5th Grade - Gateway 1

The instructional materials reviewed for Grade 5 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. The texts address a range of interests, and the reading selections would be interesting and engaging for Grade 5 students. Many of the central (anchor) texts have won awards or are written by award-winning authors. Central texts include a variety of genres and consider a range of students’ interests including endangered species, detective work/mysteries, personal narratives, survival stories, cultural texts, early American exploration, Native American history, and scientific non-fiction. Text sets are also rich in academic language. Furthermore, texts present universal and multiple multicultural themes which integrate other content areas.

The following are texts that represent how these materials meet the expectations for this indicator:

• Unit 1: My Teachers is an Alien is of publishable quality and written by Bruce Coville. The text has been recognized with several children’s literature awards.

• Unit 1: UFO Crash Sites is of publishable quality and written by Dinah Williams, an award winning author. The text is highly engaging and would interest Grade 5 students as it describes eleven UFO crash sites around the world.

• Unit 2: Escape: Choose Your Own Adventure #8, by R.A. Montgomery is one of many in this well-known series published by Chooseco.

• Unit 3: My Teacher Flunked the Planet is of publishable quality and written by Bruce Coville, an award winning author. The science fiction text is humorous and Grade 5 students could easily relate to the context.

• Unit 4: War Comes to Willy Freeman, by Christopher and James Lincoln Collier is a historical fiction novel published by Yearling. This novel portrays the story of a 13-year-old black girl who searches for her missing mother after her father was murdered by British troops in the Revolutionary War. This text would engage Grade 5 students.

The instructional materials reviewed for Grade 5 meet the expectations for materials reflecting the distribution of text types and genres required by the standards. Each unit in Grade 5 provides students the opportunity to engage in paired core texts as well as leveled readers, independent reading, supplemental texts. The materials contain 8 baskets of leveled readers and a basket of Hook Books that are intended to engage even reluctant readers. The baskets of leveled readers are not a required part of the core curriculum, but provide students a 100 Book Challenge by rotating fresh reading materials that expose students to a variety of topics and genres. Materials also provide thematic text sets centered around science and social studies themes as well as literary text sets aligned to material topics. These text sets, organized as baskets, are designed to accompany units in the form of research labs.

Anchor texts include a mix of informational and literary texts reflecting the distribution of text types required by the standards. Texts include diverse topics and genres, such as historical/realistic fiction, novels, science and social studies informational text, adventure stories, and personal narratives.

The following are examples of literary texts found within the instructional materials:

• Unit 1- My Teacher is an Alien by Bruce Coville
• Unit 3- My Teacher flunked the Planet by Bruce Coville
• Unit 4- Colonial Voices: Hear Them Speak by Kay Winters

The following are examples of informational texts found within the instructional materials:

• Unit 2- Jaguar by Anita Ganeri
• Unit 3- Exploring Space
• Unit 4- Life on the Homefront During the American Revolution by Helen Mason

The instructional materials reviewed for Grade 5 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

ARC is designed with flexibility so that consumers can choose and interchange multiple text sets based on the topics and levels desired. Some accompanying task and resource materials are not text-specific so that they apply across multiple text sets and grade bands. The instructional year begins with a literacy lab that is intended to capture readers' attention with engaging text, though some of these texts fall qualitatively at the grade band as measured by Lexile, the materials include text complexity analyses and IRLA levels for these texts that show that in a more holistic assessment of qualitative and reader/task features, the texts meet the demand of the standards for text complexity. Students have access to numerous texts at multiple reading levels that are read in small and whole group settings as well as independently. The philosophy of the publishers is self-directed learning and reading through literacy and research labs.

Quantitative and qualitative information for anchor texts is provided in the Teacher’s Edition or online in SchoolPace, and the numerous text sets that accompany each unit are leveled according to the publishers framework--IRLA. The publishers state: “The Independent Reading Level Assessment (IRLA) is a unified standards-based framework for student assessment, text leveling, and curriculum and instruction. The IRLA includes every Common Core Standard for Reading, both in literature and informational text, as well as those Language standards key to reading success, for students in grades PreK through 12.”

