Month: December 2019
Before the break second graders came to the Jackson Library to learn more about context clues. They used the words and pictures in The Gingerbread Man Loose on the Fire Truck to determine the meaning of unknown words. At the computer station, the kids learned more about the parts of a fire truck on Sparky‘s site and we listened to videos and songs which reminded us how to call 911 and to get outside if there is a fire.
Fourth graders had fun playing a grammar game right before the break. I used board games I already had and replaced the cards with grammar/conventions practice. They had a good time and learned new things too!
When creating questions like this, be sure to disable ‘spell/grammar check’ in Word.
This week in the Jackson Library, second grade had fun with Aloo-ki and the Three Snow Bears. The Three Snow Bears is a Goldilocks and the Three Bears variant by Jan Brett. The kids found the story elements at the pocket chart, watched the story on video, and created their own snow bear puppet this week.
First graders wrote about what they would do if they were snowmen at night! After reading Snowmen at Night, the kids categorized the story by events that happened at the beginning, middle, and end. Then they wrote about what they would do if they were a snowman at night. They also enjoyed Mary Atom’s YouTube song of the story!
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Today in the Jackson Library, fifth graders practiced using active voice during writing. First, we read Chall’s Up North at the Cabin. During the story, I pointed out the author’s use of active voice, personification, and imagery. I used Jeff Anderson’s Patterns of Power book, lesson 6.5. Then the kids used a Seesaw template I created to sort sentences from the story by active or passive voice. After that, I gave them dry erase boards and they wrote an active voice sentence about the school camping trip. As you can see, it rained during most of camp this year!
Jeff Anderson – Patterns of Power- 6.5 What Do Verbs Do? Finding Your Active Voice
“The sunshine sits in my lap…”
“The river spills over rocks and whispers to me…”
“The [boat’s] motor sputters softly, waiting…”
“The boat roars forward…”
“blood thumps through my head…”
“when frosted windows cloud the sun”
Puddles of ink stained the blank paper.
Little dots of paint sketch a beautiful dog.
I just ordered the bilingual edition of the book but it hasn’t shipped yet, so I talked to our bilingual team leader and we guessed at how to translate this lesson for the bilingual kids:
El libro fue liedo por Juan.
Juan lee el libro.
After receiving an invitation from Seesaw, I completed the training course to be a Seesaw Ambassador. Shawne Briggs, Sheffield Primary librarian, told me how useful it is in the library and she talked about how she infused it into all of her lessons. I started using it for lessons at the beginning of the school year and it has enriched our learning tenfold! The kids love it and I like how everything is in one place for me to approve. It has caused some shy kids to ‘come out of their shell’ and share! I can’t wait to find out more about this amazing tool and to share it with the staff via our Technology Committee meetings!
Third through fifth grade had fun in the Jackson Library last week when they created their own gifs using the free desktop app, Brush Ninja. Check out their creativity!
Click on the drawings to view the GIFs
Ms. Arthur’s Class
Last week in the Jackson Library, fourth grade analyzed the actions, dialogue, and personalities of the characters in Helen Lester’s Me First! to pinpoint descriptive character traits of the main characters. They used a Seesaw bubble map I created and chose between Pinkerton the pig or the Sand Witch templates.
This week in the Jackson Library, fifth graders used text evidence to support their inferences after reading The Garden of Abdul Gasazi. I created a Seesaw template for them to use and they worked in pairs to match the text evidence to the inference in the story. We discussed the author’s use of foreshadowing and the items in the Anchorage District text evidence chart below.
Text Evidence Chart from Anchorage District
|Text Dependent Questions||Answers|
|Reread page 398. What evidence from the text can you cite to defend the idea that Alan takes pet-sitting Fritz seriously?||He won’t let Fritz out of his sightHe keeps Fritz from chewing furniture|
|Reread the last sentence on page 398 when Alan hides his hat under his shirt. This is an example of foreshadowing. Where in the story does Alan’s hat reoccur?||
Pg 408- the duck steals Alan’s hat
Pg 412- Fritz has the hat when he is waiting for Alan on the porch
|Reread page 400. Based on the first paragraph, how can you tell that Alan has no control over Fritz?||
Fritz bites Alan
Frtiz drags him out of the houseFritz leads him across the bridge
|On page 400, the author uses all capital letters on the sign. Why do you think the author did this? How would the mood be different if the author did not do this?||Capital letters often denote yelling or intense feelings or emotions.|
|Chris Van Allsburg wants the reader to notice that Fritz is out of control. What words or phrases on page 400 does the author use to portray Fritz in this light?||
Fritz has to be dragged out of the house
Fritz gives a tremendous tugFritz snaps out of his collar
Fritz bolts straight ahead
|How is the author using the illustrations and word choice to create suspense in this story? (Pg. 402)||
Gasazi’s house is dark and castle-like
Lots of shadows used
Capital letters used
The pages all end on a cliffhanger or leading sentence
|In the second paragraph, Gasazi states that he “detests” dogs. Using contextual clues what do you think “detest” means? (Pg. 406)||
Gasazi lists all the bad things that dogs doHe uses all capital letters on his warning sign
He bellows “I TURN THEM INTO DUCKS!”
|Why is Alan concerned that Mr. Gasazi might have captured Fritz? (Pg. 400)||
The threatening sign
Alan’s knowledge of Fritz’s misbehaviorThe knowledge that Fritz had gone into the forbidden area
|Reread pages 404-405. What details does that author use to make Mr. Gasazi seem frightening and mysterious?||
The house is dark and largeThe door opens before Alan knocks
Mr. Gasazi stands in the shadows
|Reread pages 400-406. How does the author make sure that the reader knows that Gasazi really does not like dogs?||
Gasazi’s voice sounds like a growl
The author writes Gasazi saying “I turn them into ducks!” in capital letters.
He states that he “detests dogs”
The threatening sign
|At the beginning of the story we learn that Alan takes pet sitting seriously. What other evidence from the story portrays Alan as a responsible person. Cite evidence from the text to support your answer.||
He is politeHe follows Fritz into the garden although he is scared
He admits to Ms Hester that he lost Fritz
|Reread page 408. What textual clues are there that lead you to believe that Alan really believe Fritz turns into a duck?||
Alan begs Gasazi to turn Fritz back into a dog (406)
Alan tells the duck that he “hasn’t changed much” after the duck bites him (408)
The duck steals Alan’s hat- a favorite thing of Fritz’s (408)
|Is Ms. Hester angry at Alan? Use clues from the text and illustrations to support your position. (Pg. 410)||
Ms Hester tries to hide a smile
She reassures Alan that Gasazi was just playing tricks
The illustrations depict Ms Hester as comforting Alan
|Why do you think that Chris Van Allsburg choose to end the story with Fritz having Alan’s hat? (Pg. 412)||To add to the mystery of the story; ties into the beginning of the story and the foreshadowing of the hat|
Garden of Abdul Gasazi- After the Story Questions
- Imagine that Alan goes back to talk to Mr. Gasazi about the incident. How will the magician react? Will they become friends? Describe their continuing adventures in writing.
- Imagine that Fritz didn’t come back to Miss Hester’s house. What would Alan have done? Or imagine that Fritz did come back but he remained a duck. How would Alan have explained that to Miss Hester?