BY JEANNE GILLIAM FAIN ON BEHALF OF THE NCBLA 2021 COMMITTEE
The NCBLA 2021 committee has the following charge as a committee:
The charge of the seven-member national committee is to select 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K-8. The books selected for the list must meet the following criteria:
1. be published the year preceding the award year (i.e. books published in 2021 are considered for the 2020 list);
2. have an appealing format;
3. be of enduring quality;
4. meet generally accepted criteria of quality for the genre in which they are written;
5. meet one or more of the following criteria:
Books transport us into new places and sometimes take us out of the craziness of the world. This was one of those years where we experienced unexpected challenges. I led this committee as we navigated some of the real challenges of the pandemic. To be perfectly honest, in September when we didn’t have the normal number of books, I panicked.
I am truly thankful for this thoughtful committee that continually encouraged me to keep going as I contacted publishers in hopes of obtaining more physical copies of books. Many publishers returned from turbulent times and physical copies of books were difficult to obtain. However, as a committee member, it’s just easier to dig deeper with a text when you have a physical copy in front of you. Thankfully, publishers started returning to sending physical copies of books at the end of January and in February. We continue to be so thankful for the support many publishers extended to us as they worked diligently to send our committee books. However, that meant, that we had to read on a rigorous schedule and we often had to meet more than twice a month in order to have critical conversations around the literature.
Here’s a figure that highlights our process as a committee:
Recurrent Themes from the 2021 NCBLA List
Some of the 2021 NCBLA Books
Jeanne Gilliam Fain is s a professor at Lipscomb University in Nashville, Tennessee and Chair of the 2021 Notables Committee.
2021 Notable Children's Books in the Language Arts Selection Committee Members
BY KATHRYN CAPRINO
How are humans and the outdoors connected? This inquiry question has been answered more acutely for some during COVID. Whereas I am grateful that I could spend time outside daily during quarantine, taking walks with my little boy and rekindling my passion for running, I know many others - for a myriad reasons - were trapped indoors.
In this post, I share three contemporary children’s picture books that will help young readers answer the inquiry question: How are humans and the outdoors connected?
After sharing brief summaries of each text, I provide a few lesson ideas.
Whereas COVID is not mentioned explicitly, the narrator reveals that there was a time when most people went inside. Sharing that humans made the best of their challenging months inside, the text leaves readers with hope of reconnecting with others outside - but not before emphasizing that even though we are all different on the outside, we are all the same on the inside. Echoes of the idea that humans need to be outside seen in Outside In are also seen in Outside, Inside, and this idea that we are all united by something much greater than ourselves links with Swashby and the Sea.
Sharing the Books with Students
Before sharing these three texts with students, pose the inquiry question How are humans and the outdoors connected? Invite them to share the ways in which they feel connected to the outdoors via discussions, written responses, or pictures.
Next, read the texts to students, providing opportunities for during-text discussions and post-text answering of the inquiry question. Ask students to reveal how each text confirms or alters their previous responses.
After reading all three texts, ask students to draw, write, or discuss their response to the inquiry question, using their personal experiences and what they thought about as a result of the three picture books.
Finally, have students engage in an activity that helps them engage with the inquiry question How are humans and the outdoors connected? in personal ways. They may want to create a project that helps keep the outdoors a hospitable place for humans. They might write to the town mayor to share some ideas on roadside trash collection, for example. Other students may pursue a more personal project, such as a drawn or written memoir or children’s picture book about their experiences with being inside and outside throughout the past year.
Perhaps the best lesson idea I have, however, is to let these texts inspire you and your students to go outside. Take an awe walk to find inspiring objects and return to the classroom to discuss or write about them. Set up an observation log in your classroom so students can track what they noticed about the outdoors. Let students draw or paint the outdoors. Or even better yet, truly be outside with them - not outside but really inside as Outside In warns - and play with them.
It is my hope that these three contemporary books that provide the opportunity for us to engage in an inquiry of the outdoors inspire us all to move and think and be outside just a bit more.
Kathryn Caprino is a CLA member, on the Editorial Board of the Journal of Children’s Literature, a blogger at katiereviewsbooks.wordpress.com, and an Assistant Professor of PK-12 New Literacies at Elizabethtown College in Pennsylvania. You can follow her on Twitter @KCapLiteracy.
