Yum! Mmmm! Qué Rico! Americas' Sproutings

Bibliography:

Mora, P., & Lopez, R. (2013). Yum! mmmm! qué rico! Americas’ sproutings. Live Oak Media. 

Plot Summary:

Written in haiku poems that focus on 14 foods that are native to the Americas. The poems celebrate the origin and fun of the foods.

Critical Analysis:

Pat Mora creates a fun but also an informative way to explain food that is native to the western hemisphere. One side of the page gives information about the specific food while the other side is a haiku poem that gives the food a fun side. On the fact side, each food includes the origin with some fun facts. Many of the food that is discussed is from hispanic/latino countries such as Mexico and Peru but there are some that are from the United States. Mora is able to show the hispanic/latino culture through the facts such as with the chile peppers and explaining how they originated from the Aztecs. Rafael Lopez creates colorful drawings but includes homages to the hispanic/latino culture with illustrations such as sombreros and pueblos. The book is an entertaining way to learn about food from different cultures.

Review Excerpts:

“This inventive stew of food haiku celebrates the indigenous foods of the Americas… From blueberries to prickly pears to corn, the acrylic-on-wood-panel illustrations burst with vivid colors and stylized Mexican flare.” - Booklist

“[An] inventive, fun filled approach to an ever-popular topic: food.” - School Library Journal

“Lopez’s vibrant, folklorish illustrations make the book a visual feast.” - Kirkus Reviews

Connections:

Read other books by Pat Mora such as Gracias Thanks and Tomas and the Library Lady

The Perfect Place

Bibliography:

de la Peña, M., & Escobar, P. (2024). The perfect place. G.P. Putnam’s Sons. 

Plot Summary:

When Lucas is at school, he seems like the perfect kid that makes perfect grades except for his life at home. Lucas is woken up in the night by a strange light that leads him to where the perfect people live. The longer that he stays where the perfect people live, the more he begins to wonder what it means to be perfect. 

Critical Analysis:

Matt de la Pena tells a story on the meaning of perfection. Readers will relate to Lucas especially if they are children with an aspect of their life that they wish they could change. The story is a quick read with a deep meaning. At the end of the story, you are left with a feeling of being grateful for the people and things that you have in your life. De la Pena only gives small hints of Lucas’ hispanic/latino culture in the story for example when his grandpa calls him “mijo.” Paola Escobar’s detailed illustrations provide the reader with more insight into the hispanic/latino culture when you see the darker skin color of Lucas and his family. Although the story and illustrations are beautiful and meaningful, I feel like the hispanic/latino culture could be displayed more within.

Review Excerpts:

“Teaches young readers to be grateful about their individual upbringings and proud of their roots… Gorgeous watercolor vignettes and bright action scenes accompany this heartwarming, uplifting narrative about valuing uniqueness and imperfection over flawless idealism.” - Booklist

“Charming… A gentle reminder of the genuine beauty found in life’s wonderfully imperfect moments.” - Kirkus Reviews

Connections:

Read other books by Matt de la Pena such as Love and Last Stop on Market Street

The Lightning Dreamer: Cuba's Greatest Abolitionist

Bibliography:

Engle, M. (2015). The lightning dreamer: Cuba’s greatest abolitionist. Houghton Mifflin Harcourt. 

Plot Summary:

Tula is a 14 year old girl living in Cuba during the nineteenth century who resists an arranged marriage and bravely fights for justice.

Critical Analysis:

Margarita Engle creates a beautiful story that is written in verse. Throughout the story, the reader is given a sense of what life was like in nineteenth century Cuba. Engle’s powerful words describe and create an understanding of Cuban culture and later on the spanish culture when she lives in Spain. Engle includes spanish words within the poetry verses that gives constant reminders of the culture. Seeing 14 year old Tula have the courage to speak out for what she wants will encourage young readers to stand up for what they believe in. Although told mostly from Tula’s point of view, the reader also gets to see other character’s point of view as well, which gives them more of an understanding of these characters and their motivations. Although a short story, it will leave you wanting to read more.