From the Teacher's Edition: "The core novel is a grade-level novel in the genre that is exemplary in terms of both content and craft. The teacher uses the provided class set of this text to engage students in rich and rigorous in evidence-based discussions and writing about texts. The ARC team of educational experts selects the best option for the core text for each unit and each grade that meets the following requirements: At grade-level IRLA level, in print and in stock, exemplar for this genre at this level, broad appeal to a diverse group of students, mentor text-worthy writing passages, and reflects multiple perspectives/diversity."

Some examples of text complexity measures indicated by the materials include, but are not limited:

• In Unit 2, students read an exemplar text pack as the core text and then read multiple anchor texts. Students read texts such as, Ecology: The Study of Ecosystems, by Susan H. Gray which has a Lexile score of 750. Students also read Weather and the Water Cycle: Will it Rain? by Emily Sohn and Erin Ash Sullivan that has a quantitative measure of 730L. Content-specific vocabulary and student and task considerations make these texts appropriate for Grade 5 students.

• In Unit 4, students read, The Home front of the Revolutionary War, by Patrick Catel with a Lexile score of 920 which falls within the range of the grade 4-5 band and is labeled very complex according to the provided qualitative analysis.

• Each unit is accompanied by Book Boxes that provide a range of text complexities. Students work with these texts each day.

The instructional materials reviewed for Grade 5 meet the expectations that materials support students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

ARC provides students with access to leveled texts which address a range of science, social studies, history, and literary topics across all grade bands. Rigor of text is appropriate in aggregate over the course of the school year, and students will engage with texts at varying levels from unit to unit.

The Publisher Notes explain that the leveled libraries provided with each unit will increase in complexity throughout the school year. The Field Guide (Teacher Manual) explains that students work independently in these libraries; however, teacher guidance supports them to continue to raise their reading levels. Students have access to multiple texts that measure below, at, or above grade level. Scaffolding is not text-specific, but focuses on the skills needed to access texts in that genre (informational text, fantasy novels, argument essays, etc.).

The Field Guide directs the teacher to “...read and discuss at least two related grade-level texts, one literature and one informational. (Texts may be drawn from a school/district’s existing texts and/or those supplied with this unit.)” While grade-level texts are recommended there is limited guidance to help schools or teachers choose grade-level texts, apart from the IRLA (Independent Reading Level Assessment Framework) system that accompanies the program.

The instructional materials reviewed for Grade 5 meet the expectation that anchor (core texts) and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The American Reading Company (ARC) utilizes their own IRLA (Independent Reading Level Assessment) System, drawing on the three measures of text complexity, to level texts. “To determine reading level, every book is double-blind, hand-leveled using the three legs of text complexity and located on our developmental taxonomy of reading acquisition.” Any book found in the text boxes or thematic text sets has an identifying sticker on the cover to provide its IRLA placement.

An example of a text complexity analysis and purpose and placement for the core texts is as follows:

Title: The Home Front of the Revolutionary War (Why We Fought), by Patrick Catel

Text Complexity Level: Purple (6th Grade)

Quantitative (Lexile) 920L (4th-6th)

Qualitative: Lexile slightly underestimates the difficulty of the text because: Purpose/Structure: Moderately to Very Complex. The text is organized topically with each section discussing a region of Colonial America or a group (African Americans, Native Americans, women). Connections between ideas are often subtle (i.e., why each group/region supported the Revolution). The photographs and text features aid in comprehending the text. Some pages include primary sources and connecting prompts. Language: Very Complex. Simple and compound sentence construction is seen throughout. Language use is contemporary with frequent use of literary/academic vocabulary (i.e., "Street lamps brightened walkways; colonists were determined; they were treated as a conquered people.”) Knowledge Demands: Very Complex. The text requires some discipline-specific content knowledge about multiple topics including Europe, Early American History, Geography, Government, and Parliament.

Reader and Task: The way in which this text presents the history of the American Revolution from multiple perspectives places significant knowledge demands upon readers but also makes it a worthwhile read.

The instructional materials reviewed for Grade 5 meet the expectations for supporting materials providing opportunities for students to engage in a range and volume of reading. The instructional materials include opportunities for students to read daily across a volume of texts during various instructional segments including: Read/Write/Discuss Complex Text, Reader’s Workshop, and Independent/Collaborative writing.

Reader’s workshop includes a Read/Write/Discuss Complex Text segment. Students reread and discuss core text and respond to questions such as:

• Basic Comprehension: What is happening so far in this story?
• Inference: Why? What makes you think that?
• Reader Response: What is surprising, funny, confusing, etc.? Why? Do you like this story yet? Why or why not? Set the standard that students will use examples or details from the text to support all assertions.

