6th Grade - Gateway 3

The instructional materials reviewed for Grade 6 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.

The year is divided into 4 Units of Study. The Literacy Lab is a 6 week unit of study, while the 3 Research Labs are 9 week Units. Each lesson is broken up into a suggested 90-120 minute reading blocks.

Each week of the Literacy Lab instruction has weekly goals for standards-based instruction, reading culture, and IRLA coaching. There is a teacher checklist for the week to help measure success. Focus Standards are listed for each week as well as an overview of the daily lesson plans. Each Lesson contains an overview of the key objectives, teacher work, and student work for each part of the literacy block. Daily lesson plans have a two column format. This provides detailed support for how to teach each part of the literacy block. During Week 1 there is a day by day detailed instruction, after that there is a framework in the following weeks. There is a lesson ticker at the top of the pages to show where you are in the lesson. Blackline masters that will be needed for each lesson are found at the end of each lesson. Literacy Lab lessons include a CCSS Mini-Lesson, Read-Discuss Complex Text-Readers’ Workshop, Writing, Read-Aloud, and Reflection. Suggested times are given both at the beginning of the unit in a pacing guide and also in the ticker that runs across lessons.

Each Week of Research Labs instruction includes goals for expertise, reading, writing, vocabulary, art, and final projects. A unit introduction and research questions help to establish the unit. All graphic organizers and blackline masters can be found within the unit’s opening pages of the unit. There are weekly overview calendars and every lesson includes three parts: Read Complex Text, Independent Reading, and Writing. Standards are listed at the beginning of each week, as well as in the daily learning goals. Each daily lesson plan has two columns with teaching notes, suggested answers, and guided tips. Suggested times are given both at the beginning of the unit in a pacing guide and also in the ticker that runs across lessons.

The materials reviewed meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.There are 165 lessons provided, broken into four units. This will allow flexibility for teachers to adjust lessons as needed.

The Teacher’s Guide states, “Our curriculum is a FRAMEWORK, not a script. What should students argue about while they study the Civil War? What lessons should they take away from a study of Science Fiction? It depends. It depends on the children in your classroom. It depends on you. There is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.”

The instructional materials reviewed for Grade 6 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials provide review and practice resources such as, note catchers, reference charts, anchor charts, checklists, graphic organizers, rubrics, and blackline masters.

Student resources include clear explanations and directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed. Examples include:

Unit 2-- Geology: Student materials include very clear diagrams paired with descriptive prose about how movement occurs at plate boundaries as a part of the student research materials provided for the unit.

Unit 6-- Africa: Students are provided with a blackline master to organize their final project. RQ#5 on page 13 provides space for them to list and explain major facts about the country in their own words, as well as to compare those facts to their own government in the United States.

Instructional materials reviewed for Grade 6 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Each day standards are listed at the beginning of the lesson and often referenced in the daily Learning Goal.

For Example, in Unit 3, Week 1, Day 2 the materials state: Today, students will practice identifying, describing, and analyzing the settings in a variety of texts in this genre. They will also begin to generalize about settings in this genre. The standards aligned with this lesson on setting are:

LR.3 (Anchor Standard) Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Standards are also listed on student facing blackline masters and handouts, organizers, elements of genre cards, common core mini-lessons, rubrics, writing tasks and extended writings.

The materials reviewed for Grade 6 meet expectations that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The Literacy and Research Lab Teacher Editions include notes that give adult-level explanations and examples. Examples include, but are not limited to:

• In Unit 1 of each grade level, there is an explanation of the structure of and purpose for professional learning communities (PLCs). PLCs are placed at the end of the week to help perpetuate embedded, on-the-job professional learning. Literacy topics vary based upon the materials. The information page (53- in the grade 6 Literacy Lab) describes the procedure for setting up a PLC as well as pointing teachers toward a potential resource in the DuFour, DuFour, Eaker, and Many (2010) title, "Learning by Doing: A Handbook for Professional Learning Communities at Work".
  
• Unit 2, Week 1, Day 1: The sidebar presents a list of teacher moves to help teachers guide discussions about texts, based upon suggestions from Douglas Fisher and Nancy Frey from their book, "Close Reading and Writing From Sources"(2014, pages 98-99). This list includes:
  • Marking: “That’s an important point.”
  • Challenging students: “What do you think?”
  • Keeping the channels open: “Did everyone hear that?”
  • Keeping everyone together: “Who can repeat/explain/ restate...?”
  • Verifying and clarifying: “So, are you saying...?”
  • Pressing for accuracy: “Where can we find that?”
  • Building on prior knowledge: “How does this connect to... (what we read/learned about...)? • Pressing for reasoning: “Why do you think that?”
  • Expanding reasoning: “Take your time; say more.”
  • Recapping: “What have we discovered?”

• In Unit 3, the front matter includes a quote and a table on page 14 drawn from Ruth Culham's "The Writing Thief" (2014) that includes information about instructional practices that are ineffective and suggested practices to replace the ineffective ones. While the suggestions are practical, and support practices in place throughout the materials, it also provides an example of drawing in educators to further investigate a topic as you would with students.

