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Did you know that helping your child succeed in school can be easy and fun? lt can! For over 25 years,the editors of America's #l teacher magazine, The MoilboP,have helped classroom teachers teach basic skills. Now these elementary education experts will guide you step by step as you provide your child with basic skills practice. Over a hundred childfriendly learning pages will help your child master the basic skills needed for academic success. Put the books in the Learning Library'to work for you! . Build skills and confidence all year long. . Prepare your child for end-of-year testing. . Review basic skills over the summer.
Now availoble in the Learning Library'series: TEC3732. Math Grade K TEC3717. Math Grade I TEC37l8. Math Grade 2 TEC37l9. Math Grade 3 TEC372O. Math Grade 4 TEC3733. Math Grade 5 TEC373 l. Getting Ready for Reading'.Gr"ade K TEC372|. Phonics, Reading, & Spelling Grade I TEC3727. Reading, Spelling, & Grammar Grade 2 TEC3723. Reading, Spelling, & Grammar Grade 3 TEC3724..$eg$ing, Spelling, & Grammar Grade 4 TEC3734. Rdiding, Spelling, & Grammar Grade 5
ISBN ],L-5ta3q-.534 -X
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Gapitalization Rules To capitalize means to begin a word with a capital letter. The following items should always be capitalized: the first word in a sentence
o
We went to the store yesterday.
Captain Kirk Mrs. Krolikowski R. J. Hayes
proper nouns names of people Beverly
Cleary
o
words used as names Will you ask Dad if we can go to the movies? We saw Aunt Ellie at the park.
geographic names New Jersey Europe Hillside Street Mississippi
River
o
historic events
first word in the greeting and closing of a letter Dear Julie, My dear friend,
Stamp Act Civil War
names of days or Wednesday December
titles and initials
months
o
titles of written works (first word, last word, all main words) Sports lllustrated for Kids The Wizard of Oz
national and local holidays Easter o
abbreviations
proper adjectives
P.T.A.
Spanish American
USA Dr.
the pronoun I When I heard the news, I shouted for joy.
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Punctuation Rules Use a comma o to seParate items in a date or address August 22, 1970 Bardstown, KentuckY 40004 . after the greeting and closing of a letter Dear Andrew, Yours trulY, o to separate words or Phrases in a series Sharon bought eggs, bread, and milk at the store. . with quotations to set off the exact words of the sPeaker from the rest of the sentence Jimmy said, "l want to visit mY niece in North Carolina." o to s@Parate a noun of direct address from the rest of the sentence Rob, did your team win the hockeY game last night? o to separate a long clause or phrase from the indePendent clause following it As I was walking on the beach, I found several conch shells. When Jeff bought his new car, he sold his old one.
. to ioin two simple sentences into a compound sentence Madeline went to sleeP, but Mackenzie staYed uP to watch television. @The Education
. to set off an appositive (a word or Phrase that renames the noun or pronoun before it) Adrienne, a great gYmnast, won first place at the meet. with an interrupter (a word, phrase, or clause that interrupts the main thought of a sentence) Swimming, I feel, is the best exercise. ln the end, however, Carlin couldn't come to the Party.
.
. when writing the last name first Lundein, Gregory
Use a colon . after the greeting of a business
letter
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Dear Mr. Metcalf:
in writing times 3:45
before a list or series There were three contestants: Angela, Sarah, and Jackie' after the speaker in a play or
dialogue Nicholas: When are we leaving? Alex: We leave in about 20 minutes-
Use a semicolon . between the independent clauses of a comPound sentence when a conjunction is not used Martin washed the car; John waxed it. Beverly and Michael went to Hawaii; they stayed there for two weeks.
