6th Grade - Gateway 1

The materials reviewed for Grade 6 meet the criteria of Indicator 1a. 

Anchor texts are well-crafted and content rich. The texts are rich in language and academic vocabulary. The combination of classic fiction, dramas, memoirs, comics, and public documents offer rich diversity which should appeal to a variety of student interests.

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Small-Group Learning, students read I Was a Skinny Tomboy Kid by Alma Luz Villanueva. This poem, written from the perspective of a female narrator who identifies with more “boy-like” characteristics, offers students a chance for rich discussion about social norms and defining identity. Themes found in the text offer insight about the speaker’s feelings regarding identity and societal norms.

• In Unit 3, Modern Technology, Whole-Class Learning, Anchor Text, students read "Teens and Technology Share a Future" by Stefan Etienne and discover the pros associated with modern technology. Students read a blog post article, a different style of writing for this grade level, that challenges them to consider the author’s point of view on the benefits of modern technology. Students interpret challenging technical domain-specific vocabulary such as “operating systems” and “input methods” in order to comprehend the text. 

• In Unit 4, Imagination, Whole-Class Learning, Anchor Text, students read a drama, The Phantom Tollbooth, Act I & II by Susan Nanus. The drama is based on the novel The Phantom Tollbooth by Norton Juster. Students interact with multiple points of view and shifts in time throughout this text.

The materials reviewed for Grade 6 meet the criteria of Indicator 1b. 

Materials reflect the distribution of text types and genres required by the standards including, but not limited to, poetry, science fiction stories, argumentative essays, and historical accounts. Over the course of the school year, materials include 19 informational texts and 16 literary texts resulting in a 54/46 balance, which should support achieving the 55/45 balance of informational and literary texts across the school day that is required by the standards.

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following: 

• In Unit 1, Childhood, Whole-Class Learning, Anchor Text, students read an excerpt from Brown Girl Dreaming by award-winning author Jacqueline Woodson. In this text, the author relates her childhood experiences through poetry. Students learn what life was like in the 1960s as Woodson and her family moved from Greenville, South Carolina to Brooklyn, New York..

• In Unit 2, Animal Allies, Small-Group Learning, students read  “A Blessing” by James Wright. In this poem, two humans encounter two ponies in a pasture. The text will lead to discussions about the careful use of words to relay feelings both in the written and spoken word.

• In Unit 4, Imagination, Whole-Class Learning, Anchor Text, students read The Phantom Tollbooth, Act I & II by Susan Nanus. Students read this drama based on the book Phantom Tollbooth. This humorous selection is in play format and contains dialogue, stage directions and descriptions of sets. 

Materials reflect a balance of informational and literary texts that support the 55/45 balance required by the standards. Examples include, but are not limited to, the following: 

• In Unit 1, Childhood, students read seven core texts. In this unit, 43% of the texts are informational and 57% of the texts are literary.

• In Unit 2, Animal Allies, students read seven core texts. In this unit, 43% of the texts are informational and 57% of the texts are literary

• In Unit 3, Modern Technology, students read eight core texts. In this unit, 75% of the texts are informational and 25% of the texts are literary.

• In Unit 4, Imagination, students read six core texts. In this unit, 17% of the texts are informational and 83% of the texts are literary.

• In Unit 5, Exploration, students read seven core texts. In this unit, 86% of the texts are informational and 14% of the texts are literary.

• Throughout the year, students read 35 texts, 19 or 54% of which are informational texts and 16 or 46% of which are literary texts.  

The materials reviewed for Grade 6 meet the criteria for Indicator 1d. 

The materials support the development of students’ literacy over the course of the school year. The materials provide an opportunity for students to read a variety of texts at various levels of complexity throughout each unit and throughout the school year. The overall quantitative complexity measures across the year range from 670L to 1410L, and the qualitative measures are Slightly Complex to Exceedingly Complex. Each unit consists of complex texts that, when paired with literacy activities, promote literacy skills and reading independence over time. Through appropriate scaffolds and support materials located in the Teacher’s Edition, the program supports the literacy growth of all students. Teachers are provided with resources to build background knowledge, guide language demands, and help students identify the meaning of each text. 

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• The quantitative and qualitative complexity of texts in each unit is as follows:  

  • Unit 1, 740L to 1410L, Slightly Complex to Very Complex

  • Unit 2, 690L to 1050L, Slightly Complex to Very Complex

  • Unit 3, 750L to 1180L, Slightly Complex to Moderately Complex

  • Unit 4, 670L to 1080L, Moderately Complex to Very Complex 

  • Unit 5, 710L to 1130L, Moderately Complex to Exceedingly Complex

• In Unit 1, Childhood, Whole-Class Learning, students read the poem “I Was a Skinny Tomboy Kid” by Alma Luz Villanueva (NP). Students make meaning from the text by completing a first read, a close read, an analysis of the text, and an analysis of the craft and structure. During the first read, the Teacher’s Edition reminds the teacher to have students perform each of the four steps of the first read: Notice, Annotate, Connect, and Respond. Students engage in noticing words and phrases that relate to the poem’s main characters or key events. The teacher encourages students to write the noticings in the margins of the text. The teacher guides students to feel the tension by analyzing the unconventional format and use of words in the poem. For example, the teacher prompts students to consider what “a thin, stubborn weed” suggests. After determining the meaning, students closely read the way the speaker of the poem compares herself to a weed. Finally, in the Analyzing Craft and Structure section, students connect the details that relate to the speaker’s thoughts and feelings, appearance, and actions to determine the theme of the poem. The student text states that the “poet does not state this theme directly. Instead, she suggests them through the thoughts, feelings, and actions of the speaker.” The poet also suggests the theme through the way she organized the lines of the poem to emphasize certain words and phrases. The teacher provides support as students analyze the craft and structure of the poem and how those elements allow them to arrive at a possible theme. In Unit 3, Modern Technology, Small-Group Learning, students read “The Fun They Had” by Isaac Asimov (750L). Although the quantitative measures are below grade level and the overall complexity is Moderately Complex. Given the overall complexity, students are challenged with this reading. After reading, they make meaning from the text by analyzing the craft and structure of science-fiction writing. The student text states that “most science fiction includes these types of elements:

  • Scientific ideas

  • Imaginary beings, such as futuristic robots or aliens from distant planets

  • Settings that are different from Earth or from Earth right now—These may be non-Earthly places, such as spaceships, other planets, or alternate universes. Or, they may be Earth, but in the future.

  • Plots that reflect issues in society today, such as the impact of technology or even political ideas—Science-fiction writers often place familiar issues into unfamiliar settings in order to explore their complexities and understand them better.”

The Teacher’s Edition mentions that “students may confuse science-fiction writing with fantasy writing. They explain “that science fiction makes predictions based on current scientific knowledge whereas fantasy is usually not based on scientifically viable ideas.” In this activity, students use a chart that has them locate examples of the story that show this story is indeed a science-fiction text. Then they use their examples to find the details that support a possible theme: “Nothing, not even great technology, can replace human interaction.” Students then analyze the details to consider why this text might be a warning about the future.” In Unit 5, Exploration, Small-Group Learning, students read “To the Top of Everest,” a blog post by Samantha Larson (1040L). The text is presented in chronological order, so it is easier to follow; however, the complexity is introduced when the writing is in the form of a diary. This format increases the complexity and level of analysis students conduct in order to make meaning from the text. After reading, they make meaning from the text by analyzing the craft and structure to find the central idea or the” important point that is supported by other details and examples in the text.” The student text points out that authors that use the format of a diary entry, friendly letters, or blogs are providing their life experiences and may not even have a central idea in mind. This author presents overarching statements that can help students determine a central idea by grouping details that express the need for preparation and training, the effort required to climb Everest, and thoughts and feelings during the event.” As students analyze examples of different types of details in the text and place them in a chart, they eventually select a central idea that emerges in the text. Eventually, students use these details and ideas to make a judgment about the author, “Do you think Larson possesses the qualities of an explorer? Why or why not?” As the units progress, the tasks connected to identifying a theme and central idea increase in complexity.

