I’m taking advantage of the snow day to sit and listen to several webinars I never got to see that both promote the “book stuff” that I wanted to investigate as well as supporting ELLs specifically because we have three ENL classes coming in with a teacher in another week for self-selection of books for their sustained silent reading.
We have already been very successful in support our ELLs but we can always do better. I’ve attached a link to my colleague, Kristen Majkut, and my presentation at SSL about using graphic novels with our ELLs. We want to find new ways to get them excited about reading especially when it’s difficult but also find new ways to approach a love of reading and be sure we have a diverse selection of books that appeal to every reader.
I suggest watching the Follett webinar “Promoting Inclusion, Social Equity, and Diversity in Your Library” where my favorite quote was “Libraries Harness the Power of We” as well as the Teaching Books Teach Diverse Books! webinar (I hear so much about TeachingBooks but always remember it as a last option and this webinar is helping to give me the understanding of why it needs to be a first resource go-to especially with the ability to share with Google Classroom and other shareable features that lend perspective on the books they’re reading, especially when they are #ownvoices titles!)
The Follett webinar was nice because after registering for the webinar that is now available, I receive an automated message with the link so I can go back any time and refer to it and with amazing speakers during the presentation, I’ll likely go back. Boyd’s comment about being a good troublemaker was fantastic. It was empowering for both webinars to hear about diversifying and fighting for your students. For us, fighting for inclusiveness of all students is important and our collection is reflecting that.
So now… getting them to discover those books that are not only mirrors for them in our collection but also windows and sliding glass doors. The library visit using the “book stuff” thing for this upcoming ELL class visit. After my colleague gave the teacher Donnalyn Miller’s The Book Whisperer, she took charge of her ENL classroom to do more sustained reading especially because I had heard from so many of our ELL students that they tire easily– reading takes stamina! But the first step is the selection. We have done activities like speed dating, book tastings, and book talks and we want to take it to the next level. So I’m going to combining the new love of sketchnoting I took from the note-taking thing and translating it to the students to learn who they are. We already knew we were going to split the groups into two with one group in the stacks searching and finding, but we wanted another group identifying who they are as readers and people to find something that they like so we can pair them with a book. Voila! Sketchnoting for reader’s advisory! Here is my profile as a reader and then we’ll translate this example to students to create them, then identify keywords they can use in their search for books they’d enjoy!
We’re going to have them create a sketchnote of themselves and their likes/dislikes to be able to identify books that would speak to them when searching AND add this as an option for their response journals while reading too!