November/December Biblioblog: Learning Through the Winter Season

Seasonal Learning and Literacy Growth in the BWS Library

Each month, students participate in a reading and calendaring activity using a book from the Calendar Kids series. These texts support students in building calendar awareness by introducing and reinforcing key concepts such as months, seasons, holidays, and the passage of time. Through shared reading and discussion, students learn about federal, school-based, and cultural holidays, as well as seasonal changes that occur throughout the year.

For Kindergarten through Grade 3, students reviewed the four seasons and focused on identifying the changes that take place during winter, including weather patterns, clothing, and daily routines.

For Grades 4 and 5, students extended their learning by exploring the Winter Solstice. We discussed what the Winter Solstice represents, why it is considered the shortest day of the year, and how changes in daylight help mark seasonal transitions.

Schoolwide, students deepened their seasonal awareness and reading comprehension through a shared read-aloud of Snuggle Season by Jaimie MacGibbon in anticipation of upcoming snowfall. As we read, students made meaningful text-to-world and text-to-home connections, linking events in the story to real-life weather changes, routines, and personal experiences. These discussions supported students’ ability to use details from the text to build understanding and make connections beyond the page.

The BWS Library also participated in a Book Fair Drive, which allowed us to expand our collection with new, high-interest titles. I selected approximately 100 new books for our scholars, and donors purchased about 125 titles, all of which have now been added to our library inventory. To celebrate these additions, I curated a display of new and assorted books for students to browse, explore, and discuss. Many students expressed excitement and strong interest in the new selections.

Special THANK YOU to the Beauvoir School!

In response to student enthusiasm, they requested a read-aloud from one of our new books. I selected What Would You Rather Be: A Tiger or a Tiger Shark? to support instruction in fact versus opinion, fiction versus nonfiction, and critical thinking. Through guided discussion, students practiced thinking carefully before forming an opinion and learned how new information can help refine or change their thinking.

K-3 students began a new story elements learning series with a focus on characters. Students connected this lesson to their previous learning about the roles of the author and illustrator, building continuity across reading units. The learning target for this activity was: “I can draw a character in the story.” As part of the lesson, we also reviewed the difference between what an author does (writes the words) and what an illustrator does (draws the pictures). We read Don't Let the Pigeon Drive the Bus! by Mo Willems. During the read-aloud, students paid close attention to the characters and discussed what made them important to the story.

In this same time, our Grades 4-5 scholars have been busy strengthening their reading, writing, and research skills while diving into meaningful stories and activities.

These students have been engaged in an extended storytelling-to-writing unit focused on odes and personal expression. Students learned how to write and present odes after reading Crown: Ode to a Fresh Cut and completing an author study of Derrick Barnes. This unit was designed to help students move from listening to and analyzing a mentor text to producing original writing inspired by its structure, style, and themes.

Across four-to-five weeks, students participated in a series of learning tasks that supported this progression. They analyzed how the author used voice, imagery, and emotion to tell a meaningful story, then applied those techniques to their own writing. Students drafted, revised, and prepared their odes for presentation, strengthening both their written expression and oral storytelling skills. Watch Below!

Our Literacy Initiative: Class & Student Spotlights:

The Grade-Level Reading Clubs continue to make steady and encouraging progress during their inaugural year. As with any new initiative, implementation has involved refinement and adjustment; however, our early indicators suggest strong engagement and growing momentum across grade levels.

As a reminder, our initiative is guided by two reading goals:

• Grades K–3: Students aim to read at least one book or chapter per week.

• Grades 4–5: Students aim to read at least two books or chapters per week.

  
  

While the program has not yet reached 100% participation at the grade-level or school-wide level, notable progress is being made. Fourth grade scholars came closest to full participation, achieving 91% engagement during a single week in November.

