We Walked Slow: A Mindful Picture Book About Noticing, Focus, and Balance

 Some picture books gently remind us that slowing down isn’t a weakness — it’s a skill. We Walked Slow (2025) is one of those quiet, meaningful stories that invites readers to pause, breathe, and notice the world around them.

The story follows a grandfather and grandson who take a slow walk together. Instead of rushing, they move intentionally. As they walk, the child begins to notice things he hadn’t before — small details in nature, sounds, movements, and moments that only reveal themselves when we slow down.

Rather than telling readers how to be mindful, the book shows it. The simple act of walking slowly becomes a powerful model for presence, attention, and connection.

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The Good

This book is an excellent SEL and executive functioning read-aloud, especially for teaching mindfulness, attention, and self-regulation.

Many students are used to fast transitions, constant stimulation, and screen-based entertainment. This story offers a counterbalance — showing how focus and awareness increase when we slow down and engage with our surroundings.

From a classroom perspective, We Walked Slow supports:

• Mindfulness and self-awareness

• Attention and focus

• Emotional regulation

• Observation and curiosity

• Building connections with others

The illustrations encourage readers to linger, reinforcing the idea that noticing takes time.

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The Not-So-Good (From a School Librarian Lens)

This is a quiet, reflective book, which means it may not immediately hook students who prefer fast-paced stories.

That said, when shared intentionally — especially during SEL time, morning meetings, or calm-down routines — it becomes a powerful teaching tool.

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Media Balance & Executive Functioning Connections

We Walked Slow pairs naturally with conversations about digital balance and focus.

The book opens the door to questions like:

• What do we notice when we step away from screens?

• How does our brain feel when things are quiet?

• Why is it sometimes hard to slow down?

Teachers can use the story to explain that taking breaks — especially outdoors — helps our brains reset, making it easier to focus, listen, and learn.

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Mindful Moment: Slow Walk & Noticing

Use this short mindful moment after reading.

1. Invite students to sit comfortably or stand quietly.

2. Ask them to take one slow breath in and one slow breath out.

3. Guide them through a brief walk (real or imagined):

   • “Notice one sound you can hear.”

   • “Notice one color you see.”

   • “Notice how your body feels when you slow down.”

4. End by asking students to gently open their eyes and share one thing they noticed.

This mindful moment helps students practice attention control, self-regulation, and present-moment awareness.

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Quick Discussion Questions

• What did the grandson notice when he walked slowly?

• Why do you think slowing down helped him notice more?

• How did the walk make the characters feel?

Media Balance

• What do we usually notice when we’re on a screen?

• What do we notice when we take a break outside?

• How can taking breaks help our brains focus better?

Reflection

• What is one small thing you noticed today that you might have missed before?

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Classroom & Library Extensions

• Take a short slow walk outside and notice sounds, colors, and movement

• Encourage nature journaling through drawing or writing

• Create a “Things We Notice When We Slow Down” class chart

• Use this book as part of a digital balance or executive functioning lesson

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Overall

We Walked Slow is a gentle, thoughtful picture book that supports mindfulness, focus, and balance in a world that often feels rushed.

For educators looking to help students strengthen attention skills, reduce overstimulation, and reconnect with their environment, this book is a meaningful and timely choice.

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Recommended Grade Levels

PreK–2
(Also effective for older elementary students during SEL or mindfulness lessons.)

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Why Your Students Will Love It

Students will enjoy noticing small details alongside the characters and may begin to see their own world differently. The calm pacing and warm relationship make this a comforting story students will want to revisit during quieter moments of the day.

Helping Students Fall Back in Love With Reading (February Edition)

February is often associated with love — but in schools, it’s also the month when reading motivation quietly starts to fade.

The excitement of a new semester has worn off. Winter feels long. Students may abandon books more quickly, wander the shelves, or say things like, “I can’t find anything I want to read.”

This doesn’t mean students don’t like reading anymore.
More often, it means they’re tired — and they need permission to choose differently.

The library is a powerful place to offer that permission.

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Why Reading Feels Harder in the Winter

During the winter months, students often:

• Have less energy

• Experience disrupted routines and snow days

• Feel pressure to “stick with” books

• Compare themselves to stronger readers

When reading starts to feel like another demand, motivation drops. What students often need most isn’t encouragement to try harder — it’s reassurance that their reading choices still count.

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Falling Back in Love With Reading Starts With Choice

Choice is one of the strongest motivators for reading — but only when it feels safe.

