5th Grade - Gateway 2

The materials reviewed for Grade 5 meet the criteria that texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students’ ability to read and comprehend complex texts independently and proficiently.

Each module has a topic that is stated by the name of the module and clearly outlined in the section titled “Building Knowledge Networks.” Within each module, students interact with anchor texts, supporting texts, daily tasks, and writing tasks designed to grow the students’ understanding of the unit’s topic. 

Examples include:

• In Module 1, students read texts on the topic of inventions. Texts include: Winds of Hope by Katy Duffield, The Inventor’s Secret: What Thomas Edison Told Henry Ford by Suzanne Slade and Jennifer Black Reinhardt, and Captain Arsenio: Inventors and (Mis)Adventures in Flight by Pablo Bernasconi. 
• In Module 3, students read texts on the topic of natural disasters. Texts in this module include: Quaking Earth, Racing Waves by Rachel Young, and Eruption! Volcanoes and the Science of Saving Lives by Elizabeth Rusch. 
• In Module 4, students read about the Wild West and the character traits needed in people who settled in the West. Texts in this module include: Explore the Wild West! by Anita Yasuda, The Celestials' Railroad by Bruce Watson, and A Pioneer Sampler by Barbara Greenwood. 
• In Module 7, students read about the topic of curiosity in exploration and learn about important discoveries. Texts in this module include: Into the Unknown: Above and Below by Stewart Ross, Great Discoveries and Amazing Adventures by Claire Llewellyn, and The Mighty Mars Rovers by Elizabeth Rusch.
• In Module 10, students read all about what we can learn by observing animals. Students learn about the characteristics and abilities of animals. Texts in this module include: Can We Be Friends? by Ellen R. Braaf, Willie B.: A Story of Hope by Nancy Roe Pimm, and Winter Bees and Other Poems of the Cold by Joyce Sidman. 

The instructional materials reviewed for Grade 5 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

Throughout Modules 1-10, students interact with the text to answer questions during Targeted Close Reads, Reads for Understanding, Collaborative Discussion, independent work using graphic organizers, and responses to questions in writing that include finding evidence in the text. In Modules 11-12, students complete Genre Studies, where they are asked to further analyze previously read texts. 

Specific examples of coherently sequenced questions and tasks about language include:

• In Module 3, Lesson 9, students read Quaking Earth, Racing Waves by Rachel Young.  They are asked, "What vivid verbs does the author use to help readers visualize the way Earth’s plates move?"
• In Module 12, Lesson 3, after rereading the first two pages of Elisa’s Diary by Doris Luisa Oronoz, students are asked, "How does the author use sensory words and descriptions in paragraph 2 to set up a contrast?" Then students are asked, "How does the author use descriptive language to create different moods at the end of paragraph 3?"

Specific examples of coherently sequenced questions and tasks about key ideas include:

• In Module 1, Lesson 7, after reading Winds of Hope by Katy Duffield, students are asked: "What challenges does William face during the drought?" and "How does William react to the challenge?" 
• In Module 4, Lesson 2, after reading Explore the Wild West! by Anita Yasuda, students are asked: "What is the central or main idea of the text?" and "What evidence supports your answer?" 

Specific examples of coherently sequenced questions and tasks about details include:

• In Module 4, Lesson , in a close reading of Explore the Wild West! by Anita Yasuda, students are asked to find evidence of details supporting the central idea that the westward journey was difficult. 
• In Module 9, Lesson 4, after reading Mr. Linden’s Library by Walter Dean Myers, students are asked to analyze how Carol’s discussion with Mr. Linden fits together with other events, as well as, how Carol tries to ask Mr. Linden about the mysterious book. Students then have to describe how Mr. Linden reacts and explain how the events add to the story’s conflict. 

Specific examples of coherently sequenced questions and tasks about craft include:

• In Module 3, Lesson 9, students read Quaking Earth, Racing Waves by Rachel Young and are asked: "What comparison does the author use to help readers understand that the lithosphere is very thin?" and "How does the author explain how slowly Earth’s plates move?"
• In Module 5, Lesson 2, after reading Potatoes on Rooftops: Farming in the City by Hadley Dyer, students are asked: "What images does the author first ask the reader to imagine?",  "How does the author use exaggeration to appeal to the readers’ emotions?", and "How does the A Taste of Freedom sidebar affect readers’ feelings?"
• In Module 11, Lesson 14, after reading an independent persuasive text, students are asked to detail some examples of the author’s craft techniques that they found. Then students are asked: "What is the author’s purpose for writing the text?" and "How do the techniques support the purpose?"

