Link to Comox Valley Schools – Letter for Parents
Latest updates from our Huband Park school community which outline the big picture for next week and beyond will be e-mail to Huband Park families.
Please be patient; as the details are fluid!
Take Care good care!
We’ve started teaching students in our LLC (Library Learning Commons) about the power of databases this week and how using databases beyond our school district gives us access to information. As we learn to be wise, ethical users of information… we can enjoy the privilege of access to reading and information beyond our school… with a library card. Parents please consider giving your child the gift of a Vancouver Island Regional Library (VIRL) this Christmas.
Our district pays to license Comox Valley School to use research tools and databases. Click here to link to databases that are licensed for students from S.D. 71 and staff. 
Thank you Huband Park Families for contributing to the overwhelming success of our book fair!
Thank you also to the students and parent volunteers; many willing hands made a significant difference to the smooth operations of the event.Thank you also Mr. Schilling, for putting students first! We notice when you take the time to invest your time and energy into make our school a fantastic place of learning and a safe, shelter for kids! You’re a difference maker at our school!
What an incredible tribute and artistic representation for Orange Shirt Day by Carey Newman (Coast Salish/Kwagiulth)
Find Links here to Orange Shirt Day resources:
Newman, C. (2019). Every Child Matters [t-shirt design]. Retrieved from https://www.uvic.ca/info/orangeshirtday/index.php
Mrs. Bystrom will be putting up posters recruiting students in grades 4-7 to the Library Lunch Bunch. Watch for posters coming soon…
To date there have been a small group of keen students, who have exceptional curiosity coming to the Library Learning Commons (LLC) to expand their thinking, curiosity and playful inquiry skills with Mrs. Bystrom’s at recess and lunch. You may have noticed that Mrs. Bystrom loves:
puzzles, logic, using her imagination & curiosity and practicing “stickwithitness” (Mrs. Bystrom’s favourite made up word) to master the Rubik’s Cube! To date 5-6 students have been meeting using the YouCanDoTheCube Education Program kit… and information booklets to support students to learn the needed math patterns (called algorithms) to solve the cube.
JM – is the first student in the Library Lunch Bunch to solve the cube…. and demonstrated exceptional ‘stickwithitness’, initiative, problem solving and attention to detail to persist and solve the cube. Pictured here was the celebratory moment… of achievement! Congratulations!
Together, we can ensure our Library Learning Commons becomes the ‘heart’ and ‘hub’ of our school.
1. Commit to learning each others’ names.
2. Choose to listen and practice respectful listening!
3. Choose to say “yes” and be part of our pro-active team. Together we can collaborate and re-imagine our Library Learning Commons.
4. Choose respect, kindness and to say “Please” & “Thank you”.
5. Acknowledge that ‘our students’ & student learning are top priorities!
6. Strive to invite curiosity, creativity and support inclusion with your words and actions.
7. Consider & reflect on Mrs. Bystrom’s posted vision & mission statements, which guide her daily decision making. When the time arises, together we can collaborate and re-write our school’s vision and mission for our Library Learning Commons.
8. Take time to reflect, research and wonder about the possibilities of a great space for student learning.
9. Aim to work together – Together we’re better! Let’s strive to build a culture of reading and community of readers.
10. Choose to courage, kindness & connection.
Does it come as any surprise that student engagement soars when your kids get to select their own books? It shouldn’t! Even before our kids headed to Kindergarten, as preschoolers we’d head each week to the Comox branch of the Vancouver IslandPublic Library. As parents, bedtime was one of our favourite times of the day, as we’dcuddle together and share newly, selected library books or familiar favourites, which we’d read again and again!
We’d always chuckle when Grandma came over to visit and the kids picked: It’s So Amazing by Robie Harris and Michael Emberley. Just like the insect on the front cover asks hopefully avoiding the subject: “Can we talkabout something else? ANYTHING ELSE? Grandma would squirm and respectfully decline suggesting: “How about if we save that one for mom and dad to read aloud! Our kids selected this book again and again as just another favourite; because it talked about all the important stuff… that they wanted to learn more about! Recently, this book has a new 15th Anniversary edition; however, the content, pearls of wisdom and conversation starters are timeless!
