Reading Strategies and Independent Reading Response Unit, PDF

Grade Levels
4th, 5th, 6th
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4.75 MB   |   100+ pages


A BEST SELLER! Now available as a PDF unit! Just UPDATED to fix a few pages.

This unit is designed to set up your independent reading program, and to specifically teach each reading strategy through a series of 15 lessons.

This download is the PDF unit, which includes all handouts, assessments, texts and unit plan. There are links to videos also in the unit plan.

The unit is divided into 2 parts, the first 6 lessons are dedicated to setting up an effective independent reading program.

The second part of the unit is dedicated to teaching reading strategies through a variety of mini lessons, read-a-louds and shared readings. Students practice the strategy after their independent reading.

There are 5 assessments included:
Diagnostic, 3 formatives, and a final summative assessment.

Assessment tools included:
Teacher Rubric
Student Checklists for each reading strategy

A variety of texts are used with common themes such as bullying, differences, and acceptance. You will find short stories, book covers, articles, video clips, poetry, song lyrics, and storybooks.

* You will need the following picture books:
- Thank You Mr. Falker, by Patricia Polacco
- A Bad Case of Stripes, by David Shannon
- Just Kidding, by Trudy Ludwig
- My Secret Bully, by Trudy Ludwig

*All other texts are included in the file*

A variety of instructional strategies are incorporated into the mini lessons such as: buzzing, think/pair/share, survey, mix and matches, graphic organizers, concept attainment, tickets etc.

ALL HANDOUTS ARE INCLUDED! Each smartboard page includes a link to the pdf file. There's also a link to the unit plans and all handouts at the beginning of the file, for easy printing.

Lesson #1: Classroom Library
* Tour Classroom Library, review expectations for signing out books. Library organization (author, genre, topic, series, level, etc)
* Anchor Chart: Write “Reading Is Thinking”
* Genres Video Link
* Reading Log, In Reading Response Folders
* Independent Reading 20 minutes.
* Reading Response: Reading Survey
* Goal Setting, students set some short term and long term reading goals.
Lesson #2
* Teacher Modelling: How readers choose books.
* 20 min independent Reading
* Response Question: How did you choose the
book you read today?

Lesson #3: Just Right Books
* Mix and match (Easy, Just Right. Challenging)
* Anchor Chart, Just Right Books
* 5 Finger Rule
* 20 minutes independent reading
* Response question: How do you know you are
reading the right book for you?

Lesson #4: Abandoning Books
* Discuss reasons why you may abandon a book
* Independent Reading 20 minutes.
* Response question: Would you abandon the
book you are reading today? Why or why not?

Lesson #5 Buzzing About Books
* Discuss that when readers talk about what they
are thinking while they read, its clued buzzing.
* Anchor Chart: Things to Buzz About
* Discuss what effective buzzing looks like,
* Instead of written response, students will practice buzzing about their book. Put on music, students move around the room. When it stops they find a small group to buzz with.

Lesson #6 Fiction/Non Fiction Review
* Mix and match, students put explanations under appropriate heading.
* Fiction, non-fiction sort
* Independent Reading 20 minutes
* Response Question: Are you reading a fiction
or non-fiction book today? Explain how you know. What specific type of fiction/non-fiction do you think it is? Glue into book.

Part 2: Reading Strategies
Diagnostic Assessment

Lesson #7: Predicting
* Modelled prediction by teacher using cover, title of book , Thank you Mr. Falker, by Patricia Polacco.
* Picture walk through
* Shared prediction
* Read-a-loud: Thank you Mr. Falker, discuss; were our predictions correct?
* Independent Reading 20 minutes
* Response Question: After reading today, make
a prediction about what you think will happen next in the book you are reading.

Lesson #8: Visualizing
* Visualizing Brainstorm, discuss what we do when we visualize.
* Entrance Ticket (students predict what will
happen in the poem, I brought Grandma’s
Teeth to School)
* Visualizing brainstorm, what do we do when we
* Read-a-loud, poem, Give Me Normal by Kalli
Dakos. Using whiteboard students draw
something they visualized in the poem.
* Share some of their visualizations, and find
the text that inspired it.
* Model visualization response (teacher)
* Independent practice, students read, “Sick” by
Shel Silvertein.

