5th Grade Weekly Resources

9.19 -- 9.23

Reading

Theme

I attached a link to some THEME cards($) to help you in teaching theme last week, but will attach them again. This can help students know some examples of themes and also gives a definition with it. It may also help with our ELL students who may not have the language to say what the theme is, but have this as a reference point to build their vocabulary in this complex area. If you are interested in these cards, let me know and I may be able to help you out!
The picture to the left is of a (Plot vs.) Theme anchor chart. I know you guys don't need the plot side, but thought you could take the ideas from the theme side to help guide you in the making of your theme anchor chart with your students.


Each of the ideas on the theme side are taken from a lesson from Jennifer Serravallo's "Reading Strategies book" based upon theme and ways to find the theme. Below are the pages of the lessons these ideas came from if you would like to read the lessons to have a better understanding.


Pg. 199 -- What Are You Left With?

Pg. 200 -- Mistakes Can Lead to Lessons

Pg. 206 -- From Seed to Theme

iStation Conferences

Below you will find a video of an iStation conference being held with a student. I realized, this may be new for some and that you may have questions of what that should look like. Ultimately, you get to decide how that will work best for you and your students, but have provided a video if you would like ideas.
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Writing

Invitation to Notice

Below is a link to Jeff Anderson's Invitation to Notice and it takes you through his thinking behind this process. Inviting students to notice is the first day of the process and you are able to work through the stages each day. During one of the summer workshops they talked about this process (I believe in The Art of Writing) and they went through each 6 stages of the process. If you are interested in implementing this in your class, I would be more than happy to sit with you and walk through what this would look like more in depth. I could even come and model each day during your invitation time if you would like to see it in action!


He is the author of "Mechanically Inclined" and "Everyday Editing". I know in his "Everyday Editing piece, he talks about this process. If you are interested in walking through this book with me, we can do that, as well!

Editing Invitations

Global Read Aloud 2016

Monday, Oct. 3rd, 12am

This is an online event.

Check out Pernille Ripp's website dedicated to the Global Read Aloud 2016! This is a great way to connect with people around the world, all while reading the same book. They even have a way to connect the read aloud to writing by students responding to what they've read. Sometimes, the author will even post videos each week about the chapters that were read!

Technology

Some have expressed interest in technology tools to help support instruction in their classroom, SO I am adding a technology piece to my newsletter! Also, feel free to share if you have a tool you use in your classroom and I can share it on here to share with everyone else!

Randomly

This app can take the place of popsicle sticks to call on students. It really is just that--RANDOM! Create your classes and plug in your students and it will randomize your class list for you to call on a student at random. This can help keep up student engagement, because students won't know if they will get called and will hold each student accountable for their learning. If I come model for you, you will most likely see me using this app!

Google Classroom

I can probably bet most of you have heard of Google Classroom. If you haven't, it is a great way to create an online class for students to upload, share, etc. with you and their fellow peers. They can turn in assignments. They can answer questions to your exit tickets and see announcements for important info. If you would like help in setting up Google Classroom for your class, let me know and I will gladly come support you in this.

In Preparation for Next Week:

Reading:

Please look over Stage 1 of Unit 2, so we can start laying out the TEKS we want to cover for the next 4 weeks for Unit 2 over information, expository and paired text. When I last looked, the Stage 2 (the assessment piece) and Stage 3 (Design Tools) were not up, but Stage 1 (Desired Results) is, so we will start from there and map out the next weeks ahead.

Writing:

Please come with resources you would like to use to teach the below TEKS.


5.18B -- write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing)


5.20Aiii -- use and understand the function of the following parts of speech in the context of reading, writing, and speaking: ) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best)