“I’m doing this book three of the Warriors series. I’ve read all of them except this one because it hadn’t been in the library until now, but I started it the other day, and I’m going to finish it this weekend. There’s really three main characters and I guess I picked the one I like best to interview.”
5th Grade readers and writers began their Spring Book Project this week, choosing one of the many dozens of books they have each read this year independently (across homework and in-class reading time). For the project, students will choose a format to show off their skills, including descriptive informational and persuasive writing, expansive vocabulary, and conventions for citing sources and including dialogue. The project options include rewriting the end to a book you think could be better, interviewing a character about their motivations and backstory, writing a fictional diary from the perspective of your favorite character, and writing a letter to a producer explaining why your favorite book should become a film or series: “I’m interviewing Charlie from The Last Equation. Did you read it? It’s real good. It’s realistic fiction because it’s something that didn’t happen but it sort of could.”
I’m interviewing Charlie from The Last Equation. Did you read it? It’s real good. It’s realistic fiction because it’s something that didn’t happen but it sort of could.
After competing with randomly assigned teammates in their weekly vocabulary game (“‘Manipulable!’ Ew!”), students reviewed the checklist for the project. This list of the specific features and standards for their final product supports students at this age and stage to navigate their increasing academic independence, directing their excitement to share towards the most important skills to practice in this project.