Lesson #9: Asking Questions
* Discuss with students that there are different levels of questions.
* Introduce the Q-chart as a tool that they will use during the next few lessons.
* Read-a-loud: A Bad Case of Stripes, by David Shannon.
* After a few pages, explain what a right there question is, and ask several right there questions (On Smartboard file)
* Continue reading the book to the very end.
* Introduce, Think and Search questions. Pose a
few of these types of questions for students
to orally answer.
* Independent Reading 20 minutes
* Reading Response: After reading your book
today. Write three “Right There” questions. The answer to the question should be easy to find “right there” on the page.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #10, Asking Questions Continued
* Revisit the last few pages of the book, A Bad Case of Stripes (refresh)
* Introduce the final type of question, On my Own questions. These are questions where the reader puts themselves into the question.
* When writing these questions you put “I” or “me” into the questions, so you are relating it to yourself.
* Students work with a partner to ask 3 levels of questions, relating to the text.
* Independent Reading 20 minutes
* Reading Response: After reading today, ask 2
think and search questions and 2 On My Own
* Student teacher conferencing, review goal and 2 steps to reach it.

Formative Assessment: The Wooden Bowl

Lesson #11: Making Connections
* Review the three different types of
connections (text-to-self, text-to-text, text-to-
* Read-a-loud: Just Kidding, by Trudy Ludwig
* Teacher models a self-to-text connection response.
* Students practice a self-to-text response relating to same book.
* Independent Reading 20 minutes
* Reading Response: Buzzing About Books Students share a connection about their book with a partner orally.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #12: Thick and Thin Connections
* Discuss how some connections are deeper
than others (thick) while some are very basic (thin).
* Model a thick and think connection using the picture of the ants.
* Discuss the difference is between the two connections made and what makes the second a thick connection.

Part 2
* Read-a-loud: Song, Don’t Laugh At Me
* Shared Writing, as a group students and
teacher write a connection that relates to the
* Read-a-loud: News Report, Battle Against
Bullying music video/story
* Reading Response: Make a connection to the
short film about bullying.
* Student teacher conferencing, review goal and
2 steps to reach it.

Lesson #13: Summarizing Fiction Texts
* Concept Attainment - Summary/Not a Summary
* Video Link
* Read-a-loud: My Secret Bully
* Small groups pull out 6 key moments/events
* Independently, students describe 6 key events and illustrate into Story Board.
* Shared Writing; Students and teacher use the graphic organizer (Somebody, Wanted, But,So) to create a brief summary paragraph.
* Independent Reading 20 minutes
* Reading Response: Write a paragraph that
summarizes the story, Up and Over. Use,
Somebody, Wanted, But, So to help you.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #14: Summarizing Non-fiction Texts
* Read-a-loud, “What’s that You’re Saying?
* Discuss how we know this is a non-fiction text.
* Introduce graphic organizer for summarizing
non-fiction texts.
* Shared Writing, write sentence about the title/
topic of the text.
* Students write 3 big ideas on a sticky note.
Class decides on 3 big ideas and records on
* Write the closing sentence that wraps up the
* Independent Reading 20 minutes
* Reading Response: Read the article, Foxes in
the City. Underline 3 big ideas on the text and
record in the graphic organizer. Tomorrow we
will write the summary.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #15: Summarizing Non-fiction Texts
* Shared Writing Continued. Refer back to the
article,What’s That You’re Saying. Using the graphic organizer, write a paragraph summarizing the text.
* Independent Practice. Students re-visit article, “Foxes in the City”. Begin by filling in the opening sentence and closing sentence in their organizer. Use the organizer to write a paragraph summary about the article.
* 20 minutes Independent Reading
*Reading Response/Formative Assessment. Students read article, Kitchen Mystery Solved, by Melissa Wilson. Students independently write a paragraph summary.

Summative Assessment, students complete independently. Checklist and assessment rubric provided.
Total Pages
Answer Key
Teaching Duration
1 Month

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Reading Strategies and Independent Reading Response Unit, PDF
Reading Strategies and Independent Reading Response Unit, PDF
Reading Strategies and Independent Reading Response Unit, PDF
Reading Strategies and Independent Reading Response Unit, PDF
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