Click the Scholastic Books link for access to purchasing books for your child or our classroom. The code to connect to our classroom is found below. Every purchase helps us keep our classroom library fresh and stocked with titles the students will enjoy. Thank you for supporting your child's education! LKYN7
Library
Library times will be scheduled as soon as possible. More information to come! Our classroom has a return basket they can place their books in once they are finished with them. Please make sure your child brings their books back each week to eliminate any checkout issues.
Weekly Reading Responses
Students will be required to complete weekly reading responses throughout the year. To find out if your child has one due each week, please refer to their planner as we fill these out daily. At the beginning of each week, it will be noted on whether or not they have a response due.
How much should my child read?
Your child should be reading about 20 minutes a night, including weekends, for a total of 5 days a week. There should be 200 minutes of at home reading every 2 weeks. I understand life happens with sports and other family activities, but please do your best to keep your child on track for their academic future.
Literature Circles
At times this year, your child will take part in book clubs/literature circles. This is their time to work in small groups and read books at their level while becoming engaged with the text in a variety of ways. It will be noted in their planners when they are taking part in these groups, as well as any assignments that come with it. Please continue reading to familiarize yourself with the roles and expectations of these groups and assignments.
Student Expectations:
When we do literature circles this year, you will meet with your group at least once a week. During group meetings you will:
- Come prepared with book, reading journal and assigned role completed.
- Sit so everyone can see each other.
- Get started right away.
- Look at the person who is talking.
- Listen to understand.
- Ask questions to understand better. Each student should come with 3 questions prepared to ask the group.
- Speak clearly but not too loud.
- Wait for the speaker to finish.
- Signal when you want a turn. Do not talk over others.
- Make sure everyone gets a turn.
- Build on each other's ideas.
- Respect each other's ideas.
- Stay on topic.
- Provide evidence for your thinking. Use textual evidence.
- Jot down new information/thoughts/ideas you have gained from the discussion.
Literature Circle Roles:
Each week you will learn about different roles that can guide the discussion circle and keep the conversations going. As we get further into the year and the different roles become better understood and practiced, group members will be assigned roles that they can improve on. It is important that students monitor the literature circle chart to keep track of their assigned jobs. Below are the job possibilities.
Connector: What did today’s reading remind you of? Be sure to include at least 3 connections. These connections can be a text to self, text to text, or text to world. You might connect to: your own life (text to self), the world events or issues (text to world), things that happened in your neighborhood/community or school (text to self or text to world), similar events or settings that you have read in a book or saw in a movie (text to text), history (text to world), other people and problems (text to world), or other writing by the same author or on the same topic (text to text). Be sure to include what you are reminded of and why it reminded you of it. You must also find at least one interesting word and define it.
When you meet with your group, share your connections and invite other members of the group to “piggyback” on your connections by sharing their thoughts and connections.
Visualizer: Draw a picture or mind map that stands out from the week’s reading (e.g. a character, an exciting part, a surprise, a prediction of what will happen next, etc.). Remember to include as many of the senses as you can (e.g. what you can see, hear, smell, feel, taste) in your drawing. You may label things with words to make your visualization more complete. Under your drawing, write about your visualization including the reason for your choice. When you meet with your group, don’t tell them what you have drawn – let them guess! Once everyone has had a turn, you can tell them all about it including the reason for your choice. Write down words and passages in the story that helped create vivid mental images. Identify the sense that the image appealed to. You must also find and define at least one interesting word.
Summarizer: (Determining Important Ideas) Provide a brief summary/retell of the week’s reading. Make sure that you jot down the important points and main ideas of the reading under “notes”. Then, be sure to write at least one “meaty” paragraph in order of the main events in your reading for the week. Add any major events or information you discovered after discussing this passage with your group. Things to consider; the setting, main characters and main events. Think about the conflicts/problems, solutions/resolutions, and rising actions. You must also find and define at least one interesting word.
Author Applauder: Find at least 3 parts in the week’s reading where you liked or acknowledged the authors craft. For example, maybe you liked how the author started chapter 3 with a question lead because it really engaged you with the text. Be sure to be specific in what you liked and why. Also include textual evidence within your answer (including the page number and paragraph so others can see what you chose). You must also find and define at least one interesting word.
Character Commander: Find at least 3 parts in the week’s reading where you discovered something about one of the characters. For example, maybe you found out that Timmy is very passive based on how he acted with some of his friends at lunch. Be sure to be specific in what you discovered about a character and use textual evidence to support your thinking. You must also find and define at least one interesting word.
Parent/Volunteer Expectations:
Students should hang onto their assigned role page that they complete each week. They will later use these completed pages for the final book project/presentation.
- Parents notify the teacher if they witness a student who does not have their assigned job completed.
- At the end of each unit/book, student’s pages and presentation will be evaluated by their homeroom teacher. Please help students keep track of their assignments throughout the unit.
- Be sure students are using textual evidence on their job sheets and within their discussion. A student should not make a claim without referring back to the text, stating page numbers, quotes, or paraphrasing of events they remember. This is huge for 5th grade as they learn to pull quotes and paraphrase more.
