• LANGUAGE ARTS INFORMATION PAGE...                                                                      

    The Language Arts program in the Hudson schools is based on the assumption that the components of language/reading, writing, spelling, speaking, listening and thinking are best learned when integrated into meaningful activities that bring all of these components into play. To prepare our students for a world in which effective communication is essential, our program helps students realize their potential through learning experiences which emphasize process, along with skills application. Additionally, teachers meet individual students' needs by using a variety of materials and teaching strategies, including the use of technology. Our goal is to create lifelong learners who read, write, speak, and think effectively.
     
     
     
  • What is the Objective of Reader's Workshop?

    • Matches individual readers  
    • Teaches independence
    • Explicitly teaches strategies to access skills  
    • Values time spent reading, the volume of reading, and a variety of reading experiences 
    • Follows predictable structures and routines 
    The 3 Parts of Reader's Workshop:
    1. Mini-Lessons
    2. Independent Reading with Conferences
    3. Sharing
    Mini-Lessons:
    • 5-10 minute lessons
    • Short, focused, and direct instruction on a strategy
    • Topics come from standards, units of study, and from teacher assessments of what most of the class needs.
    • Students are engaged, jotting notes in their notebooks and ready to go back to their seats to demonstrate those skills in their independent reading

    Independent Reading with Conferences: 

    • 20-40 minutes
    • Students are engaged in FVR (free, voluntary reading), using strategies learned in mini-lessons, sometimes meeting with partners/groups, and also writing in response to their reading
    • The teacher is individualizing the instruction for everyone during conferences
    • Students are using Logs, Post-its, and Reading Notebooks

    Sharing:

    • 5-10 minutes
    • Gather students together to use students’ work and experiences to illustrate teaching points.
    • Teacher celebrates or summarizes what she observed or talked about with students.
    • Students can share examples of their learning.
  •  What is the Objective of the Writer's Workshop?

    • Matches individual writers
    • Teaches independence
    • Explicitly teaches strategies and skills to become better writers  
    • Values time spent writing, the volume of writing, and a variety of writing experiences 
    • Follows predictable structures and routines 

    The 3 Parts of Reader's Workshop:

    1. Mini-Lessons
    2. Independent Writing with Conferences
    3. Sharing

    Mini-Lessons:

    • 5-10 minute lessons
    • Short, focused, and direct instruction on one aspect of writing
    • Topics come from standards, units of study, and from teacher assessments of what most of the class needs.
    • Students are engaged, jotting notes in their notebooks and ready to go back to their seats to demonstrate those skills in their independent writing

    Independent writing with Conferences: 

    • 20-40 minutes
    • Students are engaged in FVW (free, voluntary writing), using strategies learned in mini-lessons, sometimes meeting with partners/groups, and also reading their writing
    • The teacher is individualizing the instruction for everyone during conferences
    • Students are using a writer's notebook, other paper, or a computer

    Sharing:

    • 5-10 minutes
    • Gather students together to use students’ work and experiences to illustrate teaching points.
    • Teacher celebrates or summarizes what he or she observed or talked about with students.
    • Students can share examples of their learning.

    6 Traits of Writing:

    1. Ideas:  The central message and the details that support that message
    2. Organization:  The internal structure of the piece, the thread of logic, the pattern of meaning.
    3. Word Choice:  The specific vocabulary the writer uses to convey meaning and enlighten the reader.
    4. Voice:  The tone and tenor of the piece.  The personal stamp of the writer, which is achieved by a strong understanding of audience and purpose.
    5. Sentence Fluency:  The way phrases and words flow through the piece.  This is the auditory trait because it is "read" with the ear as much as with the eye.
    6. Conventions:  The mechanical corrections of the piece.  Capitals, Punctuation, Spelling, Grammar 
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    The 40 Book Challenge:
     This year students across fifth grade will participate in the 40 Book Challenge! Each student will select as many books as they wish from each genre. Book page minimum is 100 or at teacher's discretion.  A log has been placed in the brads of each student's take-home folder to record their books as they finish. Each student will then write a reflective letter in their 40 Book Challenge notebook and submit to the teachers for review. A copy of possible response questions is placed inside the back of each child's 40 book challenge notebook but directions and sample of a letter are also attached here: Responding to Reading