Encouraging choice doesn’t mean:

• Overwhelming students with options

• Constantly pushing new genres

• Insisting every book be “just right”

It means helping students listen to themselves as readers and honoring where they are right now.

Sometimes, falling back in love with reading starts by letting go of expectations.

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Normalize Book Abandonment

One of the most freeing messages we can give students is this:

“It’s okay to stop reading a book that isn’t working for you.”

When students know they aren’t stuck, they’re more willing to try.

In the library, I often say:

• “Not every book is for every reader.”

• “Abandoning a book is part of being a reader.”

Removing guilt around unfinished books lowers pressure — and pressure is often what blocks motivation.

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Offer Familiar and High-Interest Choices

February is a great time to lean into familiar authors, trusted series, and high-interest formats.

Some students aren’t ready for something new — and that’s okay.

Alongside favorite fiction, I intentionally highlight high-interest nonfiction, especially:

• Guinness World Records

• extreme facts and sports records

• animal “weird but true” books

• short, visually engaging nonfiction

These books invite browsing, spark curiosity, and allow students to read in short bursts without the pressure of finishing a full chapter.

Comfort reading still counts as reading.

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Make Displays Invitation-Based

When motivation is low, I aim for displays that invite curiosity rather than assign expectations.

Some simple display ideas include:

• “If You Liked This, Try This”

• “Short Reads for Long Winter Days”

• “Fan Favorites”

• “Books Students Keep Coming Back To”

These displays communicate a quiet but important message:

You’re allowed to enjoy reading again.

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Keep Book Talks Short and Casual

In February, I keep book talks brief and conversational.

Rather than selling a book, I might say:

• “This one surprised me.”

• “Students keep asking for this series.”

• “This is a good one if you don’t want a long read.”

Curiosity is often more powerful than persuasion.

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Protect Time for Browsing

When motivation is low, students need time to wander the shelves without pressure.

I intentionally build in:

• Quiet browsing time

• Permission to look without choosing

• Space to revisit old favorites

Browsing is part of the reading process — especially during the winter months.

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Reading Motivation Is Emotional, Not Just Academic

Reading motivation is tied to:

• Confidence

• Identity

• Energy

• Past experiences

When students feel seen and supported as readers, motivation often returns naturally.

The library doesn’t need to fix reading — it needs to protect it.

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A Gentle February Reminder

If students seem less enthusiastic about reading right now, that’s okay.

February isn’t about pushing harder.
It’s about helping students fall back in love with reading — slowly, gently, and on their own terms.

Small choices make a big difference.

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Part of the February Series

This post is part of an ongoing February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

Earlier posts explored:

• Resetting library expectations without starting over

• Warm-up routines that support focus

• Rebuilding attention after winter break

More to come as the season continues.

February Picture Books to Sustain Focus, Build Empathy, and Celebrate Libraries

By February, routines are in place — but sustaining focus and motivation still takes work.

This month is less about resetting and more about holding steady. As part of my February series focused on sustaining focus, reading motivation, and executive functioning, I wanted to share a fresh set of picture books that support that work without repeating January titles.

February also brings meaningful opportunities for connection, including National Library Lovers Month, Valentine’s Day, and Black History Month. The picture books below help teachers and librarians honor those moments while continuing to support focus, empathy, and thoughtful learning.

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🧠 Why Focus Stamina Still Matters in February

By now, many students understand expectations — but maintaining attention is still challenging.

This is often when we see:

• restlessness during read-alouds

• difficulty staying with a text

• emotional fatigue

This doesn’t mean students can’t learn or read deeply.
It means their focus stamina is still developing.

Picture books remain a powerful tool in February because they:

• allow students to practice sustained attention

• encourage reflection and listening

• support executive functioning in a low-pressure way

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📚 National Library Lovers Month

Picture Books That Celebrate Reading & Libraries (Without the Usual Picks)

Instead of beginning-of-year staples, these books celebrate libraries, books, and reading identity in ways that feel right for midyear.

📚 The Book Itch by Vaunda Micheaux Nelson

A joyful story about a child who loves books so much he creates a library for his community.

Why it fits February:
Celebrates access to books, community sharing, and the joy of reading.

SDG Connection:
📘 SDG 4 – Quality Education
🤝 SDG 10 – Reduced Inequalities

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📚 That Book Woman by Heather Henson

A historical picture book about the Pack Horse Librarians of Kentucky.

