School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 3. Use strategies to make meaning from text (during reading)

Objective a. Reread the difficult parts slowly and carefully


This strategy from Kylene Beers’s work is named “Say Something.” This strategy can be used with an individual during-reading strategy or multiple during- reading strategies. To begin, the teacher and students should all have a copy of the same text. The teacher will indicate the portion of text to be read. To model this activity, the reading should be done aloud by the teacher. At the conclusion of the portion of text, an individual student should be asked to make a prediction about the next portion of text, ask a specific question about what has been read, clarify a given portion of text, make a specific comment about what has been read, or make a connection between ideas in what has been read. If the student cannot meet any of these requests, comprehension is lacking and rereading should be conducted. Initially, the teacher might assume the roles of instructor and student to show both the positive and negative responses to the text before asking students.


To show students the benefits of rereading a portion of text where comprehension is difficult, the teacher should select a portion of a text and read in advance to determine where breakdowns in understanding might occur. The teacher and students should all have copies of the same text, and the teacher will begin to read aloud. When the difficult portion is met, the teacher should stop and indicate specifically what is preventing him/her from continuing with reading. The teacher should identify the problem. For example, the difficulty might be a word that cannot be pronounced, a word whose meaning is unknown, an inability to remember what has been read, an inability to visualize what is being described, etc…Then the teacher should reread aloud and note particular things in the rereading that were previous impediments to understanding but are now understood and why.


The teacher should assign a reasonable portion of text for students to read independently. Once they are finished reading, the teacher should ask some general questions to determine a basic understanding of the text. Then the teacher should assign the rereading of the same portion of text with a specific task. For example, the teacher might ask students to read for any information or details that were not already discussed at the completion of the first reading.