December Guided Reading

Grade 5 Reading

Guided Reading WorK

It’s important for teachers to assess the skills and strategies your child uses as he/she reads to determine whether or not they are ready to move on to the next level of “just right” texts. When a child does demonstrate mastery of and consistency with the skills and strategies within a level, the child is most likely ready to move on to the next level. 

The goal is to help students develop strategies to apply independently. Work focuses on:

·       Working with small groups

·       Matching student reading ability to text levels

·       Giving everyone in the group the same text

·       Introducing the text

·       Listening to individuals read

·       Prompting students to integrate their reading processes

·       Engaging students in conversations about the text

Your child will be provided a leveled book mark to help them focus on strategies and skills needed on their current level. The following are samples of Grade 5 reading level bookmarks.

Level R *Character flaws ·       Flashbacks- Be careful- there are a lot of flashbacks and time changes in R books. Read carefully to notice them.  Then ask yourself: What is the purpose of this flashback? Why did the author include it in this part of the story? Foreshadowing- The author drops hints early on in the book to let you know about problems or solutions – this is called foreshadowing. Multiple Plot Lines- In level R books, there can be multiple plot lines- where 2 stories are going on throughout the book. Watch for them & follow both plots. Your job is to figure out how they are connected? What thread ties them together? Inferring Between Chapters- Time passes and things happen in between chapters- pause at the beginning of each new chapter to ask yourself:  What happened in between these chapters that the author didn’t tell me. Complex Vocabulary- Stop to figure out more complex vocabulary- it’s important. Figurative Language- The author uses simile, metaphor, and symbolism – stop to think about what the author is trying to show you in these parts. Carry Confusion Forward- Now when you feel confused re-reading might not work.  You have to carry your confusion forward & read on to see how the confusing part gets cleared up. Repeated is Important! Notice when an author repeats something (words, phrase, feeling, situation, character thinking)! It is IMPORTANT!! Notice it & figure out how it is important.

Level S *Foreshadowing *Multiple Plot Lines *Carry Confusion forward Setting Plays an Important Role in the Story- Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Long Stretches of Descriptive Language- Process long stretches of descriptive language – what information or feeling is the author trying to convey Identifying Themes- Identify universal themes a book addresses, and be thinking about this theme as you read. What does the author want to tell me about ________? What do I think about ______________? Develop Insights-Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. Figure out Symbolism- Look for symbolism and figurative language in the text – what meaning is hidden here? Notice themes across Books- Think about the way different authors write about the same theme. Archetype Characters across Books- Notice similar types of characters across books.  New, Interesting Vocabulary- Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary.

Level T/U ●      Themes focusing on the problems of preadolescents.  Use situations that focus on the problems of preadolescents to develop new perspectives on readers own lives. Notice when author’s presents themes that evoke alternative interpretations. What does the author want to tell me about ________? What do I think about ______________? ●     Notice themes across books. Think about the way different authors write about the same theme. ●      Many texts focusing on human problems (war, hardship, economic issues, family) ●      Notice as well as discuss writer’s use of symbolism. Understand alternative interpretations of symbolism. What are the different meanings hidden here? ●      Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. ●      Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary. ●      Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Readers are challenged by many longer descriptive words and by content‐specific/technical words -  what information or feeling is the author trying to convey?

November/December Social Studies

Unit Overview

This unit focuses on slavery in the United States of America.  Students will use what they know of  life in colonial and early America focusing specifically on the the geography and economy of the three different regions with a particular emphasis on the southern region.   

This unit is designed to give students an overview of life in Africa in the 1500s,  examine the causes of slavery and discuss the dilemmas Africans faced regarding slavery. Students will be given an overview of the conditions of the Middle Passage and life in the colonies and will gain a deeper understanding of the harsh conditions of slave life.

Essential Questions:

∙      What happened in the past?

∙      How am I connected to those in the past?

∙      How does our personal sense of relatedness to the past change?

∙      How were slaves’ family and personal lives different than those of other Americans?

∙      What sort of conditions did Africans endure on their voyage to the New World?

