5th Grade - Gateway 2

The instructional 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 unit begins with a topic using weekly theme-based Essential Questions to explore the topic deeper. Five texts align and support the topic of the unit as well as multiple Book Club choices students can select. Reading Workshop texts provide another opportunity for students to participate in both Shared and Close Reading in order to complete lesson tasks and the culminating project. A variety of genres are used to explore a weekly question where students analyze, discuss, and synthesize information in order to demonstrate understanding of texts and topics. Each week students are encouraged to reflect and present evidence from multiple texts in order to demonstrate their knowledge gained from the unit tasks. As the year progresses, the complexity of the questions and tasks deepen and ongoing formative assessments allow for differentiation to ensure student proficiency as tasks become more rigorous. 

• In Unit 1, the Unit Theme is Journeys and the Essential Question is “How do journeys change us?" Each week, a variety of texts are used to address weekly questions related to the theme.
• In Week 1, students read “The Path to Paper Son” and “Louie Share Kim, Paper Son” and answer the weekly question, “What motivates people to leave home?” 
• In Week 2, students read Life on Earth-and Beyond and answer the weekly question,“What can scientists discover by traveling to distant places?”
• In Week 3, students read Pedro's Journal and answer the weekly question, “What can people learn from visiting unknown lands?”  
• In Week 4, a Poetry Collection is used to answer the weekly question, “What inspires people to start a journey?”
• In Week 5, students read Picturesque Journeys and answer the weekly question, “How can new places change the way a person sees the world?” 
• In Unit 3, the Unit Theme is Reflections and the Essential Question is “How do experiences of others reflect our own?” Each week, a variety of texts are used to address weekly questions related to the theme. 
• In Week 1, students read from Love, Amalia and answer the weekly question, “What can we learn from experience of older generations?” 
• In Week 2, students read "A Pet for Calvin" and answer the weekly question, “What are some different ways in which people can reach a goal?”
• In Week 3, students read The Carp and The Hermit Thrush and answer the weekly question, “How are the experiences of people in ancient times similar to those of people in the modern world?” 
• In Week 4, students use a Poetry Collection to answer the following weekly question, "What can our families teach us about ourselves?" 
• In Week 5, students read "Life in Art" and answer the weekly question, “How does art reflect people’s experiences?”
• In Unit 5, the Unit Theme is Systems and the Essential Question is “How do elements of systems change?” Each week, a variety of texts are used to address weekly questions related to the theme.  
• In Week 1, students read Rocks and Fossils, focuses and answer the weekly question, “How to rocks form and change over time?”
• In Week 2, students read Earth's Water Cycle and answer the weekly question, “What can cause water to change form?”
• In Week 3, students read "The Dog of Pompeii" and answer the weekly question, “How can Earth’s changes affect where and how we live?”
• In Week 4, students read “Let’s Talk Trash” and “It’s Time to Get Serious About Reducing Food Waste, Feds Say” and answer the weekly question, “How do humans create and change cycles?”
• In Week 5, students read People Should Manage Nature and answer the weekly question, “How much should people try to influence natural systems?”

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 the materials, individual and groups of students have a variety of opportunities to build their understanding of the content in various ways within reading, reading-writing, and writing. The directions for student tasks are clear and contain language that relates to the content of the unit. In each unit, students complete questions and tasks that require analysis of individual texts. Every text has text-dependent language support. Each unit contains Reading Workshop lessons with First Read, Close Read, and Reflect and Share sections. During all the first reads, students determine the genre of the text and provide evidence for their decision. Students complete questions and tasks that require analysis of individual texts. Students are provided multiple opportunities to analyze language of stories and passages, identify key ideas and details, and examine the structure of passages, pictures and texts as they relate to the unit topic. In addition to the Reading Workshop, each unit contains a Reading/Writing Bridge that also presents opportunities for students to use their knowledge to demonstrate their understanding of texts and topics. 

