December 15, 2012
We are reading as much informational and nonfiction material as we can this 9 weeks. As we read these selections, we reread frequently. Also, we are looking back in the passages to prove our responses. The final part of reading informational text is writing about what we are writing. Putting what we have read in our own words without copying from the passages.
It is through our writing that we can truly SHOW what we KNOW!
________________________________________________________________________
September 2012
This year we are embarking on a new frontier. Not only do we have a new state standards (Common Core GPS), but we are also working on manage our class sizes better to meet the academic needs of our students. Instead of having your child with one or two teachers all day we will be working more as a team with classroom teachers, ESL teachers, and gifted teachers teaching reading and/or math to a small group.
5th Grade Reading focuses on self-selected reading for students. But what does that mean?
We are reading as much informational and nonfiction material as we can this 9 weeks. As we read these selections, we reread frequently. Also, we are looking back in the passages to prove our responses. The final part of reading informational text is writing about what we are writing. Putting what we have read in our own words without copying from the passages.
It is through our writing that we can truly SHOW what we KNOW!
________________________________________________________________________
September 2012
This year we are embarking on a new frontier. Not only do we have a new state standards (Common Core GPS), but we are also working on manage our class sizes better to meet the academic needs of our students. Instead of having your child with one or two teachers all day we will be working more as a team with classroom teachers, ESL teachers, and gifted teachers teaching reading and/or math to a small group.
5th Grade Reading focuses on self-selected reading for students. But what does that mean?
Self-selected reading is the basic idea that students choose their own books to read. It is often also referred to as “Reading Workshop.”
Here is some information about how we use self-selected reading in our classrooms.
We teach the reading standards. You can find those if you scroll down to the bottom of this page. Each unit focuses on a certain set of standards. We will be sending those standards home and putting them on our blogs.
We teach these standards by modeling a text with the students. It will often be done in a whole-group lesson with a picture book. We like to use picture books because we are able to identify all the major elements of fiction (character, setting, plot, conflict, and theme) and still reach the resolution of the conflict in a short period of time.
After we model a certain reading strategy (for example, identifying how the setting creates conflict in a historical fiction story) with the whole group, students are encouraged to use the strategy they have practiced in their own books.
Naturally, if we are studying historical fiction, students are encouraged to read historical fiction. If we are studying biographies, then we encourage the students to read biographies. There are, of course, times when we can be flexible with what students are encouraged to read.
There will be a certain block of time set aside daily for silent independent reading of the book the student has chosen. While students are reading quietly, the teachers will be holding one-on-one conferences, teaching in small group, or having book discussions with a few children. We will meet with each child in a conference once every two weeks (approximately).
At the end of each day, students will be given a few minutes to reflect in writing about what they have read that day. These weekly reading logs will be collected on Fridays.
The other part of the period will be spent on studying the types of literature and reading strategies. No matter how well your child does or does not read, all of us (grown-ups included) have room to grow as readers! We will be meeting with groups based on common needs, whether it’s a group that needs extra help, a group who wants to study a particular aspect of literature, or a group who needs to be pushed and challenged.
One note for parents: Sometimes you might see your child choosing to read a book that appears too difficult. That’s okay - it’s natural for children to want to try something different. We are monitoring their reading very closely. If a student is reading a book that is definitely too hard to him or her to understand, we will discuss abandoning the book. That choice, however, is ultimately up to the reader.
Conversely, your child may be reading a book that appears too easy! This is also okay; as adults, sometimes we like to take a literary break and read something fast and purely for pleasure. We want to promote as many real-life reading experiences as possible. If you have questions or concerns about a book your child is reading, please contact us immediately.
If you have any other questions about our reading program, just let us know!