Specific examples of coherently sequenced questions and tasks about structure include:

• In Module 1, Lesson 7, during a close read of Winds of Hope by Katy Duffield, students are asked, "How does knowing the text’s structure help you understand the main ideas on page 39?"
• In Module 7, Lesson 3, after reading Into the Unknown: Above and Below by Stewart Ross, students are asked: "How does the author organize the ideas in paragraphs 5 and 6?" and "Why does the author use that structure?" Students then underline signal words and phrases that helped them identify the structure. 
• In Module 11, Lesson 11, after rereading the section “A Hurricane’s Life Cycle” from Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein and Laura Silverstein Nunn, students are asked the following questions:  "What text structure does the author use?" and "How do you know?"

The instructional materials reviewed for Grade 5 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

In each module, students are given a  Knowledge Map, where they work with the teacher to create a concept map about the topic of study. After each text, students return to the Knowledge Map and add information to help them build knowledge and answer the Essential Question. 

Examples of text-dependent questions that help students analyze knowledge and ideas include:

• In Module 1, Lessons 8-10  students read Wheelchair Sports: Hang Glider to Wheeler Dealer by Simon Shapiro.  Then they answer questions such as: “What led Marilyn Hamilton to invent a new kind of wheelchair?",  "In what way was Dr. Guttmann’s idea for helping his patients different from what had been done in the past?”, and “What special features make sports wheelchairs better for athletes than traditional wheelchairs?”
• In Module 7, students learn about exploration and important discovery. In Lessons 11-14, students read The Mighty Mars Rovers by Elizabeth Rusch. Then they are asked questions such as: “What do the scientists and engineers at Mission Control do as they wait for Spirit to land?", "How does the team react when Spirit’s signal comes through?”, and “Why is Opportunity's discovery of salts exciting for Steve and his team?”
• In Module 9, Lessons 8-10, students read Finding Bigfoot: Everything You Need to Know by Martha Brockenbrough and are asked a series of questions to build knowledge. Some of these questions include: “Which details offer convincing evidence about Bigfoot?", "Which details are less convincing?”, “What does the author believe about Bigfoot?", and "How do you know?”

Students are also asked to analyze the integration of knowledge and ideas across multiple texts. Some examples include:

• In Module 3, Lesson 15, students are required to synthesize their learning of natural disasters. Students begin the lesson by discussing questions such as: “What new things did you learn in this module?", "Have these selections changed your thinking about natural disasters?”, and “What else would you like to learn about natural disasters?” Then students work in small groups to reflect on Eruption! Volcanoes and the Science of Saving Lives by Elizabeth Rusch and Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein. Students analyze the points of view and perspectives offered in each text, focusing on similarities and differences between them. 
• In Module 5, Lesson  2, students listen to the teacher read “Tech-Trash Tragedy” by Liam O'Donnell. Then the teacher requires the students to synthesize knowledge from a video, this text, and another text in order to build knowledge. Students are asked what they learned about Earth and the environment that they did not know before reading the text. Then students are asked, “How is the information in the video about how people can help keep the environment clean, the text about natural preferences, and the information in ‘Tech-Trash Tragedy’ the same and different?”
• In Module 8, Lesson 2, the teacher reads aloud the article “Liberty Enlightening the World” (author not cited) and then students analyze this text, another text, and a video to build knowledge. Students begin by discussing information that they know about moving to a new home that they did not know before reading the text. In addition, students discuss, the similarities and differences amongst the video about moving to a new town, the text about moving to a new country, and the article.

The instructional materials reviewed for Grade 5 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g., combination of reading, writing, speaking, listening).

Throughout the Grade 5 materials, students are given the opportunity to demonstrate their knowledge of a topic by completing a culminating task through integrated skills of reading, writing, speaking, and listening. At the end of each module, students are tasked with completing a performance task that utilizes the texts, skills, and strategies from the module.  This performance task requires students to apply their learning to a writing prompt. These tasks require students to reflect on information they learned in the module, including the knowledge they gained, and it requires them to use the module texts and vocabulary as well. Students are also given the opportunity to share their culminating task, requiring additional speaking and listening skills. 

