of the train version of the Titanic, a beast known has the Boundless, in hopes of reuniting with Maren. Much like the previous trip, nothing goes as planned. Will's life turns into a circus, literally and figuratively, as he becomes privy to the fact that two different parties are scheming to steal priceless artifacts off the train, leading him to seek refuge with the performers as he plots to save the treasure and keep the train chugging along.

Oppel is famous for his unforgettable characters and heart-stopping plots; The Boundless most certainly does not disappoint in this regard.

The Red Pencil, by Andrea Davis Pinkney

Amira's days are filled with caring for her disabled sister, completing chores, and looking after her lamb; leaving little time for much else. Yet, she spends the few spare moments she has drawing in the dirt with a stick and dreaming of writing real letters in school one day.

Life in a refugee camp in Sudan is uncertain from one day to the next and Amira's constant quest to find hope of a better future is reflected in the rhythm of Pinkney's short-lined verse. Her steady optimism is aided when she is given a red pencil by an aid worker. She treasures each mark she makes in her notebook as she draws the family, friends, and landscape that surround her, all the while marveling at the vibrancy of the marks on the page that don't blow away in the wind. Evans' illustrations illuminate Amira's aspirations and struggles and the simple lines compliment Pinkney's sparse verse. This is an inspiring book of a girl that is able to find the light in the darkest of places. 

Working on Research

It's been a while since my last post, in large part, because there's been a lot of research taking place in Montgomery Library! While wrapping up the Middle Ages inquiry projects with 6th grade, I began 8th grade research on the 20th century. We completed the in-class portion a couple of weeks ago and started with the 7th Grade Holocaust research.

While the students have been learning how to find and use information, I have been learning a good deal as well. I'm accustomed to working primarily with 5th and 6th graders, so it was a nice change of pace to select "advanced" when setting up the NoodleTools projects and aid them in the retrieval of sources that warrant this range of citation options. The use of end-notes and notecards within NoodleTools also allowed me to dust away some research cobwebs, as I recalled past projects, both taught and completed first-hand.

Each grade comes with it's own set of challenges. The younger students are just beginning to grasp the idea of various source types from and the idea that they can be found in a number of formats and locations. Additionally, learning not only to ask questions, but how to ask the right questions is a difficult concept to grasp and teach. As the students move along, the importance of the quality of the questions, more specifically, their essential question increases. Thus, the time spent developing that question increases and the degree to which they are guided decreases. At this point, they are in a precarious position, because they know enough of finding and citing sources that the basics don't need to be covered. However, they often become lackadaisical when it comes to keeping up with the checkpoints and details of the sources.

Overall, I've come to enjoy the research process from beginning to end, no matter the grade, subject area, or research focus. Adjustments can easily be made accordingly, though, time, or the lack-thereof, is one factor that can't always be adequately handled. The more time you have with students to intentionally direct them to be inquisitive and construct a hearty response to an essential question, the better. I suppose, my lack of free time recently is a good sign that we are heading in the right research direction, though!

Guided Inquiry

For several weeks now, I've been working with sixth grade on their Middle Ages inquiry project. We are using the Guided Inquiry Design that was developed by Carol C. Kulthau, Leslie K. Maniotes, and Anne K. Caspari. This framework breaks down the process into eight phases: open, immerse, explore, identify, gather, create, share, and evaluate. The book, Guided Inquiry Design: a Framework for Inquiry in Your School, takes you step-by-step through the process; providing worksheets and lessons along the way.

This is my first time going through the entire process and as we embark on the gather stage, I have a better understanding of how logical and useful this approach can be for students to learn more deeply about information that they are truly interested in. Also, it's impossible to not daydream of future projects, since it can be applied to any area in any subject.

One shining moment of learning, when the stars aligned and we could tell the kids were really learning, occurred during the identify stage. We modeled how to form an essential question by having them brainstorm information on the smart board related to a map displaying the route of the silk road and the goods that were traded at various locations. The ideas poured out of the students. There came a point when there was no room left to write and we modeled how we could look for connections between this information to inform our question. We then discussed that the wording and focus could be made even better by way of feedback. Then, the students formed their own question individually using this approach and then divided into their inquiry groups to comment on each others' questions in order to refine their question. We walked around to meet with each student individually about their question as the class continued to explore resources and record them in their inquiry log. I was astounded at the quality of the questions compared to what I've seen sixth graders produce in the past.

By taking the time to have the students read and gain background knowledge and also modeling how to ask an essential question, there's no doubt that the students have learned more and I would bet (though, we'll have to wait to see) that their final products will be of a higher quality, since they have truly taken ownership of the project.