• In Unit 2, Animal Allies, Whole-Class Learning, students read from My Life with the Chimpanzees by Jane Goodall (860L). Students cite textual evidence to support the analysis of what the text says explicitly, as well as draw inferences from the text. With teacher guidance, students complete a first read, a close read, and an analysis of the text, which meets grade-level expectations. An example of a question that requires this level of analysis is: “What do David Greybeard’s visits to Dr. Goodall’s camp show about the chimpanzees’ changing response to her presence?” In Unit 3, Modern Technology, Whole-Class Learning, students read “Teens and Technology Share a Future” by Stefan Etienne (1100L). They cite textual evidence to support the analysis of what the text says explicitly, as well as draw inferences from the text. With teacher guidance, students complete a first read, a close read, and an analysis of the text by answering the Essential Question: “How is modern technology helpful and harmful to society? What have you learned about the ways that technology can help or harm society from reading this blog post?” In Unit 5, Exploration, Whole-Class Learning, students read an excerpt from A Long Way Home by Saroo Brierley (1130L). They cite textual evidence to support the analysis of what the text says explicitly, as well as draw inferences from the text. With teacher guidance, students complete a first read, a close read, and an analysis of the text. An example of a question that requires this level of analysis is: “How does Brierley emphasize the importance of his search method and process throughout the excerpt?” Students analyze the details of Brierley’s search to determine what kind of personality he has. As the units progress, the tasks connected to making inferences and using evidence from the text increase in complexity.

As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:

• In Unit 2, Survival, Small-Group Learning, Launch Text, students read “Reading Buddies” by Melissa Diaz (890L), which is slightly below the Lexile stretch band; however, the easier reading level allows students to have a common starting point to address the unit’s topic and for the teacher to assign the short story for homework. The Teacher’s Edition states that “students will need little or no support to understand it.” The text serves as a model for informative/explanatory writing for students to refer to as they practice developing writing samples. The Overall Complexity of this text, in addition to the tasks that develop student skills, is Moderately Complex. For example, one of the activities that the Teacher’s Edition supports is the building of a Word Network. As students fill out the words that connect to “Animal/Human Relationships,” the Teacher’s Edition states “that people may have a personal association with some words. A word that one student thinks is related to animal/human relationships might not be a word another student would pick.” Students build the word network, a unique tool, throughout the unit. They can use the Word Network to improve their word choice and style during the Performance-Based Assessments.

• In Unit 3, Modern Technology, Whole-Class Learning, students read “The Black Hole of Technology” by Leena Khan (980L), which is in the middle of the Lexile stretch band. If a student does not understand the first two paragraphs of the text, the Teacher’s Edition provides a scaffold for strategic support. The Overall Complexity of this text, in addition to the tasks that develop student skills, is Complex, so specific scaffolds are added to the Teacher’s Edition to provide strategic support for learners. The Teacher’s Edition states that students should “have a partner conduct a think-aloud to explain the thought process as he or she works through the NOTICE, ANNOTATE, CONNECT, and RESPOND steps. For example, in paragraph 2, students might notice that the author describes “how her friends are on their smartphones as they sit together.” The student providing the think-aloud may refer to their annotation of the sentence that states, “I glanced around at my friends, and they all quickly checked Instagram in the hopes that they hadn’t missed Miley’s latest update.” They return to the paragraph to see what this sentence reveals about the author’s perspectives on phones. 

• In Unit 5, Exploration, Whole-Class Learning, students read an excerpt from A Long Way Home by Saroo Brierley (1130L), which is near the top of the Lexile stretch band. About halfway through the memoir, the Teacher’s Edition provides directions for students to conduct a one-page WriteNow exercise. Students review a paragraph from the text and recall the author’s description of the way his girlfriend encouraged him to search for his family in India. Students then use details and description to explain about a time when someone encouraged them to do something that was important to them.” The teacher provides some examples that are in the text or can come up with ideas to share on their own. Then, students return to paragraph 23 and analyze the descriptive words and the phrasing of the details. They use these ideas as a  model to help them begin their own writing sample. 

The materials reviewed for Grade 6 meet the criteria for Indicator 1e. 

The materials clearly identify opportunities for students to engage in reading a wide variety of text types and genres. Students read 35 texts during Whole-Class and Small-Group learning. Students are provided with Independent reading tasks that are centered around the topics and themes provided for each unit. Students read a variety of text types and genres such as, but not limited to, historical fiction, poetry, memoirs, myths, and essays. Students are provided with graphic organizers, note-catchers, and evidence logs to support their independent reading. The Teacher’s Edition provides sufficient guidance to foster independence in reading, including, but not limited to, prompts and scaffolds such as a reading plan. Guidance is also provided to help teachers support students with independent reading choices such as, but not limited to, guiding questions and text complexity charts. 

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Whole-Class Learning, students read the fiction text Calvin and Hobbes comic strips: "Ghosts," “Do You Like Her?," and "Xing" by Bill Watterson. Students read a graphic media selection relating to childhood experiences and engage in reading cartoons that use ironic humor and refer to historic figures such as John Calvin and Thomas Hobbes.

• In Unit 4, Imagination, Whole-Class Learning, Anchor Text, students read The Phantom Tollbooth, Act I & II by Susan Nanus. This drama is an adventure story about a boy who finds a mysterious package that leads him on an adventure. 

• In Unit 5, Exploration, Small-Group Learning, students read an excerpt from Tales From the Odyssey by Mary Pope Osborne. Students gain knowledge of myths and background knowledge of Odysseus so that they can effectively access and comprehend the text. 

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

• In the Teacher’s Edition, Table of Contents and Frontmatter, and the Teacher’s Edition for each unit, the time for students to engage with texts during the Unit Introduction, Whole-Class learning, Small-Group learning, and Independent Learning is similar. There is one day for the Launch Text during the Unit Introduction, 14 days for the Whole Class Learning, 12 days for Small-Group Learning, and two days for Independent Learning. In the Teacher’s Edition, a text box in the margin notes, “Each day in this pacing calendar represents a 40–50 minute class period. Teachers using block scheduling may combine days to reflect their class schedule.” These opportunities to engage with multiple texts and a volume of reading are consistent across the school year. 

• In Unit 2, Animal Allies, Whole-Class Learning, students read two texts over 12 classes or six blocks. In Small-Group Learning, students read four texts over 11 regular classes or five blocks. Students end the unit by reading one independent choice text over two classes or one block before the final performance task. The Teacher’s Edition provides a pacing guide for each unit and suggests ideas for supporting the needs of various students in the wrap-around materials. 

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

• The Teacher’s Edition Table of Contents and Frontmatter state that for Independent Learning: “Students self-select a text to explore an aspect of the unit topic and share their learning with the class.” Each unit includes options for students to choose a text to read independently via the Interactive Student Edition, and the activity takes place over two days. Independent Learning strategies are available in the Teacher’s Edition, including a video. Students can use the “Create a schedule” strategy to track completion and “Assess whether you need to adapt your plan to meet all your goals and deadlines.” 

• In each unit, Independent Learning reading selections are listed at the end of the unit. The section provides guidance for students to pick an independent text. In the “Look Back” section, students review the texts already read in the unit for topics of interest, the “Look Ahead” section includes titles to see which is of interest, and the “Look Inside” section allows students to scan the selection they choose to be sure it meets their needs. Students plan their reading using a graphic organizer. They practice using the First Read strategies and Close Read guides during reading so that they are prepared to share their learning with the class. 

• In Unit 3, Modern Technology, Independent Learning, students can choose to read one of three news articles or a poetry collection. If students select the poetry collection, they will read “All Watched Over by Machines of Loving Grace” by Richard Brautigan and “Sonnet, without Salmon” by Sherman Alexie. Resources such as text questions, audio summaries, and a selection test are available. The materials include a connection to the Essential Question, “How is modern technology helpful and harmful to society?”

The materials reviewed for Grade 6 meet the criteria for Indicator 1f. 