Review Excerpts:

Pura Belpre Honor Book

Voya top Shelf for Middle School Readers 2013 list

2014 International Latino Book Award Honorable Mention

“A splendid novel that celebrates one brave woman who rejected a constrained existence with enduring words that continue to sing of freedom.” - Booklist

“An inspiring fictionalized verse biography of one of Cuba’s most influential writers… Fiery and engaging, a powerful portrait of the liberating power of art.” - Kirkus Reviews

Connections:

Read other books by Margarita Engle: Wild Dreamers, A Song of Frutas and Bravo!: Poems About Amazing Hispanics

Under the Mesquite

Bibliography:

Garcia McCall, G. (2018). Under the mesquite . Lee & Low Books. 

Plot Summary:

Lupita is the oldest out of eight siblings. When her mother is diagnosed with cancer, her world is turned upside down. With her father staying with her mom while she is receiving treatment out of town, Lupita is put in charge. To escape the stress, Lupita escapes by writing under a mesquite tree.

Critical Analysis:

Under the Mesquite is a story that will take you on an emotional rollercoaster that will leave the reader feeling hopeful and encouraged. Lupita comes from a Mexican American immigrant family. Garcia McCall integrates the reader into the culture while using both english and spanish words and phrases. Something that I think added to the understanding of the hispanic/latino culture was anything that is unfamiliar to the reader in spanish, they can refer to the back of the book where Garcia McCall has provided names, spanish words and cultural references. The book is written in verse that adds a rhythm to the story and never takes away from the emotions. Lupita goes through a lot in the story with her mother having cancer but one thing that I think brings more emotion to the story and Lupita isn’t hearing about her mother’s illness but having the reader experience Lupita’s thoughts and feelings. 

Review Excerpts:

Pura Belpre Award

“A promising, deeply felt debut.” - Kirkus Reviews

“Like the mesquite tree of the title, Lupita is sturdy and able to survive harsh climates with great potential for recovering from stress… The close-knit family relationships, especially Mami and Lupita’s, are vividly portrayed, as is the healing comfort Lupita finds in words, whether written in her notebooks or performed onstage.” - Booklist

“This book will appeal to many teens for different reasons, whether they have dealt with the loss of a loved one, aspire to write and act, are growing up Mexican American, or seeking their own identity amid a large family. Bravo to McCall for a beautiful first effort.” - School Library Journal

Connections:

Read other books by Guadalupe Garcia McCall: Summer of the Mariposas, All the Stars Denied, and Echoes of Grace

AI -Assisted Newsletter

     My group created three different newsletters using AI assistance with the same prompt. We wanted to put in the same prompt and then compare the newsletters. Overall we were all impressed with the ease of using Chat GPT especially if we are limited on time. If you offer a prompt that is detailed enough, you are able to get an effective newsletter. One thing that we did think all of the newsletters lacked was having the warmth that you would see if someone was writing it themselves. Our newsletter was designed for elementary students so we were wanting to have inviting and friendly writing that makes the families and students excited about the events in the library. The AI assistance creates a good outline and bare bones but I think it's important for the creator to review the information and add their own spin on it. We also all discussed how we would have to add images and designs to our newsletter to make it more elementary friendly. I do think that using an AI generated newsletter would be helpful because it helps you write and organize a general newsletter. You can then go in and add or take away what you want to it. I think this is something that I could use that would not only help but would be a timesaver with the never ending to do list.

The prompt we used: 

You're a first year elementary school librarian and you want to introduce yourself to the families and let them know about literacy events happening this fall, and contact information. Make it sound friendly and inviting. 

My newsletter: 

**Welcome to Our Library Adventures!**

Dear Families of [School Name],

I am delighted to introduce myself as your new elementary school librarian! My name is [Your Name], and I am thrilled to join this vibrant community of young readers and their families. I am passionate about fostering a love for reading and learning, and I am eager to embark on this journey with all of you.

As we eagerly anticipate the fall season, I want to share some exciting literacy events and activities planned at our library:

- **Storytime Delights:** Join us every Wednesday morning at 10:00 AM for magical story sessions filled with adventures, laughter, and imagination.

  

- **Book Bonanza:** Explore our curated collection of new books and old favorites, perfect for readers of all ages. Discover a world of possibilities right here in our library!

- **Author Spotlights:** Get ready to meet some incredible authors through special virtual and in-person visits. These sessions will inspire and connect our students with the creators behind their beloved books.

- **Reading Rewards:** Participate in our fall reading challenge! Earn rewards and celebrate your reading achievements with friends and classmates.

