Dear families, This is the week for New Year’s Resolutions. I wonder if you have made any promises to yourself this year - to change a habit, manage your time differently, or take up a new hobby. Resolutions are so important. When we make them, we look back on all the things we did in the previous year and ask ourselves “What can I change?” and “How can I push myself in a new way?” This week we can make resolutions in Language Arts. As learners, the students can look back on their reading and writing work over the past few months and evaluate their progress.Over the next few months, the students will work to improve themselves as learners by:
Your children have all made resolutions that are important to them. They have grand ideas about the learners they wish to be in 2024. They will be working hard toward these goals, and growing as learners, and I am excited to support them. One last thing we discussed as a class was the idea of perseverance. Making resolutions is easy and exciting; the most difficult part is sticking to your resolution and seeing it through. Your children may need support to make it to their goals. They may want to change their mind and stop working toward their goals, especially as life gets busier again. Push them to keep going. They have grand, important goals, and if we work together to support them, I know they will be able to get there. Have a very happy weekend, Ms. McGill
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Dear families,
The work of finding themes is some of the biggest work we do in fifth grade. Finding and naming a theme can be difficult. It involves synthesizing information from a story; comparing, contrasting, and ranking evidence; and choosing the best theme to fit a character or story. But we do this work all the time! Because stories are everywhere--not just in the classroom. They are in the books we read, the movies and tv shows we watch, and even in our life experiences each day. Lately in the classroom we have been examining themes and how they can get complex. This means that we don’t just see a theme in one, fixed way. We know that themes can change, and characters can show them in many different ways. This means that we have to look at all the different types of a theme in order to understand it completely. In class, here are the themes we have been working on: Responsibility Justice Cooperation Perseverance Self-Acceptance Loyalty Tolerance Courage Humility Honesty Sacrifice Compassion We begin to look at these themes by considering that they have two sides are more. To start, we say that a theme has a ‘positive’ and a ‘negative’ side. We see the theme in action and then we might also see the opposite of that theme, which shows us how not to be. For example, looking at the theme courage. When we see the theme in action, we see bravery. A character might feel fear, but they keep going and do not give up. If we see the opposite of the theme, we might see cowardice. A character not only feels fear but they allow that fear to influence them. They might give up or run away. Both choices that a character might make connect to the theme of courage, and how courage is not always easy. Every theme has two sides or more. We see the positive aspects, and the negative ones. Often, when a character shows the negative side of a theme, the author makes it clear that this is not a good thing. A character might suffer consequences for running away, or they might lose out on an opportunity. Their cowardice does not help them, but hurts them. In contrast, the positive side of a theme will help character get what they want. In the end, it is bravery that saves the day and helps them solve their problems. All characters, and all people, have moments when they are both sides of these themes. No one is perfect, and that goes for the characters we read about as well as the people around us. By examining themes through the lens of complexity, we start to understand the nuances of these themes. We can better understand how and why people act the way they do. And we will improve our thoughts about reading, and about the world. Best regards, Ms. McGill Dear families,
Good afternoon and happy Friday! Today I want to share with you the deep thinking work your children have been doing in all subject areas, but especially social studies. This work involves inquiry and sourcing as tools that allow us to understand history and the world around us. When we look at history, we often have to think differently as historians. This means that we cannot expect history to explain itself to us -- instead, we have to look closely and read closely to find the themes that history can teach us. The first step is observation. Close observation allows us to collect information about the world and notice things that might be hidden from us. In class, we have been using primary source documents and discussions to seek out answers to the big questions we have. The students will also work on independent research and analysis of explorers in order to figure things out on their own. We are observing the events of history and asking ourselves Who, What, When Where, How questions in order to get the facts straight. Then we begin to think deeper to seek new information and begin to uncover themes. The second step to this work is questioning. By asking questions and wondering about the world around us, we begin to be ready for learning. In social studies this work involves looking at historical events and wondering WHAT happened and WHY it happened, as well as HOW historical events impact the world today. Essentially we are asking “Why do we care about this event?” and “Why are we studying this topic?” - using those questions as lenses to guide our thinking. We will be practicing asking questions about the idea of Power in history (who has it, who doesn’t) in order to form theories about possible themes that history can teach us. The last big step is sharing & discussion. After