• FIFTH GRADE NEWS:
    FEBRUARY-APRIL 2016
    Articulation
    Language
    Social Language/Executive Functioning:
    Literacy
     
    NOVEMBER/DECEMBER 2015/JANUARY 2016
    Articulation:
    Students continue to work on the /s/, /sh/, and /ch/ sounds in all positions of words.  Students have been talking about how they can be "listening" to themselves to help them self-monitor and self-correct.
     
    Language:
    Students worked on a fabulous bulletin board for the hallway that included the characters from The Peanuts Gang.  We talked about how the character's actions and words can help us figure out that character's traits.  The students also picked out pictures that would lead to good inferences.  The interactive bulletin board asks other kids to make a smart guess about what the characters in the pictures are thinking or saying.
     
    Social Language/Executive Functioning:
    This group of students working on Social Language is doing a nice job setting goals for themselves.  A common theme is perspective taking and thinking about how other people might be feeling or what they might be thinking.  Students will be working on adjusting their own words and behaviors based on what they are observing.
     
    Students working on Executive Functioning Skills did a nice job with their explorer projects.  They worked on using organizers to help them take notes and then use those notes to write paragraphs.  Now students are going to be working on developing and using checklists for their writing.  We will be breaking down some important elements and having students use their checklists to find places in 5th grade writing samples where they can make edits and revisions.
     
    Literacy:
    In Reading, we have just finished up Book Clubs.  The class was divided into two groups with some kids reading Hatchet and others reading The Lemonade War.  Students worked on thinking deeply about what they read and answering comprehension questions.  Theme, conflict, character traits were all included as part of the book club work.  Students are working on final projects to show off what they learned from their books.  
     
    In Writing, we are just about to wrap up the Research Based Essay Unit.  5th graders first did some research about chocolate milk and then more recently picked the topic of either zoos or extreme sports. They were asked to read several articles on their topics and then decide if they were for or against the topic.  Students learned to state their claim and provide reasons for their position.  The kids worked to find Facts, Reasons, Examples and Details from the articles to support their ideas.  Ask your student to tell you the "parts" of an Introductory paragraph (Lead/Hook, Claim, Preview)!!
     
    OCTOBER 2015
    Articulation: 
    Working on the /sh/ and /ch/ sounds in all positions of words in phrases.  Putting the top teeth on the sides of the tongue helps get the proper positioning for this sound.
     
    Working on the /s/ sound in the initial position of words.  Placement cue:  "Glue your front teeth together.  Keep that tongue inside those teeth."
     
    Language:
    Knowing how to summarize is a very important skill.  A small group of students have been working on using text features in nonfiction to help them think about main idea (titles, headings, topic sentences).  In addition, they worked on identifying important details vs. less important ones.
     
    Social Language/Executive Functioning:
    Some 5th graders have been working on perspective taking when it comes to difficult and "annoying" social situations.  We have been talking about noticing what other people are saying, doing and wondering what they might be thinking, in addition to what we might be saying, doing and thinking in that same situation.
     
    Other 5th graders have been working on their Executive Functioning skills.  The group has been split in half, with Mrs. Jannace teaching half and me teaching half.  Mrs. Jannace's group is working on the strategy of "Circle and Underline."  This strategy helps students pull out the most important information within a set of directions.  It also helps them see that directions may have multiple steps.  Students learn to circle action words and underline key words.  My group has been working on the "Get Ready. Do. Done" strategy.  Students are asked to think about what an assignment is asking them to do and for them to think about what it will look like when it is completed.  Students then break down the steps of the assignment into action items and think about the materials they will need to complete the task.  This strategy helps the students see both the overall big picture, as well as the smaller parts of what the directions are asking them to do.  The students have been practicing these strategies with their social studies curriculum.
     
    Literacy:
    In Reading we have been learning about how author's reveal characters.  We read The Goodness of Matt Kaizer, and looked for evidence within the story.  Our focus was descriptions (DES), actions (ACT), dialogue or internal thoughts (DIA) and reactions of other characters (REA).  As we read, we underlined evidence and jotted our "codes" in the margin, as well as any "thoughts" we had.  We are now reading a new short story called Ta-Na-E-Ka and we continue to look for evidence of how the author reveals character but we also added a new challenge...looking for conflict.  Students are learning about 4 types of conflict:  Character vs Self, Character vs Character, Character vs Society and Character vs Nature.  Expanding on our jots (in the margin) to show deep thinking continues to be a focus.  Kids are encouraged to elaborate on their thinking by answering their own questions and giving reasons for their observations  ("I think ___ because...").
     
    In Writing, we are finishing up Personal Narrative.  Students have been using their Writer's Notebooks to practice brainstorming and making timelines or sequencing organizers as they PLAN.  They have also been using their notebooks to practice different skill areas such as leads, show don't tell and dialogue.  We continue to remind students to use the RESOURCES in their notebook to help them with the different skill areas.  As we have moved into the DRAFTING part of the process, 5th graders have been doing a great job using Google Docs.  Small groups and conferencing continue to be a big part of writing.  As each student moves into the REVISING and EDITING part of the writing process, they will also be using a rubric to help them be more independent as they get ready to pass in their final piece.