The tasks, questions, and assignments connect to the text students read and require students to collect textual evidence. Every unit includes a section for a Model Annotation and an Evidence Log. There are sections to help students conduct an analysis of a text, a close reading of the text, and an analysis of the language used in the text. Students provide textual evidence to support their responses to questions for every story in every unit. There are multiple opportunities for teachers to model annotating the text and for students to practice this skill in a small group setting. During independent learning, students complete tasks that require text-based evidence for completion. At the end of each unit, students use their Evidence Log to complete a Performance-Based Assessment based on the Essential Question for the unit.

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 1, Childhood, Small-Group Learning, students read the text "Declaration of the Rights of the Child" by the United Nations and complete an Analyze Craft and Structure activity. For example, students choose three paragraphs from paragraphs three through 11 in the text and cite the paragraph, rights listed in that paragraph, and identify and explain if the right was clear or confusing.

• In Unit 2, Animal Allies, Whole-Group Learning, Anchor Text, students complete a first read of an excerpt from a memoir, My Life With the Chimpanzees by Jane Goodall. While reading, the teacher guides the students when annotating, noticing, and connecting to important parts of the text. After reading, the students complete a Comprehension Check and Research Activity that includes text-specific questions: “What type of service does Goodall’s mother set up for the local people?” and “Choose at least unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the memoir?” 

• In Unit 3, Modern Technology, Whole-Class Learning, Anchor Text, students read "Feathered Friend" by Arthur C. Clarke and are prompted to write a brief argumentative essay. Students create a claim and then must find evidence/relevant details from the story to support their claim. 

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

• Each unit contains a Decide and Plan section for teachers that provides guidance on how to provide support for all students using appropriate scaffolds, modeling, and enrichment all based around text analysis.

• Units all contain teacher notes throughout that include places in the texts students may need additional vocabulary or comprehension support, scaffolded questions, and support for all learners. The Teacher’s Edition supports the system for annotating, noticing, and connecting by highlighting the key places in the text to show where students should look for answers.

• In Unit 1, Childhood, Small-Group Learning, students read "Michaela DePrince: The War Orphan Who Became a Ballerina" by William Kremer. The Teacher’s Edition provides prompts for students who are struggling to define antagonist including, but not limited to, “...remind them to look for context clues,” “Ask them what fierce suggests and have them read from the top,” and “...skin condition qualifies for special care from the Aunties.”

The materials reviewed for Grade 6 meet the criteria for Indicator 1g. 

Materials provide varied protocols to support students’ speaking and listening skills across the year’s scope of instructional materials. Students engage in discussion throughout the unit through classroom discussions, small group discussions, and culminating discussions. Students are provided with a variety of structures to support their text-based discussion including, but not limited to, goal setting, graphic organizers, and reflection. Teachers are provided with speaking and listening guidance for most discussions with structure including, but not limited to, instructional videos, completed graphic organizers, prompts, and sentence starters for struggling students. Teachers facilitate discussions throughout each unit and over the course of the school year. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• Materials include a Conversation and Discussion guide for middle school. This web-based tool gives specific guidelines and directions on discussions such as:

  • Leading a Group Discussion

  • Formal Group Discussion Guidelines

  • Informal Group Discussion Guidelines

  • Debates

• In the Conversation and Discussion guide, materials provide the following guidance for leading a group discussion: “Here are some guidelines for leading a group discussion: 

  • Introduce the topic and purpose of the discussion.  

  • Lay out any rules for the discussion.  

  • Make sure that no one talks so much that others don’t get a fair turn. Invite and encourage contributions from all participants. 

  • Try to keep speakers from going off into topics that aren’t related to the subject of the discussion.  

  • At the end of the discussion, give a summary of the results of the discussion and any decisions that were made.”

• In the Conversation and Discussion guide, materials provide the following guidance for Formal Group discussion guidelines: “Here are some tips for successful discussions in a formal setting:

  • Limit your use of informal (everyday, casual) speech in a formal discussion. Informal speech is also called colloquial speech or language.

  • Manners are important in any discussion. Make sure you allow others to speak, and do not interrupt.  

  • Avoid using too much exclamatory language, or dramatic language. A little goes a long way.  

  • Diction, or the use of proper vocabulary related to the topic of the discussion, is an important element of a discussion.  

  • Stay focused on the subject under discussion. Avoid jumping in with different issues or unrelated remarks or stories.”

• In the Conversation and Discussion guide, materials provide the following guidance for Informal Group discussion guidelines: “An informal discussion is open-ended. Participants are free to speak in a more conversational manner, but most rules still apply.

  • Speech may be more informal but should still maintain a polite code of conduct.  

  • Dramatic and exclamatory remarks help emphasize your point of view, but if you use them too much, they become less effective.”

• In the Conversation and Discussion guide, materials provide the following guidance for Practices that make for good Debates: “During the debate, be sure to follow these practices:

  • Be courteous and listen to your opponent's point of view; allow others the opportunity to speak.

  • If you are debating as a team, support your team members.

  • Speak only when it is your turn, and follow the moderator's instructions.

  • Speak clearly, slowly, and loudly enough to be heard and understood by the audience.

  • Speak with spirit, enthusiasm, and conviction.”

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• Materials include a PDF download for monitoring speaking and listening standards. This resource defines a group, provides a graphic organizer for preparing for discussion, and a graphic organizer for students to keep track of who and what ideas were presented and discussed in the group. 

• Materials include teacher support in Annotating the Text and Participating in Discussion. This video shows a teacher and a group of students discussing texts. The video focuses more on how and what to annotate in the text. The video also has students describing the benefits of discussion for their learning. 

• Materials include support in Facilitating Peer-Group Learning. This video shows students working in a group to fill out a chart. The teacher gives directions to a group including roles and discussion focus. Teachers refer to charts and checklists to monitor group discussions. Teachers model taking anecdotal notes during discussion including giving specific feedback to students.

• In Unit 1, Childhood, Whole-Class Learning, students read from Brown Girl Dreaming by Jacqueline Woodson. After the analysis of text, teachers facilitate small group and whole-class discussions on the themes found in the text. The teacher draws the students’ attention to the last three lines of the text which raises three questions about “the ideas in her head and reality.” After reviewing this section of the text, the teacher provides the class with prompting questions about this topic. Students must take a position on the questions and discuss their response with a partner. This discussion also takes place with prompting questions provided by the teacher. Once the partner discussions end, teachers facilitate a whole-class discussion around the topic.

The materials reviewed for Grade 6 meet the criteria for Indicator 1h. 

The materials provide multiple opportunities for students to demonstrate knowledge about what they are reading and learning through speaking and listening tasks. Students practice these skills during tasks through discussions with partners, small groups, and the whole class. The tasks require students to connect to evidence from texts, build on others’ ideas, and present information to an audience. Students synthesize and analyze evidence from texts to create presentation products. Opportunities to practice presentation skills such as eye contact, volume, and use of multimedia resources are also available. In addition, students are given opportunities to evaluate and incorporate multimedia resources. 

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following: 

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Examples include, but are not limited to, the following:

  • In Unit 1, Childhood, Small-Group Learning, students complete a Research assignment after reviewing the media selection from the Gallery of Calvin and Hobbes Comics. The students are instructed to “Conduct research in preparation for a class discussion about what made this comic strip so popular. As the students Conduct Research, they are guided by four questions that help them gather ideas to present during the discussion. The text gives the following suggestions to help students interact during the class discussion: “As a class, discuss the findings of your research. Keep the following tips in mind: 

    • Support your ideas by citing specific details from the selection and your research.

    • If you are unsure of what other classmates are trying to say, ask questions to help them expand on their ideas. 

    • Reflect on new ideas that other classmates express, and paraphrase their ideas to confirm your understanding of them. To paraphrase, restate their ideas in your own words.”

  • In Unit 3, Modern Technology, Small-Group Learning, students read the blog post “Is Our Gain Also Our Loss?” by Cailin Loesch. In the margins of the Teacher’s Edition, the teacher is given strategies to prepare students for a group discussion: “Discussion Preparation: Encourage groups to carefully evaluate their invention or device example to ensure that it has the depth to support a substantive group discussion. All group members should have had some experience with the topic to participate equally. Be aware of cultural or family-income sensitivities that might cause some students to feel uncomfortable in this discussion. Students should refer to the organization chart for answers to help groups prepare their discussions.” 

