Carol, 
That's just what I was thinking of focusing on this summer. Our state standards 
are about to be updated, and I've been told that they will require 50% of the 
reading that fifth grade students do is to be nonfiction. By working with these 
struggling learners in this area, I hope to give them a leg up. Using text 
features, determining main ideas, context clues for vocabulary, summarizing 
what was read, and most certainly fluency, so they can read more in a given 
amount of time, will be some of the instruction I am aiming to deliver. 
Maura 
5/NJ 
----- Original Message ----- 
From: hccarl...@comcast.net 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org> 
Sent: Saturday, May 22, 2010 10:00:49 AM GMT -05:00 US/Canada Eastern 
Subject: Re: [MOSAIC] 5th grade summer school 

One year, we focused on "determining importance." If you do it with non 
fiction, there are so many stragegies you can tap into--summarizing, text 
features and how they help, text structure (chronological, order of importance, 
etc). 

Carol 

----- Original Message ----- 
From: cnjpal...@aol.com 
To: mosaic@literacyworkshop.org 
Sent: Friday, May 21, 2010 6:42:47 PM GMT -06:00 US/Canada Central 
Subject: Re: [MOSAIC] 5th grade summer school 

Carrie 
When I teach elementary summer school, I try to focus intensely on three 
things...inferring, strategies for learning vocabulary, and a high volume of 
reading high interest literature. 
In my opinion, the ability to infer leads to so many other skills...like 
predicting outcomes, analyzing characters, cause and effect...etc etc etc. 
Jennifer 


In a message dated 5/18/2010 10:54:25 P.M. Eastern Daylight Time, 
carrie.da...@bufordcityschools.org writes: 

I am getting ready to teach 5th grade summer school. I am looking for any 
suggestions about short term, possibly intense instruction. Any ideas? 

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