Curriculum

Curriculum

     An important part of this year’s literature program is the reading portfolio that all fifth grade students are going to be responsible for keeping. What this means is that all fifth grade students are going to be reading continually throughout the year.
    The main components of these portfolios are monthly journal writings. Basically, once a month, students will be required to write me a letter discussing what they have read. We will begin this with response for October. These entries are not summaries. Instead, students will share their opinions, insights, and questions about what they are reading. I have included a list of questions that will help students get a feel for this letter writing process.
    Once a book is finished, they will record what they have read-title, author, dates, and the different types of genres they are reading. It is important that they read different genres, not only because it will be part of their final grade, but who wants to read the same type of book over and over again!

Dorset School 2007-2008
Mr. Dechame - Grade 5
English & Spelling

By the end of 5th Grade, Dorset students will use pre-writing, drafting, revising, editing, and critiquing skills to produce final drafts of written products shown below.

I. Writing Workshop
    A. Process writing – using the steps of the Vermont Writing Process, students will generate their own pieces of writing.
    B. Product writing – writing with a purpose, usually a class assignment using graphic organizers and performance task assessment lists. The following genres are covered:
        1. Personal Narrative
        2. How-To Paragraph
        3. Persuasive Letter
        4. Compare/Contrast
        5. A Suspense Story

II. Portfolios
    A. Collection of writing gathered throughout the year form all subject areas.
    B. Writing will be evaluated according to:
        1. Organization
        2. Purpose
        3. Voice
        4. Details
        5. Grammar, Usage and Mechanics

III. Individual Writing Requirement
    A. Two pieces per marking period, one student generated, one teacher generated
    B. Word processing
    C. Student generated topics

IV. Grammar
    A. Harcourt Brace Medallion-HBJ Language
    B. Connection between grammar and writing stressed
    C. Proofreading skills stressed

V. Daily Oral Language “Mug Shots”
    A. Editing and proofreading skills, Daily Oral Language

VII. Spelling
    A. Weekly tests - vocabulary from integrated subjects

Grading System – Class work - 30%, Homework - 20%, Tests and Quiz - 35%
                   Independent Reading 15%

2007-2008
Mr. Dechame
Grade 5 Literature

    Some of our other goals this year, will be to examine the role of oral traditions and understand their historical and present relevance, to make thematic connections among texts, to understand an author’s purpose, to make connections from texts to student’s lives, to create and present a recording of Dorset’s stories and traditions.

    I. Whole class novels – direct instruction, class discussion, oral reading, vocabulary work, essays and multiple choice tests.
        A. The Wolves of Willoughby Chase
        B. Boy of the Painted Cave
        C. The Slave Dancer
        D. The Fighting Ground
        E.   The Riddle of Pencroft Farm
        F.   Johnny Tremain

II. Independent Reading Requirement
        A. Two books per marking period
        B. Responses to Literature emphasize going beyond plot –
   variety of formats available
        C. Friday is independent reading day, books must come to class
        D. State Standard - 25 books or “equivalent” per year
        E. Your child should be reading for a least one half hour per night.

III. Daybook of Critical Reading and Writing
        A. Responding to literature through writing
        B. Examining authors’ perspectives
        C. Studying the language and craft of writers

Grading System – Class work - 30%, Homework - 20%, Tests and Quiz - 35%
                   Independent Reading 15%