Some specific examples of culminating tasks that require students to demonstrate their knowledge through integrated skills include:

• In Module 3, students learn about natural disasters and how being informed about natural disasters makes us safer. At the end of the module, students take the new information learned about the topic from the module texts and reflect on the school's or community's preparedness for a natural disaster.  Students select one natural disaster and write an editorial about what they think the community should do to prepare. Students are required to draw on evidence from the module's text and video. Students are required to use reading, writing, speaking, and listening skills in order to successfully complete this culminating task. 
• In Module 4, students learn about the character traits needed for people who settled the West. At the end of the module, the teacher guides students to think about Western pioneers before selecting a part of the pioneer experience to feature in an article. The student may write about the character traits one would need to settle the West and how to overcome challenges. This requires students to integrate reading, writing, speaking, and listening skills from the module to demonstrate their knowledge of the topic. 
• In Module 6, students learn about different artists and reflect on how different art forms impact people in different ways. Students think about the information they learned throughout the module about artists and their art form from the texts and then select an artist to write about for a pretend school arts festival. Students complete a biographical sketch of the person’s life and work, which requires students to integrate reading, writing, speaking, and listening skills from the module. 
• In Module 7, students learn about exploration and write an instructional article to explain the science behind one of the discoveries in the module. Students must use evidence from the text to support their ideas. This culminating task requires students to integrate reading, writing, speaking, and listening to demonstrate their knowledge of scientific exploration and discovery. 
• In Module 10, students learn about animal behavior. Students then take the information they learned through reading, speaking, and listening to write an essay about what humans can learn from animals. Students must  use evidence from the texts and videos in the module. Throughout the module, students complete a Knowledge Map that lists different types of human and animal behavior which helps them complete the culminating task.

The instructional materials reviewed for Grade 5  meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. 

Throughout the Grade 5 materials, students learn vocabulary that is found within the module texts as well as strategies to determine the meaning of unknown words not explicitly taught. Direct word instruction includes students learning both general academic and domain-specific words using consistent routines and Vocabulary Cards. Instruction focuses on word pronunciation, word meaning, and context. Students also learn word-learning strategies that include Vocabulary Strategy and Generative Vocabulary lessons. These lessons are designed to help students see the connections between words, deepen their understanding, and provide students with tools that will help them unlock the meaning of unknown words. In the Genre Study Modules (11 & 12), there is no direct vocabulary instruction; however, a list of instructional vocabulary words and definitions are included at the beginning of the week in the Teacher's Guide. The guide states to encourage students to use these words in their speaking and writing during the week. 

Students engage with a vocabulary routine to learn academic vocabulary words prior to reading a module text. Teachers read aloud each word, and the students repeat it. Then students read and discuss each word’s student-friendly definition. Then the teacher points out the Vocabulary Card's example of the word's use in a sentence, and students suggest other examples. In Step 2 of this routine, students discuss questions and prompts using the vocabulary words. In Step 3, students work independently to complete activities and prompts on Vocabulary Cards. Students Turn and Talk with a partner to discuss the words. Some specific examples include:

• In Module 1, Lesson 2, students read The Inventor’s Secret: What Thomas Edison Told Henry Ford by Suzanne Slade and learn the words locomotives, chugged, gadgets, phonograph, sputtered, flop, incandescent, and cylinder. Students are asked questions such as: “If a vehicle chugged along, how did it move?” and “If someone says their plan turned out to be a flop, how do you think they feel about it?”
• In Module 4, Lesson 6, students learn the words celestial, complaint, and employed from the text The Celestials' Railroad by Bruce Watson. After learning the words, students discuss the words when asked questions such as: “What type of celestial bodies can you see from Earth?” and “What is your biggest complaint when you eat at a restaurant?”
• In Module 6, Lesson 6, students learn the words exposure, willful, and stereotypical from the text Rita Moreno by Juan Felipe Herrera. Students learn the words and discuss the words by answering questions such as: “Would you like to be famous and have a lot of public exposure?” and “Do you consider yourself a willful person?”
• In Module 7, Lesson 2, students learn the words vast, mariners, cosmic, ascend, forged, and principle from the text Into the Unknown: Above and Below by Stewart Ross. Students discuss these words by answering questions such as: “Could glass by forged?” and “What kinds of vehicles might ascend?”