- Please be mindful of student work and keep in mind their right to privacy in regards to their academic performance.
- Inform classroom teachers if ANY problems arise or conflict in groups is brewing.
- Monitor group performance based on student expectations above and redirect conversation as needed.
- Ask the classroom teachers for anything you may need.
- Please be flexible and understanding in the early stages as student work will improve as we get further into the program.
We truly thank everyone for taking the time to help us with these literature circles. These literature circles are a great time for students to apply the reading skills/tools they have gained and need to strengthen as they prepare to embark on their next adventure in middle school. If you have any questions, please do not hesitate to ask!
Student Expectations:
When we do literature circles this year, you will meet with your group at least once a week. During group meetings you will:
- Come prepared with book, reading journal and assigned role completed.
- Sit so everyone can see each other.
- Get started right away.
- Look at the person who is talking.
- Listen to understand.
- Ask questions to understand better. Each student should come with 3 questions prepared to ask the group.
- Speak clearly but not too loud.
- Wait for the speaker to finish.
- Signal when you want a turn. Do not talk over others.
- Make sure everyone gets a turn.
- Build on each other's ideas.
- Respect each other's ideas.
- Stay on topic.
- Provide evidence for your thinking. Use textual evidence.
- Jot down new information/thoughts/ideas you have gained from the discussion.
Literature Circle Roles:
Each week you will learn about different roles that can guide the discussion circle and keep the conversations going. As we get further into the year and the different roles become better understood and practiced, group members will be assigned roles that they can improve on. It is important that students monitor the literature circle chart to keep track of their assigned jobs. Below are the job possibilities.
Connector: What did today’s reading remind you of? Be sure to include at least 3 connections. These connections can be a text to self, text to text, or text to world. You might connect to: your own life (text to self), the world events or issues (text to world), things that happened in your neighborhood/community or school (text to self or text to world), similar events or settings that you have read in a book or saw in a movie (text to text), history (text to world), other people and problems (text to world), or other writing by the same author or on the same topic (text to text). Be sure to include what you are reminded of and why it reminded you of it. You must also find at least one interesting word and define it.
When you meet with your group, share your connections and invite other members of the group to “piggyback” on your connections by sharing their thoughts and connections.
Visualizer: Draw a picture or mind map that stands out from the week’s reading (e.g. a character, an exciting part, a surprise, a prediction of what will happen next, etc.). Remember to include as many of the senses as you can (e.g. what you can see, hear, smell, feel, taste) in your drawing. You may label things with words to make your visualization more complete. Under your drawing, write about your visualization including the reason for your choice. When you meet with your group, don’t tell them what you have drawn – let them guess! Once everyone has had a turn, you can tell them all about it including the reason for your choice. Write down words and passages in the story that helped create vivid mental images. Identify the sense that the image appealed to. You must also find and define at least one interesting word.
Summarizer: (Determining Important Ideas) Provide a brief summary/retell of the week’s reading. Make sure that you jot down the important points and main ideas of the reading under “notes”. Then, be sure to write at least one “meaty” paragraph in order of the main events in your reading for the week. Add any major events or information you discovered after discussing this passage with your group. Things to consider; the setting, main characters and main events. Think about the conflicts/problems, solutions/resolutions, and rising actions. You must also find and define at least one interesting word.
Author Applauder: Find at least 3 parts in the week’s reading where you liked or acknowledged the authors craft. For example, maybe you liked how the author started chapter 3 with a question lead because it really engaged you with the text. Be sure to be specific in what you liked and why. Also include textual evidence within your answer (including the page number and paragraph so others can see what you chose). You must also find and define at least one interesting word.
Character Commander: Find at least 3 parts in the week’s reading where you discovered something about one of the characters. For example, maybe you found out that Timmy is very passive based on how he acted with some of his friends at lunch. Be sure to be specific in what you discovered about a character and use textual evidence to support your thinking. You must also find and define at least one interesting word.
Parent/Volunteer Expectations:
Students should hang onto their assigned role page that they complete each week. They will later use these completed pages for the final book project/presentation.
- Parents notify the teacher if they witness a student who does not have their assigned job completed.
- At the end of each unit/book, student’s pages and presentation will be evaluated by their homeroom teacher. Please help students keep track of their assignments throughout the unit.
- Be sure students are using textual evidence on their job sheets and within their discussion. A student should not make a claim without referring back to the text, stating page numbers, quotes, or paraphrasing of events they remember. This is huge for 5th grade as they learn to pull quotes and paraphrase more.
- Please be mindful of student work and keep in mind their right to privacy in regards to their academic performance.
- Inform classroom teachers if ANY problems arise or conflict in groups is brewing.
- Monitor group performance based on student expectations above and redirect conversation as needed.
- Ask the classroom teachers for anything you may need.
- Please be flexible and understanding in the early stages as student work will improve as we get further into the program.