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I
Your fifth grader will continue to build on his knowledge of spelling patterns, including common spellings of vowel sounds and consonant sounds. He will learn the spellings of common root words, prefixes, suffixes, and different forms of words. ln addition, fifth graders continue to learn "spelling rules," such as patterns involving the following: forming plurals with -s and -es consonant digraphs adding -ed, -ing, -er, and -est a silent letters a long- and short-vowel doubling final consonants sounds changing y to i a rcontrolled vowels dropping the final -e a syllable variations adding prefixes and suffixes a contractions homophones
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Fifth-grade teachers help students develop their "spelling consciousness" by addressing how children misspell words and giving them spelling strategies they can use to spell words that are challenging for them. These can include such tactics as identifying patterns thinking of rhyming words associating spellings with word meanings looking for problem parts pronouncing, then spelling memorization and visualization dividing long words into syllables using memory tricks (To spell arithmetic, say, "A rat in the house might eat the ice cream!")
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Students are encouraged to choose their favorite strategies to help spell troublesome words on their own. These strategies help children patrol their own spelling-a major focus in fifth grade! You can help your student spell better by choosing some of the activities on the following pages.
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netilc-Letâ‚Źer Spe[ [ i n g
Encourage a strong interest in family-focused spelling with a word-a-day program. lnvest in two sets of magnetic letters. Randomly arrange the letters on your refrigerator or a magnetboard. Each day have a different family member choose a word from the dictionary and invite another family member to spell out the word using the letters. Be sure each person is given a turn to choose and spell a word. Keep a tally of the number of words spelled correctly. At the end of the week (or month), allow the winner to choose a special treat and then reward the entire family for increasing its vocabulary!
*cmp*xterixed $pel
rng Turn your computer-centered child into a word wizard with the following creative spelling ideas! E
i
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Ohoose a paragraph from a book or magazine of interest to your child. Type the paragraph on your computer using a word-processing program. Using the program's find-and-replace feature (usually found under "Edit'on the menu bar) or on your own, replace each vowel in the paragraph with a blank. Print a copy of the document or have your child retype the paragraph using his spelling skills to fill in the missing vowels.
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Each week, tape-record your child's spelling or vocabulary list. Place the tape and tape recorder beside your computer (also provide headphones if desired). lnstruct your child to play the tape-stopping and rewinding as needed-and type each word on the computer's word-processing program. After she types all of the words, have her use the program's spell check to identify words she needs to study and then correct her spelling. Have the student print out the corrected list to use as a spelling guide.
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Create a cryptic spelling fun sheet! To create the sheet, select a font that prints symbols for letters. Type the alphabet in symbols across the top of the page with your child's weekly spelling or vocabulary list underneath it. Leave enough space between the words for your child to write and spell each one correctly. Your speller will anxiously await a new cryptic challenge!
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Fifth-Glade Parent Pages
Fifth graders write stories, personal narratives, comparisons, contrasts, letters, and descriptive passages. To achieve these literary feats, fifth graders must use their word-analysis skills to increase their written vocabulary' Fifth-g rade teachers encou rage vocabu lary development in a number of ways, most notably with weekly vocabulary lessons that involve reading, writing, and testing. Weekly word lists may include words from the reading, science, social studies, or math topics being studied. Word analysis begins with basic root words, such as the word acf. Fifth graders quickly learn they can build new words--such as action, react, and reactionAy adding prefixes and suffixes. Your fifth grader will build on her word base by using knowledge of letter-sound combinations and syllables using knowledge of root words, prefixes, and suffixes locating meaning, pronunciation, and derivations in a dictiondry, a glossary, or other sources using knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of unfamiliar words determining the meaning of unfamiliar words recognizing words with multiple meanings interpreling figurative language, such as similes and metaphors reading for comprehension in every subject area
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To further your child's vocabulary development,
try the ideas on the next page and the activities on the pages that follow.
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Herp your chird set the point toil*ins activity. Gather 20.or more playing cards, a dictionary, paper, anO a pencil. Togethir with your child, write a commonly misused word on each of the playing cards.-To play the game, one player draws a card, turns it faceup on the table, anO uses the word correcly in an original sentence. lf the partner agrees that the word was used correcly, the player earns the point value identified on the card. (Determine a point value fo?lacks, queens, kings, and aces prior to the game.) At the end of the game, add up the points. The player with more points wins.
