Post written by Hayden
In language arts class, we made projects about morphology words. Morphology is the study of word forms. A morphology word is a word that has a prefix or a suffix, but it could also be a word made up of root words. An example of a morphology word is the word inactive. The word inactive has the prefix in-, the suffix -ive, and the root word act. The word inactive means to not be doing anything.
The project was to work with a partner to make a model out of paper to have a root word, and then there are words you can make out of using the suffixes and prefixes connected to the root word. Also, you have to write down the root word and explain what its meaning is.
Here are some pictures of us working on the projects and then a slideshow of our finished projects:
Post by Cricket
Photos by Cricket and Mr. Salsich
We have a reading book shop in our classroom we have all sorts and kinds of books. For example...
Some of our most popular books are the graphic novels and fantasy. Sometimes the graphic novels are gone because they're so popular!
On the side table Mr. Salsich puts new books on there every week for us to check out!
That's what we have at our reading book shop for all of us to get books to read.
What's your favorite type of book to read?
One of our main learning targets for the first part of the year is to: Quote accurately from a text when explaining what the text says and when explaining our ideas about the text. (CCSS ELA 5.1) This is an essential skill when are communicating our thoughts and understandings about what we read.
To practice this, we have been working on reading responses that include quotes that back up our ideas. We also have to explain how the quote proves our ideas.
Below is a link to some excellent examples of using quotes from a text to support ideas about the text. These examples were in response to the question, "In the personal narrative Eating The World (or Fireflies), what are two techniques that the author uses to engage the reader? Give specific examples from the text to support your answer."
Examples of Excellence!
Post by Finn O
Photos by Lily and Mr. Salsich
Today in class we are working on our reading responses. You could pick from these three published personal narratives; Eating The World, Fireflies, or A Change Of Heart. We are looking for two quotes in the narrative that makes the text more engaging. Then we have to include the quote in our response and explain how it makes the text more engaging. The quote needs to be an example of “I ADD.” We are doing this because in class we are writing personal narratives and we are also using the “ I ADD” techniques in our narratives.
Post written by Abby
Photographs by Finn M and Mr. Salsich
Today we read a chapter from a personal narrative. Then we had to highlight the Inner thinking, Action, Details, and Dialogue ("I ADD") in certain colors. This helps us identify a good example of a personal narrative to know how to add a good mix off I ADDs. This project also helps us think about what each sentence is, whether it is inner thinking, action, details, or dialogue.
Last week, we completed our first round of "Booka Kucha" presentations. Booka Kucha comes from the PechaKucha format of presentations - 20 slides at exactly 20 seconds each. This format of presenting makes for fast-paced presentations, so many presenters can share their ideas. Our Booka Kucha presentations only had 4 slides, so each presentation was no longer than 1 minute and 20 seconds.
We had to design a cover slide of our independent reading book, and then one slide each for three types of conflicts the main character (the protagonist) had to face - character vs society, character vs character, and character vs self.
On each conflict slide we had to; explain the conflict, include a quote from the text that illustrated the conflict, and add an image that represented the conflict.
Then we all presented our Booka Kuchas to the whole class. Below is a slideshow of our presentations:
The other day, we did an activity in class called "Iron Chef." The idea is, like the cooking show by the same name, we had a limited number of "ingredients" and a limited amount of time to complete a specific task and then present our project to the class. Unlike the TV show where the chefs work on their own, we worked in groups of 3-5.
Our First "Iron Chef" challenge was to research and present information about different reading genres. Each group had a different genre to research using a Google Slide, and each group member had a different slide to complete. The genres we focused on were; realistic fiction, fantasy, informational, biography, and historical fiction.
We could only use the resources ("ingredients") provided, and we only had 12 minutes to complete the slides. Each slide had a "special ingredient" to add if we had time. Then, to make it even more challenging, we only had 2 minutes to prepare our presentation and exactly 20 seconds to spend on each slide!
Post written by Hayden
Last week during language arts we worked on a fun project about idioms where we had to randomly select an idiom, look up the meaning of it, and illustrate the idioms for what they sound like and what the real meaning is.
We did this project do that if we came across an idiom when we are reading a book or doing something else, we’ll know what the idiom is.
Idioms are phrases that sound a little silly but have a different meanings. An example would be, Who let the cat out of the bag and told Billy about the surprise party? This doesn’t mean that somebody literally let a cat out of a bag, it means that somebody told a secret that wasn’t supposed to be said out loud.
In my opinion I think it’s really fun because the idioms are funny and I like that we get to be creative with our drawings. Other students opinions about it were;
Click on the image below to see a full-screen slideshow of our illustrations!
Our essential question in language arts this week is, "How can experiencing nature change the way you think about it?" This is a fascinating question that has led to many interesting discussions! We are reading narrative nonfiction texts about the nature experiences of Henry David Thoreau, President Theodore Roosevelt, John Muir, Jane Goodall, Jacgues Costeau, Eugenie Clark, Rachel Carson and other famous naturalists.
We'd love to hear about an experience in nature that changed the way you think about it! Tell us about it in a comment, please! (For commenting tips and expectations, check out the commenting guidelines.)
How has an experience in nature changed the way you think about it? Leave us a comment!
One of the most important skills a reader can have is the ability to figure out the meanings of unfamiliar words in their reading. The main way this is done is by inferring the meaning based on clues in the text. (Inferring is a fancy way of saying, "figuring out.")
It is important to be able to infer the meaning of unfamiliar words for two main reasons; 1, it helps you understand the text, and 2, it helps you to grow your vocabulary.
Here are some of the steps readers can use when inferring the meaning of new words:
We have been working on this in class with assigned reading and with our independent reading.
Here is a slideshow showing some of the words we figured out last week and the clues that helped us:
We are a 5th grade ELA and social studies class in coastal Connecticut. We post about our learning, our activities, our ideas, and our creativity.