Unit overview
This 4-lesson unit uses the supplied read-alongs in their fixed sequence. Every lesson keeps one objective, one shared question and one evidence requirement across solo, supported and listening routes. Learners build towards comparing evidence across the unit's fiction — science fiction texts.
Success criteria
- I can select accurate evidence from every read-along.
- I can explain how evidence supports an idea.
- I can compare what I learn across the unit's texts.
Learning objectives
- 6Ri.03Compare fiction genres and what typically marks each one.
- 6Ri.10Make a range of reasonable inferences from texts.
- 6Ri.15Identify how a theme is shown both openly and indirectly.
- 6Ra.03Widen reading choices, including writers or genres that contrast with earlier reading.
What makes it science fiction?
The Time Machine (EBook) · 6Ri.03
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 184,199 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for The Time Machine (EBook) without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
Science fiction now
Tom Swift, Young Inventor: Space Hotel (Read-Along) · 6Ri.10
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 162,206 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Tom Swift, Young Inventor: Space Hotel (Read-Along) without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
What the story is really about
Tom Swift, Young Inventor: Robot Olympics (Read-Along) · 6Ri.15
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 167,067 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Tom Swift, Young Inventor: Robot Olympics (Read-Along) without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
A different kind of science fiction
Lowriders in Space #1 (Graphic Novel) · 6Ra.03
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 11,354 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Lowriders in Space #1 (Graphic Novel) without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
End-of-unit task
Choose evidence from at least two unit read-alongs. Compare what each piece of evidence shows, then explain how both support the unit's guiding question.