Word Sleuth
Put your child hot on the trail of word analysis! Comb through a current newspaper or magazine with your child. lnvite him to choose an interestin! article. As you read the article together and come across words that are unfamiliar to ,,invesliour child, stop to tigate" them. Encourage your young detective to identify the root word and any prefix and/or suffix for each wo1d. Guide your child to use the meaning of the word parts to determine the meaning of each word. Further the investigation 5y having him use a tool of the trade-a dictionary-to identify the word's defi'nition, p"rt of s[eech (as used in the context of the article), and any synonyms or antonyms.
Vocabulary Hobby
Make vocabulary building a hobby with your childl lnvite your child to choose a favorite hobby or a topic in which she is interested. Have her create a chart of terms that relate to her Encourage her to add a creative twist, such as writing words on loqi., the lines of a football field or inside musical notes. lnvite frer io post the finished chart on a wall in her room. As she continues participating in or learning about the hobby, have her continue to add new words.
I I
i
ors#;ffiS:?trary
words. post a brank piece . Use the ramirv.,.gr,lqg,.glgr to of paper labeled "Vlord List" in a place of prominence. Then encourage your fifth grader-and other family members-to place words on the fridge tnai ne may not understand, such as those heard on TV, found in the morning paper, or spoken by other family members' At the end of each week, have your cniio iook up that week,s words in the dictionary. This will shortly become a habit that is hard to break and one that could just last a lifetime.
Get Cross (Words)!
Crossword puzzle books are a fun and educational way of building your child,s vocabulary' lnvest in a crossword book on your child's developmenta] Lvel, as well as a crossword dictionary for him. To make him feel like a special word detective, label the cover with your child's name and write an encouraging inscription inside. Next, encourage your child to complete the crossword puzzlbs,Lhoosing to tackle one or more per week. lnvest in your own crossword book and dictionaryland spend time completing these puzzles together!
I
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This school year is a very important year for your child. Basic grammar is emphasized to an extent not previously experienced in earlier grades. Good grammar skills are essential to tackle the increased amount of writing done by fifth graders. Today, many school districts across the country are giving their fifth graders standardized writing tests, # which proper grammar use is a graded part of the overall test score.
for
While writing, fifth graders have many opportunities to practice good grammar. Paragraphs, longer compositions, and written reports on a variety of topics are a part of your child's curriculum. Fifth graders will be asked to write personal narratives, comparisons and contrasts, letters, stories, and descriptive passages, as well as informational pieces. Creative writing in many forms is also encouraged. Through these assignments, grammar skills-such as punctuation, parts of speech, and paragraph structure-are reinforced. Your fifth grader will encounter the following skills: Parts of speech, including common and proper nouns, pronouns, verbs, adverbs, adjectives, prepositions, and conjunctions Subject and verb agreement Possessives Abbreviations Capitalizalion, including titles, magazines, books, and proper nouns Punctuation, including commas in a series, quotation marks, and apostrophes o Simple and compound sentences a Sentence structure
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To ensure your child has a successful fifth-grade year, have him try the grammar activities on the following pages for developing good home-study skills.
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Gapitalizing Proper
Nouns
Let art play a part in capitalization practice with this easy-to-do activity! Ask your child to identify examples of proper nouns from around the home. Encourage students to cut out examples from empty product boxes, old magazines or newspapers, etc. Have your child glue his examples collage-style on a colorful sheet of construction paper. On the back of the collage, have the student list each proper noun and a common noun that describes it. Display the collages as a ready reminder of the capitalization all around us!
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ldentifying Action Verbs Looking for a way to put your student's verb skills into action? Help your child find a favorite photo of herself engaged in some type of activity. Next, give her a sheet of light-colored construction paper, glue, and a fine-tip marker. Have your child glue the photo to the center of the paper. Then direct her to write several sentences surrounding the photo that tell a story about what is happening, making sure that each sentence includes an action verb. lf desired, display the action-filled personal poster in a family photo area.
