Why a Flex Schedule?

One of the biggest changes I made this school year to my library program was to move to a flexible schedule. I had several people backing me up, including my principal and library director, but unfortunately had some people tell me it didn't work in an elementary school. Well, I am here to tell you it does work and it works AMAZINGLY well in an elementary school.

I've been asked a few times this year why I went to a flexible schedule. I was recently approached by my library director and Region 10 to talk about the importance of collaborative partnerships and having a flex schedule in an elementary library. I admit, this was WAY out of my comfort zone, but I wanted to advocate for librarians.  The video isn't complete yet, but hopefully will be soon.

I was interviewed about my collaborative partnerships and my role as an instructional partner. The video will focus on how library programs are mentioned in the new ESSA (Every Student Succeeds Act).

This was the part where I was most nervous!

However, I'm not writing this blog to tell you about how I was nervous during the interview on tape, I want to tell you why I chose to go to a flexible schedule, and tell you that you can too. 

Collaborative Partnerships

A collaborative partnership with teachers is an imperative part of a school library program.

I started my first collaborative partnership when I asked a teacher if I could do a mini-lesson with her students using padlet. Other teachers in that grade level got word of the lesson, and wanted their students to learn also. Then a collaborative partnership was born. It started small, but has grown immensely. Sometimes the teacher approaches me regarding a skill the students are having trouble with in class, and sometimes I see a project is coming up for a grade level in the curriculum.  

I always try to be respectful of teachers’ time, so I may make a quick mention of something I can help them with in the teachers lounge, or I might send an email. I also made sure to tell them thank you and mention the collaborative project in front of another teacher, which usually opened up an opportunity to collaborate again.

When you have that collaborative partnership with teachers, the lessons can be so much more engaging for the students by bringing in more resources and technology. Also, when the teacher and librarian are modeling collaboration, the students see the collaboration and it helps change the learning environment in the entire school. Plus, you have the classroom teacher and the librarian sharing their expertise and talents.

Self Checkout 

One of the questions I get most often is: When do the students check out if they don't have come as a class for checkout time? 

In order for students to have access to the library when I’m involved with a lesson, the students use the self-checkout station. The first 2 weeks of school, every student learns to use this station to be able to independently checkout. Teachers can send students individually or in groups as class time permits.

Region 10 filmed some of my first graders using the self checkout station.

Instructional Partnership

I believe the most important role of the school librarian is to be a teacher and instructional partner. The library is typically the largest learning space in the building, and has access to the most learning resources available to the students.  The librarian should understand the curriculum and provide support for the classroom teacher. When the classroom teacher and the librarian plan together and share the instructional duties, you have doubled the students learning opportunities.

Flexible Schedule is so worth it, even if it is a bit hard to get started. If you can just get one teacher on board to collaborate with you, you will be amazed at what more you can do. If you are interested in starting a flexible schedule at your school, feel free to reach out to me. I'm here as a resource and am happy to help! If you need ideas to get your teachers on board, search my blog for some of the activities I have done with my classes. Also, Nancy Jo Lambert's blog is a great resource as well. She was my motivation!

4th Grade Book Recommendations

We are wrapping up the school year, and it is time to start collecting library books for the annual inventory. It is always a sad time for me when I have to close the library, but the library has to be prepared for summer. The students always ask me what they will do if I'm closed. The 4th grade teacher and I put our heads together and came up with the idea that the students should make recommendations to each other for their summer reading.

The padlet was created for the students to add their book recommendations, and I have been blown away with how many students have added their favorite books. This link will be available to the students all summer. Students will be able to look for a book recommendation as well as add new books that they recommend.

It makes me so happy to see the students excited about books and recommending to each other. They come to me often when they need something to read, but having your peer recommend a book can be more meaningful.

Mo Willems - An Author Study with Kindergarten

Do your students love Piggy and Elephant as much as my students do? Every year, the first few weeks of school, my kinders and firsties ask, "Where are the Piggy and Elephant books?"  Not only do my students love these books, but I am a huge fan of Mo Willems and his writing. I love the way he uses illustrations to show the characters feelings and emotions. He is a GENIUS when it comes to writing for children. 

I decided this year to go ahead and teach a unit over Mo Willems book to my kinder students, so next year they would be more familiar with all of his books, not just sweet, funny Piggy and Elephant. 

We started off with DON'T LET THE PIGEON DRIVE THE BUS! It had the kids rolling with laughter! After reading, we discussed all the different emotions that pigeon felt during the story when he couldn't drive the bus. 

  

The next week, we read DON'T LET THE PIGEON STAY UP LATE! The students noticed right away that the bus driver was now in his pajamas! After reading, we compared this story and last week's story. Then we went to the tables and students came up with 4 reasons to give their parents why they should be allowed to stay up late. Their answers were hilarious! One student said he should stay up late because he wanted to eat hot dogs. 

The following week we moved on to the Elephant & Piggie series and started with ELEPHANTS CANNOT DANCE! I love Mo Willems's message in this book, that we should never say we can't, but should always try. After reading, we played the Elephant & Piggie Dance Game and the students learned some new dance moves. 

The next week I introduced the students to my favorite, KNUFFLE BUNNY! Do you say it nuffle or k-nuffle? Trixie has an argument with another little girl in the KNUFFLE BUNNY, TOO about the pronunciation of the bunny's name. While reading KNUFFLE BUNNY, the students spied the pigeon on a couple of pages, then we discussed times we had lost something that was important to us. 

The final week of the unit, I read a Mo Willems biography to the students. They drew a picture of Mo Willems and added a fact or two that they learned about him. Most of them drew him in a tshirt with the pigeon on the front. 

Since this unit, the kinder students have all wanted to check out and read the other Mo Willems books. They have stayed checked out since!