5th Grade - Gateway 2

The instructional materials reviewed for Grade 5 meet the expectations for texts organized around topics to build students’ ability to read and comprehend complex texts independently and proficiently. Each unit and the texts within as well as boxed text sets are organized around specific topics and guiding questions to build student knowledge around topics such as aliens, ecosystems, science fiction, and American history.

Teachers can also utilize read alouds and boxed sets (Hook Books, 100 Book Challenge, thematic sets) that are labeled according to the publisher’s self-determined readability levels (IRLA) and organized by topic. Teachers can also access thematic text sets organized around topics in life science, physical science, world history, geography, American history, and literary genres that provide differentiated reading practice.

Topics for each unit include:

• Unit 1: ARC Literacy Lab: A Community of Readers and Writers: As a class, read and discuss at least two related grade-level texts, one literature and one informational. Take at least two pieces of writing through to publication.

• Unit 2: Research Lab: Ecosystems: Each student will become an expert on one ecosystem. Each student researches a topic of his/ her choice and publishes a final project.

• Unit 3: Research Lab: Science Fiction: Students will read, analyze, and write about one grade-level novel in this genre as part of a whole class intellectual community. Students also read multiple books in the genre on his/her own (at any level, from the Genre Library or elsewhere) and write four very short essays (constructed responses) and one longer literary essay analyzing multiple texts in this genre. Finally, students write and publish a short story/picture book in the genre.

• Unit 4: Research Lab: American Revolution and New Nation: Each student will become an expert on one event about the American Revolution and New Nation. Each student researches a topic of his/ her choice and publishes a final project.

The instructional materials reviewed for Grade 5 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

Throughout the units, students independently and in pairs complete questions and tasks that require analysis of individual texts. Examples of sets of questions found in the instructional materials include the following:

• In Unit 1, Week 1, students are asked, “Basic Comprehension: What did the author say? • Purpose/Agenda: Why did s/he say it? • Craft: How did s/he say it? • Reader Response: Which parts of the book so far drew your interest? Why? Which parts weren’t interesting? Why?”

• In Unit 2, Week 3, students are asked, “Research Question #4, Decomposers. Determine the main idea of a text and explain how it is supported by key details; summarize the text.”

• In Unit 3, Week 2, students are asked,“Where does the author use strong opinion words like best, incredible, andterrible when describing the topic? Why do you think s/he uses these words? What point is she/he trying to make?”

• In Unit 4, Week 2, students are asked,“Where does the author use strong opinion words like best, incredible, terrible when describing the topic? Why do you think s/he uses these words? What point is s/he trying to make?”

The instructional materials reviewed for Grade 5 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

In Unit 1, Week 6, Day 1 students, “Analyze the Structure in Self-Selected Text Set Focus: Read informational texts. Locate an example of the Elements of Argument structure. Is it actually an argument? Why or why not? Teacher Work: Begin small-group lessons for groups of 1-4 students who have the same Power Goal. Accountable Talk: Show your partner an example of the Elements of Argument structure. Is it actually an argument? Why or why not?”

In Unit 2, the beginning of the teacher materials that accompany the research lab provides a text-dependent question sheet for each text that has a “Going Deeper” and “Compare and Synthesize Across Texts” section. In Week 2, Day 1 teachers are given the questions stems of, “How does this compare to what you already knew/thought about...? How does this relate to what other authors have written about...?” during the lesson wrap up.

Unit 3 takes students through a novel study in which they focus on plot, character, setting, and theme. In Week 5, Day 5, students write to answer the prompt, “ For the last four weeks, we have been reading, writing, and thinking about the __(genre)__ genre—specifically about themes in this genre. Now each of you has become expert enough to have something to contribute to the field of literary analysis. Over the next two weeks, you will each write an essay in which you state an opinion based on a connection you’ve discovered between two texts in the genre. Because each of you brings your own background knowledge, identity, and experience to your reading, thinking, and writing, your analysis will be different from anyone else who decides to compare the same books or write on the same theme. Today, we will practice comparing texts in order to prepare to write this essay.” Research Labs for Units 2- 4 take students through a series of Research Questions (RQ) that at times ask students to analyze information from several texts. In Week 1, Day 1 students are given the prompt, “Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.”

In Unit 4, Week 4, Day 4 when discussing how the author point of view and purpose shapes a text, the Teacher’s Edition states, “It is easiest to see how an author’s point of view or purpose might have shaped his/her text when you compare two texts on the same topic. Have students work together to compare and contrast the information, presentation, and language of two texts by different authors on the same topic (these can be the same texts used on Day 2 of this week). Ask them to analyze how these choices change the way the reader receives the information/topic and to speculate on how each author’s point of view or purpose might have influenced the choices s/he made.”