BY WENDY STEPHENS
This post is the first in a 2-part series by Wendy Stephens discussing the rich landscape of book awards announced over the winter months. In this first post, Wendy focuses on ALSC awards and awards by ALA affiliates recognizing books for children or books for a wide spectrum of age groups. The second post, which will be published next week, will present awards for YA literature administered by YALSA, as well as several other notable awards.
When we talk about budgeting for materials, I always advise my school librarian candidates to be sure to save some funding for January. No matter how good their ongoing collection development has been throughout the year, there are always some surprises when the American Library Association's Youth Media Awards (YMAs) roll around, and they'll want to be able to share the latest and best in children's literature with their readers. These are the books that will keep their collections up-to-date and relevant.
From our own childhoods, we always remember the "books with the medals" -- particularly the John Newbery for the most outstanding contribution to children's literature and the Randolph Caldecott for the most distinguished American picture book for children. These books become must-buys and remain touchstones for young readers. In 2021, Newbery is celebrating its one hundredth year. Some past winners and honor books are very much a product of their time, and many of those once held in high esteem lack appeal today.
For those of us working with children and with children's literature, the new books honored at Midwinter offer opportunities to revisit curriculum, update mentor texts, and build Lesesneian "reading ladders." Each award committee has its own particular award criteria and guidelines for eligibility, and its own process and confidentiality norms.
Every year, the YMAs seems to be peppered with small surprises. Does New Kid winning the Newbery means graphic novels are finally canonical? Is Neil Gaiman an American? What about all the 2015 Caldecott honors, including the controversial That One Summer? Did the Newbery designation of The Last Stop on Market Street mean you can validate using picture books with older students? How does Cozbi A. Cabrera's much-honored art work resonate at this historical moment?
In Horn Book and School Library Journal, Newbery, Caldecott and Printz contenders are tracked throughout the year in blogs like Someday My Printz Will Come, Heavy Medal, and Calling Caldecott. Other independent sites like Guessing Geisel, founded by Amy Seto Forrester are equally devoted to award prediction. Among librarians and readers, there are lots of armchair quarterbacks, and conducting mock Newbery and Caldecotts, either among groups of professionals or with children, have become almost a cottage industry. There are numerous how-tos on that subject, from reputable sources like The Nerdy Book Club and BookPage. But there are numerous other awards announced at ALA Midwinter almost simultaneously that deserve your attention, too.
Among the Association for Library Services for Children (ALSC) awards are: the Robert F. Sibert Medal, the Mildred L. Batchelder Award, the Geisel Award, the Excellence in Early Learning Digital Media Award, and the Children's Literature Legacy Award.
Aside from the award winners, each year annual ALSC Children's Notable Lists are produced in categories for Notable Children's Recordings, Notable Children's Digital Media, and Notable Children's Books. If you want to see the machinations behind the designation, those discussions are open to the public this year via virtual meeting links.
Outside of ALSC, many of ALA’s affiliates have their own honors for children's literature. These include the Ethnic and Multicultural Information Exchange Round Table (EMIERT) which sponsors the Coretta Scott King Book Awards; the Association of Jewish Libraries which sponsors the Sydney Taylor Book Awards; and REFORMA: The National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking which sponsors the Pura Belpré awards. In addition to these affiliates, others such as the Asian/Pacific American Librarian Association and the American Indian Library Association also present awards.
The awards are always evolving to reflect the abundance of literature available for young people. Like the Association of Jewish Libraries and the Asian/Pacific American Librarian Association awards, the American Indian Youth Literature Awards were first added to the televised YMA event in 2018. And this year was the first year for inclusion for a new Young Adult category for the Pura Belpré.
Two awards of particular significance are the Stonewall Book Award – Mike Morgan and Larry Romans Children’s and Young Adult Literature Awards are given annually to English-language works found to be of exceptional merit for children or teens relating to the gay, lesbian, bisexual and transgender experience, and the Schneider Family Book Awards, honoring authors or illustrators for the artistic expression of the disability experience for child and adolescent audiences, with recipients in three categories: younger children, middle grades, and teens.
Wendy Stephens is an Assistant Professor and the Library Media Program Chair at Jacksonville State University.
