October Reading Workshop

READERS WORKSHOP

OCTOBER 

Developing Ideas Characters and Books

We have wrapped up the first part of Unit 1 in reading. At this point, students have gotten back into the swing of reading, have increased their reading stamina, and have practiced the habits of being good readers. 

In this part unit, we teach students that readers do not just read to understand the plot of a story (what is happening); instead, readers develop ideas about characters, character relationships, character change, and symbolism. 

Students will practice developing, tracking, and supporting ideas with clear, detailed evidence from the story. They will also learn to revise (change) their theories as they learn more information about the characters and the story. 

How can you help your child at home?

·      Please make sure your child has a quiet place to read.

·      Encourage them to practice developing ideas and writing about them with their independent reading books.

Questions to ask your child:

·      What ideas do you have about the characters in in your book?

·      What ideas do your have about the character relationships in your book?

·      When your child shares an idea, always ask them to show you a part in the story that supports their idea (evidence).

You can also ask your child to discuss the ideas we have been developing and discussing in the current read aloud book, Eggs, by Jerry Spinelli. We have developed ideas about the characters David and Primrose, their relationship, and even symbolism we are noticing the author use.

October Read Aloud

October Read Aloud

In Read Aloud this month, we are reading Eggs by Jerry Spinelli.  For a summary of the book, click here.  As we read, we are discussing the big ideas or themes in the book.  Together, we are working on the following skills:

·                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, we are learning the following vocabulary words to improve our Read Aloud conversation.  These words will help us articulate our thinking as we discuss the book Eggs.  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.  Students have been provided with 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.

Eggs Conversation Words:  

1.              impulsive

2.              self-centered

3.              manipulative

4.              passive

5.              tolerant

6.              resilient

7.              conceited

8.              brash

9.              feisty

10.           defiant

11.           compassionate

12.           abandoned

13.           mourning

14.           ignoring

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.

Fifth graders will continue to work on their self-evaluation skills during read-aloud using the rubric below:

READ ALOUD CONVERSATION RUBRIC

EVALUATING the READ ALOUD CONVERSATION                                             NAME ___________________________________

How well did I…	Monday	Tuesday	Wednesday	Thursday	Friday
pay attention to the person speaking (eyes, body, brain)?
use a loud voice so others could hear me?
express my thoughts in detail (use evidence from the story)?
build on the ideas of others instead of having a popcorn conversation?
	Tomorrow’s Goal:	Tomorrow’s Goal:	Tomorrow’s Goal:	Tomorrow’s Goal:	Tomorrow’s Goal:

4- I did an AMAZING job- I couldn’t do any better!  

3- I did a pretty good job, but could work to make it perfect.

2- I did an okay job, but should work to make it better.

1- I didn’t really try at all and need to work hard to make it MUCH better