Teaching reading in 5th grade is one of the most rewarding aspects of teaching this grade. The standards and text levels are more rigorous than in primary grades, and the students are much more independent. The books they read are more engaging, making the teaching experience enjoyable. Also, the discussions can be meaningful and deep.
When actively in the classroom, I taught reading using a flexible approach that promoted student choice and variety, paired with explicit instruction and engaging reading practice. I tried to teach reading in a way that promoted discussion and enjoyment of reading as well as provided the students with the skills to be successful readers and writers. This post will break down how I taught reading in 5th grade using this approach.
My Approach + Framework
When teaching reading in 5th grade, I focused on three key areas of reading skills that my students needed.
1. Learning to Read: Developing or growing skills to decode and comprehend grade-level texts.
2. Reading to Learn: Acquiring the skills needed to extract details and information from a text or story and synthesizing it.
3. Reading to Analyze: Building on reading to learn by focusing on specific skills (such as identifying themes) and then being able to write about them.
With these three areas in mind, I structured my approach around the following framework:
- Explicit Lesson
- Varied Reading Practice + Small Group Instruction
- Wrap Up (Share or Assess)
Let’s look at each aspect of that framework and how it could look, including which category of reading (from the three above) it best supports.
Part 1 – Explicit Lesson
Time Frame: 20-30 Minutes
I started each reading block with an explicit lesson using different materials based on the type of lesson.
Here are the different types of lessons I used:
1. Mentor Text + Anchor Chart:
- Purpose: Great for introducing a new reading skill or strategy
- Description: This approach involves reading a mentor text (ideally a picture book) and using an anchor chart to visually display and discuss the skill or strategy.
2. Passage + Graphic Organizer/Poster:
- Purpose: Ideal for extending a previously introduced skill or introducing a skill
- Description: Using a passage and a graphic organizer or poster, students apply the skill to a common text.
3. Teaching Slides:
- Purpose: Provides immediate feedback when practicing skills with short and longer texts
- Description: Teaching slides allow for real-time correction and reinforcement of reading concepts as students work through both short and lengthy texts.
Mix and Match Throughout the Week
To keep the classroom engaging and select the best method based on the progression of learning, I mixed and matched these methods throughout the week.
If I was teaching the same skill for the entire week (which I usually did – for more information about my reading pacing, click here), here was my typical format:
Monday: Mentor Text + Anchor Chart
Tuesday: Passage Practice + Graphic Organizer or Anchor Chart
Wednesday: Teaching Slides or More Passage Practice
Thursday: Teaching Slides or More Passage Practice
Friday: On Fridays, I used my reading lesson time to assess my students on the skill that I taught that week.
How does the explicit lesson help with the three goals of reading?
The primary focus of the explicit lesson was teaching my grade level skills which fall under the “reading to learn” and “reading to analyze” categories. However, at the beginning of the year, my lessons focused more on strategies to support them to “learn to read.”
Example Explicit Lesson with a Mentor Text + Anchor Chart
Here is an example of an explicit lesson used to introduce characters to 4th graders using a mentor text + anchor chart.
I started each reading block with an explicit lesson through a read-aloud. I began with an anchor chart that listed our reading skill or strategy for the day.
For example, the chart might say: “Good readers identify a character’s traits using details from the text to fully understand the character.” Before I began the read-aloud, we reviewed the reading skill statement and any necessary vocabulary.
Next, I provided the students with a focus for our reading. For instance: “We have two characters in our book today, Bibel and Marcel. These characters have distinct personalities and traits. As we read and discuss, look for details from the book that help you identify their traits.”
Sometimes, I included sentence stems on the chart to help students during our discussion. For example: “_______ is _________. I know because in the story ____________.”
Here is an example of the chart for the lesson:
After reading and discussing the read-aloud, the students were ready to apply the same skill or focus to their own reading.
I told the students: “When you are reading your book (or text) today, I want you to determine at least one character trait that describes your character. I want you to support that trait with details from the story.” They recorded their responses either on a post-it note or in their reader’s notebook. We would come back to this during our wrap-time time.
NOTE: Some skills (such as character traits) are easier for students to apply to any fiction story. However, if this was not the case, I would provide a short common text for immediate practice.