  • In Unit 5, Exploration, Whole-Class Learning, students read an excerpt from a memoir titled A Long Way Home by Saroo Brierley. For the Speaking and Listening assignment, the class creates an annotated map. To Prepare for the Activity, the students “Work individually to review the excerpt, and take notes on the specific locations Brierley describes in paragraphs 33-54.” The teacher uses the following questions as a guide for the class discussion:

    • How does the map help you visualize Brierley’s search?

    • How does seeing a map of India enable you to grasp the enormous scope of his search?

    • How did the process of annotating the map deepen your understanding of the excerpt?”

• Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Examples include, but are not limited to, the following:

  • In Unit 1, “Childhood,” Whole-Class Learning, students read an excerpt from Brown Girl Dreaming by Jacqueline Woodson. In the margin of the Teacher’s Edition, the teacher is directed to have students “Discuss with [their] Class Encourage partners to allow each speaker the opportunity to finish, but remind them of any time constraints. Point out that speakers should refer to their talking points when debating.”

  • In Unit 4, Imagination, students engage in discussion with a small group. Students take a position and gather specific reasons for their position. Groups create a list of rules that include “Everyone should participate in group discussions” and “People should not interrupt.” Students practice their rules, name their group, and create a communication plan. Teachers are provided with additional support, such as Accountable Talk prompts and grouping advice. 

  • In Unit 5, Exploration, Small-Group Learning, students complete a Performance Task after reading the texts. As a group, the students write an advertisement that answers the question: “Why should we explore new frontiers?” As a group, students analyze the literature using a T-Chart, discuss the elements of an advertisement, and decide on the medium they will use. They are asked to “Assign roles to each member–for instance, finding media, organizing examples, writing text, and advertisement design” and to “decide which group member or members will be presenting the advertisement to the class.”

• Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Examples include, but are not limited to, the following:

  • In Unit 3, Modern Technology, Small-Group Learning, Performance Task, students create a multimedia presentation about the advantages and disadvantages of technology. In Isaac Asimov’s science fiction story “The Fun They Had,”  students should keep a record of the costs and benefits of technology. They can use their evidence to support claims in their final presentation.

  • In Unit 4, Imagination, Small-Group Learning, students read "Jabberwocky" from Through the Looking Glass by Lewis Carroll. After reading the poem, students have the option to showcase their learning. They can present a dramatic reading of the poem using costumes to enhance the performance, or they can create a multimedia presentation. For the presentation, they are instructed to “illustrate the poem through graphics, images, artwork, music, and other multimedia displays.”

  • In Unit 5, Exploration, students complete a Performance Task: Presenting an Advertisement. In the Teacher’s Edition, there is a text box with the Author’s Perspective written by Ernest Morrell, Ph. D. The box provides guidance for teachers, as they support students in creating powerful digital presentations by offering the following guidelines:

    • “Keep it simple. Choose one striking image rather than several smaller ones. Position the visual carefully, allowing “white space” to make the image stand out.

    • Go for quality. Choose clear, high-quality images or take high-resolution photos.

    • Limit bullet points and text. The most effective slideshows have limited text. Suggest that slides should have no more than six words across and six lines down of text.

    • Choose color and font carefully. Cool colors (blues, greens) work best for backgrounds; warm colors (orange, red) work best for objects in the foreground. Use a simple, standard font, such as Arial or Helvetica.”

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following: 

• Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Examples include, but are not limited to, the following:

  • In Unit 2, Animal Allies, Whole-Class Learning, Anchor Text, students read “Hachiko, The True Story of a Loyal Dog” by Pamela S. Turner, and respond to a specific question about dogs that require a compare and contrast response to the dog in the text. For example, “During the discussion, share the story you researched, and discuss similarities and differences between the dog heroes you learned about and Hachiko.” Students share their research with a partner who listens and then, “Once you have finished reading your stories aloud, talk about the similarities and differences you see between the dogs you researched and Hachiko. The teacher edition guides teachers to push students to “point out what they learned about the dog heroes they researched and how those dogs compare with Hachiko.”

  • In Unit 3, Modern Technology, Small-Group Learning, Performance Task, the students develop a group multimedia presentation. The presentation responds to the following question: “Do the benefits of technology outweigh its disadvantages?” As students gather evidence and media examples that support their argument, they evaluate each text to find examples of the Benefits of Technology and the Drawbacks of Technology. While students make their presentations, the class is invited to ask questions and make comments. Before the presentations begin, the Teacher’s Edition provides four questions for the teacher to have the students consider:

    • “What was the presenting group’s claim?

    • What were some of the strongest supporting reasons and evidence?

    • Which multimedia components best illustrated the claim?

    • What presentation skills did this group excel at?”

  • In Unit 4, Imagination, Small-Group Learning, students read "Jabberwocky" from Through the Looking Glass by Lewis Carroll and then listen and evaluate other groups’ presentations. For example, while students present a dramatic poetry reading of the text, the audience is directed to “jot down any questions [they] have and note interesting elements of each presentation. Wait until each group has finished their presentation before asking your questions or offering your comments.”

• Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Examples include, but are not limited to, the following:

  • In Unit 1, Childhood, Small-Group Learning, students read “Michaela DePrince: The War Orphan Who Became a Ballerina” by William Kremer. After reading the magazine article, students are prompted to review the key ideas and overall message. In Analyzing the Text, they are asked to use their Notebook to provide evidence from the article that addresses the Essential Question: “What are some of the challenges and triumphs of growing up? What has this article taught you about challenges some children face and how they overcome them?” Students then discuss their responses with their group. 

  • In Unit 3, Modern Technology, Whole-Class Learning, students read “Teens and Technology Share a Future” by Stefan Etienne. In the Teacher’s Edition, the teacher is encouraged to provide the students with information about Digital Perspectives. The teacher shows a trailer for the documentary “Cyber-Seniors.” After viewing the clip, the teacher engages students “in a discussion about the ways that teens can use technology to enrich the lives of others.” They use evidence from the video to explain ways to support “older people who did not grow up using technology” and “new users like the ones in the video.”

  • In Unit 4, Imagination, Small-Group Learning, students read “The Importance of Imagination” by Esha Chhabra. Students Analyze the Text and Present and Discuss “passages from the selection that [they] found important. Students discuss parts of the essay that taught them about their own imagination. For both exercises, the students must “cite textual evidence to support [their] answers.”

• Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Examples include, but are not limited to, the following:

  • In Unit 2, Animal Allies, Small-Group Learning, the teacher can use an article and video to increase student engagement with each text. The Current Perspectives box provides suggestions for an article and video about how humans and animals work together to help each other. The article “Relating Animals to Humans Could Help Conservation Projects” by Science Daily and the video “Dogs and People Bond through Eye Contact” provide examples that students could use to support the Performance-Based Assessment. During this activity, the students are asked to use examples from the texts and media sources to deliver an informative presentation.

  • In Unit 3, Modern Technology, Whole-Class Learning, students watch a video called “The Internet of Things” by IBM Social Media. Students are guided to look for examples that answer the question: “In what ways does the connection between the Internet and our devices affect everyday life?” The teacher instructs students to “write the main ideas they noted in their summaries on sentence strips and post them around the room.” Students walk around and add new ideas to their notes, so they can “organize their information into talking points” for their oral report.

  • In Unit 4, Imagination, Small-Group Learning, students read “Jabberwocky" from Through the Looking Glass by Lewis Carroll. Students interpret the text to present a visual audio or oral dramatic reading of the poem. Students reflect on the poem’s meaning so “the audience can picture and feel what is happening in the poem.” Students also respond to their peers’ questions after the presentation. The audience asks questions or offers comments after the presentation. 

• Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Examples include, but are not limited to, the following:

  • In Unit 1, Childhood, Whole-Class Learning, students read the excerpt from Brown Girl Dreaming by Jacqueline Woodson. For the Speaking and Listening assignment, they are asked to use evidence from the story and take a position on the speaker’s views about the ideas in her head and reality. In the Teacher’s Edition, the instructional directions state that students “work individually to come up with reasons to support their argument.” The teacher can “point out that the evidence can refer to what the author herself says about her storytelling as well as to what Uncle Robert and the author’s mother say about it.” During the reflection portion, the teacher gives the students time to review “the most persuasive points in the opposing argument.” 

