6th Grade - Gateway 2

The instructional materials reviewed for Grade 6 partially meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. While materials do contain text-dependent questions, questions are focused on literacy skills rather than knowledge-building. In addition, there is no clear explanation of how integration of skills or knowledge builds from unit to unit, with limited guidance available for teachers. While questions may support a general understanding of the texts themselves, they do not support building students’ knowledge about the content or topics/themes introduced by the texts.

Evidence includes, but is not limited to:

In Unit 1, students answer the following questions while reading “The Horse Snake”: “Reread lines 15-20. What do the night sounds reveal about this setting?” By Unit 7, students are still being told where to gather their information and evidence to answer questions during reading. For examples, while reading “The Story of My Life” students are asked the following question: “Reread line 6-15. In what ways does the first-person point of view help show Keller’s thoughts and feelings?” These questions support an understanding of the text but do not build knowledge beyond the text.

In Unit 2 students read the story, “Eleven” by Sandra Cisneros. During this reading, students are asked the following questions;

• Is age more than a number?
• How does the imagery describing the sweater help you understand how Rachel feels?
• How does the first person point of view affect what you know about Sylvia and Phyllis?
• What is it about growing older that Rachel finds disappointing?
• Imagine that Rachel is bold instead of timid. What might she have said when Mrs. Price put the sweater on her desk? Describe the characteristics of a bold Rachel.

These questions build students’ comprehension and recall of the text itself, but do not grow students’ understanding of the topics and themes introduced in this piece.

Questions that integrate knowledge from multiple texts are limited to some integration of the skills in the section titled “Reading Comprehension Check” at the end of the each unit.

• In Unit 8, students read “The First Emperor” and “Digging Up the Past: Discovery and Excavation of Shi Huangdi’s Tomb.” Students are asked to complete the following prompt relating to the two texts: “In three paragraphs, compare the main idea of “The First Emperor” and “Digging Up the Past.” Remember that the topic of each piece of writing is the same, but each presents different information. Support your comparison using details from each.”

The instructional materials reviewed for Grade 6 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Although each unit includes a variety of Tier 2 and Tier 3 vocabulary words, the units and texts do not work in unison or in coherence in order to build the academic vocabulary of students. Even though the texts that are used are quality and provide students with a variety of vocabulary to study, there is no coherence between the texts to ensure that students are seeing and engaging with the same words multiple times either in or across texts. There is no year-long guidance for teachers regarding vocabulary development. Evidence of this includes, but is not limited to:

• Approximately five academic vocabulary words are provided at the beginning of each unit. The teacher guide also provides definitions for these words under the Differentiated Instruction heading. The materials direct teachers to use additional materials found in the Resource Manager, including worksheets to help students develop fluency with these terms.
• Within each text, key vocabulary words are noted, with definitions for students to reference. Teacher suggestions for working with these words include, “have pairs of students define these words using context clues and a dictionary. Have them pronounce each word out loud several times.
• Each lesson also includes a Vocabulary In Context exercise. For the text, “Not My Bones (Unit 5),” students fill in the blanks with vocabulary words to complete sentences that create vivid setting for the myth. For this story, it is suggested that the teacher pre teach vocabulary before having students complete an accompanying worksheet independently.
• In Unit 1, Tiered Discussion Prompts are used to help students visualize what is happening. Vocabulary in Context, p.44, suggests teachers review Academic Vocabulary words, have student pairs reread the resolution of the story and analyze Robert’s feelings, guide pairs in discussion, and remind students to provide evidence to support their opinions.
• In Unit 4, students work in small groups to locate passages previously read. Students also display their fashion style to partners and utilize a Spider Map (word choice, sentence structure, literary devices, and other elements). Student complete a Vocabulary in Context.
• According to the teacher guide, www.thinkcentral.com also includes video and PowerNotes, audio support, ThinkAloud models and WordSharp vocabulary tutorials as well as interactive review and remediation.
• Throughout the materials, students are regularly encouraged to “Own the Word.” To facilitate this learning, the teacher is given guidance about key aspects of each word, as well as affixes, synonyms, etc.
• Unit 8: Information, Argument, and Persuasion, at the beginning of the unit the Academic Vocabulary is explained and shared. For example, the text says, “The title tell you the topic of the article” and “The main idea is presented as a problem and solution”. In the section titled, “Vocabulary in Context” the teacher’s guides provides activities to increase use of academic vocabulary with in the directions under, “Academic Vocabulary in Speaking”.