Why it fits February:
Highlights the importance of libraries and access to books in a thoughtful, reflective way.

SDG Connection:
📘 SDG 4 – Quality Education
🏘️ SDG 11 – Sustainable Communities

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📚 A Poem for Peter by Andrea Davis Pinkney

The story behind The Snowy Day and its groundbreaking impact.

Why it fits February:
Celebrates books, authorship, and representation — perfect for Black History Month.

SDG Connection:
📘 SDG 4 – Quality Education
⚖️ SDG 10 – Reduced Inequalities

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🧠 Picture Books That Sustain Focus Stamina

🧠 The Listening Walk by Paul Showers

A quiet, mindful book that invites students to notice sounds.

Focus connection:
Supports sustained attention and self-regulation through intentional listening.

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🧠 Grandfather Twilight by Barbara Berger

Minimal text with a gentle, reflective pace.

Focus connection:
Encourages calm observation and extended attention.

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🧠 Waiting by Kevin Henkes

Short vignettes centered on patience and anticipation.

Focus connection:
Models waiting, persistence, and quiet focus — ideal for executive functioning conversations.

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🌍 SDG-Aligned Picture Books for February

(Empathy, Community, and Care for Others)

February is a natural time to highlight relationships, fairness, and community responsibility.

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🌍 The Day You Begin by Jacqueline Woodson

A powerful story about belonging and finding your voice.

SDG Connection:
🤝 SDG 10 – Reduced Inequalities
🕊️ SDG 16 – Peace & Strong Communities

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🌍 Last Stop on Market Street by Matt de la Peña

A reflective story about noticing beauty, community, and gratitude.

SDG Connection:
🏙️ SDG 11 – Sustainable Cities & Communities
🤝 SDG 10 – Reduced Inequalities

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🌍 Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney

A powerful Black History Month selection.

SDG Connection:
⚖️ SDG 16 – Peace, Justice & Strong Institutions
📘 SDG 4 – Quality Education

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⭐ Books That Do Both: Focus + SDGs

These February titles quietly support focus stamina while deepening empathy and global awareness:

• ⭐ Waiting – patience, executive functioning, emotional regulation

• ⭐ The Listening Walk – mindfulness, focus, and self-regulation

• ⭐ Last Stop on Market Street – sustained observation and community awareness

These work beautifully for:

• Mid year read-alouds

• SEL discussions

• Calm library moments

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📚 How I Use These Books in February

I use these picture books to:

• Sustain focus without increasing demands

• Reinforce empathy and community

• Celebrate libraries and access to books

• Support executive functioning through reflective listening

They fit naturally into February lessons without adding extra planning — which matters this time of year.

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💙 A February Reminder

February isn’t about restarting or introducing something new.

It’s about continuing what works.

The right picture books help students stay engaged, feel connected, and practice focus — even when energy is low.

That’s one of the quiet strengths of the school library.

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🔗 Part of the February Series

This post is part of my February series focused on sustaining focus, motivation, and calm learning routines in the school library.

Earlier posts explore:

• Resetting expectations without starting over

• Helping students fall back in love with reading

• Executive functioning and focus stamina

Building with Heart: A Simple STEM Kindness Challenge

 I’m dropping into your feed on a day I don’t usually post because I wanted to share something special with you. This is an activity I tried recently, and it feels especially perfect for the upcoming week.

Recently, I introduced my students to a simple STEM challenge:
Create a heart that can hold 10 kindness messages.

That was it. No example. No step-by-step directions. Just the challenge.

And honestly? That’s where the magic happened.

Giving Kids Space to Explore

As a school media librarian, I see students in a very different way than they do in a traditional classroom. The library is already a space for curiosity, creativity, and exploration, and I try to protect that as much as I can.

With this activity, I intentionally gave very little instruction. I shared the goal, passed out materials, and then stepped back.

We used recycled materials, blocks, and paper—nothing fancy. Cardboard, scraps, tape, and whatever we had on hand. What I saw were students thinking, trying, adjusting, and sometimes starting over. They weren’t looking for the “right” answer—they were building their answer.

When we give kids room to explore on their own, they show us just how capable they are.

Play Is Work

Years ago, when my son was young, I worked in a Montessori school. One of the ideas that stayed with me the most from that experience was this:

Play is work.

When children are “playing,” they are actually doing some of the heaviest learning of all. They are planning, problem-solving, experimenting, negotiating, and making sense of the world around them.

