5th Grade Language Arts--what does it look like?

Discussion in 'Fifth Grade' started by Ambrosegirl84, Jun 1, 2011.

  1. Ambrosegirl84

    Ambrosegirl84 Companion

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    Jun 1, 2011

    Hi,
    I will have a couple 5th graders this year (one-room school) and was wondering what a typical 5th grade language arts program includes. In 1st-4th we did Language, Spelling, Phonics, Reading and Writing Workshop.

    I used Vowac Phonics which doesn't have a 5th grade level. I would like to have more focus on reading comprehension/response, vocabulary development, and writing.

    Any suggestions? I don't really know what "normal" schools do for 5th grade!
     
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  3. smalltowngal

    smalltowngal Multitudinous

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    Jun 1, 2011

    I would continue with the reading and writing workshops, but just go more indepth with the content. I didn't even know there were still one-room schools around!!
     
  4. mopar

    mopar Multitudinous

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    Jun 1, 2011

    We focus on the same areas in our fifth grade. Our phonics is more on reading multisyllabic words, especially with prefixes, suffixes, and Greek or Latin roots. We also start to focus a little more on grammar, teaching the genres of literature, and incorporating nonfiction reading.
     
  5. born2teach84

    born2teach84 Comrade

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    Jun 12, 2011

    You should look into Daily 5 and the CAFE book by the Sisters. I teach my reading through this structure using the strategies from CAFE. It is imperative we get kids reading MORE! Studies have shown that our kids read the least amount of time now then they have ever before! To incorporate spelling I use Words Their Way and level my kids because traditional spelling is a joke. Who remembers words we memorized years ago just to spell them on the test. Words Their Way brings about a patter the students learn so when they encounter a new word they can break it down and spell it by the patterns they have learned. Grammar can be taught through both avenues.
     
  6. Upsadaisy

    Upsadaisy Moderator

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    Jun 12, 2011

    This is a old post of mine regarding reading in 5th:

    Here is a plan that worked well for my class this past year with a read-aloud:

    Students kept a reader response journal. They wrote in it daily. They each had a copy of the book (they had to buy it). They were not allowed to read ahead or start it on their own.

    First, we previewed the book, the title, the author's name, cover illustration. We predicted what the book was about. I kept a chart on the wall to record predictions. Then, we read the back cover which had a brief summary. The kids wrote in their journals about any questions they had, what they wanted to know. I recorded questions on the chart paper. This was done in 2 sessions.

    I made charts for recording names of characters, descriptions of characters, settings. We kept adding to the charts as we read.
    We updated the predictions chart as we proved or disproved our predictions.

    The next lesson was about how to use the reader response journal. Every day of reading, they dated the page before writing. They were to keep it open while they read, jot down questions they had, things they wondered about, conclusions they could draw, emotional responses, words they did not understand, and (their favorite) figurative language. (Tie in to language arts lesson on figurative language.)

    Each day, the kids read one chapter (they were short, you might have to limit it to a certain number of pages if the chapters are long) silently. They wrote in their response journals.

    Chart paper for vocab words was kept up until the book was done. I listed the words and page numbers for each days reading. Sometimes we projected the definitions before the kids read a chapter. I gave them pages for recording vocab words and definitions - just made it on the computer with appropriate lines. They used the dictionary to find the definitions after reading silently.

    When everyone had finished reading and recording, I read the same chapter aloud while they followed along. This could take place at any time later that day. We stopped and discussed at appropriate spots. We updated charts. Each student shared their favorite parts (which they had noted in their journals), and interesting language (words, phrases, similes, metaphors). This turned out to be their absolute favorite part of the discussions, which surprised me.

    On most days, I posted a question of the day (or two or three) on the board. They had to answer the question in their journals. Their answers had to contain the question and be in complete sentences. I encouraged them to cite the page number and/or a quote from the chapter which helped them.

    Sometimes, I had them draw a particular scene, or even a vivid use of language right in their journals. They loved this, too. You could also ask them to make short comic strips of chapters, write letters to characters giving advice, write 'found' poems using words they found in the novel, compare characters to themselves...... there is no end to all the opportunities!
     
  7. Upsadaisy

    Upsadaisy Moderator

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    Jun 12, 2011

    Another description of working with novels:
     
    Last edited: Sep 29, 2015
  8. Ambrosegirl84

    Ambrosegirl84 Companion

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    Jul 22, 2011

    Thanks!! I should be able to use these with all 3 grades. I think at the beginning of the year, I will do a read-aloud and model the journaling/vocab/everything, and each grade will have a spot on the wall (or a bulletin board) to record their stuff. I think I will have each student select a book a month from a "pile" of books I have, and then they will do a report/response/review type of thing. That way, they can get familiar with different genres.
     

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