From the 2020 Notable Children’s Books in the Language Arts: Moving From Small to Large Through Play and Imagination
By Kathryn Will, Meghan Goodwin, and Sophie Hendrix
The Notable Children’s Books in Language Arts Committee (NCBLA), reads, reviews, and discusses over 400 books of various genres written for K-8 children each year. These works of poetry and prose are analyzed using the charge of the committee that asks in making the selection of the top thirty texts the seven committee members consider:
1. Appealing format,
2. Enduring quality,
3. Exemplary quality for their genre, and
4. Meeting one or more of the following:
a. Use of language: play on words, word origins, history of language
b. Uniqueness in use of language or style
c. Invitation of child response or engagement
This post focuses on two of the texts from the 2020 Notables List that might be seen through the lens of a progression from small to large. Although The Magic of Letters (2019) and Small World (2019) are very different books, they can be used to invite readers to imagine, play, and wonder.
The Magic of Letters
Written by Tony Johnston
Illustrated by Wendell Minor
Penguin Random House, unpaged, ISBN 978-0823441594
Written by Ishta Mercurio
Illustrated by Jen Corace
Abrams Books for Young Readers, unpaged, ISBN 978-1419734076
Both of these books invite readers to engage in exploration and discussion through multiple reads due to their rich vocabulary and use of language. Teachers can easily deepen and extend the texts through a variety of activities.
Using the illustrative style of The Magic of Letters, children could repurpose magazines and catalogues to cut out letters and words as sources for creating new words and sentences. As they pore over the texts, they could look for familiar and known letters and words, providing opportunities for practice in letter and word recognition before assembling them in a collage. Children could use crayon resist to create magic letters of their very own, or even play roll and write to create sentences from familiar and new words. These activities reflect the rich and playful nature of the text.
Small World is a text that envelopes the reader in the world of STEAM (Science, Technology, Engineering, Art, and Math). The rich vocabulary begs teachers to consider connections to geometry, snow science, and roller coasters. With consideration of Nanda’s career as an astronaut, students might watch this video about women astronauts, or think about materials they might need for a trip to the moon. This book also holds opportunities for rich discussion with questions such as:
Kathryn Will is an Assistant Professor of Literacy at the University of Maine Farmington (@KWsLitCrew). She is passionate about sharing the power of children's literature with her students, including the two listed below who assisted in the creation of the teaching tips shared. She is a member of the 2019 Notables Committee, and will be chairing the committee in the upcoming year.
Meghan Goodwin, Preservice teacher, University of Maine Farmington (@Ms_G_Teaches)
Sophie Hendrix, Preservice teacher, University of Maine Farmington
From the 2020 Notable Children’s Books in the Language Arts Using Poetic Picturebooks as Mentor Texts
BY ELIZABETH M. BEMISS
Each year, the Notable Children’s Books in Language Arts Committee (NCBLA) reads and discusses works of fiction, non-fiction, and poetry written for K-8 readers. Committee members, seven dedicated children’s literature enthusiasts, with experience ranging from elementary school teaching, to school librarians, and finally, university faculty with expertise in children’s and young adult literature, consider the requisite qualities for narrowing down the winners to a list of 30 titles.
In this post, I will feature two poetic picture books included in the 2020 Notables list, Lion of the Sky: Haiku for All Seasons (2019), and Room on Our Rock (2019).
Teaching Tips for Using the Books as Mentor Texts
Utilized as mentor texts, these poetic picture books provide readers with delightful opportunities to craft their own written responses inspired from the texts.
The whimsical collection of “riddle-ku” poems in Lion of the Sky invites readers to enjoy a play on language and is an inspiring way to help young writers craft unique poetry of their own. Students can create their own “riddle-ku” poems and invite peers and family members to guess the answer to their “riddle-kus.” To scaffold young writers, teachers can draw from this brainstorming resource from Millbrook Press where students can craft a “Zoo-ku,” or a “riddle-ku” about an animal. Additionally, students can publish their “riddle-ku” on a Padlet Page created by the author, Laura Purdie Salas. Another way students can craft their poems is through Read Write Think’s Interactive Haiku Generator, which guides students through brainstorming, drafting, and publishing, where individual background images can be added to the published “riddle-ku.”
