Kindergarten: Author study with Ezra Jack Keats, week 3. Story – Pet Show! Goals: open and closed questions, author/illustrator, “neighborhoods of the library” with spine label, Rhyme Time.
The K’s filled in the spine label on the white board today. After 1/3 of a year, they’ve figured it out! I explain that our library is like “library city”, and the top of the library tells the “neighborhood” of the book. Working toward understanding library organization is a big goal, and they’re starting to get it.
Open/Closed questions with Pet Show!
- Who are the 2 boys that we’ve read about in Goggles! and Hi, Cat!? Who is the dog?
- (looking at the cover) It looks like Archie is on the front cover. Who do you think he’s going to take to the pet show?
- What kinds of animals do you think will be at the pet show?
- (after looking at the title page) It says there will be prizes at the pet show. What could the prize be?
- Imagine you are Archie. How would you feel if the old woman got the blue ribbon for the cat with the longest whiskers?
- Should the old woman give the blue ribbon to Archie?
Keats is now on a 4 week hiatus as we start preparing for our Candace Fleming author visit!
2nd grade: 1. Readolution review – all library passes have individual readolutions, and I will be checking with a handful of students each week. 2. STEM/science connection. Our school is one of 3 in the district to pilot new STEM/science lessons this year. These students are working on building bridges in their classroom, so I found a perfect tie-in. Story – Iggy Peck, Architect. After reading, students will Ask a Question using the TAG strategy. I hoped the questions would clarify and/or expand their thinking about building structures. (Thankfully, some did!)
- (before reading) What is an architect? (turn and talk, then class share)
- (midway through story) Iggy’s teacher won’t allow students to build buildings in her class. Do you have any questions or thoughts or wonders about this?
- (almost at the end of the story) Iggy, his teacher, and his class are trapped on this island (show illustration). Imagine that was you with your class. What would you do?
The follow-up group discussion using TAG – Ask a Question – was outstanding. The question that fostered the most discussion had to do with the chalk structure that Iggy built on his desk. How did he build it? The classes had a great number of ideas, many of which were successfully defeated by other classmates offering thoughts and ideas. It was a surprising conversation in that most students were focused and thoughtful (which doesn’t happen every week). Yay!
3rd grade: Readolution review (see above). Part 2 of using Destiny to locate books in the library. We reviewed last week’s mini-lesson, and I then modeled the new activity. Working in teacher-assigned pairs, each group received a photograph of a book covers. Using Destiny, the pair would type in the title, write down the call number (if it was checked in), then find the book in the correct neighborhood of library city. One student stayed at the shelf with their hand as the place-marker, and the second brought the book and photograph to me to check. Once located, groups received a new cover and began the process again.
In short, they LOVE this lesson. They wanted harder and harder books to find (read: non-fiction), and competed among themselves to find as many as possible. I didn’t give a set number to locate, though most groups found between 2-4 in the 7 minutes of this activity.
We regrouped as a class prior to check out to do a quick thumbs up/sideways/down assessment on comfort in each step of the process. I also used the stoplight assessment during/after check-out. Students were encouraged, but not required, to complete the assessment. I love this method because it’s fairly quick on every level. Plus, I get great feedback!