Reading in Class
Every week we work through a Gradual Release of Responsibility Model when we do reading. We start whole group with shared reading, move into small group work with guided reading, and finally into independent work with reading rotations.
This may look different from unit to unit depending on what the student's needs and choices are, in terms of small guided reading groups with skill specific tasks, whole group novel studies to help us better understand specific genres (while practicing our reading skills) or small group literature groups, who work through novels together while practicing their reading skills.
Reading Outside of Class
Throughout the year, students will be engaging in independent reading to help them reach their goal of 30 books! This goal may actually look different for each student, but in the end, we all want to read more books than we have in previous years.
Along with the 30 Book Challenge, students will be asked to respond weekly to their reading in their Reading Responses. These responses will look different for each student, but will all include details about the book that they are currently reading that week. One of these responses will be a Book Talk, that they share with their classmates.
Weekly, students will choose a Current Events News Story from DOGO News. They will read this news story and respond to 5 comprehension questions, as well as a vocabulary in context question.
This not only allows students to learn about current events but also practice their information reading skills and responding to this reading through writing.
Along with the 30 Book Challenge, students will be asked to respond weekly to their reading in their Reading Responses. These responses will look different for each student, but will all include details about the book that they are currently reading that week. One of these responses will be a Book Talk, that they share with their classmates.
Weekly, students will choose a Current Events News Story from DOGO News. They will read this news story and respond to 5 comprehension questions, as well as a vocabulary in context question.
This not only allows students to learn about current events but also practice their information reading skills and responding to this reading through writing.
Writing in Response to Reading
In reference to some questions parents had at conferences about how to help their child with written responses, here is a quick Mnemonic device (that the students know as well) to help remind students about what they need to include in a well-written reading response. This is a comprehension strategy that we are working on in class and one that has room for improvement. I am encouraging students to use text evidence to help support their background knowledge into well-written responses. |
Reader's Theater
We will be performing Reader's Theater scripts throughout the course of the year. Students will be grouped and will practice their parts both independently and with their group. These groups will perform every three weeks, aligned with our reading units.
The reader's theater strategy blends students' desire to perform with their need for oral reading practice. Reader's Theater offers an entertaining and engaging means of improving fluency and enhancing comprehension.
The reader's theater strategy blends students' desire to perform with their need for oral reading practice. Reader's Theater offers an entertaining and engaging means of improving fluency and enhancing comprehension.
Common Core State Standards Addressed:
CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.5.9.A
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.5.9.A
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.