• SCHOOL YEAR Impact Report


  • Annual Summer Reading Campout: Our students are challenged to read over the summer and may earn a campout in the library. Our campout includes sitting by the campfire, drinking hot cocoa, and telling scary stories. This year students sent pictures of themselves reading a particular type of reading material in a variety of places. Treasure box prizes were awarded for every picture sent. They had a blast doing it and I had a blast seeing all of their pictures!
  • Texas Bluebonnet and Tejas Star books: Students were encouraged to read from the list of nominees. Quizzes were set up on the library webpage so as they finished a book they could take a comprehension quiz and earn a prize. It was a great way to identify the students who struggle with comprehension and make sure they were checking out books that were the right level for them. Students reading or listening to at least 5 books were allowed to vote for their favorite Bluebonnet book.
  • Texas 2x2 and Texas Star Books: While the books on this list are great read-alouds, we never just read a story without tying in skills that need to be learned. Topics covered by this year’s 2x2 and Tejas Star books included Social Emotional Learning Skills (teamwork, self-worth, positive self-talk, recognizing others’ emotions, standing up for what’s right); Hispanic Heritage Month; character traits; shapes; making connections; facts and opinions; idioms; and comparing and contrasting.
  • Campus Reading Incentives - “There’s SNOW better time to read” was our winter reading incentive. We kept a graph by grade level of which students were reading the most. Second grade just couldn’t be stopped. They were our Top Readers! “Grow your mind…read!” was our spring reading incentive. Each student received a punch card with 10 lines to be filled with the book titles(PK-2) or the number of pages read in a chapter book of choice(3rd-5th). Each punch earned them a prize.
  • Scholastic Book Fair: We were able to hold two book fairs this year. We were careful in the fall and invited parents to come only when their child’s class came to the library. Even with the limitations, we sold more books than ever before! I’m so pleased that our students are taking advantage of having a book store come to school! This spring our fair was open to the public the week before school was out so that our students could purchase books for their summer reading!
students in a tent
ebooks books in collection
ebooks books checked out

students with computer


  • 3rd grade Who’s Who in Women’s History PebbleGo - In March our 3rd graders added to the Who’s Who in History notebook by using PebbleGo to find information about famous women in history. We studied women from multiple categories, such as politicians and activists, pilots and aeronautics, actresses, singers, and athletes to name a few.
  • 4th & 5th grade Biography Inquiry Lesson - During Black History Month the students worked with a partner to complete a page for a notebook that we created called Who’s Who in History. They were tasked with finding out why this person was notable and what contribution they made to the world. They also created a timeline of the person’s achievements throughout their life. Each page was placed in a binder for other students to read while they are in the library.
  • Hispanic Heritage Month Biography Research - One of this year’s Tejas Star books was ¡Sé audaz! ¡Sé valiente! 11 latinas que hicieron historia en Estados Unidos (Be bold! Be brave!) It was read to 3-5 grades and then they picked one of the women that were written about and used Gale in Context ES to find more information about them. We used our note-taking skills and inferred how life today would be different if this person had never lived.
  • 1st and 2nd grade - Railroad Safety Week - Clifford and the Railroad Crossing. As we read this book, students were encouraged to ask questions that came to mind about the information presented in the story. They found that sometimes the answers would come as they read further, but that others remained unanswered. They learned that this is inquiry - asking questions as you read and seeking to find the answers.
  • Kindergarten Holiday Research- The two weeks before winter break, Kindergarten read about Hanukkah traditions and Christmas traditions. We made a Venn diagram and used pictures to show what we learned about each holiday to show the similarities and the differences between the holiday traditions.

students looking at screen

Lesson Spotlight

3rd grade - Astronomy Unit Inquiry Lessons - This fall our 3rd graders were studying astronomy. I collaborated with one of our dual language teachers to create an inquiry unit. We began with an inquiry plan and a presentation that was shared by another librarian. The presentation was in English, but I was able to translate everything so that our dual language students could work in Spanish on this one. The presentation was shared with the students, enabling them to use PebbleGo, Britannica Escolar, and Capstone ebooks to become an expert on one planet in the Solar System. The culminating activity that the teacher had them complete was to make their own solar system model and discuss their particular planet with the class. All three of the teacher’s classes worked on this project! When the other teachers found out about the unit they requested that we do it with their classes too! It was a great success!