That mindset has stayed with me throughout my career. When I watch students building, tinkering, and creating, I don’t see off-task behavior—I see deep learning happening in real time.

The Importance of a Calm, Focused Space

Before we started, I set one simple expectation:
This was a quiet, focused build.

Not silent. Just calm.

Keeping voices low helped create a space where students could really concentrate. They slowed down. They stayed with their ideas longer. The room felt peaceful in a way that’s hard to describe unless you’ve experienced it.

Sometimes our students don’t need more directions—they need less noise and more time.

Play as a Way to Process Feelings

This challenge looked like play—and it was.

But it was also meaningful emotional work.

As students wrote kindness messages and designed their hearts, they were thinking about themselves, about others, and about how words can make people feel. They expressed those thoughts through building, drawing, and writing.

Play gives kids a way to process their thoughts and feelings without pressure. It allows learning to feel natural instead of performative.

Why Open-Ended Challenges Matter

What I love most about activities like this is that they don’t require fancy materials or long prep.

They require trust.

Trust that kids can think.
Trust that struggle is okay.
Trust that meaningful learning happens when we step back and let them lead.

And every time I try something like this, my students remind me why it’s worth it.

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Free Download: Kindness Heart STEM Challenge

I’ve created a free printable PDF for this activity that you’re welcome to use with your students.

It includes:

• The challenge prompt

• Kindness message templates

• A simple reflection page

👉 Click here to download the Kindness Heart STEM Challenge for free.

Or if you would prefer, you can download this activity for free on Teachers Pay Teachers 

Whether you use this in your classroom, library, makerspace, or SEL block, I hope it gives your students the same space to explore, create, and connect that mine did.

Sometimes the best thing we can do as educators is offer the challenge—and then quietly step aside and watch them build.

How to Reset Library Expectations Without Starting Over

By February, something subtle starts to happen in the library.

Routines are technically in place. Students know the expectations. And yet, things can feel a little off. Transitions take longer. Voices get louder. Focus slips more easily.

This is often the moment educators wonder:

“Do I need to reset everything?”

Most of the time, the answer is no.

What students usually need isn’t a restart — it’s a re-centering.

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Why Expectations Drift Midyear

Even well-taught expectations don’t stay solid on their own.

By midyear, students are navigating:

• Winter fatigue

• Schedule disruptions and snow days

• Shifting energy levels

• Growing comfort in shared spaces

None of this means expectations weren’t taught well.
It simply means students need clear reminders of how to be successful together.

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Resetting Isn’t Starting Over

When we hear “reset expectations,” it can sound like:

• Stricter rules

• Longer reminders

• A complete overhaul

That’s not what this looks like in the library.

Resetting expectations is about clarifying how we move, sound, and work together — not adding new rules or systems.

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What I Keep the Same (On Purpose)

One of the most important parts of a midyear reset is deciding what doesn’t change.

In my library, I keep:

• The same opening routine

• The same lesson structure

• Familiar transition cues

• The same calm tone

Consistency creates safety. When the structure feels familiar, students are more open to redirection without defensiveness.

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What I Revisit (Briefly and Intentionally)

Instead of restating every expectation, I focus on a few behaviors that matter most in a shared library space.

I revisit:

• How we move through the library

• How we use our voices

• How we show listening and attention

• How we care for shared materials

These reminders are short and often embedded naturally into lessons — not delivered as a separate lecture.

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Using Language That Helps Students Re-Center

When expectations start to drift midyear, I don’t add new rules or long reminders. Instead, I rely on clear, specific language paired with visible actions.

The goal isn’t compliance — it’s helping students recognize when they need to adjust their bodies, voices, or attention to match the space they’re in.

Rather than one broad phrase, I use short cues that name exactly what needs to change.

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What This Sounds Like in Practice

During Transitions
If a transition is louder or messier than expected, I pause and say:

“Let’s stop and try that transition again — slower and quieter.”

I model the pace I’m expecting and give students a chance to practice it correctly.

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When Voices Start to Rise
Instead of calling out individuals, I’ll say:

“Our voices are louder than the space needs right now.”

Then I lower my own voice and wait. Students usually adjust without further prompting.

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Before Listening or Instructions
As we shift into a listening moment, I might say:

“Before we start, show me what listening looks like in your body.”

I wait for stillness before continuing.

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When Focus Slips
If attention begins to wander, I’ll say:

“Let’s pause and reset our bodies.”

This gives students permission to adjust without shame and reminds them what’s expected.