  • In Unit 2, Animal Allies, Performance Task: Speaking and Listening Focus, students deliver an informative presentation responding to, “How can the bonds between people and animals be surprising?” The teacher guides students to consider four questions as groups present:

    • “What is the presenting group’s main idea? 

    • What evidence did they provide to support their main idea?

    • Did their use of media support their ideas? 

    • Which pieces of media were most effective?

    • What presentation skills did this group excel at, and how can they improve?”

  • In Unit 4, Imagination, Small-Group Learning, students read "Jabberwocky" from Through the Looking Glass by Lewis Carroll. In this poem, the author uses invented language to enhance the poem. From the introductory material, students know the words will not appear in a dictionary, so they are encouraged to “use context clues to figure out the parts of speech.” After reading the poem, students analyze the invented language used by the author. In the Teacher’s Edition, the teacher encourages groups to determine the meaning of the invented language like toves, slithy, gyre, gimble, and wabe. The teacher notes explain, “Students may disagree with each other about the meaning of certain words.” However, the teacher should continue to “encourage students to discuss their differing opinions respectfully and to back up their claims with evidence from their knowledge of standard English.”

• Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Examples include, but are not limited to, the following:

  • In Unit 2, Animal Allies, Small-Group Learning, students “read poems, an essay, and a short story that explore relationships between animals and people. The students then plan and deliver an informative multimedia presentation that examines the question: “How can the bonds between people and animals be surprising?” The materials provide an evaluation guide for the teacher with the following questions to produce helpful feedback: “What was the presenting group’s main idea? What evidence did they provide to support their main idea? Did their use of media support their ideas? What presentation skills did this group excel at, and how can they improve?”

  • Unit 3, Modern Technology, Small-Group Learning, students listen to the podcast “Bored…and Brilliant? A Challenge to Disconnect From Your Phone.” The Teacher’s Edition provides instruction for Taking Notes in the Personalize for Learning box. The teacher places students in pairs, and then they “listen to the podcast in one-minute increments.” After each segment, students “share their notes and ask each other questions to confirm their understanding of the podcast.” After listening to the podcast, the teacher has the students conduct a Close Review of the content. The teacher asks “students to think about the various people's voices represented and challenges them to explain how each person adds to the main idea of the podcast.” The teacher also “encourages students to listen to key sections over again if necessary.” 

  • In Unit 5, Exploration, Small-Group Learning, students read several texts about expeditions to remote places. In the form of an advertisement, students use the evidence from each text to explain why people should explore new frontiers. While students practice for the presentation, they are given a checklist that helps them adjust the presentation so that the audience will take an interest in the content, use of media, and presentation techniques. For the presentation techniques, they are reminded to “make eye contact and speak clearly with adequate volume.” The teacher then evaluates “the presentation skills that the group excelled at.”

The materials reviewed for Grade 6 meet the criteria for Indicator 1i.

The materials include various on-demand and process writing opportunities. On-demand writing tasks are offered throughout the year, connecting to the Introduction, Whole-Class Learning, Small Group Learning, and Independent Learning sections. They include a mix of summaries, quick writes, and responses to texts. Process writing tasks include various types of essays using single or multiple texts as sources and following standard writing procedures from prewriting/planning to revising and/or editing. Students are provided step-by-step guidance for each task and a checklist or peer review process. At the end of each Whole-Class Learning section, students complete a writing Performance Task over the course of two days. A Performance-Based Assessment writing task is at the end of each unit with a Unit Reflection. Materials include digital resources where appropriate. The Teacher’s Edition provides guidance on how to model each type of writing, including the use of a Launch Text at the opening of the unit that functions as a model for the student’s Performance-Based Assessment. The Teacher’s Edition also includes Digital Perspectives boxes in each unit that often suggest digital resources but do not provide the resource or links to the resources. 

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Introduction, students watch a video that is accessed through the Interactive Teacher’s Edition titled “Best of the Bee.” The video is about students competing in a spelling bee. Students write a response to the question, “Do you think competition should be part of everyone’s childhood?” They share their ideas in a class discussion or online through interactive textbooks.

• In Unit 4, Imagination, Whole-Class Learning, students complete a QuickWrite in response to the question: “What might happen if a fictional character were to come into the real world?” Teachers are provided a model response, and students revisit this response throughout the unit by reflecting on how each text connects to their response or challenges their thinking. 

• In Unit 5, Exploration, Whole-Class Learning, Anchor Text, students read from A Long Way Home by Saroo Brierly. Students use the vocabulary from this lesson to write a paragraph about an imaginary quest to find a mythical creature or a hidden treasure.

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Small-Group Learning, students write a compare and contrast essay to analyze a theme or central idea from the memoir Bad Boy by Walter Dean Myers and the poem “I Was a Skinny Tomboy” by Alma Luz Villanueva. After reading, students use a graphic organizer to analyze the texts. Then they draft their essays, focusing on comparing and contrasting the structures of each text. Students need to support their ideas with evidence and include effective transitions. Finally, students revise and edit their essays using the following bulleted list: 

  • “Have you discussed how the selections present ideas about how boys and girls are ‘supposed to’ act?

  • Have you expressed your ideas clearly?

  • Have you used transitions to connect your ideas?

  • Have you supported your ideas with details from both selections?

  • Did you check your grammar, punctuation, and spelling? Did you correct any errors you found?” 

• In Unit 2, Animal Allies, Whole-Class Learning, Performance Task: Writing Focus, students write an explanatory essay about the qualities that the text authors, Jane Goodall and Pamela S. Turner, believe people and animals share. Students engage in process writing by pre-writing and gathering evidence. Next, students compose a draft using Word Processing software to assist them in making edits and revisions. The teacher provides mini-lessons around strengthening writing, such as revising for the correct pronoun case. Students get multiple opportunities to revise and edit based on mini-lessons and self-assessments. A teacher-provided evaluation rubric guides the revision and editing process. Students engage in peer review of one another’s essays to finalize the revision and editing stages. 

• In Unit 3, Modern Technology, Whole-Class Learning, Performance-Based Assessment: Assessment Prep, students use their collected evidence from each text in the unit to write an argument. The question that they answered while reading each text was, “Do we rely on technology too much?” After the students review their evidence, they make a claim and use at least three pieces of evidence from the readings that support their claim. After stating their position, they identify a possible counterargument and evaluate the strength of their argument. In the margin of the Teacher’s Edition, the teacher reviews the types of evidence that make strong evidence such as facts, numbers, and examples. The teacher also addresses the characteristics of credible evidence from sources such as the use of government, educational, and professional references. Once students are confident they formed a strong argument, they begin to write the argument. They follow a process for reviewing academic words presented at the beginning of the unit, reviewing the elements of effective arguments, and the argument rubric. After completing their final draft, students present a brief oral presentation on their position in the argument.

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

• All units include Interactive Digital Perspectives such as audio, video, documents, annotation highlights, and online assessments. These resources can be accessed through the Interactive Teacher’s Edition in Realize Reader. For example, in Unit 1, Childhood, Launch Text, the teacher can play an audio recording of “Wagon Train at Dusk” by Joe Muniz. The audio reading takes 3:44, and the teacher can adjust the speed to support all learners.

• In Unit 2, Animal Allies, in the Teacher’s Edition material for the Introduction, there is a link to a video on “People of the Horse: Special Bond.” Students watch the video and use the content to support their answer to the following question: “Is the relationship between animals and people truly a special bond?” This response serves as a springboard for finding evidence throughout the unit to support the student’s writing for each performance task.

• In Unit 4, Imagination, Whole-Class Learning, students read The Phantom Tollbooth, Act II. In the Teacher’s Edition, there is a box titled Digital Perspectives. To help enrich the reading, the teacher explains, “The Dodecahedron appears in paragraph 67. To help students understand that a dodecahedron is a three-dimensional geometric figure, find images of dodecahedrons and show them to students. You might try and find both still and animated images that show the figure being folded so that they get a better sense of what it looks like. Then, encourage students to make their own dodecahedron by cutting out a pattern from paper and folding it. Discuss with students  how or whether viewing the images and making the dodecahedron enhances their understanding of the text.” However, there is no link to the images or a suggestion for finding patterns to help students cut out a dodecahedron or on how to access them. 