  • I worked with my Librarian PLC to come up with a format for the third through fifth grade Who’s Who in History form the students filled out. I struggled with how to set this form up so that all students could be successful. I found many examples of forms online, but they seemed too complicated for our purposes. I shared the form with my PLC group and together came up with a form that has exactly the information the students needed. I was able to provide it in both English and Spanish.
  • One of our 2nd grade teachers and I collaborated on an animal inquiry unit. The unit was introduced in the classroom. In the library, we discussed what type of resources would be best for the project. We looked at our library resources and then found books that would help them continue their research in the classroom.
  • I worked together with the 4th grade reading teacher to plan lessons to target the skills that were the hardest for them to grasp. She and I each had two small groups per week in our Extended School Day Program. After every benchmark and unit assessment we discussed which skills to target for the coming week.
  • Our leadership team decided to have an intervention time with 4th and 5th grades during the 6 weeks before STAAR testing. Our ELAR instructional coach and I shared our experience with teaching reading and how we could best prepare our students for success. The initial thought was to focus on testing strategies, but she and I agreed that what our students need is a deeper understanding of the texts.
  • Read Across America: The theme of the week planned by the family specialist and I was Growing Kindness one book at a time. Our specials teachers and administrators recorded themselves reading books and the videos were played on the morning announcements. Every day had a different dress-up and reading theme such as Reading Gives You Superpowers. We also had a few visitors from Fort Sam Houston come to read to some of our classes on Dr. Seuss’s birthday.

Collaboration Spotlight

Kindergarten Animal Research - What do you do if you work at a zoo?, one of this year’s Texas 2x2 books, worked perfectly as an introduction to Kindergarten’s inquiry unit on animals. As a class, we wrote books about animals they saw in the book and would be seeing at the zoo on their upcoming field trip. We used PebbleGo to find information about the animal’s body, habitat, food, and life cycle. We wrote the words together in the library. The teachers took a blank book back to class to have the students work on their own All about Animals book and students illustrated it while in the classroom. They were so excited to bring back their work to show me.


librarian with students

Campus Leader

  • Training for teachers with Reading Interventionists for Learning Ally- At the beginning of the year, the reading interventionists and I planned a presentation for the teachers to learn about Learning Ally. We were able to present on a staff meeting day to all certified staff.
  • PTA Membership Chair - Member of the Board- As membership chair, I am in charge of recruiting new members to the PTA. As a member of the board, I helped in the planning and execution of Fall Fest, a spring dance, and various teacher appreciation treats. We also worked together to bring Julian Franklin to do one of his awesome reading shows for the students! I love working with this team!
  • Greeting me when I returned in August was the fallout from a roof leak. Just over 150 books were destroyed. I worked closely with my principal and an engineer for the District to ensure that the carpets, which also suffered water damage, were cleaned suitably, and that money was available to replace the books that we lost. The carpet and bookshelves were also made right by the time I opened the doors on August 23, 2021.
  • I helped with CRMS verification this year and was in charge of locating our obsolete devices. As social committee chair, I oversaw the planning of retirements, showers, staff appreciation, and Christmas as well as end-of-the-year parties. I was able to work with our 4th and 5th grade students this year for enrichment. This helped to promote growth for state testing.
  • The biggest thing I learned this year was the EduProtocols that were modeled in our librarian professional development meetings. The EduProtocols that I used most were Iron Chef and Bookakucha. I used Bookakucha when I read Our friend Hedgehog from the Texas Bluebonnet List with 3rd, 4th and 5th graders. After we finished they were asked to create one slide with one of the characters and the problem they had in the story.
librarian and student
soldier reading to students