Similarly, “school aged students are “more motivated to read when they have opportunities to make choices about what they read and how they engage in and complete literacy tasks.” (Gambrell, 2011) In his article, Seven Rules ofEngagement: What’s most important to know about motivation to read’ Gambrell further suggests: “Choice has been identified as a powerful force that allows students to take ownership and responsibility for their learning.” (Rettig &Hendricks, 2000) When students have autonomy or control over their learning at school; they’ll be one step closer to becoming autonomous, life-long learners with a powerful, confident voice!
It’s interesting to note that students often feel a significant disconnect between in- school and out-of-school reading due to the lack of choice in their reading materials at school. How might we ensure more ‘choice’ along with the other fourcomponents of literacy engagement including: rereading, support and accessibility?“Studies concerning students’ reading preferences have shown that choice is acritical literacy component.” (Harmon & wood, 2012, p.49) As parents and yourchild’s first teachers you might “support [your child’s reading development] by selecting four or five books related to their interests that are at the appropriate reading level and then allow your child to select which of these books they want to read. This is called a “bounded choice” because students still get to choose what
(Harmon & Wood, 2012, p. 50)
they want to read; however, the range of materials is narrowed to text at the appropriate reading level.” (Gambrell, 2011, p.175) If you have further questions about how you can support your child to self-select please ask your child’sclassroom teacher or your teacher librarian.
References:
Gambrell, L. (2011). Seven rules of engagement: What’s most important to know about motivation to read. Reading Teacher, 65(3), 172-178. Retrieved from https://doi-org.proxy.queensu.ca/10.1002/TRTR.01024
Harmon, J., & Wood, K. (2012). Four components to promote literacy engagement in subject matter disciplines. Middle School Journal, 44(2), 49-57. Retrieved from https://doi-org.proxy.queensu.ca/10.1080/00940771.2012.11461847
Harris, R. H. (2014). It’s so amazing!: A book about eggs, sperm, birth, babies, and families. Somerville, MA: Candlewick Press.
Is my 6th grader too old to cuddle with and share a great story? Teachers and parents are well aware of the benefits of reading out loud to children, especially young children; “however what about those great big hulking, 9-10 year olds?” (Gutshall, 2009). I ask you to consider: the needs of upper elementary age students. Students 9-13 and beyond most certainly need nurturing and caring! According to Christine Finnan, who wrote a book titled: The Upper Elementary Years: Ensuring Success in Grades 3-6, which is cited in Gushall’s article, “upper elementary aged children have rather basic desires; for accomplishment, affirmation, belonging and connection; academic, social and physical engagement” (Gutshall, 2009). Don’t we ALL have these same needs! I know I do! Cuddling with my kids; regardless of their ages still means the world to this empty nester!
As if that argument is not convincing enough here’s yet another sound reason to read aloud with your kids:
Surely, we all want our kids to be kind, compassionate and tolerant. “Culturally authentic children’s books… are a valuable resource because they teach tolerance in a society that is steadily becoming more diverse. (Morgan, 2009) Sharing books with diverse and inclusive themes including these listed below helps to prepare your child to be a confident citizen of the world, who prioritizes family and family values.
Discussing these themes in a trusted, caring environment with trusted adults whether at home or school is “important not only for minority students but also for [all] mainstream students” (Morgan, 2009) as well as for upper elementary aged kids. Conversations initiated by parents proactively with the help of a great read-aloud helps to prepare students to confidently to voice their thinking, values and what matters most to them; especially when they discuss these ideas with their friends. In a society, where young people are bombarded with information will we choose to proactively prepare our kids by modelling tolerance. I urge you – take time to cuddle with your kids and share great books!
References:
Birdsong, B. (2019). I will be fierce. New York, NY: Roaring Brook Press.
Gutshall, A. (2009). 4th grade readers not too old to snuggle. Phi Delta Kappan, 90(6), 435-437. Retrieved from https://doi-org.proxy.queensu.ca/10.1177/003172170909000612
Morgan, H. (2009). Using read aloud with culturally sensitive children’s books: A strategy that can lead to tolerance and improved reading skills. Reading Improvement, 46(1), 3-8. Retrieved from http://search.ebscohost.com.proxy.queensu.ca/login.aspx?direct=true&db=a9h&AN=37551995&site=ehost-live
I was so excited today when I ventured into the world that is FlipGrid Initially, I landed here while reading the Free Technology for Teachers newsletter – where I headed to a series of videos on how to use Flipgrid. I was so excited that I ended up back at FlipGrid signing up for a free account. When I eventually investigated #Gridpals I found this cool book talk suggestion titled:
Two Truths and A Lie! I would strongly encourage you to check it out!
