Language Arts
Teacher: Mrs, Lostetter, Mrs. Piercy & Mr. Smith
Reading Wonders
Reading Wonders is the first and only reading program designed specifically for the Common Core State Standards for Reading/Language Arts. Combining research-based instruction with new tools to meet today’s challenges, every component and every lesson is designed for effective and efficient CCSS instruction.
http://mhreadingwonders.com/
Reading
· Use strategies to construct meaning and identify unknown words.
· Recognize frequently encountered words in text and in isolation.
· Determine the meaning of words and phrases in text, using strategies and resources.
· Read, retell and summarize a variety of grade level narrative and informational texts.
· Self select books for independent enjoyment.
· Explain how authors use literary techniques to develop characters, themes, and plot across a variety of texts.
· Explain how authors use time lines, graphs, charts, diagrams, table of contents, introductions, summaries and conclusions to enhance understanding of supporting and key ideas.
· Comprehend text by activating prior knowledge using visualization, asking questions, drawing inferences and determining importance.
· Make connections or comparisons when reading or listening to a story.
· Use narrative text to analyze characters’ thoughts and motivations.
· Apply significant knowledge from what is read in grade level, science, math and social studies.
· Compare and contrast relationships among characters, events and key ideas within and across texts to create a deeper understanding of what has been read.
Writing
· Approach writing with eagerness and confidence as he/she generates ideas for writing.
· Set a purpose and consider audience in order to generate, sequence and structure ideas when writing a variety of texts.
· Write informational pieces, state and support a position on an issue, and explain the scientific process from an experiment.
· Write narrative pieces, e.g., retell a personal experience, construct poetry and create a fictional story.
· Spell fifth grade words and use word patterns and resources to spell less frequently encountered words.
· Apply a variety of drafting and editing strategies for narrative and informational text.
· Notice and apply the qualities of good writing and techniques that authors use.
· Exhibit individual style and voice to enhance the written message.
· Write using increasingly complex sentence structure and varied sentence length, eliminating run on sentences and fragments.
· Identify and use compound subject and predicate, conjunctions in compound sentences and proper adjectives.
Speaking & Listening
· Respond to multiple text types by reflecting, making connections, taking a position and sharing understanding.
· Listen, interact and contribute in discussions by expressing more complex ideas.
· Select, listen to, view and respond thoughtfully to a variety of literature recognized for quality and literary merit.
· Ask focused questions during reports and presentations and respond to questions by providing elaborate details.
· Recognize that language differs from early American history to current day America.
· Stay focused on topic and contribute appropriately.
· Go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.
Literacy
To become good readers and writers, students need a balanced literacy approach. Our fifth grade Literacy Model allows students to experience literacy within seven basic components.
1. Read Aloud
The teacher reads aloud to the whole class or small groups. A carefully selected body of text is used. The text may be fiction or nonfiction. Most read aloud sessions are generally used for pure enjoyment while others may be used for instruction.
2. Shared Reading
The text is read together as a class. The text is usually chosen based on its literary value or a skill or strategy the teacher wants to target. It is often text that would be too difficult for some students to read if they were asked to read it alone. Students read the text several times and are engaged in a great deal of discussion regarding the text as well as the skill or strategy the teacher is focusing on. After much practice, the teacher may ask students to demonstrate their learning by completing a task related to the text.
3. Guided Reading
The teacher works with small groups who have similar reading needs. The teacher selects and introduces new books and supports students reading the whole text to themselves, making teaching points during and after the reading. The text should be at the student’s instructional level. It may be above, below, or at what is considered grade level for that grade. The students should be able to read the text on their own with a minimal amount of challenge. The challenge is intended to give the student practice using new skills or strategies and to help them grow as a reader.
4. Reading Workshop
Reading workshop is the period during the day when a variety of literacy activities occur. The teacher guides the reading process and provides instructions through mini-lessons and conferences. The components of Reading Workshop are: Teacher directed lessons (mini-lessons),
Reading time and share time. The activities students participate in are: fluency practice, partner reading, independent reading, teacher conferencing with students or small groups, self selection of texts, writing in response to reading, guided reading, peer conferencing, group discussions and book clubs.
5. Spelling, Phonics and Grammar
Instruction in these areas is woven throughout all the elements of the Literacy Model.
6. Shared Writing
The teacher and students work together. At times a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grade 5 the outcome might include writing dialogue, outlines or using gathered information to generate a research paper.
7. Writer’s Workshop
The students engage in writing a variety of texts. This is a period when students work through the writing process. They use a Writer’s notebooks, project folders, sticky notes, or other media. The teacher guides the process and provides instructions through mini-lessons and conferences. An important aspect of the workshop involves students sharing their writing with others.