Reader’s Workshop includes a daily independent reading time for self-selected texts. In addition to Literacy Labs and Research Labs for core content, materials provide thematic text sets that can be chosen across content areas and grade levels. Text sets cover literary and informational topics in science, social studies, and culture. These text sets are organized by color-coded buckets and the IRLA levels indicated by the publishers. Students also have access to independent reading box sets in the 100 Book Challenge. The publisher describes the challenge as: “Students read 30 minutes in school and 30 minutes at home. Quantity practice targets are set, monitored, and rewarded, ensuring every student adopts the independent reading routines of academically successful students.”

Materials include mechanisms for teacher's to monitor progress such as explicit guidance to determine student's IRLA and reading log sheets for independent reading. Students also have access to Research Lab Baskets that are organized by reading levels from which students select.

The instructional materials reviewed for Grade 5 meet expectations that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Materials for the literacy and research labs provide graphic organizers and instructional support tasks for students to engage with text as well as collect textual evidence that builds toward a research topic or literary theme. The general format reading questions (Research Questions), graphic organizers. and instructional tasks are designed to be used across multiple thematic units and across grade levels.

The evidence from Units 1-4 listed below demonstrates tasks and questions that require direct engagement with texts but do not call out or connect to specific texts. Most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support what is explicit as well as valid inferences from the text.

For example:

• In Unit 1, Week 1, Day 2, students respond to text-dependent questions that require them to identify and examine text features: “Which is the best informational text that you read today? Why? How did the text features influence your opinion?”

• In Unit 1, Week 2, Days 1-2, students work with partners to reread a section of a text and answer text-dependent questions regarding comprehension, author’s purpose, and craft/structure.

• In Unit 2, Week 1, Day 1, students work in pairs and reread a text to identify textual evidence that confirms or contradicts their prior knowledge.

• In Unit 2, Week 2, Day 4, students work in pairs to complete a Thinking Map that includes text- dependent questions around main idea and key details.

• In Unit 3, Week 1, Day 3, students work with partners to share responses to text-dependent questions pertaining to character descriptions: “Have we been introduced to a protagonist and an antagonist? What other character types have we met so far? What is each of these characters like? What can you learn about each of these characters through his/her thoughts? Actions? Body language? Reaction to other characters? How does the author use events and/or dialogue to tell you about this character? How/why do you think these characters will matter to the story? What evidence from the text best supports your answer?”

• In Unit 3, Week 2, Day 5, students share with partners the theme and details that support the theme of their independent reading texts.

• In Unit 4, Week 4, Day 3, students answer text-dependent questions that determine if they have a basic understanding of the text: “What is the author saying about Reading Question #__? How do you know? Why does it matter to our study of...?”

• In Unit 4, Week 6, Day 3, students examine body paragraphs from a mentor text and are guided to answer text-dependent questions with evidence.

The instructional materials reviewed for Grade 5 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills to demonstrate understanding. Questions and tasks are organized for students to gather details or practice skills needed for the culminating task which integrates skills to demonstrate understanding. Culminating tasks require students to gather details or information using research questions and graphic organizers to write a story or report instead of utilizing specific texts.

Examples from the units include:

• In Unit 1, students answer text-dependent questions as they complete a graphic organizer that prompts them to describe and analyze the most important points in a biography about Rosa Parks in order to be able to successfully produce one of the culminating tasks of writing a biography of a Civil Right’s Leader.

• In Unit 2, students respond to general text-dependent questions pertaining to main idea and key details in order to be able to include main ideas and key details in their final product of producing an informational writing piece on a topic of their own choice.

• In Unit 3, students read science fiction and answer text-dependent questions to complete a graphic organizer regarding story elements in order to be able to create a short story as part of the culminating task of the unit.

• In Unit 4, students complete a text-based writing task about point of view in order to be able to write an opinion piece that includes their own point of view as part of the culminating project. The writing task states: “What is your point of view on (a key concept from this Research Question)? State an opinion and support it with evidence from today’s reading.”

The instructional materials reviewed for Grade 5 meet the expectations for evidence-based discussions that encourage the modeling of academic vocabulary and syntax.

