Language Arts Curriculum
TREASURES
This is the Reading Curriculum we use daily for Spelling Lists, Phonics Skills, Readings and several other areas which all surround a Weekly Theme. You will find our theme for the week when your student brings home the Treasures Reading Book on Wednesdays. Find out more at : http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html
DAILY 5
The Daily 5 is a method of instruction designed by Washington teachers Gail Boushey and Joan Moser to teach students to be Independent and Self-Motivated during a Readers' Workshop. We spend the first 7 few weeks of school introducing and perfecting each of the Daily 5 Elements. By Week 8, we know what is expected during each and are expected to complete each of the Daily 5 a certain amount of times each week. A chart will begin coming home by Week 8 or 9 of school so that you can see what your student has been doing for Reader's Workshop throughout the week. The Daily 5 is:
Ask your student to explain what is expected during each Daily 5!
"There is a quiet and calm hum to the room. Some children are lying on the floor with Book Boxes full of 'Good Fit" Books sitting next to them. As they read to themselves, a child nearby reads the pictures in a book, giggling at a funny part...Some children are curled up in a corner on pillows with partners, reading a particularly animated section from a Junie B. Jones book...Other students are scattered about at tables, heads bent, pens moving methodically across the pages of their journals, crafting tantalizing tall tales, silly songs, or a tearful retelling of a pet goldfish succumbing to old age at home last night...others are sitting on the floor or at a table, tongues between their lips as they focus intently on building some of the word families and sight words using Wikki Stix or...play dough. Over on a couch two students are wearing headphones, books in laps, as they listen to tapes of the books, turning the pages and following along with the voice on tape...Where are the Teachers? There we are sitting on the floor with a group of four students. We are having an animated discussion about our favorite strategies to help us comprehend the story in front of us...the rest of the children in the class are working by themselves, completely independent." -Gail Boushey and Joan Moser
ACCELERATED READER
Students are expected to Read a book they have chosen 3 times before taking the AR test. Twice to themselves and once to an adult. You will receive a paper after each quiz to see how your student is performing. After the First Marking Period, I along with the students and parents will set a goal for each student for the next Card Marking Period. They will be expected to reach this goal by the end of the current Card Marking. This may change throughout the year and my hope is that the goal gets higher each card marking!
This is the Reading Curriculum we use daily for Spelling Lists, Phonics Skills, Readings and several other areas which all surround a Weekly Theme. You will find our theme for the week when your student brings home the Treasures Reading Book on Wednesdays. Find out more at : http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html
DAILY 5
The Daily 5 is a method of instruction designed by Washington teachers Gail Boushey and Joan Moser to teach students to be Independent and Self-Motivated during a Readers' Workshop. We spend the first 7 few weeks of school introducing and perfecting each of the Daily 5 Elements. By Week 8, we know what is expected during each and are expected to complete each of the Daily 5 a certain amount of times each week. A chart will begin coming home by Week 8 or 9 of school so that you can see what your student has been doing for Reader's Workshop throughout the week. The Daily 5 is:
- Read to Self
- Work on Writing
- Read to a Friend
- Word Work
- Listen to Reading
Ask your student to explain what is expected during each Daily 5!
"There is a quiet and calm hum to the room. Some children are lying on the floor with Book Boxes full of 'Good Fit" Books sitting next to them. As they read to themselves, a child nearby reads the pictures in a book, giggling at a funny part...Some children are curled up in a corner on pillows with partners, reading a particularly animated section from a Junie B. Jones book...Other students are scattered about at tables, heads bent, pens moving methodically across the pages of their journals, crafting tantalizing tall tales, silly songs, or a tearful retelling of a pet goldfish succumbing to old age at home last night...others are sitting on the floor or at a table, tongues between their lips as they focus intently on building some of the word families and sight words using Wikki Stix or...play dough. Over on a couch two students are wearing headphones, books in laps, as they listen to tapes of the books, turning the pages and following along with the voice on tape...Where are the Teachers? There we are sitting on the floor with a group of four students. We are having an animated discussion about our favorite strategies to help us comprehend the story in front of us...the rest of the children in the class are working by themselves, completely independent." -Gail Boushey and Joan Moser
ACCELERATED READER
Students are expected to Read a book they have chosen 3 times before taking the AR test. Twice to themselves and once to an adult. You will receive a paper after each quiz to see how your student is performing. After the First Marking Period, I along with the students and parents will set a goal for each student for the next Card Marking Period. They will be expected to reach this goal by the end of the current Card Marking. This may change throughout the year and my hope is that the goal gets higher each card marking!