LETRS UNIT 6 SESSION 5 Check for Understanding
Through practical examples and engaging discussions, LETRS UNIT 6 SESSION 5 Check for Understanding equips teachers with tools to implement effective assessment strategies in their classrooms. Let’s explore how these insights can transform the way we approach learning and assessment in our educational settings.
Effective Assessment Strategies in LETRS UNIT 6 SESSION 5
Which of the following is not correct?
A text may lack coherence if:
Answer:
A text may lack coherence if it is short.
Explanation:
Length alone does not determine the coherence of a text. A short text can be well-structured and convey its message clearly, while a longer text may lack coherence if its ideas are poorly organized or connected. Thus, being short does not inherently mean a lack of coherence.
The sentences “They were asked to wait in the living room. They didn’t.” provide an example of:
Answer:
ellipsis
Explanation:
Ellipsis refers to the omission of words that are understood from the context, which helps in avoiding redundancy. In this case, the sentence omits the expected information that they didn’t wait, making it more concise while still conveying the intended meaning.
Which of the following words are examples of subordinating conjunctions? Select all that apply.
Answer:
because; while
Explanation:
Subordinating conjunctions connect dependent clauses to independent clauses, providing relationships between ideas. “Because” introduces reason, while “while” indicates time or contrast, both serving to enhance the complexity of sentences.
Which of the following activities can be used to help students notice and interpret cohesive devices? Select all that apply.
Answer:
Ask students to complete the unstated thought in sentences with ellipsis; Ask students to find cohesive devices that explain why, when, or how something occurred during a second or third reading; Circle conjunctions in a text.
Explanation:
These activities engage students in active analysis of the text, helping them recognize how cohesive devices function within sentences. By completing thoughts and identifying connections, students enhance their understanding of text structure and coherence.
Teachers should not expect students to fully understand complex and compound sentences containing conjunctions until fourth grade.
Answer:
true
Explanation:
Developmentally, understanding complex and compound sentences is a skill that typically emerges as students progress through early education. By fourth grade, learners are generally better equipped to handle these structures, making it reasonable for teachers to expect more comprehension at this stage.
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LETRS Unit 6 Session 5: Strengthening Reading Comprehension Through Meaningful Discussion and Deep Thinking
One of my clearest memories from teaching upper elementary was how often deep understanding happened after reading — not during it. I’d watch students struggle silently through a passage, but the moment we started talking about it, everything shifted. Eyes lit up. Ideas formed.
Suddenly the text made sense.
That’s exactly what LETRS Unit 6 Session 5 focuses on:
helping students build comprehension through meaningful discussion, structured talk, and guided language opportunities. This session shines a light on how conversation transforms thinking — especially for students who struggle silently.
What LETRS Unit 6 Session 5 Is Really About
Session 5 explores how verbal reasoning, discussion routines, and guided conversation support reading comprehension.
It highlights:
- purposeful academic discussions
- the role of oral language in comprehension
- using questions that prompt deeper thinking
- how teachers scaffold meaningful talk
- building inferencing and explanation skills
- helping students verbalize their understanding
- using talk to strengthen memory and reasoning
When students talk, they think.
And when they think, they understand.
Why Discussion is a Game-Changer for Comprehension
I’ve taught students who rarely spoke during lessons — kids who seemed disengaged or confused. But the moment they were given structured talking time with sentence starters or partner prompts, they suddenly expressed ideas that surprised everyone.
Discussion builds comprehension because it:
- forces students to process the text
- helps them remember what they read
- allows them to rehearse thinking
- gives them language tools to express ideas
- builds confidence
- reinforces vocabulary in real context
- helps them hear new perspectives
Reading isn’t silent. It’s conversational.
Session 5 helps teachers make that conversation meaningful.
Key Concepts in LETRS Unit 6 Session 5
1. Verbal Reasoning
Students learn to explain, justify, and infer — out loud.
2. Inferential Thinking
Conversations help students connect clues and background knowledge.
3. Language Structures for Discussion
Using sentence starters gives students the language they need to speak confidently.
4. Academic Talk
Students learn vocabulary and concepts through guided conversations.
5. Collaborative Meaning-Making
Students learn from each other’s interpretations.
