5th Grade - Gateway 1

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1b.

Students engage with a variety of literary and informational texts throughout the units. There is a wide range of texts throughout the units that reflect a near 50/50 balance of literary and informational texts. Texts include, but are not limited to, realistic fiction, poetry, drama, myth, historical fiction, biography, informational science, informational social studies, and personal memoir.

The following are examples of literature found within the instructional materials:

• Unit 1, “Solar-Powered Sammy” by Todd Gernert
• Unit 2, The Drive Down: As Brave as You by Jason Reynolds
• Unit 3, “The New Colossus” by Emma Lazarus
• Unit 4, I, Too by Langston Hughes
• Unit 5, “Poems of the Industrial Age” by Jean Toomer, James Steele Smith, Carl Sandburg
• Unit 6, “Brushfire!” by David Boelke
• Unit 8, “The Odyssey Begins” by Mary Pope Osborne
• Unit 9, “Dear Annie Letters from a Young” by Kimberly Feltes Taylor

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

• Unit 1, “Super Senses” by Sunita Apte
• Unit 3, “Native American Rights” by Susan Buckley
• Unit 5, Making of the Industrial Age by Kathy Furgang
• Unit 7, “Banners of Freedom” by Boyrereau Brinch
• Unit 9, The Great Migration and Growth of Cities by Monica Halprin
• Unit 10, John Dalton: Father of the Atomic Theory by Kelly Furgang

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1c.

The texts included in the instructional materials fall within the Lexile level band for Grade 5. Some texts have a complex set of events and characters including historical fiction that requires an understanding of the time period, a complicated plot, time shifts, and unfamiliar vocabulary including academic and domain-specific words. Instruction and student tasks are included for many texts to provide the necessary support to make the texts above or below the Lexile grade band appropriate for Grade 5 students.

Some specific examples of texts that are of an appropriate complexity level include, but are not limited to:

• In Unit 7, Week 3, students read Extended Read 2: The Eighteenth of April by Johnny Tremain, an excerpt with a Lexile of 850. This historical fiction features feelings of anticipation, fear, excitement, and courage within the character experiences. The text is written in third person and contains complex sentences, fragments, and heavy dialogue that will challenge the reader. The general academic vocabulary is highly engaging.
• In Unit 2, Week 1, students read Short Read 2: “Grandpop’s Surprise” with a Lexile of 740. The text has low knowledge demands but complex character traits and relationship situations. This selection uses heavy descriptions and fast-paced dialogue. The teacher sets a purpose of making connections for the first read. The second read focuses on how authors create characters through the character’s language and way of speaking.

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1d.

Texts are worthy of students’ time and attention. The units are designed to build upon one another with increasing demands for knowledge and application as the student progresses through each unit and lesson. Anchor texts are listed within every unit and provide quantitative measures as well as qualitative measures of complexity. Included in the Additional Resources materials for instructors is a detailed rubric for evaluating dimensions of text complexity. Students engage in texts of varying levels and complexity within each unit. Consumable anchor texts containing two Short Reads, two Extended Reads, three Word Study Reads, and one Poetry read for each unit. The complexity of the texts supports students proficiency in reading independently. Reading routines support students gaining increasing independence in reading throughout the year. Tasks are sequenced with an increase in complexity throughout the year with unit assessments to determine student mastery of skill and strategies. Strategies and Skills, a unit overview of weekly skills that indicates which skills are previously taught or introduced, is included in the Teacher Resources. Unit assessments provide an opportunity to measure student proficiency throughout the year, at the end of each unit, and at the end of the academic year.