Example Explicit Lesson with a Common Passage
As much as I would have loved to use mentor texts and read alouds all of the time with my students, I found that my students greatly benefited when we read passages that were specifically written for the standard or skill.
To do this, I used passages from my Reading Resources. I followed a similar sequence with reading passages as I did with read alouds.
The only difference was that the students had the passage in front of them and were able to read along and highlight/underline/annotate the text as I read. During and after reading, we discussed the skill or strategy as it related to the specific passage.
After our discussion (often with partners), the students would write down their thoughts in a more formal way using a handout or graphic organizer.
If we did not have time to finish writing during our lesson time, we moved into reading practice, and students continued writing their thoughts down independently.
Sometimes I would assign a new question or response for the same passage that I wanted them to complete during reading. If we were going to use the same passage for a few different tasks, I had them glue it into their notebook (so they didn’t lose it 😉 )
Part 2 – Reading Practice + Small Group Instruction
Time Frame: 60 minutes
Materials Needed: Small Group Lessons, Reading Centers, Engaging Reading Practice
Reading practice varied based on what I felt was best for the students. It could include:
- Reading Centers or Stations
- Whole Group Practice Activity
- Independent Student Practice (which could incorporate a checklist or menu of tasks – similar to reading centers but done independently)
During this time, I would pull small groups for targeted instruction based on their reading goals. To read more about small group instruction, click here.
How does the reading practice + small group aspect of instruction with the three goals of reading?
This aspect of my reading instruction covered all three goals of reading (at varying degrees and depending on the students.
The independent practice, whole group practice, or reading centers was often a continuation of the explicit lesson (or spiral review of previous skills), so this typically helped with the goals of “reading to learn” and “reading to analyze.”
Small group instruction was my targeted time to work on the goals of “learning to read” with students who needed more work in this area.
Note: My word study routine (separate from this reading instruction) was my time to reach all of my readers and teach them reading skills to continue to grow their reading skills, typically with morphology skills.
Part 3 – Wrap-Up
Time Frame: 10 minutes
When reading practice was over, we would come back together as a class to wrap-up the lesson.
Depending on where we were at in the progression of learning, this time was used as:
- To Discuss and Reflect
- To Informally Assess (usually with an Exit Slip)
Here is how discussing and reflecting might look like:
We would review the skill and how the students were able to apply it to their own reading or how it showed up in their reading. (Example: What was the theme of the story you read?)
We often discussed with partners, and then a few students shared with the class. If time allowed and it was applicable, we would record a group response on an anchor chart so I could model the writing process.
Here is what informally assessing might look like:
After the first introductory lessons (usually after Monday or Tuesday depending on how complex the skill is or how well my students do with the skill), I would give an exit slip that has the students defining, explaining, or describing the skill.
The results of this exit slip would let me know if the students are ready to begin independently applying the skill to independent reading or grade level passages. Click here to read more about these specific exit slips and grab them for free!
Assessing in Reading
Speaking of assessments, I did a lot of authentic assessment during reading lessons and small groups on the skills, strategies and behaviors my students used or needed work on.
To assess the reading standards, I often preferred to use reading exit slips. I chose to use reading exit slips (versus long, formal assessments) because:
- They were quick and didn’t take up as much instruction time.
- They provided a good snapshot of how the student was doing with a specific skill.
- I had two exit slips per skill, so I could assess, continue teaching or re-teach, and then assess again.
If Your Reading Time is Limited…
I was very lucky to have 90 minutes dedicated just to reading, separate from my writing instruction and grammar/word study. I never had to teach with a huge restriction on my reading time. If I did, I would probably have followed this sequence of instruction:
Note: These are suggestions based on a 45-minute reading block.
Monday: Teach an explicit lesson on that week’s reading skill for about 20-30 minutes. I would then have the students complete independent practice of that skill for the rest of the time. While the students were doing independent practice, I would either monitor the whole class’s progress or pull a small group of students who were struggling.
Tuesday-Wednesday: Pull two 20-minute small groups while the other students read or completed reading centers. I would also give the students a task that took them about 10-15 minutes to review the week’s skill. I would incorporate the skill into my small group instruction. In the last five minutes of class, I would do a quick review of the skill by going over the task the students completed.
