Grade 5 - Reading

• Unit 1

• Unit 2

• Unit 3

• Unit 4

Session 1

• Argument Intensive

• Supporting students in grasping the central claim/argument of a text

• Figuring out when a text is making an argument versus trying to persuade

• Noticing when texts are one-sided or offer different sides of an issue

Session 2

• Organizing an ethical research life to investigate an issue

• Supporting students launching into research

• Reading texts that seem tangential

• Beginning to wrap your minds around your issues

Session 3

• Letting nonfiction reading on an issue spur flash-debates

• Helping students marshall evidence across texts to support a position

• Understanding the other side

• From preparation to debate

Session 4

• Mining texts for relevant information

• Supporting readers in setting themselves up to build their knowledge base

• Learn even more by connecting new to known

• Readers share how their reading applies to their argument

Session 5

• Strengthening club work

Session 6

• Readers think and wonder as they read

• Supporting word solving and vocabulary acquisition

• Questions that are always worth asking when reading nonfiction

• Using research groups to develop new thinking

Session 7

• Summarizing to hold onto what is most essential

• Preparing and implementing a series of small-group work sessions

• Summarizing tow-sided texts

• Self-assessing summaries

Session 8

• Arguing to learn

Session 9

• Moving beyond considering one debatable question

• Constructing new ideas and questions

• Applying work on growing ideas from literature to growing ideas about issues

• Deciding on new ideas and questions to pursue and making reading plans

Session 10

• Raising the level of annotating texts

• Supporting students who need the most extra support

• Supporting students in dealing with complexity

• Keeping yourself going

• Deepening understanding by talking about and reading difficult texts with others

Session 11

• Reaching to tackle more difficult texts

• Supporting students in dealing with complexity

• Keeping yourself going

• Deepening understanding by talking about and reading difficult texts with others

Session 12

• Who said what? Studying perspective

• Studying perspective and considering bias and credibility

• Tracing the source

• Discussing trustworthiness

Session 13

• Considering craft

• Providing support and enrichment around analyzing author's craft

• Raising the level of thinking about craft and structure by using learning progressions

• Deciding how to share students' learning

Session 14

• Evaluating arguments

• Achieving a balance between reading analytically and keeping the volume up

• Authors can make claims in informational texts, too

• Final plans and prep for how we will share our learning

Session 15

• Day of shared learning

Session 16

• Diving into new research with more agency and independence

• Getting things going again and reassessing

• Readers reread parts that fascinate them

• Using the room to help researchers think

Session 17

• Letting conversations spark new ideas

Session 18

• Talking and writing analytically across sources

• Supporting students in thinking aross sources on different levels

• Balancing reading and writing about reading

• Using craft to bolster your argument

Session 19

• Reading nonfiction with the lens of power

• Preparing to support critical literacies

• Remembering to consider the source

• Patterns across issues

Session 20

• Advocacy

Session 21

• Readers take their researcher-debating selves into the world