• Small Group Reading text within the odd units ranged from 680L to 1080L. The range expectations for Grade 5 are 770L-980L. There were texts below and above grade level expectations.
• Unit 1 Teacher’s Resource Components at a Glance Lexile ranges for Short Reads, Extended Reads and Word Study Reads are between 860L and 1090L, which is above the range of expected Lexile levels. The qualitative measures for the Short Reads and Extended Reads on the Guide to Text Complexity page describe moderate to highest complexity based on the four dimensions of qualitative complexity. There are no qualitative measures for the Word Study Reads although they are part of the consumable anchor text. During Week 3, students read Extended Read 2: “The Science of Growing Corn” by Carla Corriols from the consumable anchor text. Mini-Lessons 1, 2, 4, 5, 7 and 9 require students to use this story to complete a variety of tasks. The purpose of each Mini-Lesson connects to the Apply Understanding student task in each Mini-Lesson. Tasks in this section occur daily during independent work time, over the course of the week during independent time and as homework when specified. Apply Understanding tasks include reading, rereading, annotating the text, sketch in the margins, complete Build Vocabulary section in the consumable anchor text, and Answer questions 1, 2 and 3 in the Write: Use Text Evidence page in the consumable anchor text. Skills in Apply Understanding include:
• Specific skills in Unit 1 include: Identify Key Details and Determine Central Ideas, Draw on Information from Multiple Sources: charts and Graphs, Explain Cause and Effect Relationships in a Text, Determine Author’s Point of View and Purpose, Integrate Information from Several Texts on the Same topic, and Analyze Features and Structure of Poetry.
• Unit 3 Teacher’s Resource Components at a Glance Lexile ranges for Short Reads, Extended Reads and Word Study Reads are between 890 and 1000. Slightly above the Lexile expectations. The qualitative measures for the Short Reads and Extended Reads on the Guide to Text Complexity page describe moderate to substantial complexity based on the four dimensions of qualitative complexity. There are no qualitative measures for the Word Study Reads although they are part of the consumable anchor text. Week 1 Word Study Read “Susan B. Anthony” Week 2 Word Study Read “Mrs. Stowe and the President” and Week 3 Word Study Read “The Presidential Medal of Freedom”. Teacher’s Resources, Components at a Glance indicates Word Study Mini-Lessons occur 15 minutes per lesson. Evidence found did not validate that statement. Word Study reads were only found in one weekly Mini-Lesson that focused on Grammar and found as a bullet point under Apply Understanding and Build Fluency. In Week 2 Mini-Lesson 2, students were asked to spend a few minutes during the week reading “Mrs. Stowe and the President” to develop fluency and automaticity with vowel team words. Skills in Apply Understanding include:
• Specific Skills: Explain the Relationship Between Chronological Events in a Text Explain How an Author Uses Reasons and Evidence, Compare and Contrast the Overall Structure of Concepts in Two Texts, Determine Two or More Central Ideas and Explain How Details Support Them, Integrate Information from Two Texts on the Same Topic, and Interpret Figurative Language: Metaphor.
• Unit 5 Teacher’s Resource Components at a Glance Lexile ranges for Short Reads, Extended Reads and Word Study Reads are between 900L and 980L. The qualitative measures for the Short Reads and Extended Reads on the Guide to Text Complexity page describe substantial complexity based on the four dimensions of qualitative complexity. There are no qualitative measures for the Word Study Reads although they are part of the consumable anchor text. During Week 1, Short Read 1, students use “Technology and the Lowell Mill Girls” to complete tasks in Mini-Lessons 2, 4, 5 and 7. The purpose of each Mini-Lesson connects to the Apply Understanding student task in each Mini-Lesson. Tasks in this section occur daily during independent work time, over the course of the week during independent time and as homework when specified. Apply Understanding tasks include reading, rereading, drawing inferences, annotate, make notes in the margins, identify unfamiliar words and look for context clues to find meaning, complete Build Vocabulary tasks in the consumable anchor chart, and write a paragraph comparing and contrasting the first four stanzas. Skills in Apply Understanding include:
• Specific Skills: Explain How a Series of Stanzas Fit Together to Provide the Overall Structure of a Poem, Explain the Relationship Between Events in a Text (Problem/Solution; Chronological), Integrate Information from Multiple Sources, Determine the Theme of a Poem, Compare and Contrast the Overall Structure of Concepts in Two Texts, Compare and Contrast Poems with Similar Themes, Analyze Problems/Solution Text Structure, and Analyze Poet’s Use of Figurative Language: Personification.
• Unit 7 Teacher’s Resource Components at a Glance Lexile ranges for Short Reads, Extended Reads and Word Study Reads are between 780L and 1040L, which is slightly above the expected Lexile range. The qualitative measures for the Short Reads and Extended Reads on the Guide to Text Complexity page describe substantial complexity based on the four dimensions of qualitative complexity. There are no qualitative measures for the Word Study Reads although they are part of the consumable anchor text. During Week 2, students use Extended Read 1: “Native Americans in the Revolution” by Abigail Conklin from the consumable anchor text to complete tasks from Mini-Lessons 1, 2, 4, 5, 7, 8, 10 and 12. The purpose of each Mini-Lesson connects to the Apply Understanding student task in each Mini-Lesson. Tasks in this section occur daily during independent work time, over the course of the week during independent time and as homework when specified. Apply Understanding tasks include reading, rereading, annotate to support comprehension, complete Build Vocabulary task in the consumable anchor text, identify two or three central ideas using writing to evaluate their understanding, identify domain-specific words using context clues to determine meaning, complete Build Grammar and Language section in the consumable anchor text and answer questions 1, 2 and 3 in the consumable anchor text Write: Use Text Evidence. Skills in Apply Understanding include:
• Specific Skills: Compare and Contrast the Varieties of English Used in a Text, Compare and Contrast the Overall Structure of Events in Two or More Texts (Chronology), Determine Two or More Main Ideas and Explain How Details Support Them, Explain How an Author Uses Reasons and Evidence to Support Particular Points, Integrate Information from Several texts on the Same Topic, Determine Theme, and Analyze Imagery.
• Unit 9 Teacher’s Resource Components at a Glance Lexile ranges for Short Reads, Extended Reads and Word Study Reads are between 900L and 1050L, which is slightly above the expected Lexile range. The qualitative measures for the Short Reads and Extended Reads on the Guide to Text Complexity page describe substantial complexity based on the four dimensions of qualitative complexity. There are no qualitative measures for the Word Study Reads although they are part of the consumable anchor text. During Week 1, students read Short Read 2: “Chicago: An American Hub” by Ena Kao from the consumable anchor text to complete tasks from Mini-Lessons 10, 12 and 13. The purpose of each Mini-Lesson connects to the Apply Understanding student task in each Mini-Lesson. Tasks in this section occur daily during independent work time, over the course of the week during independent time, and as homework when specified. Apply Understanding tasks include rereading, apply strategies and annotate text to support comprehension, write a paragraph with supporting evidence, and integrate information from two sources to answer a question with supporting evidence. Skills in Apply Understanding include:
• Specific Skills: Draw on Information from Multiple Sources, Explain How an Author Uses Reasons and Evidence, Integrate Information from Several Texts on the Same Topic, Determine Two or More Central Ideas and Explain How Key Details Support Them, and Analyze the Poet’s Use of Figurative Language.

