Kindergarten - Gateway 2

The instructional materials reviewed for Kindergarten meet the expectations for texts organized around topics to build students’ ability to read and comprehend complex texts 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 zoology, ecology, entomology, and literary stories.

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 science, social studies and literary genres including the subjects of family, culture, school, transportation, and animals, that provide differentiated reading practice.

• In Unit 1, the topic of beginning school uses themes of family, transportation, and animals to build a reading community and establish routines and individual student literacy levels.

• In Unit 2, the topic of Zoology uses themes of animals, mammals, birds, reptiles, amphibians and fish. Students actively engage in group reading activities with purpose and understanding. For example, lesson 3.4 (page 204) provides opportunities for all students to listen to reading or individual reading during the Interactive Read-Aloud (page 201), Science Lab (page 207), Readers’ Workshop (page 212), and the Music/Drama/Literature (page 213) blocks. Texts students use to build content knowledge and build literacy skills are based on their individual reading levels and build in vocabulary, sentence length, and volume of text to meet the needs of students.

• In Unit 3, the topic of Ecology uses themes of savannas, forests, oceans, deserts and rainforests. Texts students use for research questions are based on their individual reading levels and build in vocabulary, sentence length, and volume of text to meet the needs of students. Texts students use to build content knowledge and to build literacy skills are based on their individual reading levels and build in vocabulary, sentence length, and volume of text to meet the needs of students.

• In Unit 4, the topic of Entomology uses the themes of the world of bugs, insects, social insects, spiders and why we need bugs. Texts students use for to build content knowledge and build literacy skills are based on their individual reading levels and build in vocabulary, sentence length, and volume of text to meet the needs of students.

The instructional materials reviewed for Kindergarten 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 3, after reading a teacher-selected story, students are asked, “What happened? What did you learn about? On this page/in this part, what are the words telling us? What are the pictures telling us?” and “What can you tell us so far about this author/illustrator?”

• In Unit 2, Week 4, students are asked, “What is a reptile? True or False questions like, What else did you learn from this book? Who found any new information on the characteristics of reptiles? Did anyone come up with a really good question?" and “What type of text is this?”

• In Unit 3, Week 5, students are asked, “What is a desert like? What did you learn from this book about desert ecosystems? How do you know this is true? Where is your evidence? What else did you learn from this book?" and "Does anyone see anything in the picture(s) on this page that might support this point? Why?”

• In Unit 4, Week 1, students are asked, “What was the coolest/grossest/most amazing fact about bugs that you learned from this book? What evidence in the book proves this is a fact? What type of bug is a ___? How do you know?” and “Whose hypothesis was proved to be correct?”

The instructional materials reviewed for Kindergarten 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. During interactive and/or independent reading, students engage in analyzing parts of texts frequently for class discussion, addressing any given number of questions that may include responses in the form of graphic organizers, quick writes, or quick draws that involve drawing on textual evidence to support their answers. The general format of the reading questions (Research Questions), graphic organizers, and instructional tasks are designed to be used across multiple thematic units and grade levels.

Examples include:

• In Unit 1, Week 1, students ask and answer questions as they read. The teacher introduces texts to the students by showing the cover and asking, “On the cover of this book I see...; that makes me wonder... Tell your partner: What are you thinking? What questions come to your mind?” During repeated reading, the teacher asks students to share with the person next to them, then as a group, “What did you notice? What questions did this book/section/page make you think about? Did you hear any new words? What do you think that it means?” and “What makes you think that?”

• In Unit 2, Week 2, during the first read of a pre-selected book on mammals with text that includes illustrations and descriptions of immature/baby mammals, students are asked, “What did you learn from this book about baby ____? Is there another name for a baby____? What does it look like? What else is interesting about it? How do you know this is true?” and “What else did you learn?”

• In Unit 3, Week 5, the teacher guides the discussion of the text, “I think the author wants us to know __ (the author’s point/message – either read directly from the text or inferred)__. Let’s think about what reasons the author gives to support his/her point that __(same point/message)__. Does anyone see anything in the picture(s) on this page that might support this point? Why? Listen as I reread this page." and "Raise your hand when you hear something that you think might support the author’s point that __(author’s point)__.”

• In Unit 4, Week 4, students are asked to, “Use a Venn Diagram to notice, discuss, and compare/contrast the adventures and experiences of two characters in the book. • Let’s think about two of our favorite characters from the story. What happened to ____ in this story? • And what happened to ____ in this story (or in a different story)? • How are their experiences the same? How are they different?”