researching and asking questions, forming theories that seem to fit with our learning, we share out our theme theories and what we have learned. We make a claim and defend that claim with evidence. We provide a warrant to show why our answer matters and what impact our ideas have on the world. This may also provoke new questions, which lead to more research and inquiry and so on. This is the inquiry work we do every day in social studies - through class discussions, partner work, and guided research. We look at art, historical documents, and articles to find answers. And we are working hard to piece together the puzzle of history. We are working to discover how we can use the lessons of history to make the world today better and better. The most important thing - in history, in science, in english, and in life - is to be curious. This work of inquiry fosters that curiosity and pushes it to the next level. Every day, I am excited to see what the students have learned, what new questions they will have next, and to hear the stories they will tell. Best regards, Ms. McGill Dear families,
Good afternoon! With Thanksgiving tomorrow, we have been thinking about the things we are grateful for - this year and every year. I find that I am grateful for each and every one of my students, and for you as well. Every day the students enter the classroom ready and willing to learn, and work so hard to push themselves to new levels of thinking. I am also grateful to have such supportive and kind families as all of you. Your kind thoughts mean so much to me, every day. In social studies, one of the major themes we have been thinking about is VALUE. This refers to the beliefs that a culture holds about the things that are important to them, and the things they strive for. The concept of value is one that carries into Language Arts as well, as we examine the values of a character (what they believe in and what might motivate that character to act the way they do) and the values of the author (what is the message that the story aims to teach us, and how do they teach that message using targeted techniques). Looking for VALUE in Language Arts and Social Studies can be a challenge - it requires seeing beyond the facts of a story or historical event, and examining the reasons WHY. Just this week we looked at two key structures surrounding VALUE: What values must a culture have to motivate them to travel across the world? and, What values does an author have to use specific techniques in their writing? Over this long weekend, and going into the short week next week, I wanted to share with you the idea of VALUE. Take some time to talk to your child about this idea. It is relevant in Language Arts, Social Studies, and in our lives every day. Try asking questions to start a question about VALUES:
These are big questions. As we say in Social Studies, we may not be able to answer these questions today, tomorrow, or in a year. What matters is the process of thinking and discussion, which leads to deeper learning. Continue talking with your children about these big ideas. Though I do not get the chance to meet with you often, I look forward to talking with you soon. Conferences always bring a sense of gratitude to me, as I have the chance to meet with you and show you the wonderful things your students are doing. I hope that today and everyday you know how much you are valued: as families, as teachers, and as thinkers. Have a wonderful weekend, Ms. McGill Dear families, Good afternoon! Today I am going to share with you some information about assessments in reading this year - what they look like, what they tell us. In the past, your child’s reading assessments have been based on three things - their fluency, their comprehension, and their ability to problem-solve. Your child’s fluency refers to the way they read aloud and how they sound as they read. It refers to reading speed as well as expression, and when your child is fluent in their reading it often indicates that they are processing and understanding the text as well. Comprehension is the understanding of reading. It has multiple parts, from literal understanding of the parts of the story, inferential understanding of the symbolism and subtext of the story, to comprehension that goes beyond the text and asks your child to think about the theme of the text and the meaning of the story beyond the page. Problem-solving in a reading assessment refers to your child’s ability to read unfamiliar words, solve for the meaning of unknown words, or return to the story to support evidence that relates to a big idea. In kindergarten through fourth grade, these assessments were done by a combination of reading aloud and discussion. Those assessments determined your child’s reading “level”, which is basically the difficulty of the text they could read without assistance. Reading assessments are different, now. In fifth grade, assessments have shifted away from fluency and primarily focus on problem-solving, comprehension and critical analysis, and articulation. The last is the biggest leap for many students. No longer are students being assessed on their fluency when reading aloud - now they are being evaluated on how well they can answer a question and share their thoughts in writing. The articulation piece is essential,and ensures that students are practicing the construction of a logical train of thought. As the students have entered fifth grade, they have refreshed and grown their skills at articulation and analysis - skills which they nurtured in fourth grade, and which are now being put to the test. Next week, your child will take their Unit 1 Summative Assessment for Reading. This assessment looks at the way your child understands how the parts of a story contribute to the whole, how they notice the craft techniques and strategies that authors use, and how they synthesize to understand the theme of the story and the importance of story parts. These are the skills with