Thursday: Based on how the students were progressing with the skill, I would either continue the Tuesday-Wednesday sequence (if the class was doing well with the skill) or repeat the Monday sequence (if the class was struggling).
Friday: Assess the reading skill for 15-20 minutes. Pull a small group after the assessment to re-teach (I had the students turn in their assessments when they were finished so I could quickly glance at them and know who needed re-teaching). The other students would work on reading centers or literature circles while I re-taught.
There you have it! That’s a quick run-down of how I taught reading in 5th grade and some practical tips for those of you working with limited time. Teaching reading can be so rewarding, and finding the right strategies can make all the difference for your students.
Shop This Post
I LOVE everything you post!!! I enjoy reading about how you run your classroom! I will be purchasing some of your products soon. Thank you for sharing!
Enjoy your summer!
Gerry
Thank you, Gerry!
I am currently doing level 6 communication for college. I’ve been out of school 35 years. I have no understanding of grammar. I wish teachers were same as you. When I was at school.
Love this- but I have a 45 min. Reading block. Suggestions??
Hi Tina, there are several things you can but here is a suggestion (and what I would do with that limited time):
Monday: Teach a whole group lesson of that week’s reading skill. Then do independent practice. While the students are doing independent practice, either monitor the whole class’s progress or pull a small group of students who are struggling.
Tuesday-Wednesday: Pull two 20 minute small group lessons while the other students read or do reading centers. I would give the students a task that takes them about 10-15 minutes that reviews that week’s skill. I would also try and review or incorporate the skill in my small group. In the last five minutes of class, review the skill by going over the task the students completed.
Thursday – Based on how they are doing with the skill either continue the Tues-Wed sequence (if the class is doing well with the skill) or repeat the Monday sequence (if the class is struggling)
Friday – Assess the reading skill for 15-20 minutes. Pull a small group after the assessment to re-teach (I have the students turn in their assessments when they are finished so I can quickly glance at them and know who needs re-teaching). Have the other students work on reading centers or lit circles while you re-teach.
That is just a suggestion and what I would do. Hope that helps!
When you say pull two small groups are you referring to the guided reading groups?
This was so helpful to me! Do you do any word study or vocabulary instruction during this time too? I had the hardest time balancing it all last year…
Hi Chloe, I embed vocabulary instruction into my guided reading groups and my mini-lesson. Word study/spelling is a separate 10 minutes. I am blessed to have a lot of time for literacy instruction – which is a blessing and a curse as it does short change science and social studies time. You can read more about how I teach spelling/word study here: https://jenniferfindley.com//2014/01/word-study-in-upper-grades.html
Thanks!
As usual, more great info and details! My question is grammar/vocab and writing. Where and how does this fit in? I have 90 min blocks as well, but found that I’m either working on guided reading or writing-both don’t fit in the time frame I have. A writing project typically takes us 5-8 school days. Students will independently read during stations, but meet with me to work on writing. I also spent time/mini lessons on Greek/Latin roots, prefixes, etc. Just wondering where all of this falls in for you!
Thanks!
Hi Angela, I am actually blessed to have a full 3 hour block for literacy (blessing and a curse at it shortchanges my science and social studies instruction). Writing is a separate 1 hour block and grammar/language/spelling is another block. You can see an older schedule here (it is about the same as it is now with some tweaks): https://jenniferfindley.com//2015/01/take-peak-at-my-5th-grade-self.html
If I only had 90 minutes total for all of my literacy, I would follow a similar reading schedule as I outlined in my comment #4 above. I would use 45 minutes for reading and then 45 minutes for grammar/vocab/writing. I would also embed grammar in with writing and vocabulary in with reading.
I hope this helps!
Thank you for your reply about your reading block. I am a 5th grade teacher and will be teaching three -90 minute ELA only classes. Previously, I taught two 120 min ELA/SS classes. In addition to mini-lessons, guided reading, roots, spelling, and etc. What do you assign for HW other than reading a book of choice?
Hi Angela, I use this for reading homework: https://www.teacherspayteachers.com/Product/Reading-Homework-4th-and-5th-Grade-Reading-Review-BUNDLE-36-Texts-725857
Hi Jennifer,
Thanks for this helpful post. I have a question about the assessments you use for Friday. Do you make these yourself? What kind of format do you use (e.g. short passage where they apply the skill)? I love the idea of looking over them quickly to see who needs reteaching.