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Why Specific Language Works

Specific cues:

• Reduce confusion

• Avoid power struggles

• Support self-regulation

• Respect students’ growing independence

They help students correct themselves without feeling called out — which is especially important during the long winter stretch.

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A February Perspective

If expectations feel a little wobbly right now, that’s normal.

Resetting doesn’t mean you’ve failed.
It means you’re responding to where students are.

Most of the time, students don’t need a new system.
They need a reminder of how to use the one they already know.

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Part of the February Series

This post is part of a February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

Earlier posts explored:

• Warm-up routines that support focus

• Intentional library displays

• Rebuilding attention after winter break

More to come as the month continues.

A Brush with Magic: A Gentle Fantasy Inspired by Korean Art, Culture, and Storytelling

 Art has a way of connecting us to culture, family, and stories bigger than ourselves. A Brush with Magic by Flora Ahn blends creativity, heritage, and imagination into a fantasy that will especially appeal to readers interested in Korean culture, art, and character-driven storytelling.

The story follows Yumi, who travels to South Korea for the summer while her parents remain behind for work. Although both of her parents are Korean, Yumi initially feels disconnected from the place and uncertain about where she belongs. She arrives expecting to spend time with her older sister, Minji, but quickly realizes Minji would rather hang out with their cousins — leaving Yumi feeling lonely and sidelined.

With little else to do, Yumi begins spending time with her grandfather, who introduces her to traditional Korean ink brush painting and shares stories rooted in folklore. These moments become the emotional anchor of the book, offering Yumi a connection to her family history and a new way to express herself.

When her grandfather is away and Yumi runs out of art supplies, she wanders into a mysterious art shop to buy more. What she brings home turns out to be far more than ordinary — an ancient brush infused with magic. When Yumi uses it, she accidentally summons a spirit and is swept into a series of unexpected adventures she never would have chosen on her own.

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The Good

This is a gentle fantasy well suited for readers who enjoy imaginative stories without intense danger or nonstop action. Fans of Howl’s Moving Castle will recognize a similar cozy, whimsical tone — magical, atmospheric, and driven more by character than plot.

One of the book’s strongest elements is its cultural richness. Ahn does a wonderful job bringing Seoul to life through descriptions of the city’s sights, sounds, and smells, making the setting feel vivid and immersive.

This book will especially appeal to:

• Students interested in Korean culture and folklore

• Readers who enjoy art, painting, and creative expression

• Fantasy readers who prefer softer, lower-stakes stories

The inclusion of traditional Korean ink brush painting adds a unique artistic thread that sets this story apart from more familiar fantasy titles.

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The Not-So-Good (From a School Librarian Lens)

This is a quiet, character-focused story, which means it won’t be the right fit for every reader. Students looking for fast pacing or constant action may struggle to stay engaged.

However, when matched with the right audience — particularly readers who enjoy atmosphere, cultural exploration, and creativity — the book’s style feels intentional. This is a title I would recommend thoughtfully, rather than broadly.

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Classroom & Curriculum Connections

A Brush with Magic offers several natural cross-curricular connections:

• Art:

  • Exploring traditional Korean ink brush painting

  • Creating artwork inspired by cultural techniques

• Social Studies / Global Learning:

  • Learning about Korean culture and traditions

  • Discussing identity and connections to family heritage

• ELA / SEL:

  • Feelings of belonging and loneliness

  • Navigating sibling relationships

  • Finding confidence through creativity

This book works well within a global literature unit, an art-integrated lesson, or a multicultural reading display.

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Overall

A Brush with Magic is an imaginative and culturally rich story that blends gentle fantasy with meaningful themes. While it may not appeal to every reader, it offers a rewarding experience for students interested in art, creativity, and learning about Korean culture.

I especially enjoyed the nods to Howl’s Moving Castle and the opportunity to experience Korea through a magical lens. With the right audience, this book has the potential to spark curiosity, creativity, and thoughtful discussion.

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Recommended Grade Levels

Grades 4–7
Best suited for readers who enjoy character-driven fantasy and cultural storytelling.

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Why Your Students Will Love It

Students who enjoy art and painting will be drawn to Yumi’s journey. The magical brush, the spirit-filled adventures, and the vivid setting make this a story that feels imaginative without being overwhelming — ideal for readers who want magic with heart.

Helping Students Rebuild Focus in the Library During the Winter Months

Winter can be surprisingly hard.