I
ldentifyi ng Adjectives Understanding adjectives is in the bag with this simple guessing game! Gather several small items, such as a candle, necklace, or sponge. Place one object in a paper bag labeled "NOUN." Show your child the bag. Then explain that you will give clues about the mystery noun inside by sharing words that describe il-adjectives. lf your child correctly identifies the object, let him remove it from the bag and secretly replace it with another item, which he will describe and you will try to guess. Play as long as desired.
ln the News Highlight the use of abbreviations and acronyms with this funto-do newspaper activity. Obtain a newspaper and two different-colored highlighters. After setting a timer for ten minutes, have your child search the newspaper and highlight items according to a code (for example, abbreviations = blue and acronyms - yellow). At the end of the time period, tally the number of correctly highlighted items and together identify each one's meaning.
The Parent (and Sibling!) Trap Make it a point of family fun to try to trap one another with silly sentence errors! Cut several 9" x 12" sheets of light-colored construction paper in half and gather several fine{ip markers (enough for a family supply). Give each family member a sheet of paper and a marker. lnstruct each member to write a silly sentence fragment or run-on (such as "Meg, who is a bouncing ballerina"). Collect the sheets and post them in a prominent area. Then challenge your child to escape the family trap by correcting the sentence (adding to the silliness if desired) and writing it below the incorrect one. Continue until each sentence is correctly rewritten and shared. 37
Parts of Speech A linking verb links the subject to a noun or adjective in the predicate of a sentence. lt says something is, was, or will be. lt does not show action. I willbe the speaker at tomorrow's assembly.
Nouns A noun names a person, a place, a thing, or an idea. Person: Jacob, girl, teacher, Ms. Singleton Place: Chicago, school Thing: computer, tree, elephant Idea: happiness, anger, responsibility
A helping verb comes before the main verb. lt helps state an action or show time. A sentence can have more than one helping verb. Rita was smiling. I should have done my homework.
A common noun is the general name of a person, a place, a thing, or an idea. A common noun isn't capitalized. A proper noun names a specific person, place, thing, or idea. lt is always capitalized. Common: building Proper: Empire State Building
A regular verb ends in -ed when stating a past action or when using a helping verb. I cooked yesterday. I have cooked.
A singular noun names a single person, place, thing, or idea. A plural noun names more than one person, place, thing, or idea. Singular: book, bush, piano, leaf , ox Plural: books, bushes, pianos, leaves, oxen
Verbs A verb is a word that describes an action or state of being. lt is the main word in the predicate
An irregular verb does not end in -ed. I wrote yesterday. I have written.
I think I will go fon o wolk todog.
of a sentence. An action verb is a word that descrlbes a physical or mental action. The coach pointed to the goal line. The team listened to the quarterback's suggestions. @The Education Center, lnc.
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Parts of Speech Comparative: Our house is Tense is the time of the verb. A present tense verb states an action bigger than Uncle Joe's apartment. that is happening now or happens Superlative; Our house is the regularly. biggest house on the block. I cook dinner at 6:30 each night.
action happened. week.
A past tense verb states an that has already Tina bought a vase last
A future tense verb states an that will Grandfather will vrsif next
happen.
action
week.
Pronouns A pronoun is a word that is used in place of a Subject pronouns.'1, he, she, it, they, Object pronouns.' me, you, him, her, us, Possessive pronoLtns: my, mine, yours, his, her, hers, its, our, their,
noun. you
we,
it, your, ours,
them
theirs
Adjectives
Adverbs An adverb is a word that describes a verb, an adjective, or another adverb. Describing a verb: The ballerina dances gracefully. Describing an adjective: My dad is extremely tall. Describing an adverb: My dog ran incredibly quickly.
Prepositions A preposition is a word that shows the relationship of one word in a sentence to another word. lt can lell location, direction, time, and relationship. Location: My dad stood outsidethe car. Direction: My dad walked towardlhe car. Time: My dad waited untill 1 :00 to wash the car. Relationship: My dad washed the car with Brian.
describes whal one.
An adjective is a word that a noun or pronoun. lt usually tells kind, how many, or which Demonstrative: Ihis dress is my favorite. Proper: Dad love s Chinese food. Positive: Our houseis big.
