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.
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.
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.
Last week in the Jackson Library, fourth graders proofread a letter from a turkey. They worked in pairs on a Seesaw template I created to find the errors. I threw in a few extra ‘mistakes’ to make sure they were thinking! It was a fun activity and helped me gauge which skills need more reinforcing in the future.
The Plano Education Foundation prize patrol just visited the Jackson Library! I won the grant I submitted for The Masked Writer: Using Mentor Texts as Springboards for Writing and the group grant I co-authored with Connie Matthews for more EV3 LEGO Mindstorm robots. Woo hoo! So excited!
Fourth graders used a Seesaw template I created to match dull “telling” sentences with their “showing”, descriptive counterparts. I found the descriptive counterparts in various library books. The kids worked in pairs to match the quality description from the books to their simple counterpart. To prepare them for the lesson, we read Moonlight and admired the vivid imagery the author created. Then we read a story I wrote about camp and discussed the ‘show, don’t tell’ strategy. For independent practice, they worked in pairs on the matching Seesaw activity.
Mentor texts used:
My Camp Story Sample Sneak in the Setting
Fourth graders were inspired by a read aloud from the Eric Carle book, What’s Your Favorite Color? I found this gem at the last year’s Scholastic book fair. After reading the story, the kids thought about their favorite color and used my template to brainstorm how their color might sound, taste, and feel. I love the imagery they used! As they wrote, we played the video of Hailstones and Halibut Bones for more ideas, since it has a similar theme.