6. Teacher Modeling
Teachers show what high-quality reasoning sounds like.
Why Students Struggle With Discussion-Based Comprehension
They don’t know how to start
Some kids need sentence frames to get going.
They fear being wrong
Discussion builds a safe space to try ideas.
They lack academic vocabulary
Conversations help them practice real-world, real-content language.
They weren’t taught how to justify answers
Reasoning is a learned skill.
They struggle to explain their thinking
Kids often “know” something but can’t express it until they talk it out.
Teacher-Friendly Table: Discussion Types and Their Purposes
| Type of Discussion | Purpose | Classroom Example |
|---|---|---|
| Turn-and-Talk | Quick processing | “Tell your partner what happened first.” |
| Think-Pair-Share | Reflect + share | Students predict what may happen next |
| Whole Group Discussion | Build shared understanding | Teacher-guided reflection on main idea |
| Small Group Reasoning | Deepen thinking | Students justify answers with evidence |
| Debriefing | Summarize learning | “What did the author teach us today?” |
Discussion is not random talking — it’s strategic thinking aloud.
How to Teach Comprehension Through Discussion (Session 5 Routine)
Step 1: Prepare Students With Background Knowledge
Kids talk better when they understand the topic.
Step 2: Model How To Think Aloud
Say things like:
- “I’m thinking that…”
- “This reminds me of…”
- “I wonder why…”
This shows students how to reason verbally.
Step 3: Provide Sentence Starters
These are lifesavers for struggling speakers:
- “I think this means…”
- “The author is trying to show…”
- “I disagree because…”
- “A clue for that is…”
- “Another example is…”
Starters give students confidence to participate.
Step 4: Use Turn-and-Talks Throughout the Reading
Frequent pauses help students process meaning.
Step 5: Encourage Justification
Push students gently:
- “What makes you say that?”
- “Where’s your evidence?”
This grows critical thinking.
Step 6: Wrap Up With a Guided Summary
Talking helps students recall, refine, and connect meaning.
Example Discussion Activities for Session 5
Prediction Talk
Before reading, ask:
“What do you think this text will be about? Why?”
Emotion-Based Reasoning
“How do you think the character felt? What clues tell you that?”
Cause-and-Effect Discussion
“What caused the problem? How do you know?”
Vocabulary in Conversation
“Use the word ‘structure’ in a sentence about this passage.”
Critical Thinking Partner Task
“Explain one idea you changed your mind about after reading.”
How Discussion Builds Inferencing
I’ve watched students who struggled with written inference suddenly blossom during verbal conversations.
The moment they said their thoughts aloud, things clicked. They finally understood:
- motivations
- consequences
- character choices
- missing details
Talking turns invisible thinking into visible understanding.
Signs Students Are Growing Through Discussion
You’ll see:
- more engaged participation
- clearer explanations
- stronger evidence-based reasoning
- better understanding of vocabulary
- improved comprehension test scores
- students respectfully challenging ideas
- deeper reflection after reading
Discussion doesn’t just build comprehension — it builds confidence.
Common Teacher Missteps (That Session 5 Helps Solve)
- asking only recall questions
- allowing a few students to dominate conversation
- skipping sentence starters
- rushing through the reading without pausing
- avoiding deeper questions due to time
- relying on worksheets instead of talk
When teachers slow down and talk through text, comprehension takes off.
Assessment Ideas for LETRS Unit 6 Session 5
Quick Checks
- “Explain your answer to a partner.”
- “Tell me what this part means.”
- “What’s the main idea so far?”
Exit Tickets
- “What discussion today helped you understand?”
- “What question made you think the most?”
Short Quiz Table
| Skill | Example Task |
|---|---|
| Reasoning | Explain a conclusion out loud |
| Inferencing | Identify what the author wants readers to infer |
| Vocabulary use | Use academic vocabulary during discussion |
| Evidence | Justify a claim with text evidence |
Conclusion
LETRS Unit 6 Session 5 shows teachers how conversation becomes the bridge between reading words and understanding meaning. When students are encouraged to think aloud, share ideas, justify answers, and listen to peers, their comprehension deepens in ways worksheets alone can’t accomplish.
This session helps teachers build classrooms filled with curiosity, reasoning, confidence, and genuine understanding — one discussion at a time.