∙      What was the impact of the slave trade on Africans?

∙      How did the slave system develop in the Americas?

∙      How was daily life viewed by different socio-economic groups in the same colonial community   

    (slaves and slave owners)?

∙      How did colonial slavery impact the life of Africans?

Learning Objectives:

∙      Students will be able to summarize the lives of African slaves.

∙      Students will be able to discuss the dilemmas of the slave trade (trading slaves for guns, surviving the middle passage, surviving life in the colonies) and predict/describe the actions that were taken.

∙      Students will be able to think critically about the dilemmas Africans faced during slavery.

∙      Students will be able to describe and discuss a slave auction.

∙      Students will be able to describe ways in which African slaves carried their traditions to the Americas.

October/November Social Studies

What Are Your Rights?

In this unit, students will be making judgments about texts and writing to explain and support those judgments.  They will also be engaging in conversation (small group and whole class) about their thinking.  As they write about their thinking, they will be reminded of the importance of supporting their claims with evidence and explaining their thinking as clearly as possible. 

Students will read the Bill of Student Rights and other topics that pertain to issues relevant to their lives.  During class discussions, students discuss the following:

❖ How do these rights and responsibilities affect you?

❖ How are these rights and responsibilities similar and different from those stated in the Bill of Rights?

❖ Should this conflict exist?  Why or why not?

NOVEMBER 

Read Aloud

In Read Aloud this month, we are reading FLush by Carl Hiaasen.  We have only just started, but we're already hooked!!  For information about the book, click here.  As we read, we will discuss the big ideas or themes in the book, just like we did in Eggs.  We are working to improve our skills in:

·                Determining the lesson/moral/theme/central message

·                Making inferences about the characters as well as tone and mood

·                Drawing conclusions and predicting what's to come

·                Thinking about the author's craft and purpose

·                Monitoring for meaning by using context to determine word meaning and interpreting                 figurative language

In addition, this new read aloud book will make us think about Social Issues.  These are serious issues that affect our daily lives like family relationships, family struggles, caring for our environment, and what it means to do the right thing.

Below you will find our new vocabulary words that we are learning to improve our Read Aloud conversation.  These words will help us articulate our thinking as we discuss the book Flush.  Click the link below to find a copy of our Vocabulary Packet with the 14 words, definitions, and synonyms.  Students will be quizzed weekly on these words.  The purpose of this is to ensure that the students have a deep understanding of the words because they will be used all year.  They should become a part of your child's permanent vocabulary.  They have been provided a list of "Ways to Study Vocabulary Words".  A copy of this list is below.  Please encourage your child to find a method that works best for them.  There are plenty of study options for active students, music lovers, and artists.

Note:  Although we have new words for Flush, students are still expected to know and use the vocabulary we learned in Eggs.  Students should continue to incorporate those words in conversation and in their writing.  They may also see one or two of those words pop up on a quiz!

Flush Conversation Words:  

1.              impulsive

2.              keen

3.              volatile

4.              murky

5.              vicious

6.              sincere

7.              erratic

8.              salvage

9.              expedition

 Vocabulary Homework Schedule

Day 1: In your own words- Write the vocabulary words and definitions in your own words.

Day 2:  Visual Representation- Draw a picture representing the vocabulary words (or find an illustration). Write a caption explaining your picture.

Day 3: Meaningful Sentences- Write each vocabulary word in a sentence. Your sentences must contain the words when or because (see example below).

            Vocabulary Word:  Compassionate

            The boy was compassionate when he offered to share his snack with the new girl at                    school.

            The boy was compassionate because he understood how it felt to be made fun of.

Day 4:  Study Night- Create a synonym tree or web for each word or choose 1 option from the menu to help you study all the vocab words.

Flush Conversation Words Vocabulary Packet:  

https://drive.google.com/file/d/0B9xCI4aHAVlqRDdwUkhob2hNclE/view?usp=sharing

Ways To Study Vocabulary Words: 
https://drive.google.com/file/d/0B3-CCyb5iLkAci1jSjJRd2Z6eEE/view?usp=sharing