Fifth Grade
Reading and Writing Beliefs and Expectations for Fifth Grade
Reading and Writing Beliefs and Expectations for Fifth Grade
Reading Beliefs
- Everyone can learn to love reading
- Everyone should be reading at their own level and provided with targeted teaching to get them to be proficient at grade level
- All students meet with a teacher in guided reading groups
Reading Expectations
- Comprehension mini-lessons
- Responses should be written in complete sentences
- Questions should be sure to address DOK level 2 & 3
- Students should have sustained time read at home and in class
- Students reading at grade level should read grade level texts fluently with adequate rate, expression and tone
- 60-90 minute daily reading block
- Read aloud - interactive and instructional
- Reading and writing in same genre at same time
- Time in class for sustained silent reading
- Reading skills are practiced in content material
- Working with words/spelling/word parts
- Guided reading 5 days a week
- All students are apart of a reading group
- Tier 1 intervention taught to students in classroom for students below grade level
Writing Beliefs
- Everyone has the ability to effectively communicate through writing
- Everyone should be able to follow a process of writing
- All students should conference with teachers regularly
- Students become stronger writers by learning from mentor texts
Writing Expectations
- Students should be able to write a variety of sentence structure
- Students should be able to write informational, opinion, and narrative writing
- Students should be able to follow appropriate structure, development, and conventions
- Writing skills are practiced in content area
- Students should use mentor texts and other models to help their writing
- Students are building stamina by writing daily
- Time in class to write independently everyday
- Peer feedback is given during writing units and for enjoyment (celebrations)
- Students receive tier 2 interventions for writing skills (writing strategies)
- Grammar skills should be explicitly taught and then referred to during writing/conferencing
- 60 minutes of writing daily