There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Units include practices that encourage the building and application of academic vocabulary and syntax including accountable talk routines and think pair share. Teacher materials support implementation of these standards to grow students’ skills.

Examples include:

• In Unit 1, Week 3, Days 4-5, students use word parts to help determine the meaning of new vocabulary found in core text.

• In Unit 1, Week 5, Days 3 & 4, students listen to the core text and discuss places where figurative language is used by the author.

• In Unit 2, Week 6, Day 2, the teacher explains the three tiers of vocabulary, and students discuss the synonyms of various words during whole-group instruction.

• In Unit 2, Week 7, Day 4, students work with partners to examine short passages to analyze word choice.

• In Unit 3, Week 1, Day 2, students work in pairs and use the core novel to complete the setting row of the graphic organizer, Story Elements.

• In Unit 3, Week 2, Day 1, students read a text to identify the language that the author uses in their writing and discuss their findings with a partner.

• In Unit 4, Week 6, Day 2, students examine a text in order to respond to questions that prompt them to analyze text structure.

• In Unit 4, Week 3, Day 4, students read and discuss a text to identify the vocabulary and language that an author uses in their writing.

The instructional materials reviewed for Grade 5 meet the expectations for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.

Speaking and listening tasks require students to gather evidence from texts and sources. Opportunities to ask and answer questions of peers and teachers about research, strategies, and ideas are present throughout the year. The curriculum includes protocols and graphic organizers to promote and scaffold academic discussions.

The following are examples of materials supporting students’ listening and speaking about what is read:

• In Unit 1, Week 1, on Day 3, students read a self-selected book for 15-20 minutes and discuss with a partner the degree of engagement of the book jacket/cover and why the book was selected.

• In Unit 1, Week 4, on Days 4-5, students participate in a class discussion and respond to text-dependent questions pertaining to author’s purpose.

• In Unit 2, Week 1, on Day 2, students have discussions about information gained from reading text. Students answer questions that seek to identify confirmation of prior knowledge, contradiction of prior knowledge, and the building of new knowledge.

• In Unit 2, Week 9, on Day 1, students present their published final project using various presentation formats such as PowerPoint, class/school website, and blog or newspaper/periodical.

• In Unit 3, Week 3, on Day 2, students work in small groups to discuss how the author uses the setting to influence the characters and theme in the text.

• In Unit 3, Week 4, on Day 2, students participate in discussion groups to identify generalizations about conflicts found in informational texts.

• In Unit 4, Week 1, on Day 3, students work with a partner to share about potential research topics, and students are required to include reasoning and evidence.

• In Unit 4, Week 6, on Day 4, each student writes a rebuttal to a partner’s opinion and then shares the rebuttal with that same partner.

The instructional materials reviewed for Grade 5 meet the expectations that materials include a mix of on-demand and process writing and short, focused tasks. Students write both on demand and over extended periods throughout every unit. The focus, the research, and literacy labs are to collect textual evidence or information to compose an essay or extended composition piece

Examples of on-demand writing include:

• In Unit 1, Week 2, Days 1-2, students are prompted to write a summary of a text that they are currently reading to demonstrate comprehension.

• In Unit 3, Week 1, Day 2, students respond to the prompt: “What about the setting is the most important to this book? Why? Use evidence from the text.”

• In Unit 3, Week 2, Day 1, students work in pairs to edit their research papers for mechanics, usage, and structure.

• In Unit 4, Week 7, Day 2, students reread their papers to clarify ideas with analogies. They add analogies with the goal of creating a more compelling work.

Examples of extended writing include:

• In Unit 1, Week 6, Days 1-2, students select and read one of the opinion/argument pieces that they have written to ensure that it is logical and appropriate for publication.

• In Unit 2, Week 6, Day 2, students compose drafts of their own informational books and focus on a main idea, key details, and vocabulary.

• In Unit 3, Week 4, Day 3, students describe scenes from their independent books and use a graphic organizer to maintain focus and brainstorm scenes to use in a story of their own.

• In Unit 4, Pre-Assessment, students are prompted to analyze an opinion piece in order to identify and explain the presented argument.

The instructional materials reviewed for Grade 5 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence.

The following are examples of the different text types of writing across the units:

• In Unit 1, Week 4, Days 1-3, students respond to the following writing prompt, “Decide what you think the author’s theme/message is in our Core Novel. Support your claim with evidence from the text.”