Thanks!
Marisa
I actually prefer a short highly targeted passage and then 1-2 questions that specifically ask about the skill. This way I don’t spend a lot of my instruction time assessing my students. I use these assessments from Mandy Neal. I know there are more lengthy, rigorous assessments out there, but these quickly meet my needs:
https://www.teacherspayteachers.com/Product/Common-Core-Assessment-Pack-ELA-Grade-5-382775
Thanks for asking!
This was so helpful as I am preparing to start reading workshop this fall in 4th grade. This gave me a lot of good ideas! Thanks so much for sharing and I’d love to read more about your reading workshop!
I hope to start blogging about that very soon. Not enough hours in the day…even in summer..well, especially in summer with the kids home. Thank you!
Do you have a place where you share your mentor text titles and mini-lessons?
Hi Heidi, I am planning on compiling a list of mentor texts that I use and love this month or next (fingers crossed!). Thanks for asking!
Fantastic!! This was my question. As I’ve told you many times before, you are truly an inspiration and mentor to so many. I thoroughly enjoy reading your Blog and learn so much each time. Thank you for sharing your wisdom, your time, and your products.
Yes!! I need mentor text help too. I’ll look forward to your post!
Do you have a list of texts that you use for mentor texts? THANKS!
Hi Alesha, I am planning on compiling a list sometime this month or next (fingers crossed!). Thanks for asking!
I’m just seeing this…a year after these posts…have you compiled the lists and posted yet? I’d also be interested in actual plans or pacing. Moving to a new grade (4th) next year and looking for this exact resource to rely on while I figure things out!
I love your posting! It’s hard to find upper elementary reading blocks that are choc-ful like yours is.
Question: do you have a resource to use that bullets the reading skills to teach each week and the mentor text to piggy back it with? That’s my challenge. Thanks for your help!!
Hi Paige, I don’t have a resource like that right now. However, it is my hope to compile one this year. Thanks for asking!
I really love how you teach reading! Do you do any chapter books at all? Can you use that as your text during Guided Reading time?
Id love to know this to!
Britani and Ellen, I do use chapter books in addition to picture books. I read Wonder as my main chapter book for the year. I also do a lot of chapter books during Guided Reading. I rotate between chapter books and nonfiction text in guided reading. So, we may spend 2 weeks on a chapter book and then the next 2 weeks looking at nonfiction articles and texts. Hope this helps!
Do the students in your guided reading group take turns reading loud or read silently?
The students read silently and I “check in” with each of them. During the check in, I may ask them to read a little for me in a whisper voice, summarize what they have read, or just share their thoughts. Thanks for asking!
What state do you teach in? Are your lessons based off of your state’s standards?
I have a 90 min block. Could I do 60 min reading and a 30 min writing? Where would I do grammar and word study?
I really appreciate your awesome ideas! I started the reading stations you described last week and the kids love them! I was wondering about the texts/books you use during your guided reading time. Do you use different level novels with the small groups?
This is all so wonderful! Thank you for sharing. I do have one question about spelling. When do you fit in time to introduce new spelling words? Is that part of your Monday? I usually give a pretest on Monday then give word work as one of the centers. What are your thoughts?
You are an amazing teacher. I definitely love and feel so excited about the introductory portion of this lesson – where you read and clarify the strategy. It is very student friendly, and learning objective oriented. I love it! I teach Spanish for heritage speakers (9th grade) and find these strategies very useful and accommodating to the needs of the students in a language that they are starting to become literate. I translate it all and it works wonder. Thank you! Your TpT products are AMAZING.
I love this biog and your resources! Its super helpful as I am a second year teacher but this is my first year teaching 5th grade and moving from teaching one content ares to three. I am striving to make it more engaging but was struggling with how I would incorporate the small groups and centers on a continual basis.
My question is do you do your centers everyday and what is the structure of your class on the days that you do not do centers or guided reading groups?
Also, I would love to know how you go about creating lesson plans. Is it easier for you to just plan out what you are going to do then place those elements into a lesson plan template.
Im asking because Im note of a plan out what I want to do first but the district I work for requires us to submit general lesson plans on a online template.