Students return from winter break excited, tired, and often unfocused. Add in snow days, schedule disruptions, and shorter daylight hours, and routines that felt solid in the fall can start to feel rusty. Even students who usually settle quickly may struggle during this time of year.

If that sounds familiar, it’s not a classroom management issue — it’s a seasonal transition.

Focus is a skill, and winter is when that skill often needs extra support.

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Why Focus Feels Harder in Winter

During the winter months, students:

• Experience more interruptions to routine

• Spend more time indoors and on screens

• Move unevenly between rest and structure

• Need extra time to regulate their energy

Returning to school after winter break — especially when snow days interrupt momentum — requires patience. Expecting students to immediately jump back into sustained focus can create frustration for everyone.

Instead, this season calls for structure, predictability, and gentle rebuilding.

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The Library’s Role in Supporting Focus

The school library is often one of the few spaces where students slow down, listen together, and engage with stories.

Because of this, the library is a natural place for students to practice:

• Sustained attention

• Self-regulation

• Listening and reflection

This doesn’t require new programs or stricter rules. It begins with intentional routines and thoughtful pacing.

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Start Every Class the Same Way

One of the most effective ways I support focus is by starting every class with a predictable opening routine.

A short, consistent warm-up signals to students:

This is where learning begins.

Routines like Shelf Starters help students settle more quickly because they know exactly what to expect. Predictability reduces cognitive load and helps students transition calmly into learning.

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Keep Lessons Short and Purposeful

During the winter months, shorter lessons are often more effective than longer ones.

Rather than trying to cover everything at once, I focus on:

• One clear teaching point

• Brief modeling

• Time for students to practice

A structure that works well is:

• Mini-lesson: 5–7 minutes

• Active practice: 10–15 minutes

• Wrap-up or reflection: 3–5 minutes

Before each lesson, I ask myself:

What is the one thing students need to walk away with today?

That clarity helps both students and teachers stay focused.

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Using Character-Based Movement to Support Focus

Movement can support focus when it’s intentional and connected to comprehension. One strategy I return to often is character-based movement, where students use their bodies to show their thinking rather than release energy randomly.

This type of movement is brief, purposeful, and tied directly to learning.

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Example: Exploring Character Traits Through Movement

Instead of focusing on plot, I sometimes use movement to highlight character traits.

Teacher prompt:

“Show me a pose that represents a character who is brave.”

Student movement:
Students might:

• Stand tall with shoulders back

• Place hands on hips

• Look straight ahead

After a few seconds, I say:

“And freeze.”

I may then follow up with:

“Turn and tell a partner which character you were thinking of.”

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Variation: Comparing Emotions or Traits

This works especially well with older students.

Teacher prompt:

“Show me a pose for a character who feels confident… now freeze.
Now show me a pose for a character who feels unsure.”

Students adjust their posture to reflect the change.

Why this works:
Students are physically comparing traits and emotions, which strengthens comprehension and helps them refocus before moving on.

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Using Movement as a Transition

Movement works best when it signals a shift.

I often use character-based movement:

• After a mini-lesson

• Before independent work

• Before returning to listening

When students freeze, they know it’s time to refocus. Over time, this becomes part of the routine and actually saves instructional time.

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Using a Simple Visual Schedule

A visual schedule is one of the easiest ways to support focus and executive functioning in the library.

It doesn’t need to be elaborate. I keep mine consistent and simple.

Example Library Schedule:

1. Shelf Starter

2. Mini-Lesson

3. Practice / Explore

4. Share / Close

I point to the schedule as we move through the lesson so students always know what’s coming next. This reduces anxiety and helps students manage transitions independently.

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Focus Is an Executive Function Skill

Focus is not just about behavior — it’s part of executive functioning.

Skills like task initiation, sustained attention, and self-regulation take time to rebuild after breaks and disruptions. The library offers a safe space for students to practice these skills without pressure or judgment.

I’ll be sharing more specifically about executive functioning supports in a future post, but winter routines lay the foundation.

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A Gentle Winter Reminder

If focus feels harder right now, that’s okay.

Winter doesn’t require perfection — it requires patience, structure, and consistency.

Start with:

• A predictable opening

• Shorter lessons

• Intentional movement

• Clear visual structure

Small, consistent choices add up.

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Part of the Winter Reset Series

This post is part of my Winter Reset series for school librarians, focused on simple systems that support calm, focused learning.

Earlier posts in the series include:

• Shelf Starters to anchor each class

• Thoughtful winter library displays

More to come as the season continues.