The instructional materials reviewed for Kindergarten 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.

Examples include:

• Unit 3, Week 4. “Who found any new information on ocean animals and how they are adapted to the ocean? Did anyone come up with a really good question? Add new information to your chart.” Using a good illustration from one of the books, show students how to draw an animal diagram, labeling physical adaptations. Give students clipboards with a blank, unlined, piece of paper. Have students look through the books in your collection and select one animal to diagram and label. Bring them back to share their illustrations and speculations about adaptations with each other and the group.

• Unit 4, Week 4. “Re-read (portions of) the text, commenting on and emphasizing today’s key concepts (what makes a spider a spider) and inviting students to join you in observing carefully, making connections, speculating, and asking questions. Using Interactive Writing, complete the Spiders side of the Insects vs. Spiders chart, recording the key characteristics that make a spider a spider (eight legs, two body parts— cephalothorax and abdomen; no antennae, yes exoskeleton). Today, we will write about what makes a spider a spider. Several children take turns sharing their writing. Other children ask questions of the sharing child relating to the content of the piece (who, what, when, where, why).”

The instructional materials reviewed for Kindergarten 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. The established Literacy Lab routines state, “Teacher uses daily Read Aloud as an opportunity to increase students’ academic vocabulary, background knowledge, and speaking & listening skills.” Each lesson has Interactive Read Alouds to bolster students’ receptive vocabulary, and strategies quickly teach/clarify the meaning of a few unknown words. 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, Week 1, the teacher selects a text above grade level to build academic vocabulary and background knowledge. Teachers should take 1-2 seconds to introduce drop-in words by providing a synonym/definition during the read aloud to bolster comprehension. Words are teacher-selected. The teacher may start a class Word Wall or Words We Love Chart to record Tier 2 and Tier 3 vocabulary highlighted during Read-Aloud time.

• In Unit 2, Week 1, during the Repeated Reading block, instructions in the teacher guide are to highlight key vocabulary and add key words to the Vocabulary Wall. In the sidebar, key vocabulary is listed.

• Unit 3, Week 4. “Reread the text, commenting on and emphasizing today’s key concepts (ocean food webs) and inviting students to join you in observing carefully, speculating, and asking questions. Highlight key vocabulary. Add new words/ideas to your Ocean Food Webs chart.”

• Unit 4, Week 4. “Use and discuss basic science terms and topic-related vocabulary: adaptation, physical features, characteristics, function, silk, gland, fang. Highlight key vocabulary related to today’s concepts as well as high leverage vocabulary.”

The instructional materials reviewed for Kindergarten 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, which include composing opinion pieces, informational/explanatory texts, and simple narratives. Each lesson contains protocols for students to share their writing and receive feedback from both the teacher and his/her peers.

• In Unit 1, Week 3, as students learn how authors and illustrators work together, students then "will write about the author/illustrator's work together. Students then "will write about the author/illustrator we are studying. We will each write about something we like that s/he does."

• In Unit 2, Week 3, students use their information and drawings of bird beaks from the Science Lab block during writer’s workshop. Students write about how bird beaks are very different, using this information.

• In Unit 3, Week 6, after drawing pictures of rainforest animals during the Science Lab block, students write about rainforest animals in writer’s workshop. The teacher uses the think-aloud strategy to model planning of writing, drawing, and writing emphasizing the use of purposeful decisions about what to write, sentences, titles, and correct spellings of any Power Words used.

• In Unit 4, Week 5, during the Science Lab block, students use interactive writing and/or simple drawings, to work together to fill in a Problem Solution chart identifying the problem, possible solutions, and writing about how bugs help people. The teacher models the process using the think-aloud strategy.

The daily literacy block includes a 20-60 minute writing segment. The teacher models how the day’s focus will be applied to writing. 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, and will have produced at least twenty unique pieces of writing per unit within that range of genres. By the end of each unit, students will have practiced writing in a variety of genres, both in and out of context, and will have produced at least twenty unique pieces of writing per unit within that range of genres.

The instructional materials reviewed for Kindergarten 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 gather details or ideas from texts throughout the unit to to complete a culminating writing task in each lesson. Writing tasks ask students to interpret, analyze, and/or synthesize information from above grade-level interactive read alouds and texts from independent leveled libraries from a range of sub-topics within the larger context of a literary or scientific field of research. Students are provided with daily independent reading, research, and discussion times of 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.