Thanks again for sharing these awesome resources!
So, I was just wondering if you ever used novels as your read aloud/mentor text, and if so, how do you incorporate them?
I am a new follower and absolutely love your ideas, wisdom and products. I have a silly question, I love your idea of glueing in those pages into their journals, do these pages fit into those black and white composition books. I like those better because papers tend to rip out of the spirals
Thank you for sharing your methods so generously with us. I’m preparing for my 6th year teaching 4th grade by myself in a small school. You are helping me become more effective and to solidify my approach to the whole reading workshop/guiddd reading model. Blessings!!
Hello Jennifer,
This will be my 2nd year teaching 4th grade, and I really want to implement guided reading into my reading workshop. Reading your site and posts, I got super excited and hopeful what next school year will bring. I also trust your methods will prepare my students’ for testing, improve their test scores, and just overall steer their success.
I haven’t purchased but am planning to purchase your reading resources. Everything looks so wonderful!! I want them all!! But, I have to pace myself, so what do you recommend that I purchase to start out my reading groups? Also, would it be possible to communicate with you via email?
If so, my email is [email protected]. Your help would be much appreciated.
Thank you Jennifer for your awesome site and resources! I’ve never been so motivated to get started planning in the summer!!
Patricia 🙂
Hello Jennifer – I just found your site and can’t thank you enough for all the information it contains. I’m also a 5th grade teacher that will focus on reading and social studies this year. I’m also getting my masters degree and I’m doing my action research on engagement and motivation in independent reading. Your site gave me great new methods for teaching reading workshop that I hope will encourage both motivation and engagement. I download, among many other things, the pacing guide for reading workshop. is there any chance that you have a list of mentor texts for the lessons?
Just fixing my choices so I’ll get notification when you reply.
Hi Lisa, I don’t. I tried last year to compile one but I honestly got overwhelmed because so many books could work with so many skills. However, I am going to try again this school year. I am actually going to try and create a post for each major reading skill with at least two read aloud recommendations with more details about how the books work for the standard. I find that personally more helpful than just a list. Keep an eye out for that!
Thank you for the response. I would have to agree that it becomes overwhelming trying to keep a list of them. I look forward to your posts on reading.
Thank you and enjoy your summer!
Hi Jennifer, Our district is implementing the reading workshop model this year. I teach fifth grade and have taught guided reading groups, whole group instruction, and writing workshop, but have not taught using the reading workshop model. I notice that your instruction includes reading workshop and guided reading groups. Do you do both of these every day? I’m wondering how much time you spend on reading workshop if your guided groups are 60 minutes. We have a little more than 90 minutes this year for literacy instruction, including writing and spelling/word study. Thanks! I’m excited to have stumbled upon your website and plan on visiting often!
I love reading your posts and how you teach! You are very inspiring. Do you have a list of mentor texts that you use for reading instruction that match skills or have a good reference? Thanks.
Hello! This post is extremely helpful. I enjoyed your resources for Math for years and now that I teach Reading to three classes, I find myself coming back for your ELA resources! I appreciate the schedule you suggested for a 45 minute block. I have 75 minutes to cover Reading, Writing, & Grammar so i am always looking for ways to use my time wisely. Can you share some ideas of what you would suggest for students to complete during that independent work time on the first day of the skill? Also, where do you get your grades from using this format? We are expected to have 9 grades per quarter and sometimes it’s a struggle. Thank you!
I really like your ideas on reading. I tried with my students here in Malaysia and it work well. Of course i had to lower the level of the sentences but still, it was a very interesting lesson.. Thanks… http://titidesa.blogspot.com/
Hi Jennifer! It looks like you have a 90 min block for literacy. Do you focus weekly on RW then switch the next week to WW? Or three for one and two for the other, then switch? Thanks!
Hello Jennifer!
Thank you for the great ideas to help me spark creativity! I’m at a low-socioeconomic school district and we have many behaviors to deal with. Sometimes my 60 minute block ends up being closer to 40- 45 minutes. I’m definitely interested in your resources. I love that you have multiple passages that focus directly on the skill. I think that will help keep the focus of my students in the little amount of time I have. Unfortunately, to add to the short blocks, our classroom size is tiny. There is no way to successfully pull students for reading groups (which I’ve always done at other schools). However, I feel those passages would give me an opportunity to have individual work, then pull a few kids together around a desk and work with them! Thanks!