• In Unit 5, Exploration, Whole-Class Learning, students watch a clip from BBC Science Club: "All About Exploration'' by BBC. Students create a storyboard from the video. Students share their storyboards with classmates, and digital tools can be used: “Consider animating your images and recording the voiceover narration. If you prefer, simply present your storyboard on an overhead projector and read the voiceover narration as classmates listen.” 

The materials reviewed for Grade 6 meet the criteria for Indicator 1j.  

The materials include a year-long writing program consisting of a 29/38/33 balance of argumentative, informative or explanatory, and narrative writing activities, which closely reflects the 35/35/30 distribution required by the standards. Throughout the year, the students receive writing instruction and opportunities to write in each mode. The materials provide multiple opportunities across the school year to write in response to tasks that are directly related to the texts and essential questions for each unit.  

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

• Two units address argumentative writing. 29% of writing opportunities over five units are argumentative. 

  • Unit 1: There are no opportunities to practice argumentative writing.

  • Unit 2: There are no opportunities to practice argumentative writing.

  • Unit 3: There are four opportunities to practice argumentative writing.

  • Unit 4: There are no opportunities to practice argumentative writing.

  • Unit 5: There are three opportunities to practice argumentative writing.

• All five units address informative/explanatory. 39% of writing opportunities over five units are informative/explanatory. 

  • Unit 1: There are two opportunities to practice informative/explanatory writing.

  • Unit 2: There are three opportunities to practice informative/explanatory writing.

  • Unit 3: There is one opportunity to practice informative/explanatory writing.

  • Unit 4: There are two opportunities to practice informative/explanatory writing.

  • Unit 5: There is one opportunity to practice informative/explanatory writing.

• Four units address narrative writing. 33% of writing opportunities over five units are narrative. 

  • Unit 1: There are three opportunities to practice narrative writing.

  • Unit 2: There is one opportunity to practice narrative writing.

  • Unit 3: There is one opportunity to practice narrative writing.

  • Unit 4: There are three opportunities to practice narrative writing.

  • Unit 5: There are no opportunities to practice narrative writing.

• Explicit instruction in argumentative writing:

  • The Writing and Research Center includes minilessons for argumentative writing, including explicit teaching of claim, reason, evidence, counterclaim, and structure. Skill videos are available, including, but not limited to, asserting importance, eliminating faulty logic, using numerical data for evidence, and selecting a suitable tone for the audience. These can be used for whole-class, small-group, or individual support. 

• Explicit instruction in informative/explanatory writing:

  • The Writing and Research Center includes minilessons for informative/explanatory writing, including explicit teaching of how-to writing, comparison writing, and problem-solution writing. Skill videos are available, including, but not limited to, adding citations, balancing researched information with your own ideas, and using primary and secondary sources. These can be used for whole-class, small-group, or individual support. 

• Explicit instruction in narrative writing:

  • The Writing and Research Center includes minilessons for narrative writing, including explicit teaching of character and setting, plot and theme, and dialogue and language. Skill videos are available, including, but not limited to, writing a strong beginning, building conflict, and using precise word choice. These can be used for whole-class, small-group, or individual support.  

Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:

• Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following: 

  • Introduce claim(s) and organize the reasons and evidence clearly. Examples include, but are not limited to, the following:

    • In Unit 3, Modern Technology, Whole-Class Learning, students read “The Black Hole of Technology” by Leena Khan. Students write an argumentative essay in which they compare the arguments in this blog post to the arguments in “Teens and Technology Share a Future” by Stefan Etienne. First, they use a graphic organizer to compare the strongest reasons, the persuasive techniques, the opposing opinions, and the weaknesses. As they begin their draft, students decide on a position by stating which post was more effective, and then they use a block organization structure or a point-by-point outline to organize their main points. 

    • In Unit 5, Exploration, Small-Group Learning, students read four selections about exploration. Students then write and present an advertisement. They make a claim about exploring a new frontier. First, they judge each text to find the ways the selection would make exploration seem exciting. The Teacher’s Edition suggests that the students look at their evidence to make sure that they organize their advertisement to depict a “safe, rewarding, and fun” expedition. 

  • Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Examples include, but are not limited to, the following:

    • In Unit 5, Exploration, Whole-Class Learning, students read an excerpt from A Long Way Home by Saroo Brierley and watch a video “BBC Science Club: All About Exploration'' narrated by Dara O’ Briain. For the Performance Task: Writing Focus, students write a brief argumentative essay and support their position on the following question, “Can anyone be an explorer?” One element of an argumentative essay that students are reminded to consider is the need to add credible evidence. The Teacher’s Edition suggests that teachers remind the students to use quotations when using a direct quote from the text. Students are also reminded to use several pieces of evidence to strengthen their writing.

  • Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Examples include, but are not limited to, the following:

    • In Unit 5, Exploration, Small-Group Learning, students read an excerpt from Tales From the Odyssey by Mary Pope Osborne and a blog post from Samantha Larson. Both texts suggest that adventures offer both risk and reward. Students write a compare-and-contrast essay in which they discuss the risks and rewards of exploration as presented by the authors. Students are instructed to use transitions to shift from one topic to another. They are provided with some words to help them compare ideas, such as: and, likewise, and similarly. They are provided with words to contrast ideas, such as: however, in contrast, and although.  

  • Establish and maintain a formal style. Examples include, but are not limited to, the following:

    • In Unit 3, Modern Technology, Whole-Class Learning, students read four perspectives on technology. For the Performance Task: Writing Focus, they write an editorial argument where they take a position on the following question: “Do electronics devices and online access really improve our lives?” The Teacher’s Edition provides explicit instruction for levels of formal and informal language. The teacher has students compare the way they address public authority figures, such as a principal or police officer, compared to their friends. This provides an example so that students understand the difference between formal and informal types of language. The teacher reminds students that formal language can be more persuasive for different audiences. The text reminds students to “Avoid slang or informal language that will take away from the force of your [the] argument.”  

  • Provide a concluding statement or section that follows from the argument presented. Examples include, but are not limited to, the following:

• In Unit 3, Modern Technology, End of Unit, Performance-Based Assessment, students state and defend a claim in response to the following question: “Do we rely on technology too much?” The student text states that in order to be successful, they must “Include a conclusion that clearly relates to the main idea you [they] expressed.” The teacher will evaluate the student’s writing using the Argument Rubric. In order to earn a four, the highest score, for Focus and Organization, the student must have a conclusion that clearly follows from the argument presented.”

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

    • In Unit 4, Imagination, Small-Group Learning, students read “The Importance of Imagination” by Esha Chhabra. Students write a compare-and-contrast essay where they compare their childhood to the author’s childhood, or they can write a cause-and-effect essay and explain how the author’s influences were the cause of her views on imagination.

  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Examples include, but are not limited to, the following:

    • In Unit 5, Exploration, Small-Group Learning, students read an excerpt from Lewis and Clark, a graphic novel by Nick Bertozzi. Students conduct research to develop an annotated timeline. The Teacher’s Edition guides instructors to explain that “a timeline graphically represents a sequence of events in chronological order.” As they create the annotations to represent at least five events between the start of the expedition and the homecoming, students write brief explanations of each event using facts in short captions to describe the image on the timeline. 

  • Use appropriate transitions to clarify the relationships among ideas and concepts. Examples include, but are not limited to, the following:

    • In Unit 4, Imagination, Small-Group Learning, students read “The Importance of Imagination'' by Esha Chhabra. They practice Effective Expression by Writing to Sources. For this assignment, students write a compare-and-contrast essay or a cause-and-effect essay. While writing the essay, they are to use transitions to organize and connect ideas. The text provides transitions such as similarly and however to support the compare-and-contrast essay to highlight similarities and differences. For the cause-and-effect essay, students are provided with since and therefore to show how a cause can determine an effect. The Teacher’s Guide suggests that students use a variety of transitional words that show the correct connections. 

  • Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:

    • In Unit 3, Modern Technology, Whole-Class Learning, students read “Teens and Technology Share a Future” by Stefan Etienne. The Teacher’s Edition suggests that students find domain-specific terms in the text and write a sentence to demonstrate their understanding. The domain-specific terms that appear in the reading and are suggested by the Teacher’s Edition are input methods, operating systems, tweets, and text messages.

  • Establish and maintain a formal style. Examples include, but are not limited to, the following:

    • In Unit 5, Exploration, Small-Group Learning, students read an excerpt from Tales From the Odyssey by Mary Pope Osborne and  “To the Top of Everest” by Samantha Larson. Students write a compare-and-contrast essay in which they present the risks and rewards associated with the adventures from each reading. Before submitting their work, they should review, revise, and edit it to make sure they have produced a formal essay with a formal tone. They should swap drafts with their group and give feedback on the following:

      • Using words that say exactly what the author or the writer meant

      • Including important details that may have been missed

      • Ordering the ideas so that they make sense 

      • Spelling or grammar errors

  • Provide a concluding statement or section that follows from the information or explanation presented. Examples include, but are not limited to, the following:

    • In Unit 1, Childhood, Small-Group Learning, students read “Michaela DePrince: The War Orphan Who Became a Ballerina” by William Kremer. They practice Effective Expression by writing and delivering an oral presentation. They can conduct research on another African American dancer and deliver a personality profile or they can write an informative report about why Michaela DePrince’s success was so impressive. As they make an outline to organize their ideas, part III has them express a conclusion that shows the importance of their ideas. 

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Examples include, but are not limited to, the following:

    • In Unit 5, Exploration, Whole-Class Learning, the students read an excerpt from A Long Way Home by Saroo Brierley. In the introduction section for Personalizing Learning, the Challenge group produces a written response after reading the text. Students imagine they are writing a similar narrative about a person searching for his or her hometown, but the person is from the student’s hometown. Students decide on parts of their own hometown that the ones searching will use. They present these clues in a logically organized sequence. 

  • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following

    • In Unit 3, Modern Technology, Small-Group Learning, students read “The Fun They Had” by Isaac Asimov. Students write a scene with dialogue. When they revise and edit their work, they are asked to consider whether or not their writing has dialogue that contributes to the reader’s understanding of the characters and plot. They are also asked to consider whether the pacing is appropriate for capturing important ideas or building suspense.

  • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Examples include, but are not limited to, the following:

    • In Unit 1, Childhood, Whole-Class Learning, the students read an excerpt from Brown Girl Dreaming by Jacqueline Woodson and review a gallery of comic strips from Calvin and Hobbes by Bill Watterson. For the Performance Task: Writing Focus, students write a “personal narrative in response to the following prompt: When did you have to use your imagination to find another way to do something?” During the draft process, students are reminded to signal shifts by planning to present a clear sequence of events with transitional words or phrases. Students use a chart to organize their ideas in order. They are provided with time-order transitions such as: first, then, and earlier. They are also given suggestions for spatial-order transitions such as: in front of, beyond, and nearby. 

  • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Examples include, but are not limited to, the following:

    • In Unit 2, Animal Allies, Whole-Class Learning, students read “Hachiko: The True Story of a Loyal Dog” by Pamela S. Turner. While practicing Effective Expression by Writing to Sources, students evaluate their story adaption. They are asked to consider the words that they choose specifically to bring the narrator in their story to life.

  • Provide a conclusion that follows from the narrated experiences or events. Examples include, but are not limited to, the following:

    • In Unit 1, Childhood, Whole-Class Learning, Launch Text, students read “Wagon Train at Dusk” by Joe Muniz. They review the author's use of dialogue and the lesson that’s woven into the conclusion.” When they write their Nonfiction Narrative at the end of the Whole-Class Learning section, they refer back to this model to see how a conclusion should follow from the experiences and events in the narrative.” During the Peer Review, classmates will evaluate the conclusion to determine if the conclusion is memorable and reflects on the experiences described in the narrative.

• Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:

  • In Unit 1, Childhood, Whole-Class Learning, students read from Brown Girl Dreaming by Jacqueline Woodson. Students complete a Write Now task to consider the description of truth and write about a time in which memory was different from the way another person remembered that event. 

  • In Unit 3, Modern Technology, Whole-Class Learning, students read "The Black Hole of Technology" by Leena Khan. Students use this text to analyze persuasive techniques such as repetition, appeal to emotion, and appeal to reason. Students use the text to answer questions such as what position or claim she expresses, give three examples of positive and negative words or phrases, what other techniques she uses, and how well she supports her claim.

  • In Unit 4, Imagination, students write a fictional narrative. Students use the Launch Text, “The Great Universal Undo” by M. Vasquez as a model for their narrative. Student instructions state to “Challenge yourself to find all of the elements of an effective narrative in the text.

  • In Unit 5, Exploration, students write an argument in which they state and defend a claim in response to the following question: “Should kids today be encouraged to become explorers?” Students review their Evidence Log, in which they recorded evidence that supports the essential question throughout the unit. In the Teacher’s Edition, the teacher is to acknowledge that the students have evidence from the texts to support their arguments, but “they may need to collect additional evidence, including facts, statistics, anecdotes, quotations from authorities, or examples that support their position.”

The materials reviewed for Grade 6 meet the criteria for Indicator 1k. 

The materials provide frequent opportunities across the school year for students to learn, practice, and apply writing while using evidence. The materials provide opportunities for students to practice writing that is focused on claims developed from reading closely, as well as frequent opportunities across the school year for students to learn, practice, and apply writing while using evidence. During Whole-Class Learning, most units end with a writing task that involves explicit instruction in the skills needed to complete the task. The Teacher’s Edition includes expert instruction with support in the form of modeling and graphic organizers. During Small-Group Learning, students work collaboratively to complete writing projects that lead to speaking and listening components. At the end of each unit, students complete an End of Unit Assessment, applying their evidence-gathering skills to write longer pieces that answer the unit’s Essential Question. 

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Introduction, Launch Text, students read “Wagon Train at Dusk”(author not cited). After reading, students write a summary of the text. The teacher is instructed to provide students with the following guidance for their summary paragraphs:

  • “Write in the the present tense.

  • Be concise: a summary should not be equal in length to the original text.

  • If you need to quote the author, use quotation marks.

  • Don’t put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author says, not to provide a critique.”

• In Unit 3, Modern Technology, Whole-Class Learning, students read “Teens and Technology Share a Future” by Stefan Etienne and “The Black Hole of Technology” by Leena Khan. In the Writing to Compare section, students write an argumentative essay in which they “compare and contrast the two blog posts and decide which one is more convincing.” The teacher prompts students to complete a pre-writing activity in partners, where they first analyze the reasons and text structures of each text. Then, the teacher directs students to draft their writing either through “block organization” or “point by point organization.” The teacher tells students that “regardless of which organization option they use, they should provide plenty of support from the texts for their evaluations.” 

• In Unit 4, Imagination, Small-Group Learning, students read  “The Importance of Imagination” by Esha Chhabra. After reading, students are complete a Writing to Sources activity in which they are presented with two options. They write explanatory essays that either compare-and-contrast their “childhood experience with imagination with that of the author” or a cause-and-effect essay in which they “explain the ways in which the author’s influences caused her to develop her current views on imagination.” The teacher first supports students in completing a graphic organizer in order to plot and analyze their evidence. The graphic organizer has two columns: one to include text details and another to include what the detail reveals about the student’s topics. The teacher uses the following questions to support students:

  • Compare-and-contrast essay: “Did you identify with what the author said? Or, did you feel that you couldn’t relate to her experience? You may react differently to different details.”

  • Cause-and-effect essay: “Identify details that reveal what influenced the author and her views on imagination. Then, make a clear connection between each detail and her perspective.”