I’d love to hear what you thought as you checked out these Flipgrid resources and if you find any additional links that you think I might also find useful – please pass them on.
Common Sense Education is a website aimed at helping educators facilitate conversations with their students about digital citizenship. The website’s aim is to “help students use technology responsibly to learn, create, and participate” with ever increasing capacity with their information and digital literacies. Help students use technology responsibly to learn, create, and participate. That’s what Common Sense Education aims to support educators to do.
…. that’s what the Common Sense Education website suggests as we considerable our role as a digital citizen.
Take a look at this edtech teaching resource on Common Sense Education.
https://www.commonsense.org/education/video/digital-citizenship
“Common Sense Education is a site by teachers, for teachers that helps you find the best educational technology resources and learn the best practices for implementing them in your classroom. Common Sense Education is brought to you by Common Sense Media, the nation’s leading independent non-profit organization dedicated to empowering kids to thrive in a world of media and technology.”
Mini Inquiry Question: Genius HourHow can your Teacher Librarian support school wide ‘Genius Hour’ initiatives?
What is ‘Genius Hour’ and is it similar to the Passion Projects I’ve been doing based on the FEDEX Day model inspired by Daniel Pink ? I’ve been doing something similar for years… I think… but not really sure how similar or different this is to Genius Hour
Click link to view the video I created about Genius Hour for my Teacher Librarian course:
https://drive.google.com/file/d/1qXeFuKqlGSKCSHg27j-cM0Jpe7xFAuHk/view?usp=sharing
Getting Started with Genius Hour Webinar 
2019 Digital Learning Symposium
Fostering Inquiry: Personal Learning in Digital Environments
What is a “Learning Commons” Anyway?According to the Canadian Learning Commons Network:
(*video below retrieved March 20th, 2019 from http://www.bythebrooks.ca/sllc/)
Teacher Librarian Job Description
Which aspect of the TL job description appeals the most to me and why?
I have loved project based learning for years and have been keenly involved with Destination Imagination, Maker Space initiatives as well as being on our district’s mentorship team. As I viewed the “What Can collaboration with a Teacher Librarian Look like?” produced by the Surrey Chapter of BCTLA I must say I got further excited about the prospect of becoming a TL. I love to network, collaborate, create inquiry projects alongside others and share my passion and love of learning as well as my love of books / literature with students…. I’m ready to jump in fully as I retrain to become a TL.
I’m also excited about the mentoring aspect of the role because with my diverse skill set and wide ranging experiences I am confident that I bring a unique skill set which will enable me to grow into a strong, confident, capable TL. As I read the Sample Job Description from the American Association of School Librarians I believe one aspect of the job that most appeals to me is the TL’s desire and responsibility “to instill a love of learning in all students and ensure equitable access to information.” I was equally excited about the prospects of the TL’s role when I read the following job descriptors:
Which aspect of the TL job description might present a challenge for me and why?
I will absolutely put my ‘whole heart’ into ‘advocacy’ for school libraries and in turn students, who I believe benefit from increased advocacy as well as from a library that is the school’s heart & soul of learning however but advocacy for ‘appropriate funding’ is not my strong suit. I will want to ensure that I connect and align myself with other experienced TL’s to ensure that I can gain insight from their wisdom and experience to ensure that a school library that I’m work for has equal access to acquiring resources, and appropriate funding.
Areas I need to work diligently on:
What have you learned from Weisburg and Toor that will help you “take on these tasks with a positive attitude”?
I think the most significant thing I take away from the Weisburg and Toor article is that “As you cope with many things that you had not expected, your philosophy, mission, and vision will once again serve you well. No matter what you are asked to do, filter it through your core beliefs so that you can view all your tasks as advancing the [TL] fundamental values in some way.
Ultimately, “In every situation, the choice as to what to do is yours” and knowing that I’m an extremely positive individual, who chooses positivity, pro-active actions, to believe in the positive intentions of others as well as to share my contagious enthusiasm and work diligently towards my personal and professional goals that I can most assuredly overcome any obstacles and barriers I might face as a TL.