Reading workshop
Reading workshop happens several times a week. Reading units most often correspond with project-based work and/or writing units (please see curriculum map). We begin the year with reading assessments; students are then placed in literature circles based on these levels. Depending on the instructional level, these groups will engage in either guided reading sessions or literature talks at least twice a week. Guided reading sessions will focus on increasing reading comprehension and fluency. Literature talks will give students an opportunity to engage in meaningful, accountable discussion about a common text. Students will also engage in conversations with their literature circles on our class website. Literature circles will be asked to respond to prompts on their respective blogs. Students should also always have an independent reading book that relates to the current unit. This book should be a “just right” book; at these grade levels, a book is "just right" when a student thinks about a purpose for reading and can evaluate a text for its ability to match that purpose. For example, if a particular student is working on using context to determine the meaning of new vocabulary, a “just right” book would include at least a few challenging words per page (but not so many that the student would not be able to use context to determine meaning). Another student may be working on inferences and should therefore choose a book that requires them to make inferences about the characters and plot line. Students should bring their independent book with them to school everyday so that they are prepared for independent reading time. Twice a week, students will be asked to write a reading journal entry about their independent book, a curriculum connected read aloud book, or a book being read to support the current project-based learning topic. The reading journal gives students a chance to analyze what they are reading and practice writing about books. |
Writing Workshop
Writing workshop occurs several times a week. Writing units most often correspond with project-based work and/or reading units (please see the curriculum map). Regardless of the writing unit (fiction or nonfiction), emphasis will be placed on using the writing process. The steps of the process are prewriting, drafting, revising, editing, and publishing. It is important for students to follow these steps because it requires them to fully engage in each stage. Writing workshop begins with a fifteen to twenty minute mini-lesson. Students then have an opportunity to practice the skill discussed in the mini-lesson in their own writing. During independent work time, I hold individual conferences with each student to collaboratively assess and analyze their writing work. |
Read Aloud Read aloud is an opportunity for students to practice the current emphasis in reading workshop. For example, if we are discussing envisioning in reading workshop, the read aloud is used to have students practice and discuss envisioning in a group setting. Read aloud also allows me to model the types of discussions students should be having in their respective literature circles. Lastly, read alouds are often chosen based on their relevance to the current social studies and/or science unit. Choice Time
Each week, every student will complete five literacy activities: read to self, partner read, write about reading, fiction writing, and nonfiction writing/reflective journaling. Every child is able to choose the activity that their brain wants to work on that day, as long as all five activities are completed each week. Journal prompts and graphic organizers are used extensively to promote writing output and practice reading comprehension strategies. |
Curricular Word Study
As students begin their shift from learning to read to reading to learn, the focus of weekly spelling also evolves. In Grade 5, students will begin curricular word study, which is designed to build vocabulary and spelling skills concurrently. Each week on Monday, students will be assigned 10 words that relate directly to our classroom studies (e.g., terms from our science or social studies work or unknown vocabulary from oral literacy texts). Throughout the week, they will define the words and write sentences using their new vocabulary. On Friday, students will be assessed on the spelling and definition of each term. Reading Buddies
Once per week, the Wolves visit with the Ottoe Skippers to read aloud with them. This is an excellent opportunity to build community, practice oral literacy, and support the literacy development of younger friends. Occasionally, our reading buddies will teach us about what they are learning in the Montessori classroom, so that they are able to experience being the expert and teacher. We love our reading buddies! Typing
Students experience intensive typing instruction during grades 3 and 4. Most students enter grade 5 a functional typists. If this is not the case, students will work with iPad apps, such as WordBurst, to build typing speed and accuracy. Students type extensively in grades 5 and 6 and build keyboarding skills through exposure and regular practice. |
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