Other examples of text-dependent questions and tasks that support this indicator include:

• In Unit 1, students share about their independent text selections: “Carefully review, analyze, and evaluate the book jacket/cover of several fiction books. Which one did/does the best job of getting you to try it? Why? After you read, be ready to share whether or not the inside lived up to the outside marketing.”

• In Unit 2, students read Food Webs and analyze models depicting the cycling of matter through an ecosystem and relate this to how energy flows through an ecosystem.

• In Unit 2, students read What is Energy? by Anna Claybourne and answer this prompt: Select one of the examples of kinetic energy given by the author. Explain how this is an example of kinetic energy. Give an example of how you use kinetic energy in your everyday life.

• In Unit 3, students analyze the theme of a science fiction text by completing the Story Elements Thinking Map.

• In Unit 4, students respond to the following text dependent questions: “What is the topic? What does the author think or believe about this topic? What makes you think that? What opinions oppose this viewpoint? Where does the author use language to introduce conflicting viewpoints like: some believe, others argue? Why do you think s/he uses these words?”

The instructional materials reviewed for Grade 5 meet the expectations that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, and listening).

Within the materials, students have the opportunity to demonstrate comprehension and knowledge of a topic or topics through completion of culminating tasks and/or final projects. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study.

• In Unit 1, students explore how to create a written response to answer key, standards questions. A piece of the culminating project includes providing a proficient answer to the key question.

• In Unit 1, students examine previously written narratives and select one to publish as part of a culminating task. They examine and restructure the organization/plot for coherence and engagement and share with partners in order to get feedback.

• In Unit 2, students create a glossary of essential terms pertaining to their understanding of his or her ecosystem in order to publish a final project.

• In Unit 2, students identify and discuss with partners good models of text features in order to create text features to put in their informational books as part of the final project.

• In Unit 3, students begin the unit with a study of the definition of literary genre in order to write a literary essay analyzing multiple texts in the genre as part a culminating task.

• In Unit 3, students explore tone as they are guided to answer questions that prompt them to compare the tone of two scenes. Students are then required to adjust the tone in their own writing that is included as part of the final project.

• In Unit 4, students answer research questions such as, “Are there any connections between this event and the roles or rights of women?” and “What connections are there between this event and the major principles of the In United States Constitution?” in order to publish a final project.

• In Unit 4, the teacher models how to identify weak, common, and/or overused nouns and verbs in order for students to experiment with replacing common nouns and verbs with powerful ones to improve their opinion piece which is included as part of the culminating task.

The instructional materials reviewed for Grade 5 meet expectations for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials. For example, in Unit 2, the teacher’s edition provides suggested vocabulary and tasks for the student exemplar text packet.

Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other, more familiar contexts.

• In Unit 1, students identify new vocabulary encountered in text and respond to the following questions: “What new word did you notice? What Tier might it be? Why? What do you think it might mean?”

• In Unit 2, students explore word choice and answer the following questions: “Who found an especially effective example of a powerful noun/verb/descriptor/technical vocabulary? What does this word mean? Why is it a better choice than __(everyday/more common synonym)__?”

• In Unit 3, the teacher models the behavior or the use of key vocabulary, concepts, and thought processes as she/he wants students to do it. Students identify an example of what good looks like.

• In Unit 4, students are introduced to “technical vocabulary words” and listen as the teacher models how to add to a class glossary: “As we research, we will encounter new vocabulary words. Words that are specific to our In Unit and help us become experts on our In Unit are called technical vocabulary words. You will each be responsible for being able to define and correctly use these terms. Today as we read, I noticed the word _____. I think this word is important in understanding __(In Unit)__. I’m going to add this word to our class glossary.”

The instructional materials reviewed for Grade 5 meet the expectation for materials supporting students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year.

Students are encouraged to develop stamina and a positive attitude towards writing by writing daily and for various purposes. They engage in activities that include reading and discussing writing similar to that which they are planning to write, examine and identify a range of text structures, and they are guided to assess the effectiveness of their own and others’ writing. At the end of each unit, students produce, present, and publish writing pieces as part of a final project.

• In Unit 1, students write a summary for an informational book they just read that proves comprehension of the text.

• In Unit 2, students are prompted to examine word choice in their writing as they complete the following task: “You will convert your notes from RQ #2 and RQ #3 into paragraphs. As you draft, think about the type of vocabulary you are using to explain your ideas.”

