Reading
"The more that you read, the more things you will know. The more that you learn, the more places you'll go." - Dr. Seuss
Read Reflect Respond
Our literacy block consists of a 90 minute period that includes the following components:
- a mini-lesson
- small group instruction
- independent reading/ written reflections to reading.
Units of Study:
- realistic fiction / author study on Jerry Spinelli, nonfiction, poetry, biography, historical fiction, fantasy, tales
Our classroom library is categorized in bins based on genre and author. Each book is color-coded based on its level in order to assist students in selecting "just right" books.
In Room W-2:
We use post-its frequently to quickly "stop and jot" down our ideas and reflect on our strategic thinking as we apply our comprehension strategies (connection, visualizing, questioning, inferring, determining importance, and synthesizing).
Students write a weekly "Letter from a Reader" where they discuss and reflect on their independent reading selection.
Students also keep a monthly 20/20 journal, reading for a minimum of 20 minutes for 20 days each month at home.
Read Reflect Respond
Our literacy block consists of a 90 minute period that includes the following components:
- a mini-lesson
- small group instruction
- independent reading/ written reflections to reading.
Units of Study:
- realistic fiction / author study on Jerry Spinelli, nonfiction, poetry, biography, historical fiction, fantasy, tales
Our classroom library is categorized in bins based on genre and author. Each book is color-coded based on its level in order to assist students in selecting "just right" books.
In Room W-2:
We use post-its frequently to quickly "stop and jot" down our ideas and reflect on our strategic thinking as we apply our comprehension strategies (connection, visualizing, questioning, inferring, determining importance, and synthesizing).
Students write a weekly "Letter from a Reader" where they discuss and reflect on their independent reading selection.
Students also keep a monthly 20/20 journal, reading for a minimum of 20 minutes for 20 days each month at home.
Reading Strategies
In fifth grade we work on applying various skills (connecting, visualizing, questioning, inferring, determining importance, and synthesizing) to assist us in monitoring our comprehension while we read.
Park Your Thoughts
This is an interactive board that allows students to "jot down their thinking" and "park their thoughts" while reading. Students can place a post-it in the appropriate space in the parking lot in order to explain a strategy they've used, share something from their reading with the teacher or class, pose a question about their reading, or state if they are ready to "shop" for new reading.
Star Readers
In fifth grade we read a variety of genres. When students finish a book, they complete a brief summary of the text, choose the appropriate colored
star for the genre that they read, and write their name on the star. Stars are then displayed around the room as we keep track of the genres that we
read and watch our number of stars grow throughout the year!
Reading Stations
Snuggle up with a good book!
In Room W-2 we like to get comfortable while we read. Therefore, we have various reading stations around the room that we rotate every day during our independent reading time. Some of our favorite spots are the beanbag, various sized pillows, blankets, and special chairs!
In Room W-2 we like to get comfortable while we read. Therefore, we have various reading stations around the room that we rotate every day during our independent reading time. Some of our favorite spots are the beanbag, various sized pillows, blankets, and special chairs!