Class Spotlight

This reporting period’s class spotlight is once again awarded to the First Grade Reading Club, The Sasha Boys. This group has submitted the highest number of reading reviews overall and continues to lead the school in total submissions since the program’s launch. Their sustained participation and enthusiasm exemplify leadership and accountability within the literacy initiative. Congratulations to the first-grade team for their continued success.

Schoolwide Reading Review Submissions (Year-to-Date)

• Grade 1: 36 total reading reviews

• Grade 2: 27 total reading reviews

• Grade 3: 19 total reading reviews

• Grade 4: 13 total reading reviews

• Grade 5: 13 total reading reviews

  
  

Student Spotlight

At the individual level, recognition is awarded to Seyam (Grade 5) for reading the highest number of books across the entire school.

Top Readers by Grade Level

Grade 1: Ryan and Judah

Grade 2: Nathan-Etienne

Grade 3: Kenneth (not pictured) and Lincoln

Grade 4: Louis and Micah

Grade 5: Seyam

As the Grade-Level Reading Clubs continue to evolve, these achievements reflect a growing culture of reading, accountability, and scholarly pride. We look forward to building on this momentum and increasing participation across all grades in the coming months.

Fall Into Reading: The Biblioblog Is Back! — September/October Edition

We’re thrilled to reintroduce the BWS Biblioblog with the leadership of our new librarian, Dr. Joyice Robinson Myers. Dr. Jae brings a deep passion for literacy, a joyful approach to learning, and a commitment to helping every scholar discover the power of books.

Happy Fall! 

To celebrate this season, all scholars listened to me read  Goodbye Summer, Hello Autumn by Kenard Pak and discussed nature’s transition from summer to fall. Our K-3 scholars reviewed the four seasons and identified what changes take place during autumn. Our Grades 4-5 scholars were introduced to the Autumn Equinox, and I explained that the days would become darker and darker until the darkest day of the year.

During our fall months, our K–3 scholars have been busy exploring what it means to be thoughtful, responsible readers! We began by learning how to care for our library books and how to tell the difference between picture books and easy readers. Students can now explain what each label means and find both types of books in the library.

I also introduced them to the nonfiction genre, teaching them how to distinguish nonfiction books by two key features: facts (real things that happen/ed in real time (or to real people) in the world) and photographs (not illustrations). I did admit that some nonfiction books do rely on drawings but that most scientific books or biography books include real-life photographs. 

We read ABC Zooborns by Andrew Bleiman, and students were engaged and loved learning about new animals (like dholwe, impala, or nyala). 

Next, they learned the difference between an author and an illustrator. We read Not a Box by Antionette Portis, and students tried their own hand at being illustrators. They each were given four boxes of different shapes and sizes with the task of illustrating them where they were no longer just boxes. It was a great exercise in creativity and they did an excellent job! 

Our scholars extended their learning on the difference between an author and an illustrator by reading  Ish, by Peter Reynolds,  and students tried their own hand at being a drawing artist. They were given six boxes that each included an exemplar drawing. Their task was to draw it in their style, or to make it -ish like using their own creativity or signature. Many of them embraced a sense of freedom and creativity in realizing that it did not need to be perfect or exactly like the exemplar. They did great!

In this same time, our Grades 4-5 scholars have been busy strengthening their reading, writing, and research skills while diving into meaningful stories and activities.

They were introduced to/refreshed on the nonfiction genre. We read Actual Size by Steve Jenkins. Their reading skill was an active listening session with me. I read the book while they listened for any fact that they wanted to record. Once they had their facts recorded, they were allotted to think and develop their own informed opinion about their recorded fact. 

Next, we read Crown: Ode to the Fresh Cut by Derrick Barnes. They learned what an ode is and started on their three-week project of creating an ode to something themselves. They created an anticipatory graphic organizer to brainstorm their ideas and choose what or who they would make an ode to. Over the next two weeks, they will design their own odes in a personal mini-book. I also introduced what I call "author spotlight" to them where we pause to learn more about who has written the story of the week. They REALLY ENJOYED this book, and I look forward to seeing their mini-books soon.

