Thursday, September 20th

Announcements/Reminders 

• Thursday, September 20th - Fluency Scores in Thursday Folder
• Friday, September 21st - Look for Graded Assignments in Homework Folder
• Wednesday, October 3rd - Picture Day
• Friday, October 5th - Mid Term and 2 Hour Early Dismissal

My number:  240-236-1513  My email:  melissa.anzick@fcps.org

Remind your student that homework is due on Fridays, unless otherwise announced.  For reading, they should continue to use the menu provided to choose an activity that will demonstrate their comprehension of the reading they did each night.  I have directed students to choose a different activity each night during the week.  They may start fresh the following week from the same menu.  Most students had their homework ready to turn in last week!  We are off to a good start.  A few are still struggling with this.  Please check with your student to make sure they are managing their assignments.  This week they had homework on Monday, Tuesday, and Thursday.

Explanation of Fluency Scores (click heading for overview)
You will see three scores sent home today on your Thursday Folder comment sheet:

1. Accuracy is taken as a percentage of correct words read divided by total words read.  Accurate reading is important, if students are able to read with 95% accuracy or better, they will be able to interpret the author's message.  Students with accuracy below 95% will need support to improve.
2. Words/Min is a measurement of your child's pace as they read.  We count the number of correct words read in one minute to get this rate.  Frederick County likes to see 5th graders reading around 121 words correctly per minute at this point in the year.  Expression and emphasis sometimes slow a reader down and that is okay.  If your child is reading within 10 words of the goal, I would not be too concerned.  Students who are more than 10 words away from the goal/benchmark, will be getting fluency practice added into their instruction.
3. Retell is a quick way for me to see how much your child understood about the text after a first reading.  Scores range from 1 to 5.  A socre of 1 indicates that the students was unable to recall anything significant from the text.  A score of 5 indicates a strong understanding of the text and includes a statement of the main idea along with a robust set of details quoted from the text in a logical order.  A score of 4 or 5 is proficient.  Students who are scoring a 1 or 2 will recieve extra instruction to improve their comprehension.  Students with a 3 will improve with regular comprehension instruction.

If you have questions about your child's fluency scores, please contact me.  

Reading 

Standards of Focus:

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

We will continue to work on strategies for comprehending informational text.  This Google Slide Presentation demonstrates the strategies we are using.  We have used Sketch in Chunks and will be moving on with Shrink a Text, and Read Cover Retell.  These simple strategies help students break down lengthy and more complicated text into understandable parts; next, they can use their understanding of the parts to identify the main idea of the whole article or text.

Writing

Standards of Focus:

• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

We will continue working on our personal narrative writing skills.  This week we started looking at techniques for raising the level of our narrative writing.  We will continue to explore ways to bring our writing up to the expectations of 5th grade by using the county rubric to evaluate our current writing and set goals in areas that we need to improve.   I will use student work, published authors, and my own writing to model techniques to write a meaningful story that invites the reader inside.