The poetic forward and backward reading of Room on Our Rock can foster rich conversations between readers about the varying messages from the book when read forward versus backward as well as discussions surrounding point of view. Teachers can guide students to reflect on the kind of tone and voice needed to read the book forward and how it changed to read the book backward. Teachers could also have students think about how the artwork on each page was used to create the tone of the book from two perspectives. After engaging in deep conversation around the book, students can partner up to write a review of the book and then share their reviews via free audio or video sharing applications. Students can post links to the reviews on a class page such as note.ly or Padlet.
Elizabeth M. Bemiss, an Assistant Professor at the University of West Florida, teaches courses in children’s and young adult literature and literacy methods. Elizabeth is a member of the 2019-2021 Notables Committee.
BY JENNIFER SUMMERLIN
The Notable Children’s Books in the Language Arts Committee (NCBLA) read and reflected on over 400 of the newest books (published in 2019) for readers in grades K-8. Committee members considered the following qualities for choosing the final 30 titles to make the NCBLA Notables 2020 list:
I will start by providing a brief summary, followed by corresponding primary source images and instructional strategies for maximizing text and supporting visual literacy. Coupling quality historical fiction texts with visual primary sources like infographics, charts, graphs, photographs, illustrations, or political cartoons affords opportunities to critically explore and unpack images, while building background knowledge and making connections to the text (Lent, 2016; Harris, 2010).
This beautiful picture book features one strong-willed young girl, Louisa Belinda Bellflower, determined to learn to ride a bicycle. This story, set in Rochester, New York in 1896, tells of a brother and sister (Louisa and Joe) who, like other siblings, play and disagree. Although typical siblings, the difference is the topics of their disagreements, which tend to focus on the things boys can do that girls cannot. Louisa is discouraged from wearing anything other than a dress, limiting her ability to do cartwheels or learning to ride a bicycle (also off limits for girls). Louisa is determined to ride a bike, even if it means contracting “bicycle face,” a permanent result of scrunching your face and bulging your eyes while trying to balance the bike. Louisa Belinda Bellflower will not be stopped as she works to prove to her brother and boys everywhere that girls can and should ride a bicycle.
Primary Visual Source
The Library of Congress website features a variety of visual primary sources depicting women as a collective part of the late 19th century bicycle frenzy. The bicycle, commonly referred to as the wheel, was an instrumental vehicle of progress for the women’s movement and their fight for voting rights. Globally, women began riding bicycles, finding new freedom in their mobility. With this increased transportation came a greater public presence of women, allowing increased likelihood of their voices to be heard.
Two primary visual sources are: The “new” woman and her bicycle by Frederick Burr Opper and Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride” photographer unknown.
Primary Visual Source: The “new” woman and her bicycle
Primary Visual Source: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride”
Title: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride.”
Date Created/Published: 1899, Stereo Copyrighted B. L. Singley
Summary: This printed photograph was doubled and placed on cardboard to create a stereo card for a stereograph machine. A stereograph machine was used to make pictures look three dimensional, similar to an old-fashioned view-master. To learn more about the stereograph, view the video at the What is a Stereograph? webpage of Middlebury College's Museum of Art.
The image on the photograph is of a woman standing in her home with her bicycle beside her. Looking closely, you see she is gesturing for a little boy to take a piece of fabric or clothing from her. Art critics suggest the picture seems staged because the bicycle being held by the woman is very large and does not have the lower crossbar that is typical of a woman’s bicycle. Notice that the woman’s attire in the picture does not support riding a bicycle. However, as more women began using bicycles for transportation, changes in clothing, such as bloomers, allowed them to ride comfortably. Prior to these changes in clothing styles, women were pictured seated sideways to accommodate their long dresses.
Questions for Analysis:
Revisit Born to Ride: A Story About Bicycle Face with students. Before rereading, ask the students to pay close attention to what the women are doing throughout the book. After reading, discuss all of the things the women are doing from the beginning to the end of the text. Begin a conversation about why there might be concern and discouragement from others (men and women) when it comes to women riding bicycles. Ask the students what connections they can make between the photograph and the text. To wrap up the conversation, ask students about potential origins of the “Bicycle Face” affliction. Share the author’s note, “About Bicycle Face” and “From Bicycles to Votes.” To conclude the session, have students work in pairs to complete T-Charts, transcribing their learnings with specific, supporting evidences.
