Grade Five Literacy Instruction
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Phonemic awareness instruction occurs as needed in individual or small group lessons. Lessons include rhyming as well as isolating, segmenting, adding, deleting, substituting and blending sounds.
Phonics instruction becomes increasingly embedded in vocabulary development across all content areas. Instruction may include the construction, deconstruction and sorting of multisyllabic words. Increased complexity of word syllabication, affix and morphology is evident.
Fluency instruction occurs in a variety of settings throughout the school day, including whole group and small group lessons. Instruction involves read alouds, readers theater, public speaking, repeated readings, partner reading and independent reading.
Vocabulary instruction is embedded throughout the school day, focusing on both oral and written language. Instruction involves the intentional use of increasingly complex academic language and content specific vocabulary.
In preparation for middle school, text comprehension instruction occurs across all content areas. Instruction involves repeated readings of high interest text grounded in a variety of genres, cultures and perspectives. In addition, instruction involves continuous teacher modeling, opportunities to partner read, participation in book clubs and independent reading. Teachers work with students to expand higher level comprehension skills beyond and about the text.
Writing instruction involves direct, systematic instruction in responding to text and writing across a variety of genres across all content areas. As writing expectations become more demanding, students are expected to collect and analyze information through note taking and synthesizing. In addition, writing instruction emphasizes student voice, dialogue, character development and the use of evidence to compare multiple texts.