Grade 5

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Writing Continuum

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Literacy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers. Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature. Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal. We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal writing assessments.

While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.

 

Reading Continuum

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Literacy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers.  Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature.  Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal.  We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal reading assessments.

While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.

 

Mandarin Chinese 5

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In 5th grade, students will learn to type using Pinyin to reinforce their pronunciation and literacy skill. Moreover, our 5th graders will take a field trip with 4th graders to a Chinese restaurant and supermarket to put their oral communication into practice and have fun. As the last year in LS, the 5th graders will put out a skit/play from a classical Chinese tale as their graduation performance. 

Writing Continuum

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Literacy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers.  Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature.  Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal.  We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal writing assessments.

While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.

Writing 5

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Literacy Philosophy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers.  Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature.  Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal.  We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum.  Rather, students often exhibit a range of skills and understandings.

While no two developmental journeys are identical, the following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.

 

Writing Workshop

Writing workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in writing. Writing Workshop focuses on the teaching of writing strategies. The purpose of Writer's Workshop is to foster a love of writing. Students develop an ability to write confidently in many forms for a variety of audiences and purposes.  

In the classroom this looks like a mini lesson devoted to one aspect of writing, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently. 

Specific components of this grade level are described below.

 

Science 5

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For a Lower School Science overview, start here:

www.catlin.edu/classroom/lower-school-science

For the fifth grade science classroom page, start here:

www.catlin.edu/classroom/lower-school-science/fifth-grade-science

 

Reading Continuum

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Literacy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers.  Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature.  Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal.  We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal reading assessments.

While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.
 

Reading 5

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Literacy Philosophy Statement

An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers.  Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature.  Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal.  We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum.  Rather, students often exhibit a range of skills and understandings.

While no two developmental journeys are identical, the following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.

 

Reading Workshop

Reading workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in reading. Reading workshop focuses on the teaching of reading strategies. The purpose of Reading workshop is to foster independence among readers.  

In the classroom this looks like a mini lesson devoted to one aspect of reading, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently. 

 

 

Music 5

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The fifth grade music program is based on the Orff-Shulwerk model of music education. Experiences in speech, movement, dance, song, instrumental work, listening, improvisation, and critiquing lead to the development of increasingly sophisticated skills and concepts through the child’s experiences as performer, composer, critic, and listener. This structure for learning music has at its roots active participation by all. The literature for Schulwerk comes from Music for Children as the foundation for instructional sequence.
For students to be fully engaged in the music program in the Lower School, they need to participate in ensemble through instrumental work, singing, drama, dance, creative movement and improvisation. Through these experiences students develop an increased understanding of the elements of music. It is the blending of all of these areas that creates an increasingly sophisticated ensemble experience for students. Experiences in the first curriculum maintain an experiential focus. Experiences in the second – fourth grade curriculums maintain an experiential and conceptual focus.

Core to the curriculum is music which is drawn from a world perspective. Exposure to music from many cultures gives students a window into the understanding of how music reflects the lives and values of other people. Through music, participants harmonize into a single expression which facilitates relationships and strengthens community.