I am here to support your child's literary journey every step of the way. Please do not hesitate to reach out to me at [Your Contact Information] with any questions, suggestions, or simply to say hello. Together, we can make our library a hub of creativity, curiosity, and joy for all our young readers.

Looking forward to a fantastic year of reading adventures!

Warm regards,

[Your Name]  

Elementary School Librarian

Jessica's newsletter: https://chatgpt.com/share/7e4144b6-5e3f-431b-98c4-965bd084cced

Veronica's newsletter: https://chatgpt.com/share/2dcbe483-2741-4f1d-a6b0-1ebb5ff75cee

Ella Fitzgerald: The Tale of a Vocal Virtuosa

Bibliography:

Pinkney, A. D., & Pinkey, B. (2007). Ella Fitzgerald: The tale of a vocal virtuosa. Jump at the Sun. 

Plot Summary:

The story of famous singer Ella Fitzgerald. It starts with her as an unknown orphan in Harlem that uses her voice and vocal talent to bring her fame and fortune that turns her into a legend.

Critical Analysis:

Ella Fitzgerald: The Tale of a Vocal Virtuosa tells an entertaining biography from beginning to end of a legendary African American singer. The story is broken up by tracks instead of chapters that add to the entertainment of the book. The narrator of the story is told from Scat Cat Monroe’s point of view which adds the jazz style of Ella Fitzgerald’s music. The writing style with the jazzy music words adds not only to the music sense of the story but also brings out the personality of Ella Fitzgerald. You are given a small glimpse of what it was like for African Americans at the time when you’re told that some nightclub owners “had never had a black singer perform at their clubs,” which I wish would have been explained more within the story. The reader gets a sense of the African American culture and era with the colorful and bright illustrations that will entertain readers of all ages.

Review Excerpts:

“A ‘skippity-hop-doo-dee-bop’ picture book.” - Publishers Weekly

“Cue up the music and read this one out LOUD.” - Booklist

“The prose is jazzy and rhythmic in the voice of a hipster, and it’s expertly illustrated with images inspired by the words of Harlem Renaissance artists…Cool.” Kirkus Reviews

“The Pinkneys have delivered a quick, lively trip back in time.” - The New York Times Book Review

Connections:

Read similar books by Andrea Davis Pinkney and Brian Pinkney: Duke Ellington: The Piano Prince and His Orchestra and Peggony-Po: A Whale of a Tale

 

Henry's Freedom Box

Bibliography:

Levine, E., & Nelson, K. (2008). Henry’s Freedom Box. Scholastic. 

Plot Summary:

Henry Brown is a slave and dreams of a world of freedom. When his family is sold, he decides to put himself in a wooden crate and mail himself to freedom.

Critical Analysis:

A riveting true story that shows the determination one person has to gain his freedom. Although Ellen Levine doesn’t go into depth of the brutality that African American slaves were faced with, it gets the point across enough for young readers to understand. The reader is given examples of how little freedom African Americans had such as when Henry is told he will be given to his master’s son or when his wife and children are sold at the slave market. Levine keeps you on the edge of your seat wondering if Henry will be caught hiding in the crate while he’s being flipped upside down. Nelson Kadir also shows amazing detail in his illustrations of how cramped and uncomfortable Henry is in the crate. The story not only explains the challenges that African Americans faced as slaves but also the lengths they went to to gain their freedom. 

Review Excerpts:

Caldecott Honor Book

Pennsylvania Young Reader’s Choice Award for Grades 3-6 

California Young Readers Medal for Picture Books for Older Readers

Comstock Read Aloud Book Award Nominee

Connections:

Read the original story in The Underground Railroad by William Still

Read other stories by Ellen Levine: Freedom’s Children and Darkness Over Denmark

Read other stories illustrated by Kadir Nelson: Ellington Was Not a Street, Just the Two of us

 

One Crazy Summer

Bibliography:

Williams-Garcia, R. (2012). One crazy summer. Amistad, an imprint of HarperCollins Publishers. 

Plot Summary:

Eleven year old Delphine plays a mother role to her two sisters who left them for a new life in California in 1968. While visiting her in Oakland, her mother sends them to a day camp that is run by the Black Panthers. This experience leads them to learn about their culture and themselves.

