5th+Grade

= = **5th Grade** = = **Standards as They Apply to 5th Grade** = = The overarching goal of the fifth grade reading and writing program is to facilitate language and literacy development in each student. During Reading Workshop, students learn reading skills and strategies through explicit mini-lessons (standard 3). Students are asked to think critically and reflect on their reading as they write responses to literature addressed to peers, the teacher and the authors themselves (standard 12). Students are encouraged to read different genres and explore the work of different authors over the course of the year (standard 2). The workshop structure emphasizes student independence, resulting in increased confidence so that each girl becomes a stronger reader. Fifth graders are also deeply engaged in Writing Workshop. Students examine different genres using exemplar texts (standard 2). Students then write memoirs, folk tales, nonfiction pieces, poetry and short stories (standards 4, 5, 12). During the fifth grade year, students focus on the CSH writing process and emphasize revising written work (standard 5). Students are encouraged to “go public” with their writing. Students have opportunities to grow as writers by understanding the value of the process and through completing authentic assignments. = = **Signature Strengths in Reading** = = For many girls, Reading Workshop is their favorite part of the day. Most fifth graders have a tremendous amount of enthusiasm for reading. The classroom library and the central school library provide extensive resources for students to explore many genres. The girls are attentive during mini-lessons and quick to practice newly acquired skills and strategies. Mini-lessons vary and include learning how to make predictions, how to determine theme, how to craft reading responses as well as how to select a book. The girls begin to internalize and fully use new strategies when they write about what they are reading. Over the course of one trimester, the students’ written responses about reading have evolved from writing primarily focused on summary to reflections demonstrating critical thinking which incorporate many of the strategies and skills learned in class (standard 3). = = **Areas for Growth | New Directions in Reading** = = In fifth grade, the students would benefit from more exposure to technology. Technology is changing the way that these girls communicate. The girls would benefit from sharing their Reading Workshop responses via a wiki, discussion board or blog. This way the teacher and the students can also respond to each other. The reality is that this is the way the students will be interacting as they get older, even as technology continues to present new means of collaboration and communication. Many of the professional development opportunities offered recently have been either online or a hybrid of online and in-person. The girls must be prepared to communicate this way. Technology presents an area for growth for all teachers, especially with the additional challenges when one attempts to cover reading, writing, grammar, spelling and technology in 45 minutes a day. The girls would benefit from more time for this foundational literacy. = = **Signature Strengths in Writing** = = Fifth grade students at Sacred Heart love to write. Fifth graders are challenged to write daily in class. This writing ranges from critical thinking responses about literature to responding to writing prompts that allow the students to reflect about their lives and the world around them. Fifth graders are have many opportunities to write poetry and creative stories. Students write memoirs, folk tales, nonfiction pieces, poetry and short stories (standards 4, 5). During the fifth grade year at Sacred Heart, students are challenged to independently organize multiple paragraphs of writing. Students focus on the structure of their assignments. This includes structuring a piece of writing to have a clear introduction, body and conclusion with transitions. Fifth graders are also introduced to the idea of a thesis statement and supporting details. Writing Workshop consistently stresses the writing process while also expecting increased student independence. Fifth graders are always required to turn in all prewriting activities, outlines and drafts with their revised work. Students focus on editing and revising to hone their punctuation and grammar skills (standard 6). Students are assigned authentic assignments that will benefit them beyond the fifth grade (standard 12). Recently, a student wrote a persuasive piece asking if the middle school could not only have DEAR (Drop Everything and Read) but also alternate sessions with DEAW (Drop Everything and Write). = = **Areas for Growth | New Directions in Writing** = = Access to computers is very helpful to English students who are focused on the writing process. Word processing facilitates students’ ability to revise and improve their work easily. Technology can provide opportunities for girls to collaborate through the use of shared documents and/or wikis. Computer access also allows for research to be an integrated part of writing. Girls can use the CSH media center website from the classroom. There is an opportunity for girls to create online portfolios and digital books. These types of assignments are engaging and help the girls become excited about writing. The curriculum would benefit from a structured grammar program. The fifth grade teacher is in the process of trying to include more grammar in mini-lessons, but due to time constraints it is a challenge! = =

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