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Sentence Skills Sentences A sentence is a group of words that express a complete thought. lt has a subject and a predicate. The subject tells what the sentence is about. lt is either a noun, a pronoun, or a noun phrase. The catjumped from the porch.
An imperative sentence gives a command and ends with a period. Please close the door behind you. An interrogative sentence asks a question and ends with a question mark.
When did you buy your tickets?
The predicate of a sentence tells what the subject does, did, is, or was. The cat jumped from the porch.
An exclamatory sentence expresses strong emotions or feelings and ends with an exclamation point. I can't believe I actually won/
A simple subject is the main noun or pronoun that tells what or whom the sentence is about. That red dress is so beautiful.
Sentence Errors A sentence fragment is a group of words that is missing the subject, main verb, or both. lt does not express a
A simple predicate is the verb in the complete predicate. lt can be more than one word. Megan drew a great picture. Our teacher has been reading a terrific book.
A compound subject is made up of two or more simple subjects. Kia and Sydney went surfing Friday. A compound predicate is made up of two or more simple predicates. Sue danced and sang in our musical.
complete thought. Missing subject: Flapped loudly. Missing verb: The curtains of my bedroom window. Missing subject and verb: Because of the wind.
A run-on sentence is two or more sentences joined together without the correct punctuation or conjunction. We were so busy today the yard had to be mowed flowers had to be planted.
Kinds of Sentences A declarative sentence makes a
I
t
statement and ends with a period. Lots of people attended today's concert. @The Education Center,
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Punctuation Rules Use a period . at the end of a declarative sentence-a sentence that makes a statement I enjoy playing basketball. . at the end of an imperative sentence-a sentence that makes a request Please bring me that measuring cup. . after a person's initials A. J. Wydell . after an abbreviation Mrs. Jones Dr. Mclntosh
Use quotation marks . to show a direct quotation Jennifer said, "l am going to the movies with Carrie." . to show the titles of written
Use a question mark . at the end of an interrogative sentence-a sentence that asks a
.
question
works-poems, stories, or songs "America the Beautiful"
Use an apostrophe
. to show that one or more letters have been left out to form a contraction
can't-can not won't-will not don't-do not to show possession Carolyn's keys are in the car. The boys' game was over an hour ago.
What number does Mike Smith wear? Use an exclamation point o to express
strong feeling or emotion Ouch! Leave me alone! Wow!
Use a hyphen . to divide a word between syllables at the end of a line The automobile salesman is named Mr. Sears. . to ioin parts of some compound
words drive-in, father-in-law
. to write two-word number words from 21 through 99 twenty-one
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marks
Having crossed the bridge of picture books and chapter books, your fifth grader will now be asked to master more lengthy fiction and nonfiction selections. Your child's reading success depends largely on a greater selfawareness of the various reading strategies that will help him or her be an active, thinking reader. Fifth-grade teachers encourage their students to select reading material on their individual reading levels. Students may read independently, in pairs, or in small groups. They will be asked to discuss and respond to their reading in a varietylf ways: in conferences with the teacher, literature circles, written assignments in question-and-answer formats, paragraphs, essays, and reports.
your child's teacher will model and guide students through various reading experiences. These guided reading experiences focus on specific comprehension strategies through repeated readings and discussions. Fifth graders will be asked to tfrint< in a variety of ways about the text they read: answering literal or recall questions and thinking more critically by making inferences, judgments, and evaluations. your fifth grader will encounter specific reading comprehension skills such as the following: Making and confirming predictions about text using prior knowledge and information in the text, including illustrations, titles, topic sentences, and important vocabulary Reading for detail Recalling sequence of events Determining cause and effect Using context clues Making inferences and drawing conclusions Comparing and contrasting ideas Paraphrasing and summarizing key elements and ideas Analyzing character, setting, plot, and theme
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What strategies can you foster to help your fifth grader become a more successful reader? Have your child practice the following: Read a variety of texts, both fiction and nonfiction, and read often. Focus before reading. Scan the material, looking at titles, illustrations, and captions. Think about what you already know about the topic and what you want to know about the topic. Be an active thinker while reading text. Ask and answer questions. Periodically stop and summarize what was just read. Focus on details about the characters, setting, events, and any themes or messages. ldentify and define key vocabulary and how it felates to what is being read. After reading, work on summing it all up. Ask questions such as "What did I learn that I didn't know before? lf I had to tell someone about what I just read, what would I say? What do I think was the author's purpose in writing this selection, or what is the message he or she is trying to conveY?"