In addition to learning specific words that are found in the texts, students learn about generative vocabulary and other vocabulary strategies to apply to unknown words. The routine for these lessons is a three-step process. In Step 1, the teacher introduces the word part or strategy. In Step 2, students engage in guided practice by determining the meaning of other words using the taught skill or word part. In Step 3, students apply the skill by completing an independent practice. For example, students write sentences using the words and share sentences with their partners. At times, students also review previous word parts. Specific examples include:

• In Module 2, Lesson 10, students participate in a Generative Vocabulary lesson about the prefixes: re-, pre-, post-, and fore-. Students also review prefixes: non-, un-, dis- and suffixes: -y, -ly, and -ily. Students discuss how base words change when these prefixes and suffixes are applied to them. 
• In Module 3, Lesson 12, students participate in a Vocabulary Strategy lesson for synonyms and antonyms. Students work in pairs in Step 3 to record pairs of synonyms and antonyms and choose pairs to use in sentences. 
• In Module 5, Lesson 10, students participate in a Generative Vocabulary lesson for Latin roots dict and spect. After learning the meaning of the roots, students are given the words spectacle, reinspect, and dictionary and determine the meaning of the words based on the roots. 
• In Module 8, Lesson 10, students engage in a Generative Vocabulary lesson on Latin roots, scrib/script and the prefix, semi-. Students then discuss the following words: semiweekly, semicolon, manuscript, and inscribe. 
• In Module 9, Lesson 12, students engage in a Vocabulary Strategy lesson to review homophones and homographs. Students search for various homophones and homographs in the dictionary, share definitions, and create a sentence for each word. 
• In Module 10, Lesson 7, students participate in a Vocabulary Strategy lesson on antonyms and synonyms. Students use the academic vocabulary from National Geographic: Dolphin Parenting and work in pairs to use a thesaurus to find antonyms and synonyms for the words.

The instructional materials reviewed for Grade 5 meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

Students have many opportunities to write during literacy instruction. Following each main text in their myBook, students respond to their reading through a writing about the reading task. For each of these tasks, students are provided with planning space, a graphic organizer, and reminders to use text evidence. These writing tasks include a variety of text types. In addition, at the end of each module, students complete a performance-based writing task based on the module’s Essential Question. Many of these prompts ask students to synthesize at least two texts in the module. Students use graphic organizers to plan, draft their writing, edit, and revise before finishing the assignment. Finally, in Writing Workshop, students are explicitly taught the writing process for narrative, informational, and opinion writing. Each of these modules include explicit modeling and instruction for each stage of the writing process. Each module is tied to a focal text, and students write daily and receive regular conferencing with teachers and peers to improve their writing. For most modules, the students focus on a particular writing mode and explore it through all aspects of writing instruction, which further helps students achieve grade-level proficiency in writing. 

Specific examples of writing instruction prompts in myBook include:

• In Module 2, Lesson 5, after reading the text, Airborn by Kenneth Oppel, students write a journal entry from the perspective of the characters Kate and Matt. Students apply their understanding of the text to write a journal entry that tells what happens when they go to look for the flying creatures in the story. 
• In Module 3, Lesson 14, after reading Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein, students complete a weather report to inform viewers of the effects they can expect a Category 2 storm to cause. 
• In Module 5, Lesson 4, students write an advertising script to persuade people to participate in a community garden. Students must provide a clear opinion and give reasons and text evidence to support the opinion. 
• In Module 7, Lesson 5, after reading Into the Unknown: Above and Below by Stewart Ross, students write a news script about one of the explorations of Auguste and Jacques Piccard. 
• In Module 8, Lesson 5, students write a poem about a topic of their choice. They need to include two sensory details from A Movie in My Pillow by Jorge Argueta. 
• In Module 10, Lesson 9, after reading Can We Be Friends? by Ellen R. Braaf, students write a social media post to share their opinion about animal friendships with the scientist in the story. In the post, students compare details from the article with their own observations about animal behavior. 