The instructional materials reviewed for Grade 6 partially meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. While the writing materials are aligned to the Common Core State Standards, they are limited to the Writing Workshop at the end of each unit.The writing workshop consists of a writing task, idea starters, essential information, planning/prewriting with examples, drafting, revising, analyzing a student's draft, editing, and publishing. There are few protocols,and the skills do not increase over the school year. Also, students only practice the writing type once during the school year and the units do not build writing skills before the final writing workshop. There are few tools for teachers and students to track growth, and no detailed structure on modeling and teaching writing. Evidence of this includes, but is not limited to:

In Unit 1 students:

• Write a one paragraph review of a play.
• Write a one paragraph comparison of two characters.
• Write a short dialogue between two characters.
• Write an argumentative essay persuading readers to agree with a viewpoint or claim

In Unit 2, students complete a Comparison-Contrast Essay during the Writing Workshop. The writing task states, “Write a comparison-contrast essay in which you inform your audience of the similarities and differences between two literary texts, two characters, or two settings.” While there are resources provided to the student and teacher in this section of the text, it is not adequate to cover the whole course of the unit.

Unit 4, students are encouraged to begin writing about style. Students also broaden their understanding of The All-American Slurp (short story) by responding to the following prompt; The Lin family learned American etiquette the hard way. Read “American Lifestyles and Habits” on p. 457. In two or three paragraphs, explain what information from the article would have helped the Lins. Students are encouraged to use the revising tip provided. An interactive revision is located on thinkcentral.com. Students also read for information by writing a summary from a writing prompt (p.491) “The Problem with Bullies”. They are encouraged to review their graphic organizers as well as steps to take. Writing task does not align to the W.3 standard: Write narratives to develop imagined events. W.2 Write explanatory texts to convey information.

In Unit 8 students:

• Write a one paragraph description of a monster.
• Write a two-three paragraph evaluation of an article
• Write a two-three paragraph letter to the editor.
• Write a persuasive essay on an issue.

• Writing instruction tasks are included at the end of each unit:
  • Unit 1: Supporting an Opinion
  • Unit 4: Literary Analysis
  • Unit 8: Persuasive Writing

However, the Writing Workshops do not clearly provided detailed instructions on how to teach this particular type of writing. Unit 1: Writing Workshop contains three sets of instructions. The instructions are limited in the sections titled, Getting Started, Organizing an Argument, Revising and Drafting.

The instructional materials reviewed for Grade 6 partially meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Opportunities for research are limited, and focused mainly in the final unit. There is no clear and cohesive progression through the course of the year.

Unit 9: The Power of Research focuses on research strategies and writing research papers. The unit includes, but is not limited to, the following goals:

• Plan research
• Develop research questions
• Use library and media center resources
• Gather information from multiple print and digital sources
• Assess the credibility of each source
• Collect your own data
• Write a research paper
• Give a power presentation

While these goals are addressed in the unit, this is the end of the year and gives the students very little opportunity for practice throughout the year.

Most units include at least one quick research task. They are typically included under the title “Extension and Challenge”. They include, but are not limited to:

• Unit 1, after reading “The Prince and the Pauper” students respond to the prompt: “Research Henry VIII’s reign and compare it with that of Queen Elizabeth II. Focus on how royal powers and responsibilities have changed over time. Present your findings to the class.”
• Unit 2, after reading “The Red Guards” students complete the task “The Cultural Revolution began in China in 1966. Conduct research to find out more about how the Revolution began, who the Red Guards were, and how it affected the Chinese population. Present your report to your classmates.”
• Unit 4, after reading “The First Skateboard in the History of the World” students complete the task “Research the history of skateboarding. Create a timeline that traces trends in skateboarding, changes in the design of skateboards, and the development of skateboarding tricks.” Teacher directions state “Students’ timelines should include details about trends, changes in design, and tricks. Encourage students to use photos or illustration to highlight important trends or designs.”
• Unit 8, after reading “Should WIld Animals Be Kept as Pets” students complete the task “Research wildlife sanctuaries, rescue centers, and other facilities in your area that aid in the survival and protection of animals. Choose one a summarize the work they do. Present your findings to the class.Teacher directions state “Encourage students to search for facilities on the Internet or to contact their local branch of the Humane Society for information on these types of sanctuaries.”

These short research projects are vague in their expectations for the students and the teacher is not provided enough information to help the students complete the tasks without added materials.