Examples include: 

• In Unit 1, Week 3, students read Pedro’s Journal and use context clues to determine the meaning of unknown words.
• In Unit 1, Week 5, Lesson 2, Reading Workshop, Picturesque Journeys, students underline a paragraph with a cause-effect chain about Kahlo becoming an artist. 
• In Unit 2, Week 4, Readers Workshop, when reading the book, Tracking Monsters from Park Scientists by Mary Kay Carson, students answer multiple question: “What is the author’s purpose and message? How does it affect your understanding of the text? Summarize how, where and why researchers study Gila monsters. Underline the parts that show central ideas in the text. Underline details in the section ‘Monstrous Lizards’ that develop a main idea presented earlier in the text. Complete these close read tasks for 'A Place for Frogs.' Underline the parts that show a problem and solution structure. 
• In Unit 3, Week 2, Reading-Writing Workshop, students analyze the text structure of informational text and determine how the use of text structure contributes to the author’s purpose.
• In Unit 3, Week 4, Read Like a Writer, students analyze how an author’s use of imagery, literal and figurative language, and sound devices achieve specific purposes, such as creating a mood.
• In Unit 4, Week 5, Readers Workshop, during the first read of Ezekiall Johnson Goes West by Guy A. Sims, students answer, “How do the author and the illustrator use the setting to influence the plot? Compare and Contrast Ezekiel and Amos. What traits make Ezekiel special?” During the Close Read, students complete different tasks: “To help you understand the author’s and illustrator’s purpose, consider how the images add meaning to the text. Highlight details about the journey west in graphics 31-34. Make an inference about why this is important. Use context clues to determine the meaning of the term, ‘cooped up'."
• In Unit 5, Week 4, Reading-Writing Bridge, students analyze how the author uses graphics for specific purposes. Students are asked how the graphic achieves the author’s purpose.

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).

Reading and modeling of narrative, biography, informational, and opinion texts are included throughout the materials. Many culminating tasks rely on students’ ability to synthesize their understanding and use learned skills to present their knowledge in reading, writing, speaking, and listening tp demonstrate knowledge built from the texts. All units contain a Project-Based Inquiry task with an Area of Focus, where students compare across texts, include inquiry research, and have peer collaboration and discussions. The teacher may need to provide some extra support to assure students are focusing on the content as well as demonstrating writing or speaking skills.

Examples include, but are not limited to:

• In Unit 1, Week 6, students answer the unit Essential Question, “How do journeys change us?” After answering the question, students complete a culminating task creating an argumentative travel brochure. The brochure will be presented to the class. During completion of the project, students engage in research and multiple discussions with a peer. In preparation for this task students engage in weekly discussions following their shared read, building knowledge and skills to complete the culminating task. 
• In Week 1, students read “The Path to Paper Son” and “Louie Share Kim, Paper Son” and discuss what makes people leave a place they call home. 
• In Week 2, students read Life on Earth-and Beyond and then discuss what scientists can discover by traveling to distant places. 
• In Week 3, students read Pedro’s Journal and discuss what people can learn from traveling to far off places. 
• In Week 4, students read a poetry collection and discuss what inspires people to start a new journey. 
• In Week 5, students read Picturesque Journeys and discuss how new places can change the way a person sees the world.
• In Unit 2, the unit Essential Question is “How do we learn through our observations?” Each of the five weeks have text with a question that connects to the Unit Essential Question. Some examples include:
• In Week 1, “How can careful observation help a person survive?” Students read an excerpt from Hatchet. 
• In Week 6, the Project Focus is to write a Survival Guide. A four-point rubric is provided for the project. The topics are Focus, Research, Organization and Development, Language and Vocabulary, and Delivery. The delivery of the project is an oral presentation where a four is, “Delivery, including eye contact, speaking rate, and volume, is effective.”  
• In Unit 3, Week 6 students answer the unit Essential Question, “How do the experiences of others reflect our own?” After answering the question, students write a speech honoring someone who impacted them. The speech will be presented to the class. During completion of the project, students engage in research and multiple discussions with a peer. In preparation for this task, students engage in weekly discussions following their shared read, building knowledge and skills to complete the culminating task. 
• In Week 1, students read Love, Amalia and discuss what we can learn from the experiences of older generations. 
• In Week 2, students read “A Pet for Calvin” and discuss different ways people can reach a goal. 
• In Week 3, students read The Carp and the Hermit Thrush and discuss how the experiences of people in ancient times are similar to the experiences of people in modern times. 
• In Week 4, students read a poetry collection and discuss what our families can teach us about ourselves. 
• In Week 5, students read “Life and Art” and discuss how art reflects people’s experiences.
• In Unit 4, Week 6, Project-Based Inquiry, the Teacher's Edition states, “This week students will address the theme of liberty by conducting a survey about what freedom means to others. The students will develop a project of their own, such as a speech or a poster, about what it means to be free.” In Week 5, Writing Workshop Assessment, the directions state, “Write a science fiction story about a group of people who work together to achieve freedom. Describe why they want and need freedom, how they work together to achieve it, and what challenges and struggles they overcome.” This activity is the culmination of the Minilessons throughout Weeks 1-4 of the unit’s Writing Workshop.  They include:
• In Week 1, Writing Workshop, students begin with a Genre Immersion Lesson: Organize a Science Fiction Story, and Analyze Characters and Settings. Students then complete the following lessons: “Analyze Plot, Set a Purpose, and Plan Your Science Fiction Story.”
• In Week 2, Writing Workshop, the lessons are Develop Characters, Develop Setting, Develop the Conflict, Develop the Resolution, Develop Dialogue.
• In Week 3, Writing Workshop, the lessons are Organize an Introduction, Organize a Sequence of Events, Choose Pacing of Events, Develop the Plot, Select a Different Genre.
• In Week 4, Writing Workshop, the lessons are Edit for Prepositions and Prepositional Phrases, Edit for Irregular Verbs, Edit for Collective Nouns, Edit for Subordinating Conjunctions, Edit for Punctuation Marks.
• In Unit 5, Week 6 students answer the unit Essential Question, “How do elements of systems change?” After answering the question, students complete a culminating task creating a Public Service Announcement after researching a natural disaster. The project will be presented to the class. During completion of the project, students engage in research and multiple discussions with a peer. In preparation for this task, students engage in weekly discussions following their shared read, building knowledge and skills to complete the culminating task. 
• In Week 1, students read Rocks and Fossils and discuss how rocks form and change over time. 
• In Week 2, students read Earth’s Water Cycle and discuss what can cause water to change form. 
• In Week 3, students read The Dog of Pompeii and discuss how Earth’s changes can affect where and how we live. 
• In Week 4, students read “Let’s Talk Trash” and “It’s Time to Get Serious About Reducing Food Waste, Feds Say” and discuss how humans create and change cycles. 
• In Week 5, students read People Should Manage Nature and discuss how much people should try to control nature.

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. 

Academic vocabulary is introduced, defined, discussed, and presented throughout unit reading and writing tasks. Students preview vocabulary before reading the text; the teacher asks questions to determine what students know before reading and to activate prior knowledge. Questions and activities that focus on the unit academic vocabulary words are embedded in the materials. There is a “Possible Teacher Point” during the Shared Read where teachers can use the Reading Writing Workshop Bridge to reinforce a vocabulary skill. During the Shared Read, students use context clues to determine the meaning of words. After the Shared Read, there is Develop Vocabulary time where students have an opportunity to apply their knowledge with the words they have learned in independent practices. Each unit is built around a specific topic allowing for the building of related vocabulary exposure, meaning, and connections to be made throughout the weeks of instruction, increasing students’ word knowledge across texts. 

• In Unit 1, Week 2, Reading Workshop, Respond and Analyze, Develop Vocabulary, students learn that authors choose certain words to convey information about scientific concepts. Students learn the words, astrobiologists, microbes, colony, sensors, radiation, and rovers, to help readers understand the texts. Students then use the newly acquired vocabulary to answer questions about the text and make connections between the vocabulary words.
• In Unit 2, Week 2, Possible Teaching Point, Academic Vocabulary/Synonyms, the directions state, “Use the Academic Vocabulary lesson on pages T134-T135 in the Reading Writing Workshop Bridge to underscore how knowing synonyms and antonyms can give students a clearer understanding of the meaning of unfamiliar words. Ask for synonyms of the words sensitive, diversity, and comeback (all vocabulary words) which appear on page 259.”
• In Unit 3, Week 4, Reading Workshop, Respond and Analyze, Develop Vocabulary, students learn that certain words convey information and create mental images about a character or a scene. Key vocabulary words are vivid, retired, trembles, crinkled, and melodic. Students note how these words tell about the characters and settings in the Poetry Collection. Students use the newly acquired vocabulary, as they respond to questions about the poetry.
• In Unit 4, Week 6, the Student Interactive states, “In this unit you learned many words related to the theme of Liberty. Work with your partner to add more academic vocabulary words to each category. If appropriate, use these words when you create your project on the meaning of freedom.”
• In Unit 5, Week 1, Reading Workshop, Respond and Analyze, Develop Vocabulary, students learn that authors of informational texts use domain-specific words to inform readers about their topics. Students learn the words, minerals, particles, deposits, erosion, and principles, as used in the field of geology. Students demonstrate an understanding of the words by answering questions, using the newly acquired vocabulary and writing with the words to show their understanding of the rock cycle.