This page has been such a blessing! I taught second grade for 8 years in NJ, and recently moved to GA where I accepted a third grade position. I am now looking to switch schools and was offered a fifth grade reading position. YIKES!!! I am so nervous, but I must say, your blog post on teaching 5th grade reading has been a breathe of fresh air and has truly calmed my nerves. I know I will need to do more research, but your postings have been a wonderful start. Thanks so much.
*breath 🙂
I love your resources and really appreciate the schedule you’ve included for shorter blocks of time! I have 90 minutes total for reading and writing! How do you take grade in reading? What do you take grade on and how often?
Hi Jennifer! I love all your posts and resources! I have a question about assessments and grades. I know you use a short passage with 2-3 questions. If a student misses most or all question, do you give them the failing of grade of let’s say 35? How do you use assessments for grades?
Great post! My child was an early reader. He was reading without anyone else when he completed prekindergarten.
He went through about fourteen days in kindergarten before the school educated us that since he was reading so easily, they needed to propel him to initially grade.
How could we do this? As others have stated, I read to my kid as often as possible. Books are constantly present in our home.
My significant other and I both love reading and composing, so we read to him continually, including books that outlined the letters of the letter set, so he took in his letters and how they functioned.
But most importantly I definitely think that every parent needs to check out “TeachYourChild2ReadQuickly.com” if you’re serious about giving your children a head start in life.
Good luck!
Jenna
Mother of 2
KY
I found your ELA pacing guide over the summer and love it. My school is working on creating an aligned scope and sequence for our ELA block to make sure all the standards are being hit. I’m curious if this is the same pacing that is used by 3-5 in your school.
Hello and thanks for sharing all of your wonderful plans and strategies. I have a few questions about guided reading – do you use different texts for each of your reading groups or differentiated versions of the same text? If you are using different texts, how do you align them all with the same standard? Also, I have purchased many of your passages, but you also mentioned guided reading books. Where do you find these?
I Love your post! This is such a structured way to start a year or start using guided reading/math. I was wondering if you have the same information for 3rd grade? Or could you just adapt this? I am really struggling to get this started as per our region center/ administration has mandated. This was 6 weeks after school started and we have been floundering since then. It will help in the long run, but is hard now. I am just looking for a structured way to set up so not feel like I am flying by the seat of my pants even though this is my 25th year to teach. Thank you in advance for any help you could provide. 🙂
Hey Jennifer, I only have 50 min. for Guided Reading groups and 20 min. for on grade level reading. What would you suggest for that time frame?
I am a 29 years in teacher and have taught grades K-5 but, I am struggling with my schedule. I have three sections of 5th grade and 90 minute blocks to teach ELA and Social Studies. I also have the hurdle of 51 students out of 86 that are below or significantly below level in reading. I have considered the A/B scheduling but, I don’t think I can give up anytime for reading. What do you suggest?
Hi Laurie!
Does your reading curriculum include areas for integration with Social Studies? I always try and incorporate as much Social Studies content as possible into my reading instruction (through read alouds and guided reading texts). With your short time schedule, I would definitely recommend doing that if you are able.
If I knew how your schedule looks now, I may be able to help offer some other suggestions.
Thanks so much!
Jennifer
Thank you so much for answering me.
10 minutes of Reading Warm up activity to spiral all reading skills
10 minute Mini Lesson Reading focus and every other week Shared Reading
15 minute Read to self and practice skill
5 minute share what you learned about your self as a reader today.
10 minute Mini Lesson Writing focus
5 minute Model
20 minutes Writing time
5 minute share what you learned about yourself as a writer
10 Minute Read aloud
and I have no wiggle room if I want to achieve this on a daily basis.
I cover Social Studies on Fridays using US Social Studies Weekly Newspaper.
I work with my below level readers during read to self and RTI and use the Istation data and work on Word Analysis and Vocabulary with them.
I just want to help my low readers and still encourage my high kids and I think I am not going to be able to do a traditional schedule like I would like to do because of the major needs of my students. What do you think?
When you use the mentor text for day 1 and day 2, are these different mentor texts or the same one?