Pupils learn that setting goals is a process. Fifth-grader's can learn to set goals for short range, medium and long range. Explain that setting a goal means establishing objectives that they plan to do and prioritizing means are things they must do. Pupils are encouraged to make a list of goals in each of the three ranges. A scavenger hunt is a fun way to teach about goal-setting. The final clue will lead the pupils to a reward. Reaching attainable goals is a form of receiving a reward. Encourage pupils to play a game independently where they set an attainable goal in a limited amount of time. When it is accomplished the pupils give themselves a reward.
When studying it is important for students to manage time and materials. While working in the classroom in small groups have one pupil in each group list three things he wants to accomplish in a day. The list is then passed to the next student, and he puts the list in order of priority. The list continues around the group as each student numbers the list in his own order of priority. Pupils will understand that different people have different priorities. Explain how prioritizing helps in completing assignments and studying for tests.
Children in the fifth grade are familiar with flashcards and they can learn how to make their own flashcards to help them study. In the exercise guide the student using a chapter from their history books and index cards. Instruct the student concerning what to write on the front of the card by showing them in the chapter where the information is found. Pupils write important vocabulary, characters, branches of the government, review questions or dates listed in the chapter. On the back of each card they write a brief amount of information related to the content on the front of the card. Divide the class in groups of two and allow them to practice studying the cards together.
Positive listening skills are helpful when learning in a classroom. To strengthen this skill, ask a pupil to say his favorite color. The pupil behind the first is asked to repeat what was said and add his own favorite color. The process continues as each student recalls the color of the person in front of him and adds his own favorite color. As pupils learn to listen, divide the class into groups of two. One of the two pupils will pick a topic from the list of topics given to them. The pupil will tell his partner about that topic while the partner listens. Then the partner will paraphrase what he has heard . Each pupil will take a turn.