• In Unit 1, students culminate this unit of study with two publications, a narrative and a biography of a civil rights leader.

• In Unit 2, Week 2, Day 5, students draft an essay to answer the following: “What is the author’s main idea in this text? How does the author support this main idea with key details?”

• In Unit 2, Week 3, Day 2, students work in pairs and use current reading and a 4-point rubric to respond to the following writing prompt, ”What is the author’s main idea in this text? How does the author support this main idea with key details?”

• In Unit 3, Week 7, Day 2, students write a piece in which they attempt to mimic the techniques and style they just analyzed in a text. The teacher uses the following guide, “Pick a scene without much dialogue and rewrite it using dialogue, mimicking the author’s style.”

• In Unit 3, Week 8, Days 1-5, students draft a short story using characters, settings, sequence of events, and narrators from a previous lesson selected by the teacher.

• In Unit 4, Week 4, Day 4, students use informational texts that they have been currently reading and respond to the following prompt, “Compare and contrast the information, presentation, and language of these two texts on ____. How do these differences relate to each author’s point of view? Support your analysis with evidence from today’s reading.”

• In Unit 4, students reread a teacher-selected passage of the central text and create questions about the passage to add to a chart.

The instructional materials reviewed for Grade 5 meet the expectations for the materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

Students are required to write daily for 15 to 20 minutes using suggested writing prompts. Most writing prompts relate to text but some do not require evidence-based writing. The suggestions are divided into categories such as opinion/argument, personal nonfiction/narrative, fiction narrative, and informational.

Prompts are available from each category including the following:

• Students write an opinion/argument response to the prompt, “Something that would make this book much better is ___ because ___.”
• Students write a personal/nonfiction narrative response to the prompt, “When have you been treated the way that ___ was treated by ___ ?” The response is relating an experience from the text to a student’s personal experience.
• Students write a fiction narrative response to the prompt, “Imagine yourself as ___’s (main character) best friend. How would the story be different with you in it?”

Other evidence-based writing opportunities include:

• In Unit 1, Week 2, Days 1-2, students use textual evidence to write a summary of an informational text.

• In Unit 1, Week 6, Days 1-2, students write an argument piece that has a careful analyses, well defended claims, and clear information.

• In Unit 2, Week 3, Day 5, students use textual evidence to draft an essay that discusses the author’s main idea and explains how the main idea is supported.

• In Unit 2, Week 7, Days 1-2, students use careful analyses and clear information from their research (conducted throughout the unit about ecosystems) to revise their informational book.

• In Unit 3, Week 3, Day 3, students use textual evidence from central text and complete a graphic organizer around the social setting.

• In Unit 3, Week 7, Days 1-2, students compare and contrast two science fiction stories from the core curriculum in order to revise, edit, and publish a comparative essay with a well-defended claim and clear information.

• In Unit 4, Week 3, Day 2, students use textual evidence to identify the author’s purpose of the central text.

• In Unit 4, Week 9, Day 1, students present an opinion piece/debate from a research topic related to the American Revolution (previously presented from the core curriculum) that includes a careful analyses, well-defended claims, and clear information.

The materials reviewed for Grade 5 partially meet the criteria for providing students frequent opportunities to practice and achieve reading fluency in oral and silent reading, as well as to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression. Students have multiple opportunities to silently read on-level texts. Opportunities to orally read grade-level text are in partner reading. Instruction of accuracy, rate, and expression are not modeled and explicitly taught to Grade 5 students.

All units include opportunities for independent reading. Students read silently from self-selected books. During Readers’ Workshop, students build stamina to read 15-30 minutes each day during Independent Reading time.

There are potential opportunities for students to read orally with a partner. The directions do not explicitly state that students should read orally. For example, in the Literacy Lab Grades 4-5, Week 1: Day 3 Lesson Focus: Literature Text Features, there is a time to have students participate in a second read of the core text. “Students return to the text as they work with partners to answer each question.” No explicit directions suggest students should read orally with the partner.

The teacher can use the Independent Reading Level Assessment (IRLA) to assess students’ accuracy, appropriate rate, and fluency. The teacher can also document students’ fluency ability to read text comfortably, with confidence, purpose, and understanding in the Orange foundational skills assessment. The materials do not provide teachers with direction as to how to use the assessment to teach students how to purposely practice accuracy, rate, and expression.