The materials reviewed for Grade 6 meet the expectations that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Standards are addressed throughout the front material of each Literacy and Research lab. The Teacher Editions explain the role of the specific ELA/Literacy standards and how they shaped the reviewed curriculum.

For example, in Unit 1, Week 1, Day 1, the Teacher Edition states, “The books in the Research Lab Libraries are leveled and organized by IRLA (Independent Reading Level Assessment) levels. The IRLA is a color-coded Developmental Reading Taxonomy that integrates Common Core State Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, grades PreK through 12. Each book’s IRLA level is a result of multiple reading experts independently assessing the specific combination of quantitative, qualitative, and reader/task challenges presented by that title.”

The Teacher Edition also include Standards Mini Lessons which give explanations of what the teacher work looks like based on the standard being taught. For example, in Unit 1, Week 1, Day 5 the teacher is to talk with students about CCR Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. The directions clearly show how the writing that will be done over the course of the unit and throughout the year will build student stamina and will help them to learn to write for a variety of reasons, purposes, and audiences.

In Unit 4, the Teacher Edition states, “The Research Lab Units of Study integrate the 3 Shifts and the CCSS into teacher's’ daily practice. Teachers provide grade-level rigor through the use of complex text, grade-level ELA CCSS and Science/Social Studies content, and academic vocabulary. Leveled libraries of informational text and a carefully structured project-based learning format provide the differentiated support needed to ensure that every student is successful. Phase I: Content Area Research includes,

• 1. Teachers use close reading of complex text to teach the core content of a Science or Social Studies Unit, national/state content area standards, and grade-level Common Core State Standards.
• 2. Students develop expertise on a specific Research Topic within the Science or Social Studies Unit through daily research in informational texts.
• 3. Students practice reading, writing, and speaking grounded in evidence in order to produce a final written product demonstrating their expertise in both the Unit and their individual Research Topics.

The instructional materials reviewed for Grade 6 meet the expectations that Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.The front material of each Research Lab includes multiple citations and explanations of instructional approaches. Research based strategies are included throughout the program in lesson sidebars. There are also a Research Lab works Cited/Consulted pages that lists all research materials cited or consulted for the program.

The instructional materials reviewed for Grade 6 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

The materials use the IRLA Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences to consistently assess student progress. The Teacher Edition states, “The IRLA is used to determine, monitor, and research the full continuum of each student’s reading spectrum, from independent to instructional to frustration levels. Teachers’ careful research of their students’ reading competencies, by means of the IRLA, allows them to determine just what skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using the full range of instructional formats (e.g., whole-group, small-group, one-on-one), documenting success and progress in the IRLA. The skills/strategies taught may be essential for enhancement of the student’s current reading level, or they may prepare him for the next. The goal of all reading instruction is to produce successful independent readers; therefore, all of this work is designed to advance the students’ independent levels.”

Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.

The materials reviewed for Grade 6 meet the expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Teachers are often directed to conference with students during small group time.

The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance.

Teachers are prompted to use the formative assessment protocol and questions throughout daily lessons, examples include, but are not limited to,

• In Unit 3, Week 2, Day 1, the Teacher Edition states, “Formative Assessment, One-on-One Conferences, Once students are making adequate progress with their novels, check individual students to assess their current proficiency with R.2. Look for patterns in students’ misconceptions. Where should you (re) teach to everyone? Pull a small group?”
• In Unit 3, Week 2, Day 3, the Teacher Edition states, “Formative Assessment Check for Understanding Once students are making adequate progress in their reading, check individual students to assess their current proficiency with R.3. ,Who is the antagonist in your book? ,Why do you think the author chose/created this character?, How does the author use the antagonist to communicate a theme/ message? What quote best supports your thinking? Look for patterns in students’ misconceptions. Where should you (re) teach to everyone? Pull a small group?.”
• In Unit 4, Week 1, Day 2, the Teacher Edition states, “Formative Assessment, Once students are making adequate progress in their research, check individual students to assess their current proficiency with RI.6. What do you think is the author’s perspective in this book? What makes you think that? How does it compare to other authors you’ve read? Look for patterns in students’ misconceptions. Where should you (re)teach to everyone? Pull a small group?”

The instructional materials reviewed for Grade 6 meet the expectation that materials should include routines and guidance that point out opportunities to monitor student progress. The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily.

The instructional materials reviewed for Grade 6 meet the expectation that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards, while allowing those who need more time with at-level texts to reach grade-level standards.

The instructional materials reviewed for Grade 6 meet requirements for regularly, including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Extension activities are provided throughout the materials.

Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student’s level. There is guidance for teachers to assist students in reaching the goal set. Both small group and writing protocols and action plan documents are provided.. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels. Students who complete a task early are often instructed to work with a peer to better help the peer understand the process.

The instructional materials reviewed for Grade 6 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Students work in pairs, small groups, as a whole group, and one on one with the teacher during Reading Workshop.

For example, in Unit 1, Week 1, Day 4, the Teacher Edition states, “Partner Share: What information does the text you read today assume you already have? Is there a gap between your background knowledge and what the text assumes? What will you do about it? Will you research the information you are missing? Continue without searching for the information? Abandon the book?”