(ca. 1899) Woman in a room with a bicycle saying to a man and child, "Sew on your own buttons, I'm going for a ride"., ca. 1899. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006683468/.
Harris, B.R. (2010). Blurring borders, visualizing connections: Aligning information and visual literacy learning outcomes. Reference Services Review, 38(4), 523-535. doi: 10.1108/00907321011090700
Lent, R. C. (2016). This is disciplinary literacy: Reading, writing, thinking and doing…Content Area by Content Area. Thousand Oaks, CA: Corwin SAGE Publications.
Opper, F. B. (1895) The "new woman" and her bicycle - there will be several varieties of her / F. Opper. , 1895. N.Y.: Published by Keppler & Schwarzmann. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2012648801/.
Theule, L. (2019). Born to ride: A story about bicycle face. New York, NY: Abrams Books for Young Readers.
Jennifer Summerlin is an Assistant Professor of Reading at the University of Alabama at Birmingham. Her research examines construction of knowledge among preservice teacher candidates, supporting literacy best practices within the P-12 classroom, and reading intervention. Jennifer is a member of the 2019 Notables Committee. She can be reached at email@example.com.
BY MARY ANN CAPPIELLO on behalf of The Biography Clearinghouse
As we approach the final quarter of 2020, fires rage along the West Coast. Many regions of the United States face drought conditions. Gulf communities are inundated by Hurricane Sally while a string of storms line up in the Atlantic, waiting their turn. The impact of climate change is evident.
COVID-19 continues to wreak havoc on our lives, our health. We bear witness to the disproportionate impact of COVID-19 on minoritized groups, including Black and Latinx communities, Native Americans, and the elderly.
Across America, Black Lives Matter protests carry on, demanding that our nation invest in the essential work necessary to achieve a more perfect union through racial justice.
In 2020, we remember moments of historic change, commemorating the 30th anniversary of the Americans with Disabilities Act and the 100th anniversary of the 19th Amendment.
The intensity of this moment can’t be denied. It’s demanding. It’s exhausting. Whether you are a teacher, librarian, or university faculty member, you are likely teaching in multiple new formats and modalities, facing daily logistical challenges. Caregivers also face new hurdles in supporting young people’s learning.
How do you meet the needs of students and the needs of this moment in history? How do you find hope in literature?
Perhaps one way is to turn to the people of the past and the present who are working on the edges of scientific knowledge. Or, to turn to the people of the past and the present who have acted as champions of social justice. Their life stories offer young people models of agency and action, blueprints for change.
To that end, The Biography Clearinghouse shares 20 biographies for 2020, a list of recent picturebook and collected biographies to connect with the challenges of the moment. This list is not comprehensive. It is simply a starting place. We hope these recently published biographies of diverse changemakers can become part of your curriculum or part of your read aloud calendar, in-person or over video conferencing software.
Biographies About Scientists
Biographies About Champions for Change
If you have any picture book or chapter-length biographies or collected biographies for young people that you would like to recommend, please email us at firstname.lastname@example.org. We’re also interested in hearing more about how you’re using life stories in the classroom this year.
Mary Ann Cappiello teaches courses in children’s literature and literacy methods at Lesley University, blogs about teaching with children’s literature at The Classroom Bookshelf, a School Library Journal blog, and is a former chair of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8.
BY MARY KATE SABLESKI & JACKIE ARNOLD
Why is this happening? What will happen next? When will this be over? Children and adults alike are asking these questions right now. But no one has certain answers. And keeping consistency and calm in place for our young people amidst constantly changing news is a challenge. Sharing a story can be a helpful hand for parents to help children process the closures and mandates that we are all struggling to understand. In this blog post, we share four books to read with children during these uncertain times.
All four of these books can be found on YouTube in a read aloud format. So, snuggle up with your loved ones, share a story, and, possibly, feel just a bit better about these uncertain times.
Mary Kate Sableski and Jackie Arnold are CLA Board Members and Master Class 2020 Co-Chairs.
Previously published in the Dayton Daily News (March 30, 2020)
Electronic Resources to Complement Contemporary Children’s Picture Books that Feature Mindfulness Elements
BY KATHRYN CAPRINO
Teachers have been thinking about how to incorporate mindfulness into the elementary school classroom for a bit now. During the fall semester, I completed a study about how children’s picture books that featured mindfulness affected preservice teachers’ mindfulness and how they were thinking about incorporating mindfulness into their classrooms.