We truly thank everyone for taking the time to help us with these literature circles. These literature circles are a great time for students to apply the reading skills/tools they have gained and need to strengthen as they prepare to embark on their next adventure in middle school. If you have any questions, please do not hesitate to ask!
Spelling
Word Work (Tic-Tac-Toe): Spelling is differentiated depending on the student's performance on assessments. For example, students who continue to earn 3's and 4's on these tests will be excused from word work as their time will be spent on more meaningful material tailored to their needs. Please ask your child/teacher what their requirements are before reading below :)
Students will receive one of these tic-tac-toe sheets each week there are new spelling words. Students are to choose three activities that would make a row, column, or diagonal and attach them to this sheet which will be handed in on Fridays. These activities give students choice, accountability, and reinforce grammar, conventions, and punctuation that we find little time for in the classroom with so many other demands. Word lists are posted here for the entire year. Please reference them as needed. Students should get plenty of time to work on this in class as it is part of our literacy centers during our reading block. If they are bringing it home, they either were absent, got behind, or are choosing to work on it at home. These will be checked for neatness, completion, and sentence formations. Students who turn in work that demonstrates 5th grade quality will have a star on their paper while those who do not will have a redo on theirs.
Students will receive one of these tic-tac-toe sheets each week there are new spelling words. Students are to choose three activities that would make a row, column, or diagonal and attach them to this sheet which will be handed in on Fridays. These activities give students choice, accountability, and reinforce grammar, conventions, and punctuation that we find little time for in the classroom with so many other demands. Word lists are posted here for the entire year. Please reference them as needed. Students should get plenty of time to work on this in class as it is part of our literacy centers during our reading block. If they are bringing it home, they either were absent, got behind, or are choosing to work on it at home. These will be checked for neatness, completion, and sentence formations. Students who turn in work that demonstrates 5th grade quality will have a star on their paper while those who do not will have a redo on theirs.
Other Ways to Practice
Other Spelling ActivitiesHere are some other suggested spelling activities students could do in addition to the spelling tic-tac-toe homework to prepare for Friday’s assessments,
1. Write the spelling words in alphabetical order.
2. Write the spelling words in crayon or pen. Write each consonant letter in red and each vowel in blue.
3. Write the spelling words and cross out all the silent letters.
4. Print each word. Next to it, write the word in cursive.
5. Make a set of flashcards for studying your words.
6. Write each spelling word three times each.
7. Write each spelling word in a rainbow of colors. First write the words with a red crayon. Trace over the words with a blue crayon. Finally, trace the words again with a green crayon. Number the words.
8. Write the spelling words as fractions based on the number of vowels and consonants in each word. (Example: The word is fraction, consonants= 5/8 and vowels = 3/8.
9. Write your words with all the letters scrambled up. Ask a parent/guardian to unscramble the words on your paper.
10. Write a quality sentence for each one of your spelling words. The sentences should make sense and be in your best handwriting. Don’t forget to underline the words.
11. Take a Practice Test at home given by your parent/guardian. Write any missed words 3 times correctly. Number the spelling words. Include a parent signature on the test please.
12. Draw and color a picture. “Hide” all the words in the picture.
13. Pyramid write all your spelling words. Example:
h
ho
hom
home
14. Write a letter to a friend or relative. Include at least 10 spelling words. Underline the spelling words.
15. Write a rap song using all of the spelling words. Underline the spelling words.
16. Got to www.wordle.net to type in your spelling words. Print.
17. Visit www.spellingcity.com to type in the spelling words. Print.
18. Write a story using all of the spelling words. Underline the words.
Note: these here are not specifically required!
1. Write the spelling words in alphabetical order.
2. Write the spelling words in crayon or pen. Write each consonant letter in red and each vowel in blue.
3. Write the spelling words and cross out all the silent letters.
4. Print each word. Next to it, write the word in cursive.
5. Make a set of flashcards for studying your words.
6. Write each spelling word three times each.
7. Write each spelling word in a rainbow of colors. First write the words with a red crayon. Trace over the words with a blue crayon. Finally, trace the words again with a green crayon. Number the words.
8. Write the spelling words as fractions based on the number of vowels and consonants in each word. (Example: The word is fraction, consonants= 5/8 and vowels = 3/8.
9. Write your words with all the letters scrambled up. Ask a parent/guardian to unscramble the words on your paper.
10. Write a quality sentence for each one of your spelling words. The sentences should make sense and be in your best handwriting. Don’t forget to underline the words.
11. Take a Practice Test at home given by your parent/guardian. Write any missed words 3 times correctly. Number the spelling words. Include a parent signature on the test please.
12. Draw and color a picture. “Hide” all the words in the picture.
13. Pyramid write all your spelling words. Example:
h
ho
hom
home
14. Write a letter to a friend or relative. Include at least 10 spelling words. Underline the spelling words.
15. Write a rap song using all of the spelling words. Underline the spelling words.
16. Got to www.wordle.net to type in your spelling words. Print.
17. Visit www.spellingcity.com to type in the spelling words. Print.
18. Write a story using all of the spelling words. Underline the words.
Note: these here are not specifically required!