Finally, I kicked off our Grade-Level Reading Clubs, our first school-wide literacy initiative! Each grade voted on their unique club name (a great lesson in teamwork and voting) and learned about their reading reviews. They leave the library each week with a book and new book review to be returned the following week. Our two-pronged reading goals are:

• Grades K–3: I can read at least one book or chapter per week.

• Grades 4–5: I can read at least two books or chapters per week.

  
  

This initiative is supported by our grade-level reading clubs, where each grade is tasked with reading their selected book and submitting a reading review as evidence of their progress. Each grade is working toward reaching 100% participation, with the bigger goal of eventually reaching 100% participation as an entire school. Scholars are also celebrated individually, whether they are the first in their grade to submit a reading review or the student with the most reviews submitted at key checkpoints. So, without further ado:

Student Spotlights:

The spotlight is due to 2nd graders Derek and Nathan-Etienne,

3rd graders Bryce and Josiah,

4th grader Louis, 

and 5th grader Seyam for being the first in the grade level to return a fully completed reading review!

They submitted excellent work and demonstrated leadership to the rest of their class. 

Class Spotlights: 

The spotlight is due to the First Grade Reading Club, The Sasha Boys! Their reading club returned THE MOST reading reviews. They are on a roll and LEADING the school with most week-to-week. Thank you, first grade team! 

The spotlight is also due to the Second Grade Reading Club, The Sigma Boys! The reading club has the most improved score (during Week 3). Thank you, second grade team! 

Occasionally, I look for scholars who were “caught reading” during our library time together. Check out some of our scholars who I caught this month: 

BWS BiblioBlog | April & May 2024

MAKE SOME NOISE – OUR BWS WORLD TOUR GOES TO ASIA

The BWS readers exited Africa through Egypt and headed to Jerusalem in time for Easter celebrations. We studied the map of the area and followed in Jesus’ steps during Holy Week. Of course, Bible stories gave richness to the holiday. And we read about why 3 religions find sacred meaning there: Jews, Christians, and Muslims. Older scholars were asked to choose one Middle Eastern country book and report back to the class. Younger boys loved The Catman of Aleppo, a true Syrian story.

Then we headed east, over mountains and desert, to a city along the ancient Silk Road for trading with China: Kabul, Afghanistan. Lucky for us, we have in-house expert Ms. Atmar who teaches in the 3rd grade. She and her family left her home due to war and oppression. Her new home in the USA welcomed her with work and her sons found new friends at BWS. Ms. Atmar spoke about the Koran and that she was in the midst of the season of Ramadan. Although she would not break her daytime fast, she shared her family’s favorite dessert: A custard spiced up with cardamon: Firni. Yes, please!

We ventured into the highest mountains on earth-the Himalayas- and found the home of the Dali Lama. His biography was inspirational, as was his friendship with Bishop Desmond Tutu of South Africa. They collaborated on a book about finding Joy. Meditative music led us to calming thoughts.

Moving south we came to the birthplace of Buddha, aka Siddhartha aka Little Sid who is featured in a clever picture book that shows the dangers of caring too much about things rather than people. Throughout our World Tour younger students have learned how to find the inner message of folktales-universal themes that cross the continents. A special book has a boy from India describe his way of life to an American and see what’s The Same and What’s Different. Travel always helps you see yourself in others as you reflect on your own culture. Indian spices and food like samosas, naan and Masala sauce gave us a new flavor. And learning about the Hindu religion with it many gods and heroes opened our eyes to the lives of children in India.

Now for a musical interlude. As we moved around the world we collected percussion instruments from each region. We listened to typical songs, either old or new, from Go-Go to Bossa Nova to Hugh Masekela to an Irish Reel to Ravi Shankar to Buddhist bells to Japanese Anime tunes to Waltzing Matilda to WipeOut.