And the recent global pandemic has only underscored the importance of having children’s picture books that feature mindfulness. We, as parents, teachers, and teacher educators, need them for ourselves. And we need them for our students.
In this post, I share a few contemporary picture books that feature mindfulness elements, and include electronic resources that complement each book - perfect during this time of remote learning. It is my hope that these titles might help us all get through these trying times and propel us into a more mindful approach to what normal looks like on the other side of all this.
Quick side note: I had the opportunity of seeing a traveling Carle exhibit in Norfolk, Virginia, last summer. With pieces from The Eric Carle Museum of Picture Book Art , the exhibit provided visitors with an opportunity to learn more about Carle’s artistic process and to see some of the most iconic images from his books. One of my favorites was one of his owls! I encourage all of you to visit the museum once things return to normal. You can ask your students to take a virtual tour of the museum.
Tomie dePaola's Quiet
Susan Verde and Peter H. Reynolds' I am Peace: A Book of Mindfulness
Mariam Gates' Good Morning Yoga
Kira Willey and Anni Betts' Breathe Like a Bear
- Intention relates to having a personal vision.
- Attention relates to focusing on moments in our lives.
- And attitude relates to the approach one takes to attention.
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
BY ASHLEY A. ATKINSON
One silver lining that has stemmed from COVID19 is the influx of resources provided by authors and illustrators to assist parents and teachers in engaging with literacy learning at home. I have seen several blog posts, including Lora M. Dewalt's Post on this blog @Instagram’s #KidLit Community, that highlight amazing opportunities to engage with authors. In today’s post, I am going to focus on the illustrators.
Visual images are an important aspect of meaning making for young children. Often in the classroom, we focus on the words authors pen and less on ways in which the illustrator is a crucial part of the story. Larry Sipe in his book, Storytime: Young Children's Literary Understanding in the Classroom, highlighted the interplay and interconnectedness between images and text, what he called synergy. The synergistic relationship of illustrations and text makes clear the greater impact when viewed together. Giving students a chance to engage and create both text and illustrations honors this relationship and expands the possibilities for how children make meaning.
A perfect example of this powerful union is Drawn Together, written by Minh Lê and illustrated by Dan Santat. This picturebook starts with panels where images begin the story. Throughout the story as the words and images collide, they both become more impactful and moving, highlighting their synergistic relationship. Watch the video to the right as Dan Santat shares his process for creating the art in this text.
Resources for Creation
Mo Lunch Doodles
You may be familiar with Mo Willems as the well-known author and illustrator of the Elephant and Piggie book series, but did you know he is also the Kennedy Center Education Artist-in-Residence at Home? In partnership with the Kennedy Center, he has created 15 episodes of Lunch Doodles with Mo Willems. In his own words, Mo Willems says, “You might be isolated, but you’re not alone. You are an art maker. Let’s make some together.” The series offers downloadable activities that focus on his creative process as well as some “how to draw” activities. In an effort to isolate together, students can tag their artwork on social media with #MoLunchDoodles. What a great way for students to see how a single image can be the seed that grows into a whole picturebook!
Dav Pilkey at Home
Another great resource comes from Dav Pilkey, author and illustrator of Captain Underpants and Dog Man. He is working in conjunction with Scholastic and the Library of Congress to offer weekly video lessons that focus on a chance to read, to draw, to create, and to engage with other multimodal fun. What is great about this resource is that it offers a chance for families to have conversations around books and create art together.
Lastly, Debbie Ridpath Ohi offers daily creation challenges via her twitter that allows another way for students to work together while apart. Each day offers an art creation project that can be down with things around the house. Some recent challenges... broken crayon story/art, creating a dog character, and laundry art! Check out other children’s responses by searching for her tag #KidsDailyDebbieOhi.
These resources can offer entry into discussions of the images within picturebooks or a great springboard into students creating their own stories. They also create opportunities for students and families to engage with literacy in a new way. I hope you enjoy using these resources to help your students and families have a little fun as they imagine and create together.
Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.
The opinions and ideas posted in the individual entries are those of the individual authors and do not necessarily reflect the opinions or views of CLA or the Blog Editors.
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