The instructional materials reviewed for Grade 5 meet the criteria that materials include a cohesive, year-long plan to 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.

The Writing Workshop component has a weekly format that remains consistent in each unit throughout the year. Students are exposed to standards-based writing skill Minilessons that support progress toward independent writing. Lessons include modeled writing, shared writing, guided writing, and independent writing. In Week 1 of each unit, students are immersed in and introduced to a genre of writing. In Week 2, students work on developing the elements of that genre. Week 3 concentrates on developing the structure of the writing. Week 4 contains lessons in author’s craft. Week 5 focuses on publishing, celebrating and assessing. The daily routines for each lesson contain a five to 15 minute Minilesson with 30-40 minutes of independent writing time, during which the teacher confers with students. During this time, students practice and refine their writing skills. Although the lesson format remains the same throughout the year, the Minilessons progress and students consistently learn more skills in order to demonstrate proficiency at grade level by the end of the school year. A gradual release model is used each week. The teacher models writing and think alouds first to demonstrate the writing skills students need for the writing type. Next, students engage in shared writing, guided writing, and lastly, independent writing of the specific writing genre for the unit. As students develop their writing skills throughout the unit, they complete a writing prompt assessment that measures their ability to independently complete a written assignment that assesses all of the writing skills upon which they have been building. Examples include:

• In Unit 1, Weeks 1-5, Writing Workshop, students focus on personal narratives. During Week 1, students analyze a personal narrative to explore the elements of the genre. Students also explore the narrator’s relationships with other characters and analyze the setting and sequence of events in a narrative text, before brainstorming a topic and planning their own personal narrative. In Week 2, students develop their writing, working on skills such as engaging ideas, specific and sensory details, point of view, and dialogue. In Week 3, students continue developing their personal narratives by working on their introduction, sequence of events, transitions, and conclusion. Students also revise their work to ensure that important events are included. In Week 4, students revise and edit their work, focusing on using comparative and superlative adjectives, conjunctive adverbs, indefinite pronouns, as well as adding and deleting ideas for clarity. In Week 5, students finish their revisions and edits by rearranging and combining ideas and checking their work for subject-verb agreement in simple and compound sentences. After students publish and celebrate their work, they complete the end-of-unit writing assessment, during which students write a personal narrative in response to a prompt.             
• In Unit 2, Weeks 1-5, Writers Workshop, students work on informational text, specifically informational articles. In Week 1, after analyzing an informational article and its elements, such as the lead paragraph, students identify details in photographs using a classroom library text, set a purpose for their writing, and plan to write their own informational article. In Week 2, students begin to develop their drafts, focusing on crafting engaging ideas and including specific facts and concrete details, such as definitions, quotations, and examples. Students also use a checklist to assist them with selecting visuals to use in their informational article. In Week 3, students continue the composition portion of the writing, concentrating on their introduction and conclusion, how their paragraphs are organized, transitions, and use of formatting, such as headings, bulleted lists, bold words, and italics. In Week 4, as students revise and edit their work, they ensure their drafts use precise language, domain-specific vocabulary, and correct verb tense. They edit their work for conjunctive adverbs, simple and compound sentences, and prepositions and prepositional phrases. In Week 5, students wrap up their editing, focusing on punctuation marks and capitalization, and publish and celebrate their work afterwards. Then, students complete the end-of-unit writing assessment by writing an informational article in response to a prompt.          
• In Unit 3, Weeks 1-5, Writing Workshop, students learn about opinion writing. In Week 1, students analyze an opinion essay to understand the genre’s organization and elements, including point of view, reasons, and information. They also brainstorm a topic and opinion and begin planning their own opinion essay. In Week 2, students begin composing their pieces. They develop an opinion, reasons, facts, and details and include graphic features in their work. Students also use a list of options and a checklist to select a technology idea that they would like to try when producing their work. In Week 3, students continue draft development. Students develop their introduction, conclusion, reasons, and supporting information and include transition words, phrases, and clauses in their writing. They also format their paragraphs using headings for organizational purposes and engage in a group activity where they use technology to research an opinion essay on a topic of interest. In Week 4, students begin to edit and revise their work, checking their writing for capitalization and proper formatting and punctuation when citing sources. They also rearrange and combine ideas for clarity and participate in peer editing. In Week 5, students complete their final revisions and edits, focusing on incorporating peer and teacher suggestions in their work and capitalization. After students publish and celebrate their work, they prepare for the end-of-unit writing assessment, during which they write an opinion essay in response to a prompt.     
• In Unit 4, Weeks 1-5, Writing Workshop, students explore the science fiction genre. In Week 1, students examine the elements and organization of science fiction and use text to analyze characters, setting, and plot, before setting a purpose and planning their own science fiction story. In Week 2, as students begin to compose their drafts, they focus on developing the characters, setting, conflict, resolution, and dialogue. In Week 3, students continue crafting their compositions. They organize their introduction and sequence of events, choose the pacing of their story events, develop the plot, and explain to a peer how their story would change if it were written in a different genre. In Week 4, students edit their work, concentrating on prepositions and prepositional phrases, irregular verbs, collective nouns, subordinating conjunctions, commas, and quotation marks. In Week 5, students revise their writing by adding and deleting ideas for clarity and edit for indefinite pronouns. After students publish and celebrate their work, they prepare for the end-of-unit writing assessment, during which students write a science fiction short story in response to a prompt.     
• In Unit 5, Weeks 1-5, Writing Workshop, students study poetry. In Week 1, students are introduced to the three major kinds of poems before they analyze a familiar poem. Students also delve into what poetry sounds and looks like, before brainstorming ideas as they plan to write their own poetry. In Week 2, students practice seeing like a poet, ensuring that they use precise words and sensory details in their writing. They also practice using rhythm and rhyme, personification, similes and metaphors, and interjections in their drafts. In Week 3, students turn their attention to crafting their poetry, working on skills such as choosing line breaks, developing stanzas, using punctuation to create pauses and other rhythms, developing a rhyme scheme, and rewriting portions of their work for precise meaning. In Week 4, students explore poetic license and its effects, as well as the impact of trying a new approach (i.e., rewriting poetry in a different genre). They also edit their work for subordinating conjunctions and adjectives, format titles properly, and show emphasis. In Week 5, students finish editing, concentrating on collective nouns and irregular verbs. After they publish and celebrate their writing, students complete an end-of-unit writing assessment, during which they write a poem in response to a prompt.

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 unit has an Essential Question which is supported by a theme, additional weekly essential questions, and a variety of multi-genre texts. During Week 6, a Project-Based Inquiry task occurs using anchor texts, Book Club texts, and additional research. Students work both independently and collaboratively to complete this project. It is within the Project-Based Inquiry that students research and develop applicable “real world” products, such as opinion letters, scrapbooks, speeches, informational posters, and brochures. In order to complete these projects based on the theme of the unit, students are required to research, analyze, and synthesize information for this culminating activity. Throughout the Workshops in the weeks building to the final project, students engage in a progression of tasks that build their knowledge through reading, writing, speaking, and listening skills. 