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To further your child's reading development, try the activities and ideas on the pages that
follow.
Reading on the Run Encourage reading comprehension everywhere you go by questioning your child about signs, posters, billboards, video covers, and musical lyrics on the radio while you drive. "Reading on the Run" merely requires simple comprehension questions from you, such as "What was that billboard advertising?" or "What was the main point of that song we just heard?" You'll be surprised by how much confidence simple reading comprehension activities can build in your child.
Restaurant Reading Here's another opportunity for real-life reading comprehension that ties in with your fifth grader's increasing appetite. Take time at fast-food restaurants, diners, pizzerias, and ice-cream parlors to question your child about the menu. Questions about fat content, pricing, side dishes, and other "restaurant reading" are easily answered by your child and help develop reading-for-detail skills.
What |f...? For a time filler that will reinforce predicting skills and is anything buf run-of-themill, have your child ponder "What if..." questions. Think of questions that would inspire your child to imagine what the world might have been like if specific historic events had turned out differently. For example, what if Columbus had sailed east instead of west? Or if Benjamin Franklin hadn't flown his kite and discovered electricity? Write each question on a different index card. Whenever you have a little extra time, pull out a card to read aloud. Have your child respond orally to the question or write a three- to four-sentence answer on the index card. What if ...your child asks to do this activity again and again?
"TYi" a New Angle Challenge your child to try a new angle on summarizing with the following idea! Guide your child in choosing one current-events article from the newspaper each week. After reading the article, direct him to summarize his story in the form of the pattern shown. Afterward, have your child cut out his triangles and glue them to slighfly larger construction paper cutouts. When? (3 wordo) Where? (4 worda) 70
Reading quality children's literature adds to a fifth grader's sense of independence. Since the books of fourth grade may no longer be a challenge, your fifth grader will most likely welcome new and exciting books he can read for himself, at his own pace, and for pleasure! ln fifth grade, your child will learn to identify different genres of literature, including fiction (historical fiction, realistic fiction, fantasy, humor, mystery, and adventure), nonfiction (informational books, biographies, diaries, etc.), and poetry read a variety of literature, including fiction and nonfiction, folklore (tall tales, folktales, and legends), plays, and various forms of poetry
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The list on page 111 is just a fraction of recommended literature for children in fifth grade. Compiled by librarians, teachers, publishers, and well-respected reviewers, this list has some of the most beloved classics-both old and new-your child is sure to find engaging, entertaining, and educational. From heart-pounding adventures to tear-jerking coming-of-age tales, the books on this abbreviated list are some of the best written, for any age. But don't stop there. Explore the appropriate sections of your local bookstore or library. Talk to reference librarians, teachers, or friends to discover new selections to add to your list. Better yet, explore the shelves yourself!After all, you know your child's likes and dislikes, interests and hobbies, and hopes and dreams better than anyone else. Look below for some ways to add to your child's and your own reading list!
Book Glub Wish List Book clubs are a wonderful way to build your child's home library in an affordable and timely manner. When your child brings home those monthly paperback book club forms, look over them together. Let your child create a wish list of several books each month. Depending on your budget, order all of them on his wish list-or just one! Either way, your child will be choosing books you know he will like, and they'll be his to keep-forever.
Get Carded! A library card is a wonderful way to begin your child's adventure in reading-for freel Make library day a weekly adventure, and return and check out books as often as possible. Making trips to the library fun and enjoyable, rather than a chore, is one sure way to make it a popular destination.