Performance tasks require students to apply what they have learned about the writing process in order to demonstrate their understanding of the Essential Questions and key knowledge and skills in each module. Some examples of performance tasks that provide instruction in writing include:

• In Module 1, students write a personal narrative about a time they found a creative way to solve a problem. Students draw on the earlier module experience of writing a personal account from Week 1, where they wrote a two-paragraph personal account telling about a challenge they faced and the actions taken to overcome it. 
• In Module 4, students write an article about a feature or part of the pioneer experience, such as daily life, the journey west, or overcoming challenges. The task integrates skills throughout the module, including writing a journal entry, gathering information from a variety of sources, and presenting information with a clear sequence. 
• In Module 6, students write a biographical sketch of an artist they read about in the module. Students must provide an introduction to the artist and the art form that he or she is known. Students work with a partner to revise and evaluate their writing. Guiding questions are provided such as: “Did I include strong evidence, such as facts, examples, and quotations?” and “Did I use precise language and vocabulary related to the art form?”
• In Module 7, students write an article to explain the science behind one of the discoveries they learned about in the module. Students include text evidence and vocabulary from the module, and students complete a planning sheet to list their topic, main idea, and three supporting details. 
• In Module 10, students write an informational essay for an online newsletter on the topic of what people can learn from animals. In Writing Workshop, students engage in lessons that focus on process-based writing to generate ideas, organize drafts, revise, edit, publish, and share. Students learn about the characteristics of narrative, informational, and opinion writing and work on one piece of writing throughout all three weeks of a module. Specific examples of writing instruction and prompts in Writing Workshop include:
• In Module 1, students write an expository text about an inventor from the module and how they worked hard to make the idea for an invention a reality. Students are taught the elements of an expository essay and must include the vocabulary words investment, professional, and ingenuity. 
• In Module 3, students write a persuasive essay about what they would do if a natural disaster destroyed their town and if they would evacuate. Students follow the structure of a persuasive essay, which includes introducing the issue and the author’s position in paragraph 1, three argument paragraphs, and a conclusion paragraph. 
• In Module 6, students write a personal narrative that tells the story of a memory from their life. 
• In Module 8, students produce a lyric poem, using the text Love That Dog by Sharon Creech as a mentor text. Students participate in the writing process and focus on figurative language, poetic techniques, and descriptive language. 
• In Module 10, students write a persuasive letter to the local newspaper about an organization that cares for animals, giving reasons why people should support the organization with money and time.

During the Genre Study Modules (Modules 11-12) in the Genre Study Teacher's Guide, students work on a week-long writing assignment in the genre they are reading about. Examples include:

• In Module 11, Lessons 11-15, students write and present a personal letter or magazine advertisement after studying the characteristics of persuasive texts. 
• In Module 12, Lessons 6-10, students study the characteristics of plays and write and present a scene from a television show or an act from a musical.

The instructional materials reviewed for Grade 5 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Each module in Grade 5 contains an Inquiry and Research Project. These projects require students to work for an extended period of time to solve a problem, answer a question, or share information. Inquiry and Research Projects align to the big idea in the module, and students are encouraged to draw from the texts read during the module. Each Inquiry and Research Project follows three steps, with each step taking place during a different week of the module. During Week 1, the project is launched. Students collaborate to generate research questions and develop a research plan. Students also research source materials available including books, magazines, videos, and online sources. During Week 2, students write and create their project. Students draft and revise their work, and a variety of materials are provided to complete the project, including art supplies and digital materials. During Week 3, students present and reflect. Students practice their presentations, share their final products with an audience, assess their work, and celebrate. In the Guiding Principles and Strategies Resource section, teachers are provided with guidance for best practices to facilitate Inquiry and Research Projects. Some of these best practices include selecting an outside audience for Week 3, allowing time for revision, and modeling how to find and record information.

Specific examples of research projects found throughout the year include, but are not limited to:

• In Module 1, students work in groups to think of an invention that solves a problem. Students analyze successful older inventions and updated newer inventions to gain an understanding of how, through time, inventions have been revised and changed. In Week 2, students create a business plan by identifying the invention's purpose, its target customers, and the effort and supplies needed to create it. In Week 3, students share and then reflect on information they learned from completing the project. 
• In Module 2, students work in groups to create a proposal for a film adaptation of one of the texts from the myBook. In Week 1, students work in groups to discuss familiar film adaptations and compare them to the original books. Students create an idea board with their proposed film adaptation. In Week 2, students brainstorm a cast of actors/actresses and draft a movie proposal based on their research. Students also create a poster to advertise the film. In Week 3, students present to an audience.
• In Module 3, students create a safety pamphlet to help people deal with natural disasters. In Week 1, students work in groups to research a type of natural disaster, actions to take when a natural disaster strikes, and ways to protect themselves. In Week 2, students draft the pamphlet and create a visual to enhance the written portion of the pamphlet. In Week 3, students reflect on information they learned after presenting to an audience. 
• In Module 4, students create a travel brochure about the Old West in order to encourage people of that period to migrate West. Students research before identifying positives for migrating West and drafting their brochure. 
• In Module 5, students create an environmental Public Service Announcement. In Week 1, students research information about living a “green” lifestyle and ways to improve the environment. Students must use research evidence to support their claims and prepare a script to present to the class.
• In Module 6, students research the ways in which people create and share different art forms. Students write a biography about a favorite artist and create and share a piece of art in the chosen artist’s style. In Week 1, students research, and in Week 2, students draft a biography and integrate visuals to help the audience better understand the artist. In Week 3, students present to an audience. 
• In Module 7, students read a variety of texts to research three favorite explorers and write biographies about their lives and achievements. In Week 1, students discuss the explorers featured in the modules and research their achievements. They also share the effects on the world because of their explorations. In Week 2, students draft biographies and lists of achievements before revising, editing, and creating visuals for their presentations, which take place in Week 3. 
• In Module 8, students read and research to create a culture map and poster about a country of their choice. Students begin by working in groups before creating their own poster to feature their chosen country. 
• In Module 9, students read and research a variety of texts to create a welcome packet for new employees at a detective agency. In Week 1, students research the steps a detective takes when trying to solve a mystery. In Week 2, students choose a mystery from the module for the focus of their project, draft a paragraph that gives background information about the mystery and how it was solved, and the steps for conducting research to include in the packet. 
• In Module 10, students work together to create a two-page spread about an animal for a science magazine. They must include information about the animal’s most notable characteristics, the animal's diet and ways it obtains food, and interesting facts about the animal.

The instructional materials reviewed for Grade 5 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

In the Guiding Principles and Strategies resource section, there is an area called Supporting Reading Independence. In this section, teachers are provided with resources and strategies to help students become independent and enthusiastic readers both in the classroom and at home. There is also information regarding organization of a classroom reading center, including procedures for students to self-select books, set individual reading goals, and construct responses to reading. In addition, the Family and Community section provides information on independent reading. Students complete independent reading during literacy centers while the teacher is meeting with small groups of students. Students self-select books and record progress on a reading log. There is information on how to promote independent reading at home and ways to keep track of texts students read. In Modules 11 and 12, students read independently in the genre focus for the book. 

Some of the specific suggestions that the program provides for independent reading in the classroom include:

• Organizing the classroom reading center, introducing new books in the library throughout the year, and creating a diverse library that reflects the diversity of the classroom. The reading center should be designed in a way that students read independently and also discuss books with peers. Reading logs, reading nonfiction printables, and pencils and markers should also be found in the reading center.
• Teaching students to self-select books by modeling choosing books and having students conduct short book talks to recommend books to their classmates.
• Teaching students to set goals and respond to reading by gradually increasing the amount of time that students read throughout the year, encouraging students to set a goal for how much reading they will do, and having students create a response journal to document their independent reading books. 
• During literacy centers, students can self-select or continue reading an independent reading book, keep track of progress by using a reading log, and utilize the independent reading printables (one each for fiction and nonfiction) to keep track of key ideas. The reading log includes title, genre, date, time spent, pages read, as well as, a summary or answer to a discussion question. 

Some of the specific suggestions that the program provides for independent reading at home include:

• Demonstrating to families how to be a fluent reader and how to interact with children while reading aloud to them. It is encouraged that this happens once a week and that parents also listen to children read to them. The teacher should also provide book ideas and coach parents on how to consider children’s interests when selecting a text.
• Encouraging families to dedicate time at least once per week to read with their children, sending home a reading log so students can record time spent reading outside of the classroom, and providing strategies for text selection, such as reading a page and seeing if they read five or more words incorrectly and choosing a different book.
• Sharing a summer reading list with suggestions of titles across a variety of genres for students to read independently and with their families. The teacher should also send home a list of questions families should ask students before, during, and after reading. 
• Suggesting that families participate in a book club or other book events that will spark students’ interest in topics.