The instructional materials for Reading Wonders Grades 3, 4, 5, and 6 partially meet expectations of alignment. The materials do meet the expectations of Gateway 1, with high quality texts and alignment to the standards for reading, writing, speaking and listening, and language. Texts students encounter over the course of the year are of high quality and interest, providing appropriately rigorous questions and tasks to engage students in each grade. The materials organize most speaking and listening activities to support the teacher’s implementation of practice with academic vocabulary and text-focused discussion. Writing tasks and activities attend to the balance and types intended by the standards, often connecting back to associated texts. The materials for grades 3, 4, 5, and 6 partially meet the expectations of Gateway 2. There is some support for building students’ knowledge and academic vocabulary, but consistent guidance and focus in these areas does not appear over the course of the school year. The materials provide some planning for academic vocabulary and writing development, although the teacher may need to engage in additional planning to ensure the schedule can accommodate the intended lesson sequences.

The instructional materials for Reading Wonders Grades 3, 4, 5, and 6 partially meet expectations of alignment. The materials do meet the expectations of Gateway 1, with high quality texts and alignment to the standards for reading, writing, speaking and listening, and language. Texts students encounter over the course of the year are of high quality and interest, providing appropriately rigorous questions and tasks to engage students in each grade. The materials organize most speaking and listening activities to support the teacher’s implementation of practice with academic vocabulary and text-focused discussion. Writing tasks and activities attend to the balance and types intended by the standards, often connecting back to associated texts. The materials for grades 3, 4, 5, and 6 partially meet the expectations of Gateway 2. There is some support for building students’ knowledge and academic vocabulary, but consistent guidance and focus in these areas does not appear over the course of the school year. The materials provide some planning for academic vocabulary and writing development, although the teacher may need to engage in additional planning to ensure the schedule can accommodate the intended lesson sequences.