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    Language Arts Marking Period Overview:
     
     The Grade 5 Language Arts Curriculum was revised again during the summer of 2016.
     
    Curriculum resources and documents are still being developed by the Teaching & Learning Department. Finalized information will be shared here as I receive it from the Teaching & Learning Department
     
    The new 2016-17 sequence of units is as follows:
     

    READING

    WRITING

     

    Unit 1 - Interpretation Book Clubs
     
    Unit 2 - Interpretation of Diverse Texts/Short Stories & Poems
     
     

    Unit 1 - Narrative Writing/Narrative Craft
     
    Unit 2 - Essay Writing/Literary Essay
     
     

     

     Unit 3 - Tackling Complexity Iwth Nonfiction
    Unit 4 - Argument & Advocacy
     

     

     
    Unit 3 - Informational Writing/The Lens of History
     
    Unit 4 - Opinion Writing/The Reasearch-Based Argument Essay
     
     

     

     
    Unit 5 - Application of Theme to Diverse Text/Fable & Drama
     
    Unit 6 - Fantasy Book Clubs
     

     
     Unit 5 - Fantasy Writing

     

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    What is Reading Workshop?

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    The best way to become a better reader is to practice each day, with books you choose, at your just-right reading level. So, during Reading Workshop in our classroom, students have time each day to practice, practice, practice!
     


    Reading Workshop in all elementary classrooms in GVSD consists of the following:
     

    1. Interactive Read Aloud:
     

    Read aloud with accountable talk, also referred to as the "interactive read aloud", is the instructional practice of reading to students. Reading aloud to students is a key component in any balanced literacy program. A daily read aloud allows teachers and students to enjoy good literature together. Reading aloud daily, both fiction and nonfiction, helps readers develop an appreciation of literature and the rhythm of the language. It is also an instructional practice that teachers use to model both decoding and comprehension strategies.
     
    During a read aloud, teachers will stop at the end of a chapter or at some other natural stopping point and give students time to reflect and share their thinking. Sometimes, students will be asked to talk with the classmate next to them, often referred to as a "turn and talk partner," and at other times students will be asked to jot down their thinking.
     

    Instruction during read aloud time models and promotes focused conversation. Teachers and students discuss ideas, concepts, hypotheses, strategies, and responses with one another. As a way to promote and initiate conversation during a read aloud, teachers prompt students to think deeply about texts and ask questions such as:
     

    "What are you picturing in your mind as you read? (Visualizing)
    "What does this remind you of from your own life? How might that help you understand the book better? (Making connections)
    "Does this remind you of anything else you've read? How might that help you when you are reading this book? (Making literature connections)
    "What did you learn about the character during this reading? How do you know? How is the character changing? (Recognizing character development)
    "What questions do you have? (Questioning)
    "What do you notice about the way the author wrote the book? What makes it effective? (Noticing literary elements)
    "What are the powerful words or phrases that the author use? What makes them powerful? (Recognizing powerful language)
     

    Listening and responding to stories read aloud is critical because it affords students the necessary support and practice for transferring these targeted thinking and conversational skills to the work of their book clubs, reading partnerships and independent reading.
     

    2. Mini-Lesson:
     

    Each Reading Workshop session begins with a mini-lesson that lasts approximately 10-15 minutes. During each mini-lesson, the teacher introduces a specific concept, also known as the teaching point. Most often, the teaching point focuses on a reading strategy or skill. The teacher will explicitly model or demonstrate the skill for the students. Students then get a chance to practice the skill or strategy on their own or with a partner. This part of the mini-lesson is called the active engagement.
     

    3. Independent Reading Time:
     

    Independent Reading Time is the most critical component of Reading Workshop. It is during this 30 minute time period that students are reading self-selected texts for a sustained period of time. Students are carefully taught how to choose a good-fit ("Just-Right") book to read. Each student in my classroom has his/her special book bag to place all just-right books in. Students read independently, with partners and in "Book Clubs" during our daily reading time.
     

    During this time the teacher is doing the following: 
              

    Reading Conferences
    I listen to your child read from any one of their books. I offer a compliment of something great I've noticed, and then provide instruction that can help them become a better reader.
     

    Guided Reading Group
    Your child will be given texts or passages to read that are at his/her instructional reading level. Reading and comprehension skills lessons are taught to small groups of students who are reading at the same level.
     

    Strategy Groups
    These groups can be composed of children who are reading at a variety of reading levels. The focus of these groups in to provide extra instruction on a given strategy/skill.
     

    4. Closing:
     
    This is a 10-15 minute time period in which students gather back on my reading carpet to reflect on their work as readers. I make sure to reinforce my teaching point for the day and emphasize the importance of continuing to use the strategy that I taught whenever they read from now on. I also give students a chance to share their reading work.
     

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    What Is Writing Workshop?

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    Students participate in Writer's Workshop. Writer's Workshop organizes the best practices in the teaching of writing to provide each child with writing instruction that meets his or her individual needs.
     

    Writer's Workshop has five main components:
     

    A teacher lesson to provide direct instruction in a writing skill
    Independent practice in a writer's notebook or writing folder at home and in school
    Guided writing practice in small groups
    Writing Conferences to provide one on one direction from the teacher with student writing
    Working through the writing process to publish written work
     

    A very important tool in Writer's Workshop is each child's writer's notebook. The notebook is a place for our young writers to gather ideas and begin storytelling. Writers generate ideas in many ways!
     

    Students can gather ideas by:
     
    Thinking back over recent events and looking for small moments
    Talking about the days events and sharing stories
    Reading - books often remind us of a story in our own life
    Looking for objects that tell a story or create memories
     

    Students will learn to take these small ideas and elaborate to tell an interesting and meaningful story. Students will write a first draft, revise their ideas, edit, and publish a written piece for each of our writing units.
     
    We will then celebrate the writing by providing opportunities for the writers to share their published pieces. Look for your invitation to these wonderful writing celebrations throughout the year!
     

    Word Study, Spelling, Grammar, & Vocabulary
     
    Word Study, Spelling, Grammar, and Vocabulary instruction is also integrated into our Language Arts block. We will be using the Words Their Way Word Study/Spelling Program. Students will have individualized word study/spelling lists each week. All words on the list will follow a specific spelling rule or pattern.