Reading Wonders is the first and only reading program designed specifically for the Common Core State Standards for Reading/Language Arts. Combining research-based instruction with new tools to meet today’s challenges, every component and every lesson is designed for effective and efficient CCSS instruction.
http://mhreadingwonders.com/
Reading
· Use strategies to construct meaning and identify unknown words.
· Recognize frequently encountered words in text and in isolation.
· Determine the meaning of words and phrases in text, using strategies and resources.
· Read, retell and summarize a variety of grade level narrative and informational texts.
· Self select books for independent enjoyment.
· Explain how authors use literary techniques to develop characters, themes, and plot across a variety of texts.
· Explain how authors use time lines, graphs, charts, diagrams, table of contents, introductions, summaries and conclusions to enhance understanding of supporting and key ideas.
· Comprehend text by activating prior knowledge using visualization, asking questions, drawing inferences and determining importance.
· Make connections or comparisons when reading or listening to a story.
· Use narrative text to analyze characters’ thoughts and motivations.
· Apply significant knowledge from what is read in grade level, science, math and social studies.
· Compare and contrast relationships among characters, events and key ideas within and across texts to create a deeper understanding of what has been read.
Writing
· Approach writing with eagerness and confidence as he/she generates ideas for writing.
· Set a purpose and consider audience in order to generate, sequence and structure ideas when writing a variety of texts.
· Write informational pieces, state and support a position on an issue, and explain the scientific process from an experiment.
· Write narrative pieces, e.g., retell a personal experience, construct poetry and create a fictional story.
· Spell fifth grade words and use word patterns and resources to spell less frequently encountered words.
· Apply a variety of drafting and editing strategies for narrative and informational text.
· Notice and apply the qualities of good writing and techniques that authors use.
· Exhibit individual style and voice to enhance the written message.
· Write using increasingly complex sentence structure and varied sentence length, eliminating run on sentences and fragments.
· Identify and use compound subject and predicate, conjunctions in compound sentences and proper adjectives.
Speaking & Listening
· Respond to multiple text types by reflecting, making connections, taking a position and sharing understanding.
· Listen, interact and contribute in discussions by expressing more complex ideas.
· Select, listen to, view and respond thoughtfully to a variety of literature recognized for quality and literary merit.
· Ask focused questions during reports and presentations and respond to questions by providing elaborate details.
· Recognize that language differs from early American history to current day America.
· Stay focused on topic and contribute appropriately.
· Go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.
Literacy
To become good readers and writers, students need a balanced literacy approach. Our fifth grade Literacy Model allows students to experience literacy within seven basic components.
1. Read Aloud
The teacher reads aloud to the whole class or small groups. A carefully selected body of text is used. The text may be fiction or nonfiction. Most read aloud sessions are generally used for pure enjoyment while others may be used for instruction.
2. Shared Reading
The text is read together as a class. The text is usually chosen based on its literary value or a skill or strategy the teacher wants to target. It is often text that would be too difficult for some students to read if they were asked to read it alone. Students read the text several times and are engaged in a great deal of discussion regarding the text as well as the skill or strategy the teacher is focusing on. After much practice, the teacher may ask students to demonstrate their learning by completing a task related to the text.
3. Guided Reading
The teacher works with small groups who have similar reading needs. The teacher selects and introduces new books and supports students reading the whole text to themselves, making teaching points during and after the reading. The text should be at the student’s instructional level. It may be above, below, or at what is considered grade level for that grade. The students should be able to read the text on their own with a minimal amount of challenge. The challenge is intended to give the student practice using new skills or strategies and to help them grow as a reader.
4. Reading Workshop
Reading workshop is the period during the day when a variety of literacy activities occur. The teacher guides the reading process and provides instructions through mini-lessons and conferences. The components of Reading Workshop are: Teacher directed lessons (mini-lessons),
Reading time and share time. The activities students participate in are: fluency practice, partner reading, independent reading, teacher conferencing with students or small groups, self selection of texts, writing in response to reading, guided reading, peer conferencing, group discussions and book clubs.
5. Spelling, Phonics and Grammar
Instruction in these areas is woven throughout all the elements of the Literacy Model.
6. Shared Writing
The teacher and students work together. At times a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grade 5 the outcome might include writing dialogue, outlines or using gathered information to generate a research paper.
7. Writer’s Workshop
The students engage in writing a variety of texts. This is a period when students work through the writing process. They use a Writer’s notebooks, project folders, sticky notes, or other media. The teacher guides the process and provides instructions through mini-lessons and conferences. An important aspect of the workshop involves students sharing their writing with others.