• In Unit 1, Week 6, Project-Based Inquiry, there are five lessons. “Lesson 1: Gather background information from research articles; Lesson 2: Use the navigation toolbar at the top of a Web page and a site map at the bottom to narrow a search; Lesson 3: Use quoting and paraphrasing to refine research; Lesson 4: Write a business letter requesting more information; Lesson 5: Present and reflect on research results.” The Teacher’s Edition states, “This week, students will address the theme of Journeys by researching collaboratively and writing a travel guide about a country they would like to visit. Have students demonstrate understanding of information gathered on their chosen country by beginning a first draft of their travel guides. As students begin writing, be sure they can identify which country they chose, give details related to culture, such as language and food, and tell how they might organize the guide.” 
• In Unit 2, the Essential Question is “How do we learn through our observations?” During Week 6, students use knowledge from the anchor texts, Book Club, and additional research to complete a research-based project connecting to the theme, Observations. Students conduct research on national parks, nature, weather, and survival before completing the final project, which is a survival guide. The project is broken into five separate lessons. A four-point rubric scale is provided for students and teachers to understand the components needed on the final culminating, research project.
• In Unit 3, Week 6, Project-Based Inquiry, there are five lessons. “Lesson 1: Gather background information from research articles; Lesson 2: Use databases to conduct research; Lesson 3: Use a bibliography to refine research; Lesson 4: Use photographs and time lines to extend research; Lesson 5: Present and reflect on research results.” The Teacher’s Edition states, “This week students will reflect on the theme, Reflections, by collaboratively researching and writing a speech about a person or hero who has had an impact on their lives. Have students brainstorm the photographs they would like to include in their writing, as well as the most important events they would include on a timeline. Remind students that when using photographs, they should cite the print or online source from which they obtained the images.”
• In Unit 4, Week 6, Project-Based Inquiry, students research, survey others, and write a speech or create a poster on the meaning of freedom. Students read Experiencing Freedom, Thomas Paine’s Legacy, and You Can Quote Me!, and they complete independent research, including doing an online survey. Students then write their speech or create a poster that is presented to their classmates.
• In Unit 5, Week 6, Project-Based Inquiry, there are five lessons. “Lesson 1: Gather background information from research articles; Lesson 2: Use their research to create graphics; Lesson 3: Refine their research by developing a bibliography; Lesson 4: Use media to extend research; Lesson 5: Present and reflect on research results.” The Teacher’s Edition states, “This week students will address the theme of Systems by collaboratively researching and writing a script for a public service announcement (PSA). They will research ways people can help the environment and create positive changes in one of Earth’s systems.” The Student Interactive states, “With your partner, think of two graphs you might create to support your claim. Consider the type of information you have and the best way to display it. Take notes in the charts to plan your research.”

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.

The materials provide opportunities for students to use anchor texts and Book Club texts during Reading Workshop. Leveled Readers support the instruction for the unit and student’s comprehension. Reading supports are available in the Getting Started Program Overview to assist teachers in guiding students to become independent readers. In the beginning of each Introduce the Unit section, the Student Interactive contains an Independent Reading Log, in which students track the date, book, genre, pages read, and minutes read. There is also a place called My Rating, in which students rate the book using a star system. Additionally, students conference with the teacher for three to five minutes at different points each week to discuss specific aspects of what they are reading. Book Club meets twice a week during Small Group time. Students complete an information sheet for Book Club that they use when meeting with their group. Students are expected to finish reading their Book Club book within 10 days. Students document their noticings, connections, and wonderings about their Book Club book daily. There are lessons for free reads that guide students and teachers during independent reading and a pacing guide and lessons for Book Club. Students are to read their Book Club book outside and inside of class in order to keep up with session requirements.

• In Unit 2, Introduce the Unit, Independent Reading, students are introduced to independent reading goals for the unit. Students self-select texts that are on nonfiction topics they find interesting, choose a goal, and establish purpose for independent reading. Students complete an Independent Reading Log using the Student Interactive each time they read recording the date, book, genre, pages read, minutes read, and their rating for the book. Students are encouraged to set a goal for themselves for independent reading and write the goal on their log.
• In Unit 4, Week 1, Reading Workshop, teachers confer with students about their independent historical fiction reading. Students share what they have learned about the setting, characters, and plot in their book. In Week 4, Reading Workshop, Assess and Differentiate, students can reread or listen to Delivering Justice or another text they have previously read, read a self-selected trade book or their Book Club text, or support their partners in developing a summary of a passage they read in their book.
• In Unit 5, Unit Introduction, Independent Reading, the Student Interactive states, “In this unit you will read assigned texts with your teacher. You will also self-select texts to read independently. Follow these steps to evaluate and respond to books you read on your own.” In Week 4, Independent Reading, the Teacher's Edition states, “Students can read a self-selected trade book, read or listen to a previously read leveled reader or selection, [or] begin reading their Book Club text or one of the texts from the suggested titles on page T377.”