Each day in 5H we have Reading Workshop. In fifth grade we are working to develop
fluent readers of a wide variety of styles and genres. Our reading program has
several components, names and terms that your child may use with you at home.
Independent Reading
This aspect of Reading Workshop has children choosing their own books to read.
The choice is often guided so that children choose books that are appropriate for
their individual reading levels. Children confer with the teacher at least once at
week about their reading and write a response in a reading journal about their reading.
The goal is to develop a love of reading as well as fluent readers. Children who read for
sustained periods of time at their interest and independent level have the opportunity
to practice reading strategies.
Guided Reading
This is a time when the teacher chooses materials for a small group of
students to read. It may be a short selection or a book. Children who need practice with
similar strategies and skills will work together.
Read Aloud
This is a great time of day to model fluency and thinking about reading.
Children are also introduced to new authors, genres and books. The read aloud often stimulates
great discussions among children and can introduce a new author or series to a
child.
Book Groups & Whole Class Novels
At different times during the year 5H students will be reading books for small
and large discussion groups. Sometimes these books may be linked by a common theme of
"friendship" or the study of a different culture. At these times we have directed
instruction at the strategies of reading a particular type of literature or at
the issues with which a book addresses, (such as a collection of books on China.) Other times,
the books operate more like a book club that you may be familiar with as an adult.
I look forward to a growing community of thoughtful, successful readers this
year!
Reading Strategies
Below are the strategies that we will be working on as readers in 5H this
year. These are things that "good readers" do automatically
when reading.
1. Access Prior Knowledge - a strong reader will draw upon his/her background
knowledge about a topic while reading a text. Likewise, that same reader will
gather background knowledge if s/he lacks it about a particular topic. For example, when
reading Number the Stars, a book about the Holocaust of World War II, a reader
will draw upon his/her knowledge of that time period or gather information.
2. Ask Questions - While reading a strong reader will wonder "who is speaking?
Who is doing this? Why did that just happen? Where does this take place? How will the
main character change? etc.
3. Make Connections - Good readers make links to their own lives, the world
around them, other books they have read or experiences such as a movie or play. You may
hear a child say "this is just like..." The humor of a books such as Dealing With
Dragons is very apparent to a child famiiar with fairy tales, as much of the
action of the main characters is a twist upon original fairy tales.
4. Create Images - Strong readers get a visual picture in their mind of the
text. Where is this taking place? What is it like? Can I reread that description of the
setting to "see" the action? Good readers also get sensory images of sound, smell and touch from
readings.
5. Identify the Main Idea & Theme - Good readers can sift out side plots,
characters and side notes. They can identify what a piece of writing is "really about."
6. Synthesize Information - A strong reader can not only summarize what a
piece of writing was about but give the "point" or author's message of a piece. S/he
can tell you why something was written succinctly and what it is saying to the reader.
7. Make Inferences - A strong reader can "read between the lines." Why do I
think that happened? What does it mean? What does it tell me about the character, plot,
purpose of the writing, opinion of the author?
8. Use Fix Up Strategies - A good reader is able to automatically reread when
s/he misses information or has a question. S/he will also skip ahead when needed. What
did that word mean? Can I find out by going back or reading ahead? Can I use
what I know about phonics or roots to figure out the pronunciation and/or meaning?