Get Gifted! Make children's literature a part of holiday and birthday gift giving from now on. Whether it's your child's favorite author in hardcover or a paperback biography of his favorite sports star, your child will come to expect-and enjoy-books as gifts. This is a great way to slowly but surely build a personal library for your child while developing a lifetime habit of reading.
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Fifth.Grade Parent Page
Some fifth graders just don't get excited about the prospecl of reading. With all the distractions of video games, TV, movies, and sports, how can anything as simple as reading a book compare? While every student must read various textbooks in class and for homework, many students feel that time off from school means time off from reading. Parents can help by making books accessible and attractive! To ensure that your household is reader friendly, here are a few questions you can ask yourself: Are there books on your nightstands and coffee tables? Does the number of TVs outweigh bookshelves? ls there a dictionary in the house? Does every family member have his or her own library card?
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Motivating a fifth-grade reader is not as challenging as you might think. Children often take their cues on such matters from their peer and family groups. ll you consider reading a chore, it may be hard to get your child to read as time goes by. So let your child see you reading! Read all kinds of materials! Read together and discuss what you are reading. Go to a movie and read the book! Below are a few ways to get your child to read more often and enjoy doing so.
Any Wsrds VtJill Ds Who says that all reading has to come from a book? Encourage your child to read by starting small. Sports magazines, comic books, trading cards, and even the backs of cereal boxes are all steps in motivating your child to read more. For a reluctant reader, any words devoured throughout the day are a small victory in the war against reluctant reading.
The Famlly That Reads Together... Get the family involved by making reading a household, or family, activity. Turn otf the TV one weeknight, and pull out a good book to read aloud to your fifth grader. After a while, let him read to you. Make the night a weekly tradition, and your child's interest in reading may grow by leaps and bounds.
Movie Madness! Many fifth graders need just a small push to turn reading into a fully blossomed passion. Why not take note of the movies or TV shows your child enjoys so much?'Then check out or purchase the novelization of that movie or TV series and present it to your child. The motivation to read will already be there, as will the interest level. So taking the first step is often as easy as going to the movies!
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lnc.. Leaming Libranf . Reading, Spelling, & Grammar.TE03734
Fifth.Grade Reading List The BFG by Roald Dahl The Boggarl by Susan Cooper
Catherine, Called Birdy by Karen Cushman The Cay by Theodore Taylor Charlie and the Chocolate Factory by Roald Dahl The Egypt Game by Zilpha Keatley Snyder From the Mixed-up Files of Mrs. Basil E. Frankweiterby E. L. Konigsburg The Giver by Lois Lowry The Great Brain by John D. Fitzgerald Hatchet by Gary Paulsen Homesick: My Own Sto4r by Jean Fritz The House With a Clock in lts Walls by John Bellairs The Human Body (Eyewitness Explorers series) by Steve parker ln the Year of the Boar and Jackie Robinson by Bette Bao Lord lsland of the Blue Dolphinsby Scott O'Dell Julie of the Wolves by Jean Craighead George The Lion, the Witch, and the Wardrobe by C. S. Lewis Maniac Magee by Jerry Spinelli Maftin Luther Kingby Rosemary Bray My Life in Dog Years by Gary Paulsen My Side of the Mountain by Jean Craighead George The Pinbal/s by Betsy Byars Poppy by Avi Redwall by Brian Jacques Roll of Thunder, Hear My Cry by Mildred D. Taylor The Secret Garden by Frances Hodgson Burnett Shiloh by Phyllis Reynolds Naylor Sing Down the Moon by Scott O'Dell Snow Treasure by Marie Mcswigan Soup by Robert Newton Peck Stone Foxby John Reynolds Gardiner There's a Boy in the Girls'Bathroom by Louis Sachar To Walk the Sky Pathby Phyllis Reynolds Naylor The True Confessions of Charlotte Doyle by Avi Tuck Everlasting by Natalie Babbitt Walk Two Moons by Sharon Creech The Westing Game by Ellen Raskin
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lnc.. Learning Librarya. Reading, Spetling, & Grammar.TEC}T}