Critical Analysis:

Rita Williams-Garcia creates a beautifully written story that brings out different emotions throughout. The family is relatable in that they are not a perfect family and have different issues. Anyone with siblings, especially sisters can relate to the dynamic between the sisters. The reader sees Delphine’s journey on how to cope with helping her sisters and creating a relationship with her mother whom she views as the “mammal birth giver, alive, an abandoner.” The time period is what makes the story more impactful than just three girls visiting their mother. There isn’t a lot of literature that talks about the Black Panthers for kids and One Crazy Summer brings light to the treatment of African Americans during this time but doesn’t go into depth to make it inappropriate for middle school kids. The story doesn’t have a conclusion which helps lead into the other books in the series but also makes the reader think. 

Review Excerpts:

Scott O’Dell Award for Historical Fiction

Newberry Honor Book

National Book Award Finalist 

Coretta Scott King Award 

“Daphne is the pitch-perfect older sister, wise beyond her years, and expert at handing her siblings. While the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page.” - Kirkus Reviews

“In One Crazy Summer Williams-Garcia presents a child’s-eye view of the Black Panther movement within a powerful and affecting story of sisterhood and motherhood.” - The New York Times

Connections:

Read other books from the series by Rita Williams-Garcia: P.S. Be Eleven and Gone Crazy in Alabama

Brown Girl Dreaming

 

Bibliography:

Woodson, J. (2016). Brown girl dreaming. Nancy Paulsen Books. 

Plot Summary:

Jacqueline Woodson’s memoir told in a variety of poems of growing up as an African American in the 60s and 70s. 

Critical Analysis:

Jacqueline Woodson writes a powerful memoir that is written uniquely through poems. The fact that is written about events that Woodson experienced brings the thoughts, feelings and events even more to life than the descriptive writing. Her memories involve the civil rights movement and discrimination that is described with detailed imagery. I think middle schoolers reading this book will have a lot of questions that pop into their heads while reading because of the treatment of African Americans that Woodson experiences such as her mother correcting using phrases like y’all because of what it reminds her of. I think for the reader, there are difficult but important topics that have taken place in our history. Brown Girl Dreaming is very thought provoking that will bring out emotions and hopefully create insightful discussions.

Review Excerpts:

Newberry Honor Book

National Book Award Winner

Coretta Scott King Award 

“This book is full of poems that cry out to be learned by heart. These are poems that will, for years to come, be stored in our bloodstream.” - The New York Times Book Review

“A profoundly moving memoir.” - San Francisco Chronicle

“Moving and resonant… captivating.” - The Wall Street Journal

Connections:

Read other stories by Jacqueline Woodson: After Tupac and D Foster, Behind You, Miracle’s Boys and From the Notebooks of Melanin Sun

Environmental Scan

    Aldine ISD is located in north Harris County and serves just under around 60,000 students at 83 campuses. These schools include 9 high schools, 5 ninth grade schools, 13 middle schools, 13 middle schools, 38 elementary schools, 12 EC/PK/K schools, 3 alternative schools and 3 specialized schools. About 75% of the students are Hispanic, 22% are African American, and about 4% are White. Our district is made up of 91. 19% economically disadvantaged and 47.28% Emergent Bilingual/English Learners.

    Aldine ISD campuses are all 1:1 technology with Chromebooks. All classrooms have a Chromebook cart that stays in the classroom. Students are assigned a Chromebook that they can travel with in school and in classes. They are not allowed to take the Chromebooks home. The students use ClassLink on a daily basis to access single sign-on for several classroom applications such as Amplify, ST Math, MyOn and Schoology.

    Classrooms at Cypresswood Elementary are equipped with Smartboards and document cameras (if needed). Wireless internet is available and sufficient. For the most part, we don’t see any disruption with the internet connection but there are occasions. We have some times when the system is overloaded. We have seen connectivity issues especially when the entire district is testing like STAAR Test but it is occasional. On those days there have been times when the district has asked those not testing to reduce their internet use. The library at Cypresswood has a Smartboard but it isn’t the updated Smartboard that other classrooms have. We do have a computer lab but there hasn’t been a use for it since each student has their own

    Chromebook and the computer lab isn’t a specials rotation that it has been in the past years so it is currently unoccupied and being used more for storage of computers and carts. All campuses are assigned a digital learning specialist (DLS). They do go to different schools throughout the week but are at my school at least once a week. We do have a DLS chat through our Google Mail where we can ask questions if we need answers quickly.