have been practicing throughout the unit, and through the Unit 1 Performance Tasks, and your child should feel confident in their skills. This week we met and reviewed the work that your children have produced so far and set goals for growth and improvement. In addition, I have provided your children with study tools on the Google Classroom–which show the parts of a strong response and provide exemplars of what a strong response looks like and sounds like. Your child should study by using the Goals and Techniques charts to discuss the Parts of a story, as well as the Theme (moral or lesson) that a story contains. They should also use and practice with the charts for Writing About Reading on the Google Classroom, which have been used as supports throughout the unit to guide writing. Practice reading and teaching those structures! Try them out on a new story! Talk through them aloud! The most important thing is to write! Articulation is the process of putting thoughts in order and making them clear so that the meaning is understood. This is a difficult skill to build as a writer (and it is much easier when speaking). Have your child practice writing in response to the sample questions. Ask them to use those big questions of story elements, themes, and literary techniques in a written response to their independent reading. Your children have begun to build strong skills in the past two months at literary analysis, but I know that the idea of putting those skills to the ‘test’ can be nerve-wracking. With practice, they will grow their confidence and begin to recognize their own skills. Have a wonderful weekend, and happy reading, Ms. McGill Dear families,
Good afternoon! As we move closer to November, the days are getting colder and shorter. The end of the marking period approaches as well, and units come to a close and assessments approach. Today I want to share with you some information to guide you in supporting your child in their learning, studying, and managing their workload. There are several different kinds of learning. Every one of us is unique and learns in different ways. Some of us learn best by reading, and others by listening. Some of us love to be up and doing, and some of us would like nothing more than a quiet evening spent in a good book. Depending on the type of learner you are, you may do your best work studying and learning in a specific type of way. The main types of learning are Visual, Auditory, and Tactile – no one learns in just one way, but knowing the different styles of learning may help a student figure out what works best for them. If you are visual, you may learn best by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning. Here are some things that visual learners can do to learn better:
If you are auditory, you may learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it. Here are some things that auditory learners can do to learn better:
If you are tactile, you may learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still. Here are some things that tactile learners can do to learn better:
Now, these are not the only ways of learning, and most people are not totally one or the other. But these “ways of learning” are helpful tools that we can use to make the best use of our studying and learning time. We all learn in different ways, your children have numerous resources at their fingertips to help them, and the best way to start is to make a Study Plan. Depending on what kind of learner your child is, they may do their best studying by acting out key ideas, discussing a strategy out loud, or drawing and modeling to show their thinking. In your study plan, set aside a chunk of time for each subject, and set a goal for what will be accomplished. Do a little bit every day. Cramming is the most stressful way of studying, so avoid it if possible! They know this. Their job is to show us by doing their best. Have a wonderful long weekend, Ms. McGill Dear families,
What is a Performance Task (PT)? Think about your own jobs and the moments when you are asked to perform. It is likely that you are asked to take the skills and strategies you have been using and putting together some kind of work to show off to others. This work can look like a presentation, a written paper, or public speaking. As adults, we work every day to teach others about certain skills or complete a specific job. Performance Tasks are parts of life, for us. Your child recently completed one Language Arts performance task in school, and they will complete many more performance tasks this year. These tasks are relatively short formative assessments. They are designed to be completed independently in school, with no assistance and in a set period of time. They are formative because they provide us as teachers and families with valuable information about your child’s strengths and the areas in which they are still developing, and help us plan for ways in which to best support them and foster growth. Performance tasks in LA examine skills for development and progress toward mastery. It is not expected that your child will have mastered them completely until the end of the school year. Developing skills in Language Arts is akin to running a marathon - you have to keep pushing and challenging yourself to grow and improve. As your child continues to read and write about their reading, here are some strategies you can use at home to help your child continue to develop their methods of thinking about and understanding their reading:
These are all Big Ideas in reading, and we will be working toward them all year long. It is not expected that your child has mastery of them at this time, merely that they are beginning to think about and explore these Big Ideas of HOW and WHY authors write the stories they do. If you need resources, they can all be found on the Language Arts Google Classroom to support your thinking work at home! Keep reading and talking and writing! Your children are doing wonderful work and growing every day, and they will continue to deepen their critical thinking and writing skills as the years goes on. Thank you for your support, today and every day! Ms. McGill Dear families,