Writing opportunities are focused around students’ careful analysis and claims developed from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:

• In Unit 1, Childhood, Small-Group Learning, students read two texts, one from Bad Boy by Walter Dean Myers and the other, “I Was a Skinny Tomboy Kid” by Alma Luz Villanueva. They then write a compare-contrast essay. The instructions require students to “Write a compare-and-contrast essay in which [they] analyze the ways in which the memoir and the poem present ideas about how boys and girls are supposed to act.” In order to analyze and compare and contrast the memoir and the poem, students must read closely. They take notes and compare the ways in which the two texts are alike. They also take notes on the ways that the texts are different so that they can compare them in their essay. In their essay, students use this collected evidence to make a claim. 

• In Unit 2, Animal Allies, Whole-Class Learning, students read from My Life With the Chimpanzees by Jane Goodall. They write a how-to essay to describe the process Goodall used to gain the trust of the chimpanzees. In this essay, students must “state and explain each step clearly, and support your explanation with details from the text.” 

• In Unit 3, Modern Technology, Whole-Class Learning, students read “The Black Hole of Technology” by Leena Khan. Students engage in a lesson on persuasive techniques authors use to support their claim, such as repetition, appeal to emotion, and appeal to reason. They write answers to questions on how the author used these persuasive techniques and others. Then students write to answer the question, “How well does Khan support her claim?”

The materials reviewed for Grade 6 meet the criteria for Indicator 1m. 

The materials provide a comprehensive year-long plan for students to interact with and acquire academic vocabulary in a systematic way. Materials include lessons and activities for vocabulary development critical to understanding the text, the overall concept of the unit, and the genre of writing for each unit. Academic vocabulary is highlighted at the beginning of each unit in the introduction. Concept or Media Vocabulary specific to the text or media that students review is emphasized at the beginning of each reading and throughout the lesson. Activities for demonstrating understanding of the Concept Vocabulary become more complex as the year progresses. Vocabulary is associated with the writing focus of the Performance Tasks, and students can incorporate vocabulary in authentic ways during the Performance Tasks and from their Word Networks during the Performance-Based Assessment. Stand-alone vocabulary assessments include a pretest, mid-year assessment, and end-of-year assessment. Content vocabulary is repeated over the school year and includes, but is not limited to, claim and counterclaim. There is additional independent student practice in the Vocabulary Center and guidance and resources for the teacher in the Program Resources, Teacher’s Edition, and Professional Development Center. Materials provide teacher guidance outlining a cohesive vocabulary development component. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• In the Teacher’s Edition Table of Contents and Frontmatter, the materials include a section on Standards Correlation. It includes the Key Features of the Standards and how each section of the unit fits into the larger picture of teaching the standards. The Language Standard is complete for teaching Conventions, Effective Use, and Vocabulary. The text states, “The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words, and phrases.” In order to teach the Language standards for vocabulary, each unit includes Vocabulary/Word Study. The Unit at a Glance section in the Teacher’s Edition and Resources includes Vocabulary and Word Study concepts that will be introduced during each reading. Each unit offers information in the Introduction regarding the Academic Vocabulary for teacher guidance, such as lessons that help with learning the vocabulary and offering possible student responses to questions that reiterate the vocabulary words. The materials offer Language Development in each of the Whole-Class and Small-Group Learning sections with Word Networks. The students are encouraged to annotate vocabulary when close reading. The Teacher’s Edition End Matter also includes a Glossary: Academic Concept Vocabulary and the academic vocabulary appears in blue font. The Index also offers a list of the academic vocabulary and concept vocabulary with corresponding page numbers.

• In the Teacher’s Edition during the Launch text of each unit, the Vocabulary Development box provides teachers with additional Academic Vocabulary Reinforcement activities. 

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In each unit, academic and concept vocabulary are embedded throughout. In each unit Introduction, students view a chart with academic vocabulary for the unit, read mentor sentences with the words, and complete a chart for the predicted meaning and related words. Each text Introduction includes a Concept Vocabulary section where students rank words from least familiar to most familiar. All words are defined in the footnotes of the text. After reading, the Concept Vocabulary section includes activities with words from the introduction and the Word Study. The structure of vocabulary lessons remains consistent throughout the year.

• In Unit 2, Animal Allies, Whole-Class Learning, students read “Hachiko, The True Story of a Loyal Dog” by Pamela S. Turner. Before reading, students rank five words from most familiar (1) to least familiar (5). The words are timidly, anxiously, patiently, thoughtfully, and silently. Students conduct a first read of the text and annotate the text by marking key vocabulary. As students read the text, the vocabulary from the chart is noted in blue font. The pronunciation and definition are provided in the margin of the student materials. After reading, students participate in tasks from the Language Development, Vocabulary section. They answer the question, “How does the concept vocabulary convey the characters’ emotional responses to important events in the story?” Students use a thesaurus to find a synonym and an antonym for each word. Finally, students complete a Word Study task examining the suffix -ly. Then students identify the verb from each word, rereading paragraphs two and seven and locate more words with the suffix -ly. 

• In Unit 3, Modern Technology, Whole-Class Learning, students read “The Internet of Things” by IBM Social Media. In the Media Vocabulary lesson, students learn about images or graphics, animation, audio, voiceover, and narrator. The teacher encourages students to discuss the words and use their meanings as they relate to technology and media. The teacher asks students to discuss if these words’ meanings change in different contexts. Students then fill in a sentence to clarify the meaning of animation in the Vocabulary Development section of the Teacher’s Edition. Later in the school year, they encounter the word animation during Unit 5, Exploration, Whole-Class Learning. Students watch the video BBC Science Club: “All About Exploration” by Dara Ó Briain. The Media Vocabulary that the students learn includes more specific types of animation, such as: cut-out animation, object animation, and real-time animation. Upon a first review of the text, students learn from the Jump Start that animation tools not only tell stories but can bring history to life. During the reading, the Teacher’s Edition directs students’ attention to “the animation of the Native American” in the video. A question from the teacher prompts students to consider the details from this animation and tell them. After reading, students use the Media Vocabulary to answer the questions from the Analyzing the Media section. One specific question asks the students to answer the following question: How effective is the use of animation in conveying information about exploration?”

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 6, Domain-Specific Vocabulary, the lesson includes Show It, Try It, and Apply It, Part 1 and 2. In Part 1, some examples of terms include, but are not limited to: civilization, nomadic, percent, cell, gene, and monitor. The Interactive lessons include the following student activity within the Try It tab: “Drag each word into the correct subject area column.” Students apply their learning by taking a six-question quiz in the Apply it section that asks questions pertaining to the vocabulary, such as:

  • In which sentence is monitor used correctly?

    • I bought a larger monitor so that I could watch movies on my computer.

    • I bought a larger monitor so that my computer would run more quickly.

  • In which sentence is nomadic used correctly?

    • The nomadic people roamed over a large area of land.

    • The nomadic people never left the town in which they were born.

• In the Vocabulary Center, Interactive Vocabulary Lessons, Grades 6, General Academic Vocabulary, the lesson includes Show It, Try It, and Apply It, Part 1 and 2. In Part 1, some examples of terms include, but are not limited to: coherent, declare, novelty, propel, reflect, and transform. The Interactive lessons include the following student activity within the Try It tab: “Drag each word in the left-hand column to match it with the vocabulary word in the right-hand column that has the same root.” For example, students would match the new word, expel from the right-hand column with the word propel (-pel-) in the left-hand column. They apply their learning by reading a paragraph and filling in the correct vocabulary word. For example, “The students from John Glenn Middle School are pleased to (illustrate, transform, or declare) the second week in May as ‘Young Filmmakers Week.’”

• In Unit 1, Childhood, Introduction, the materials include academic vocabulary terms that “help you read, write, and speak with more precision and clarity.” Here are five academic words that will be useful to you in this unit as you analyze and write nonfiction narratives.” Students complete a chart to predict meaning and write at least two related words for the following: reflect, notable, contribute, recognize, and memorize. 

• In Unit 5, Exploration, Whole-Class Learning, students read from A Long Way Home by Saroo Brierley. The materials provide the Concept Vocabulary that relates to the story, deliberate, thorough, intensity, quest, obsessive, and relentlessly. The words are Tier II, high-frequency academic words.