• In Unit 3, students explore the writing process and are told the following: “‘When writing short stories, authors try to complete a first draft in one sitting. Then, go back to revise. Today, you will write a Quick-Write first draft of your short story. If you get stuck, draw a line and keep going. You may use any ideas/parts that you love from your writing last week in your draft today." Students quick-write as much of their first drafts as possible. If students have complete sections/scenes from last week they want to use, do not have them waste energy/flow by rewriting these. Show them how to leave a note in the draft to remind them what part they want where. If students want to go in a different direction than they went last week, encourage them to do so. Their practice drafts may have helped them develop their best ideas yet.”

• In Unit 4, students are guided through the writing process and write to complete as much of their first drafts as possible.

The daily literacy block includes a 20 to 60 minute writing segment. The teacher models how the day’s focus will be applied to writing, and students are provided time to practice while the teacher confers with students in one to one conferences or small groups to provide coaching and feedback. By the end of each unit, students will have practiced writing in a variety of genres, both in and out of context. Additionally, they will take a fiction piece and informational piece of writing to publication.

The instructional materials reviewed for Grade 5 meet the expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Units are designed for students to act as researchers and to gather details or ideas from texts throughout the unit to build a body of evidence for the culminating task. For these tasks, students select a topic and spend about nine weeks reading, writing, and speaking about their topic. By the end of each unit, students write and publish an informational book or other project demonstrating their increased knowledge about their selected topic. Students are provided with daily independent reading, research, and discussion times for about 20 to 40 minutes. Additionally, students engage in research writing daily for about 20 to 40 minutes and write about what they are reading.

• In Unit 2, students provide a summary of any informational text, determine the main idea(s) of and key details of any informational text, examine how non fiction authors build on research to craft compelling informational texts, and publish and present a scientifically/historically accurate final project book on his/her research topic.

• In Unit 3, students read, analyze, and write about one novel in this genre with the class. They read many books in the genre on their own and write four constructed responses and one longer literary essay analyzing multiple texts in this genre. They write and publish a short story/picture book in the genre.

• In Unit 4, students learn about the differences between democracy and monarchy, as well as the philosophical and political history behind the formation of the Constitutional Government of the United States. They read about the diverse people who came from many countries to live in the “New World,” setting up the social, economic, and political conflicts that still characterize our society today. Students encounter larger than life personalities known as the “Founding Fathers,” as well as America’s leading women (e.g., Abigail Adams, Phillis Wheatley) as they track key events from the French and Indian War to the War of 1812. They choose an event from this time period to research in depth.

The instructional materials reviewed for Grade 3 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Lessons require daily independent readings of text and tasks that reflect student accountability.

The 100 Book Challenge is an “instructional system” that addresses independent reading done in and out of school. Students select from a library of leveled readers and select texts of their choice in school to read daily (“eye on the page” independent reading) for fifteen to thirty minutes (any book counts for 100 Book Challenge reading). The goal of the 100 Book Challenge is for every student to have 800 steps a year: 60 minutes a day/200 days a year (1 step is equal to 15 minutes of reading). A “Home Coach” is provided (parent, guardian, or older sibling) to monitor reading done at home. Additionally, skill cards are provided to the “Home Coach” to support students. Each unit also provides students with reading logs to record their class and independent reading as well as track their reading levels and growth.

In Unit 1, a guide/instructions for the teacher to hold students accountable for daily independent reading is included: “Introduce the Rules for Independent Reading Anchor Chart. There are 3 rules for our reading time. The first rule is READ. The second rule is READ. And the third rule is…(students will supply, READ). And there is only one answer to any of your questions: May I go to the bathroom? May I get another book? May I ask you a question? May I switch books with Mary? Would you help me with this word? NO.”

In Unit 2, students complete a daily reading log sheet at home and parents sign the reading log sheet to verify that students read at home: “ATTENTION HOME COACHES: Please sign only if you heard or saw the student reading. 1 Step=15 minutes of reading."

In Unit 3, daily reading activities include, “1. Pre-Reading. Establish Today’s Learning Goal. By the end of today, each of you will be able to... introduce key concepts when necessary and introduce any key vocabulary, concepts, or thought processes required that are not taught by the text. 2. Read Text. Use a combination of teacher read alouds, partner reading, and/or independent reading as appropriate to the text and your students’ current abilities. 3. Discuss Literary Analysis, Text-Dependent Questions, Academic Vocabulary Work, Repeated Close Reading. Students participate in intellectual discourse around the text, genre, and Focus Standards.”