    Technology is moving at a quick rate. Technology has become essential in our district and classrooms. It is now used daily by teachers and students. I do believe that Aldine ISD has made a conscious effort to stay up to date with the technology needs of our teachers and students.

                                                            References

Aldine ISD / Fast Facts. (n.d.). Aldine ISD. retrieved June 8, 2024, from            https://www.aldineisd.org/about/accountability/fast-facts/

Koala Lou

 

Bibliography:

Fox, M., & Lofts, P. (2010). Koala Lou. Penguin/Viking. 

Plot Summary: 

Koala Lou competes for her mother’s love and attention with new siblings. She decides to compete in the Bush Olympics to gain that attention back. Koala Lou learns that love can be expressed in different ways.

Critical Analysis:

Mem Fox tells a story that many children will relate to when wanting attention and love from a parent or adult. With Koala Lou joining the Olympics, it reminds adults of the times when they would try to gain their parent’s attention by saying, “look what I can do.” Mem Fox leaves the reader with the message that no matter how distracted parents or adults, they will always love you. The reader is also left with the message that winning isn’t everything. Mem Fox brings out Australian culture through the characters being Australian animals such as a koala and a kookaburra. It is a subtle nod to Australia that may gain children’s interest seeing the pictures of animals that are from Australia. 

Review Excerpts: 

“A first-rate choice for bedtime, story hour, or reading aloud.” - Horn Book

“Another winning import from one of Australia's favorite authors.” - Kirkus Reviews

Connections:

Create a feelings chart of how Koala Lou is feeling throughout the story

Research Koalas to connect to the story

The Patchwork Bike

Bibliography:

Clarke, M. B., & Rudd, V. T. (2021). The Patchwork Bike. Candlewick Press. 

Plot Summary:

A boy and his brothers who live in a village have to make their own fun by building a bike from scratch using everyday items. 

Critical Analysis:

The Patchwork Bike tells a story that will bring out your imagination through the story and illustrations. The story doesn’t show the characters creating the bike but shows siblings enjoying their bike creation. It shows the adventures they go on while also explaining what they used to create their bike. The setting is simple but never specifically tells you where the story takes place, but gives you hints such as “the village where we live inside our mud-for-walls home,” and “the no-go desert.” The words that Maxine Beneba Clarke uses make the story fun such as “shicketty shake,” “winketty wonk,” and “bumpetty bump.” This book will get a child’s imagination going while also showing that they can make the best out of the things that they are given. 

Review Excerpts:

The Boston Globe Horn Book Award

A School Library Journal Best Book of the Year

A Kirkus Reviews Best Picture Book of the Year

“The words and images… pulse with resourceful ingenuity, joyful exuberance, and layered meanings.” - Publishers Weekly

“Showcasing the fun to be had in a spare world.” - Kirkus Reviews

Connections:

Students create their own bike out of recycled or arts and crafts materials

 

The Distance Between Me and the Cherry Tree

 

Bibliography:

Peretti, P., Muir, D., & Rabei, C. (2020). The distance between me and the cherry tree. Atheneum Books for Young Readers. 

Plot Summary:

Ten year old Mafalda is losing her eyesight and is hiding that her eyesight is disappearing quicker than everyone thought because she doesn’t want to be treated differently. Mafalda makes a plan to live in a cherry tree when the time comes and her vision is gone. With the help of her friends and family, Mafalda finds her light through the darkness. 

Critical Analysis:

The Distance Between me and the Cherry Tree is a story that will get you hooked from the very beginning. The reader learns from the beginning of Mafalda’s vision disease and is told from her perspective. There is a lot of heartbreak throughout the book but it is balanced with imagination and playfulness that helps to keep the story moving smoothly. Paola Peretti creates the theme of overcoming difficult situations that I think will help to motivate younger readers in their own lives. 

Review Excerpts:

A Batchelder Honor Book

“Peretti provides a tunnel of light for readers to reach for.” - Booklist

“A quiet, philosophical story for thoughtful readers.” - Kirkus Reviews

“It’s very easy to cheer for Mafalda… A great opportunity to teach empathy and understanding.”- School Library Connection

Connections:

Create a note that Mafalda receives

Text to self: what are similarities and differences you see between yourself and Mafalda?

We Kiss Them with Rain

 

Bibliography:

Ntshingila, F. (2018). We kiss them with rain. Catalyst Press. 

