Leap Into Literacy
September/October: Grade 5
Reading
Reading: Core Standard RL.5.6 states:
“Describe how a narrator's or speaker's point of view influences how events are described.” http://www.corestandards.org/ELA-Literacy/RL/5/
One way to address this standard and offer an opportunity to compare and contrast two texts on the same topic is by using an old favorite series “I Survived” by Lauren Tashis along with a newer series “Survivors” by Kathleen Duey. There are books on the same subject: the Titanic, The San Francisco Earthquake, and the Chicago Fire that will offer similar information but different points of view. Try these books today.Earthquake: San Francisco, 1906 (Survivors Series) by Kathleen Duey
I Survived the San Francisco Earthquake, 1906 by Lauren Tarshis
Writing-Finding Time for Individual Instruction
Very often it seems like there’s just not enough time to fit it all in. We know that it’s important to meet with students every day, but how can we fit in an effective mini lesson, share time, and work with every student individually? Here are some tips for finding the time for individual instruction during writer’s workshop.
Set up reasonable expectations for yourself. Aim to see every writer once a week and struggling writers twice a week.
Consider setting up a schedule for conferences and making it public in your classroom. Students will remind you that they have an appointment with you and will expect you to reschedule quickly if something comes up and you miss the conference. Remember to leave some time in the schedule for spontaneous conferences that you can put in as the need arises.
Keep your eye on the clock. Protect your independent writing and conferring time! Try to guard against mini lessons that go too long or transitions that just aren't efficient. Also, keep in mind that each conference should last around 5 minutes. Realistically, some might take three minutes and others might take seven, but keep the five minute goal in mind. Look at the clock and keep to one teaching point.