• Unit 1, Week 4. “We have been thinking about characters, settings, and events in stories. Today, you will write about a character, setting, or event—either from stories we have read, or one you make up of your own. Each of you will: • Draw and write for 15 minutes. • Leave a big “meatball” space between each word you write. Who would like to share their writing today? Invite the student/s to sit in the Author’s Chair.”

• Unit 2, Week 2. “Today, we are going to find a picture of a mammal and copy it. • Look very closely at the picture. • Tell what you see. Look really closely. What’s there? What’s not there? Use descriptive language (five senses). • Hypothesize: Why might _(body part)__ be important? • Do your best to copy the illustration or one part of it. • Label the parts you know. Star the hair that proves it is a mammal." As they finish a diagram (independently) have them cut it out and tape/glue it up on the class mural.

• Unit 3, Week 1. “Divide the class into five groups. Give each student “ecologist” a clipboard, a T-chart (like the one you just used) with the name of the group’s ecosystem at the top, and a pencil. Have each student record observations by drawing (and labeling, if possible) something that is living and something non-living. Focus on the scientific thinking involved. Do not emphasize correct spelling or letter formation.”

• Unit 4, Week 1. “Give each entomologist a clipboard, a piece of paper, and a pencil. Have students make three columns and label them: 6 Legs, 8 Legs, and Many Legs. Take the class on an Observation Safari looking for bugs. The goal today is to find as many bugs as possible to classify. It is ideal if students can explore individually or in pairs so they are all able to see the bugs. When students find a bug, have them count its legs and make a quick sketch in the correct column.“

The instructional materials for Kindergarten meet the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Texts are of publishable quality and worthy of close reading. There is a wide variety and volume of motivating content and Lexile levels from which students can select. Students can use text features and visual cues within the books to help him/her read and understand. Sufficient teacher guidance/support from the teacher includes modeling the thought process, guided practice, using mnemonic devices/chant, and when students are proficient, there are opportunities for them to help other students.

Procedures are organized for independent reading using the Independent Reading Level Assessment (IRLA) and the teacher’s guide. There is scheduled independent reading time daily. 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 the 100 Book Challenge. 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 (a 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 in class and independent reading as well as track their reading levels and growth.

• In Unit 1, Week 1, Day 1, the teacher sets the focus for reading. As a whole group, the teacher introduces the rules for Independent Reading. "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 respond “READ”). What do you do if you finish all of your books? Read them again."

• In Unit 1, Week 1, Day 1, the independent reading goal for the week is to get as much eye-on-page independent reading each day as possible, in as many short sessions as it takes to reach 30+ minutes. Students should be able to achieve 30 minutes of in-school independent reading daily. The teacher will provide time as needed (e.g., at the end of the literacy block, after lunch, etc.) to ensure every student reaches this goal.

• Unit 1, Week 3, Day 1. The 100 Book Challenge begins. Directions, log sheets and online SchoolPace instructions are found here. Suggestions for engaging families as Home Coaches is found here. Steps build gradually. For example, Week 3 begins with 1 step a day instead of 2, Week 4 increases to 2 steps a day, Week 5, 3 steps a day- 2 in school, 1 at home, and Week 6, 4 steps a day- 2 in school and 2 at home. This will continue the rest of the school year.

• Unit 2, Week 1, Day 1. Partner and Independent Reading: Side-by-Side and Back-to-Back strategy is modeled and practiced during partner reading routines. Instruction is explicit. For example: Side-by-Side: Sit beside your partner. Students take turns as reader and coach. (Having the coach wear a sticker or necklace or hold something that helps with this distinction.) Back-to-Back: Sit with backs touching. Students read independently. Have two students model the process for the class. The teacher reminds students they can read either the pictures or the words. The teacher picks students by twos and make sure they all select books, return to their spots/desks/tables, and “read” them. As students finish with their books, carry a basket of books to each pair and have them select another book. If time remains, read the first page to the pair. Continue this only as long as all students remain engaged. Ten minutes is a good time, but it can be shorter at first.

• In Unit 3, the Unit Overview offers a guide of daily reading activities including: the Interactive Read Aloud, wherein students experience connected text during a first read and a repeated read, Science Lab, where students do independent research reading practice, Reader’s Workshop, where there are read alouds, shared reading, and partner and independent practice. Additional read alouds and independent reading time are included, although this is not consistent in the daily schedule.