Plot Summary:

Being a 14 year old girl in Durban, South Africa isn’t easy for Mvelo who lives with her mother who is dying of AIDS. Mvelo goes through many difficult situations that leave an elephant in the room, but as she finds resources and determination to change her fate.

Critical Analysis:

Futhi Ntshingila tells a story that is filled with sadness but beautifully written. It’s a story that will stay with the reader. Filled with so much heartache, the story is able to keep its rhythm with bits of humor. Set in South Africa, readers are shown the life of a 14 year old girl living in Durban through the situations she is dealt with like living in a squatter camp with no source of income. You are given the message that you can find a positive side to negative situations such as when they sing and dance while in the camp. Ntshingila give a Mvelo a happy ending that gives the reader hope that even growing up in tough situations, you can still be successful.  

Review Excerpts:

“Ntshingila’s lyrically wrought North American debut is a slim yet satisfying novel sure to trigger a wide range of emotions.” - Kirkus Reviews

“Those who appreciate realistic fiction will enjoy this novel in which young female characters learn to love themselves, no matter the circumstances.” - School Library Journal

“Full of heart and hope despite the emotionally challenging subject matter… A haunting, all-too-true story with plenty of compelling depth.” - Booklist Reviews

 

Connections:

Create a journal where you discuss how different events from the story make you feel or things you are wondering. 

Research Durban / South Africa

Pedagogy Before Technology

    Throughout the years, technology has changed and grown. Thinking back to being in elementary school, the technology that I had access to in school was in a computer lab that we were able to go to as a class once a week. There was one computer that was used by my whole family and to connect to the internet, we had to disconnect our landline phone. I didn’t get a cell phone until I was in high school and it didn’t come with internet access on it. Students now have class sets of Chromebooks or Ipads that are used everyday. Many elementary students have the newest Iphones where they can look up answers to questions at the drop of a hat. 

    There are some students' views of technology that I believe are similar to students such as using social media as a way of communication. There are many different social media platforms that are available and used for different reasons. In The First Marist Mindset List is Released, it is mentioned that “Snapchat has become their social media app of choice, thus relieving them of the dilemma of whether or not to friend Mom” (Marist, 2019). I think Snapchat has already been replaced by Tik Tok but I do have accounts on different platforms that I use that help me communicate and keep in touch with family and friends. One of my biggest differences in my view of technology is relying so much on technology when it comes to things like using artificial intelligence like ChatGPT to write essays. Technology sometimes feels like it is being fully relied on for thinking rather than just a tool. 

    When used in the correct ways, technology can be effective and beneficial when it comes to student learning. With technology growing and being used more in the classroom regularly, there are more apps that are being used as resources for student learning. On www.schrockguide.net (Bloomin’ Apps) provides different apps that apply to all levels of Bloom’s Taxonomy. These apps can be used as tools during all of the steps of learning for students that could increase student success. These are not there to teach the students but to add to what they are being taught or can help with any misunderstandings. 

    With technology evolving, so has the role of the librarian. They don’t just check books in and out, but are highly involved when it comes to technology. Apps are being used for things such as research, reading or other learning that falls onto the librarian. That role also includes teaching the students how to use the technology correctly and safely. Another technology role that the librarian has to take on is keeping up to date with all of the new technology. They also have to keep the students and staff up to date as well so they can continue learning. With technology constantly changing, librarians have to continuously change with it as well to help the students and teachers be successful. Technology isn’t going to go away, it is only going to keep evolving and it is vital that librarians are able to adapt.

References

Bloom’s digital taxonomy. Common Sense Education. (n.d.). https://www.commonsense.org/education/videos/blooms-digital-taxonomy 

Bloom’s Digital Taxonomy. (n.d.). Retrieved June 3, 2024, from https://www.ccconline.org/wp-content/uploads/2013/11/Churches_2008_DigitalBloomsTaxonomyGuide.pdf

The First Marist Mindset List is Released. (n.d.). Marist College. Retrieved June 3, 2024, from https://www.marist.edu/w/marist-news-the-first-marist-mindset-list-is-released

Schrock, K. (2012). Bloomin’ Apps. Kathy Schrock’s Guide to Everything. https://www.schrockguide.net/bloomin-apps.html

Toolkits. (n.d.). K-12 Blueprint. https://www.k12blueprint.com/toolkits