Happy Friday! Today’s blog post concerns our social studies work, but can also apply to language arts. In the past days we have been reading as researchers, with the aim of understanding the geographic features of the United States and the regions therein. As our unit of Early Civilizations of the Americas progresses, I wanted to take a moment to share with you the BIG essential questions that shape this unit and the inquiry we will be pursuing for the next month. Those questions are:
These questions are big, and you may have noticed that they are much broader than the scope of the unit itself. That is because the skills we practice within the study of history and social events apply themselves to all time periods - even today! We are learning how to see the world, and how to look at it in different ways. With that in mind, it is easy to be an historian every single day. This weekend, take a moment to consider these essential questions and share them with your family. You may be able to make connections between your own experience and these big questions. As you drive around Montgomery this weekend, you might notice the landforms that make up the region in which we live, and the lifestyles of the families who live in this area. What resources do we have in Montgomery, and how can we access them? Consider going to the Saturday Farmer’s Market or a walk in the park (if the weather allows). Drive down to the river and take a walk: observe the wildlife that makes that area its home. We are so lucky to have these resources near us, and they have shaped the way our area of the state has grown and changed in the past. As an historian, be watchful and thoughtful. This weekend your job is to observe the world around you carefully (kind of like a scientist!). Enjoy the beautiful weather and the bounty that lives all around us. I can’t wait to hear what your child can share with us on Monday! Sincerely, Ms. McGill Dear families,
Good afternoon and happy Friday! As your child works hard to practice thinking deeply and critically about their reading, they have also been writing much more deeply about what they read, and the thoughts they have about their reading. This work has been done through Post It Notes (PINs) and notebook work. When your child writes PINs, they are jotting down sentences that can “grow ideas”. These notes may contain a clue that the readers noticed, a reaction they have had to something in the story, something they wonder about in the book, or a theory they have about what is happening in the book. These PINs should be short - no more than 1 or 2 sentences (and sometimes less!) - and help them begin to consider a Big Idea about their reading. We are pushing your child to write long, too. This involves thinking “long and strong”: taking a small idea from a PIN and expanding it. When your child writes long, then look back into the book for evidence to support the theory they have about their reading, and then connect that evidence back to their original idea in order to draw conclusions. They say more and explain their thinking. They use “literary language”, or specific vocabulary words that support the ideas they have in their minds. These responses support logical thinking structures, and connect to important thinking practices across content areas. For independent, at home practice, your child’s response to an idea in their reading will be no longer than 10 sentences at most. As we move deeper into fall and challenge ourselves further as readers and thinkers, this is the structure your child will be practicing to help them build and grow their critical thinking skills as readers. This work will be done in narrative fiction and other texts, allowing for a range of engagement and discussion. You can rehearse this structure by having deep conversations with your child and asking them, again and again: WHY. Have a wonderful weekend, and happy reading! Ms. McGill Dear families,
Good afternoon and happy Friday! I hope you all had a great week. I am so lucky to have such a special group of talented thinkers. We have worked hard this week to really start to dig in to the routines of thinking deeply and writing notes to develop ideas about our writing. In this Narrative Reading unit, your child will utilize a variety of reading strategies that will enable them to dig deep into a narrative (any kind of fiction), looking at how and why the author includes the details they do. Our goal is for your child to understand the story, and also consider all the parts of Author’s Craft: 1) how pieces of the story fit together, 2) the craft choices an author makes and the reasons they might have had for doing so, 3) the ways various themes can operate in a single text, and 4) the universal themes that connect seemingly different narratives. These skills will be vital throughout the entire year, regardless of the unit of study. Currently, reading homework is to read for 30 minutes at night. This is crucial, because it helps yourself develop a routine of making time every night to read and spend time with stories. In school, we have added to this routine by taking notes and writing about our reading. Here are some questions to help you discuss your child's reading with them at home. These questions reflect the work we do in school, and connect to our unit essential questions. The questions get more difficult as you go, and if they cannot answer those questions yet, that’s okay! They are still practicing and learning. Part to Whole
Author’s Craft
Themes
Comparing Themes Across Texts
Thank you so much for taking the time to read about our upcoming unit. If you have any questions, feel free to reach out! I look forward to enjoying some great literature alongside your child. Warmly, Ms. McGill |