Grade 5 - Reading

• Unit 1

• Unit 2

• Unit 3

• Unit 4

Session 1

• The more you know, the more you see

• Launching the unit

• Reminding readers to see more

• Rallying students to increase their reading volume

Session 2

• Orienting to more complex texts

• Helping readers construct meaning out of the many parts of their text

• Revising your expectations based on how the text is unfolding

• Reading and rereading to understand the author's meaning

Session 3

• Uncovering what makes a main idea complex

• Supporting foundational work around main idea

• Asking the question, "What else is this text about?"

• Comparing how main idea works in different texts

Session 4

• Strategies for determining implicit main ideas

• Pushing a student's thinking about main ideas

• Reading in ways that allow you to teach others

• Teaching as a way to learn

Session 5

• Using context to determine the meaning of vocabulary in complex texts

• Keeping the work of the unit going, while also supporting vocabulary development

• Celebrating risk taking and creating readers who are word conscious

• Using the lingo of experts as you take notes, as you talk

Session 6

• Inquiry into using morphology of words to tackle tricky vocabulary

• Supporting today's learning and previous learning

• Creating innovative word walls

• Sharing tricky words and strategies

Session 7

• Complex thinking about structure: From sentence level to text level

• Watching and listening carefully to what students are doing around text complexity

• Complex strucures at the sentence level

• Encouraging complex thinking about connections

Session 8

• Rising to the challenges of nonfiction

• Using text complexity cards in your conferences and small groups

• Holding texts you can read

• Selecting powerful personal inquiry topics

Session 9

• Summarizing as texts get harder

• Predictable challenges with summarizing

• Teaching students to self-assess their summaries

• Sharing our summaries

Session 10

• Learning from sources

• Developing actionable plans for primary research

• Developing plans for primary research

• Breaking action plans into achievable steps

Session 11

• Learning from primary research

Session 12

• Coming to texts as experts

• Using your knowledge of text complexity to your advantage

• Approaching main ideas flexibly

• Reading scientific and technical texts

Session 13

• Writing about reading nonfiction

• Addressing predictable problems with writing about reading

• Keeping track of sources

• Learning from each other's writing about reading

Session 14

• Lifting the level of questions to drive research forward

• Supporting readers to ask and answer questions

• Studying your questions, reflecting, and setting goals

• Collaborating on questioning and research

Session 15

• Synthesizing across subtropics

• Supporting readers to ask and answer questions

• Noticing disparities across texts

• Analyzing comparing and contrasting work

Session 16

• Writing about reading: From big ideas to specifics

• Lifting the level of writing about reading

• Using freewriting to explore your initial ideas

• Learning from others

Session 17

• Comparing and contrasting what authors say

• Using the learning progression to support students

• Thinking deeply about craft

• Acknowledging conflicting information in summaries

Session 18

• Critically reading our texts, our topics, and our lives

• Considering the trustworthiness of sources

• Evaluating the trustworthiness of sources

• Forming your own perspective on your topic

Session 19

• Living differently because of research

• Tips to strengthen presentations

• Send students off to teach

• Thinking about how research changes the way you live