By early May, Chris Schmidtt returned for another Piano Concert. He introduced jazz with Take the “A” Train by Duke Ellington and told the life of Beethoven before playing Moonlight Sonata. He was delighted when our own 5th grader Zion played that piece to the whole school at the Community Gathering.

After a study of Space, the 3rd Graders focused on the Environment with a special focus on the crusaders who fought to save our Earth. Earth Day was celebrated, as were Greta Thunberg, Jane Goodall, Teddy Roosevelt and John Muir. Our library has a vast selection of biographies ,with over 40 in the series “Who Was…” which are small books at a 4th-5th grade reading level that give rich biographies of historic, pop and sport figures. And the 3rd graders discovered percussion.

The 4th Grade spent the spring with an award-winning novel called Freewater by Amina Luqman-Dawson. Mrs Ochmanek helmed this project by reading from the book every week. The class was split into 4 groups and had to take turns making notes on the characters and setting. This tale speaks of a brother and a sister before the Civil War who escape slavery on a plantation and follow their mother’s brief directions to find a community of free African Americans deep inside the Dismal Swamp of Virginia. Based on true historical facts, the author creates a world of danger and wonder. The following pictures show the progress each group made in describing, mapping and then creating their own view of Freewater using sticks and moss from our own woods and other simple materials. Behold!

At the end of May, the author visited the school and spoke about her process of research and writing. 24 drafts! This is her first novel and she won every literature award possible in 2023.

Now back to our World Tour. The Dragons appeared as we read about the Lunar New Year Celebrations all over Asia. The BWS library has a huge collection of books about this beast. Back in Covid days, boys were sent Dragon books-every grade, every reading level-and craft projects followed. Dragons are symbolic in many cultures and historic periods. So the grades got to dive into Chinese culture through dragons. Tasting dumplings, too.

Spring rolls followed with a journey into Southeast Asia. Older students learned of the war in Vietnam and an amazing story about Thai boys on a soccer team who get trapped in a cave during a typhoon.

Continuing with a tasting journey, the boys tried seaweed to get a feel for what a Japanese boy might have for a snack. Jordan Carrington (Mr. C’s daughter) taught the boys how to fold a paper dragon and crane in special origami paper. We pulled many books about Japan off the shelves in areas of geography (900’s), art and design (700’s), technology (600’s), folklore (398’s) and fiction at all levels. How did one boy survive a tsunami? What was a Ninja? How did a peach turn into a boy? What is a Haiku poem? (800’s), How do you write Japanese? (400’s), What is a Komodo Dragon? (500’s).

Australia was our last continent before heading home. Our focus was on the animals and the language. Although English is spoken there, the Aussie’s borrowed words and phrases from native Aboriginal people who lived on the large island long before the British. The Embassy offered booklets to the school to define Aussie Lingo. We decoded the famous song Walzting Matilda and learned that a billabong is a watering hole in the Outback and Waltzing is wondering by foot and Matilda is a backpack. Younger boys learned all about marsupials, especially the wombat. Although cute and furry, it is the size of a black bear!

Then we returned to the USA by landing on an island in the middle of the vast Pacific Ocean. Surfing was the theme as we listened to Wipe Out and strummed the Ukelele, an instrument brought to the islands by Portuguese plantation workers.

We made it home with all our memories and musical instruments as souvenirs. We covered thousands of miles, learned about other cultures and read hundreds of books about our World and its people. Make a Joyful Noise!

As we close out the year in the BWS Library, we give thanks to the hearty team of volunteers who work behind the scenes to make all this magic happen: Barbara Ochmanek, Heather Florance, Olivia Hilton, Margie Ware, and Anne Forster. A new Dewey Decimal rug was brought to the Library in honor of all that Mrs. O did to lift the Library into a more professional space. And a stack of shelves have a new sign: “Mrs. Florance’s Favorites” in gratitude for all the time and dedication she gave to our library over 7 years.

Marking ten years in the BWS Library…

I am Cheerfully yours,

Catherine Marquardt