2C Reviews Chick-O-Saurus Rex

To inquire into Book Reviews, 2C investigated a site called Spaghetti Book Club. On this site, the children were able to read book reviews written by other children. After the students had a chance to read many reviews, we created a list of things we find in a book review.


-book title
-author’s name
-illustrator’s name
-a short summaryor teaser (but not too much)
-book genre (mystery, humor, fantasy, etc.)
-what we like about the book
-what age it is good for
-descriptive words
-reviewer’s name

We read the book called Chick-O-Saurus Rex and began writing a review as a class, being sure to include all the features of a good book review. Each and every student helped to write the review by adding their ideas and listening to other’s suggestions, so they could build upon each other’s ideas.

If we had to review our review, we would say, “It is a must read!” because we were sure to include all the features.

We recommend reading Chick-o-saurus Rex by Lenore and Daniel Jennewein because it is a REALLY funny story. It is a FUNtastic book for kids and grown ups! This story begins with a chicken who wanted to play in a tree house, but there were bullies guarding the tree house. They wouldn’t let him play until he could show how mighty his family was. The illustrations are also exciting and humorous! Read to find out how the chicken solves the problem with advice from his dad. WARNING: This book is so hilarious and silly you might cry or hurt your tummy from laughing too hard. When you read this book have fun, trying to use different voices for each character.

Here is a recording of our review!

The children are in the process of working with a partner to write their own book review for one of the Sakura Medal Books in the Library. They are using the model that we wrote together as a guide. When they finish, they will share their reviews, reflect on their learning and choose the three best ones to be published for the Library.

Sequencing Stories and Writing Stories with Story Cubes

This week, we read a story called Clever Jack Takes the Cake.

We focused mainly on the sequence of events in the story. To gain a better understanding, we completed a Sequencing Brainframe to organize the events. We have begun to add the details to the events. Framing the events and details in this manner can help the children to distinguish between the details and events.


This week in 2C, the children listened to a story told aloud using the story cubes.

Afterwards, we talked about the story and how I described the events, problems, characters and setting as well as how I used juicy words and lots of detail to make the story more interesting.

The children had a go at playing with the Story Dice in small groups. Next, they shook the dice and made a list of the pictures in random order.


Once finished, each child in the group rearranged their lists in their own way. They used the list to create a sequencing Brainframe as a plan for their story.


The children began writing their stories following their sequencing Brainframe.



If the children got stuck or needed some ideas, they were encouraged to shake a single story cube to help them move along.



When the children were finished writing their stories, they shared them with their peers and looked for places where they could improve them.


Jinguru Beru…Jingle Bells

This Friday,
December 2nd, 2C will be visiting Bon Sejour Senior Home. We are going to sing Jingeru Beru…Jingle Bells. Below are two videos. One is in Japanese and one is in English.

Here is a Japanese version that is a bit slower and has the words and video. It is long, but you don’t need to listen to the whole thing. You can rewind it after 1:24 seconds and practice again. We are only doing the first verse.

Here is another Japanese version that is quite fast and has the words but no video. It is long, but you don’t need to listen to the whole thing. You can rewind it after 45 seconds and practice again. We are only doing the first verse.

This is an English Jingle Bells. It has video and the words. You can stop after seconds, as we are only doing the first verse.

Digging Deeper into Culture…

This week, we continued to inquire into “What is culture?”

We watched the video below about celebrations around the world. The students were asked to complete a SEE, THINK, WONDER to build their understanding of the elements of culture and cultural celebrations.

Here are some examples of what they wrote…

I see food and dance and fireworks and dragons, a tower, balloons, eggs, cows and floats.
I think it was fun for them.
I wonder how much fun they had and what they are all about.

I see lanterns, yummy cookies and fireworks.
I think these celebrations are very fun…grand.
I wonder how to make all the delicious food.

I see tacos and a Buddha. I see Easter eggs and French cakes.
I think it is all about festivals.
I wonder why some people wear fancy clothes and some are not.

Teo share a very interesting question…

I wonder if there are any places where there are no celebrations.

During the week the children shared their interests about the different elements of culture that they would like to investigate…

Music (guitar)
Arts and Crafts (origami)
Transportation (boats)
Clothing and Hairstyles
Languages particularly (French and Spanish)
Houses (African and Japanese, plus Japanese gardens)
Food (Japanese)

They chose topics and have just begun to investigate. Some went to the library for books and some found books in the classroom. A few of the children changed their topics and made a bit of a plan. They asked for advice and collaborated with their classmates and myself. Our next course of action is to finalize their topics of interest and write down some things they would like to find out about their topics.

This week, I shared my Culture Collection with the students. We discussed the different layers of culture and what they mean. Afterwards, we brainstormed items that helped remind us about the different layers of our culture (personal, family, community, national, world). The children will use their Layers of Culture brainstorm to choose items for their Culture Collection.


On Thursday, the Grade 2s took a Culture Walk around Motomachi Street and over the bridge to Chinatown.

During our trip, we used the SEE, THINK, WONDER routine to help us find evidence of connections between Japanese culture and various cultures around the world.

Click on the photo below to see a slideshow in Flickr.

On Friday, 2C visited the ICJC once again. This time we learned about calligraphy (書道, shodō). The children said that calligraphy is language, which they explained is an element of culture. Kumiko-san showed us 8 different Kanji (see photo). She said that the Kanji on the top were the earliest forms of Kanji and were more like pictographs or pictures. We were amazed that the top row of Kanji were around 3000 years old. Over time, these Kanji changed to become the Kanji used by the Chinese today. The Kanji on the bottom had the same meaning as the ones in the top row, but are the Kanji used today. Kanji later spread to Japan, and Japan eventually simplified the Kanji by creating Hirigana and Katakana.

Click on the photo below to see a slideshow in Flickr.

In our conversations we are talking about our central idea:

People can be enriched by their own cultures and the cultures they connect with throughout their lives.

Ms. C: “What does this central idea mean?”

Teo: “It means that in your life-time that you do more things. Those things make your life better.”

Serafina: “That means that you get better when you go to other countries and do new things. Pretend you are not Japanese and you tried to make umeboshi maki and kappa maki and miso soup. That makes you learn a lot.”

Isa: “I think it means trying other foods and being happy with yourself. Looking at other people’s clothes and doing crafts from other counties like origami.”