This curriculum includes the writing process, research, study of word parts and origin, spelling and grammar.
The writing process is used to emphasize specific types of writing: narrative, expository, persuasive, and descriptive.
Research to build and present knowledge, and collaboration practices are included.
Morphology is another component. Students learn Greek and Latin word parts and meanings used in everyday life.
Conventions of English and grammar in reading, listening, speaking and writing are highlighted and practiced.
Focus is placed on skill development for reference materials such as a dictionary, thesaurus, and glossary.
In ELA students engage in various writing activities that enable them to develop and maintain their understanding of the writing process and also develop an understanding of standard grammar usage in these writing practices. The students regularly work in a Writers Workshop Format that challenges the students to write prompts following the writing process that includes creating pre-writing charts and graphs, writing multiple rough drafts, revising and editing these writing exercises through peer and teach conferences, whisper reading, and finally producing a published piece of writing. The writing prompts include narrative, persuasive, expository/informational prompts and are connected to the novels read in class. These writing activities are maintained in the Student Reader/Writer Folders. These folders stay in the classroom and serve as a portfolio of student writing progress throughout the school year.
The students are required to complete 2 formal writing prompts assessments each year. These assessments are conducted in the winter and spring of the school year.
In Vocabulary students will follow a specific process for developing spelling and vocabulary skills by identifying words in context, defining words, researching synonyms, antonyms, and the etymology of the words, with word bubbles, while using the vocabulary words in original sentences. All vocabulary work is kept in the students Double Entry Journals.
Marcia Carone 5th Grade
Education: Bachelor of Science Degree, with a dual certification in Early Childhood and
Elementary Education from Edinburg University. Currently holds an Instructional II, Permanent Certification with the State of Pennsylvania.
Ms. Carone has continued to grow professionally, participating in graduate studies at both Gannon University and Edinboro University. Ms. Carone has served on both the Language Arts and Science Curriculum Committees for the Diocese of Erie. She is a past recipient of the Erie Reading Council Grant. Ms Carone developed a Language Arts Thematic Unit on Baseball for her students with this grant. Ms. Carone has facilitated workshops in the Meadville and Erie areas, as well as in Harrisburg, at the University of Pittsburgh, and at George Washington University in Washington DC. Ms. Carone was a Field Test Teacher in the development of the BirdSleuth Curriculum through Cornell University’s Lab of Ornithology and has continued working with the Lab of Ornithology to maintain and revise this curriculum. Ms. Carone has been a teacher in the Diocese of Erie for the last 28 years.
Ms. Carone is an avid birder and enjoys photographing the birds she studies, while roaming the trails at Presque Isle State Park. Her main focus of study is the Great Blue Heron. Ms Carone also enjoys spending time with her family and three cats.