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1e.

Each unit has a Unit Resources for Responsive Teaching Guide to Text Complexity within the teacher resources listing total qualitative measures for Short Reads and Extended Reads in the student consumables. Word Study texts within each unit have Lexile levels listed in the Teacher’s Resource Guide Components at a Glance. The text complexity guide provides measures of complexity including purpose and levels of meaning, structure, language conventionality and clarity, and knowledge demands. Each small group text includes an Accessing Complex Text analysis with quantitative and qualitative measures. The Teacher Resources for small groups include a text level and a Lexile measure for each text. Each unit contains three Word Study Reads; the genre and Lexile level are provided for these material.

Examples of how the program shows text complexity include:

• In Unit 2, Week 3, Extended Read: “Ernie’s Secret” has a text complexity description stating:
• “Purpose and Levels of Meaning: Score of 4; This excerpt is layered in complexity and reveals key understandings about the characters and expands on literary allusions and symbolism to add to the central theme in the novel.
• Structure: Score of 3; The voice is third person. The text is sequential, following the main character through a scene of interactions and conversation with his brother and grandmother.
• Language Conventionality and Clarity: Score of 4; The text contains many long complex sentences with extensive adverbial clauses, as well as fragments, alternating sentence patterns, and unconventional phrasing. The language is informal, but the dialogue is fast-moving and complicated to follow, with many dialectic or idiomatic phrases and expressions.
• Knowledge Demands: Score of 3; Readers would benefit from a familiarity with certain historical, literary, and pop-culture references.
• Total QM: Score of 14; Highest Complexity.”
• In Unit 4, Week 1, Short Read 2: “Gold Country” has a text complexity description stating:
• “Purpose and Levels of Meaning: Score of 2, The purpose of this personal narrative is to show the historical period of the Gold Rush through the eyes of a young Chinese immigrant.
• Structure: Score of 3; This historical fiction is a first person narrative, structured in sequential journal entries, with visual description, and some cause and effect structures.
• Language Conventionality and Clarity: Score of 2; The sentences are simple and clear-cut, and most unfamiliar terms are supported with context clues. Examples of figurative language, specifically similes, appear.
• Knowledge Demands: Score of 3; Prior knowledge of nineteenth-century U.S. history, including immigration, westward expansion, and the California Gold Rush, is helpful for readers to gain complete understanding.
• Total QM: Score of 10; Substantial Complexity.”
• In Unit 9, Week 1, Short Read 1: “The Birth of Chicago” has a text complexity description stating:
• “Purpose and Levels of Meaning: Score of 2; The clear purpose of this selection is to inform readers about the first people to live and establish settlements in the Chicago region.
• Structure: Score of 2; This historical text follows a very straightforward sequence-of-events text structure with some cause-and-effect constructions.
• Language Conventionality and Clarity: Score of 3; The text is written with very clear prose, topic-specific terms supported with direct definitions or context clues. Some complex constructions may prove challenging.
• Knowledge Demands: Score of 3; A general background in early Native American and colonial American history and geography is helpful.
• Total QM: Score of 10; Substantial Complexity.”

The instructional materials reviewed for Grade 5 (meet, partially meet, do not meet) the expectations of Indicator 1f.

Anchor and supporting texts provide a variety of opportunities for students to engage in a range and volume of texts to achieve grade level reading. The consumable anchor text contains two Short Reads, two Extended Reads, three Word Study Reads, and one Poetry Out Loud selection. Students have multiple opportunities to engage with the text during the Short Reads and Extended Reads. Benchmark provides several Additional Resources (AR), in addition to unit-specific mini-lessons to provide a framework or options for students to engage in reading. Each grade level provides pacing options/sample literacy blocks so that students engage with texts daily with notes, annotating, analyzing text with writing and constructive conversations with read aloud text, anchor text, leveled texts and suggested trade-book lists and novel studies for independent reading. Grouped by instructional level, students have daily opportunities to develop their reading abilities during Small Group reading instruction. During Reader’s Theater, students are in heterogeneous small groups. One-week and three-week pacing guides are available for Reader’s Theater texts. Teachers are encouraged to use Read Alouds to model thinking while reading. Online materials contain a Read Alouds Handbook. Each unit contains suggested Read Alouds titles, model prompts for the teacher and lesson plan for each suggested title.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety and volume of texts to become independent readers at the grade level. The materials also include a mechanism for teachers and/or students to monitor progress toward grade-level independence. Some examples include:

• Three Pacing Options are offered as Sample Literacy Blocks:
• 150 minutes reading block: 15 minute read aloud, 75 minute reading and word study, and 60 minute writing and grammar
• 120 minute reading block: 10 minute read aloud, 75 minute reading and word study, and 50 minute writing and grammar
• 90 minute reading block: (no read aloud) 60 minute reading and word study and 40 minutes writing and grammar
• The Read Aloud Text provides suggested routines for teaching and student support including student-generated questions, partner work, If I were the author, and word study. The teacher selects a recommended trade book from the list in Additional Resources or uses the short selection in the Read Alouds Handbook. The Teacher’s Resource contains a Comprehensive Literacy Planner at the beginning of each week.
• Fluency Routines (FR) provide routines for inflection, intonation, pitch, expression, phrasing, word recognition, and pacing with partner time, practice time, and independent reading time.
• The Think, Speak, Listen resource models and teaches students to support ideas with reasons, evidence, examples, and explanations.
• Teacher Resource Components at a Glance lays out 10 minutes each day for Read Alouds. The teacher selects a recommended trade book from the list in Additional Resources or uses the short selection in the Read Alouds Handbook.

Specific examples of reading opportunities include, but are not limited to:

• In Unit 1, Week 1, Mini-Lesson 13, students read Short Read 2: “The Future of a Crop” by Amelia Millilo. The teacher sets a purpose by stating they will be analyzing language to determine the author’s point of view and purpose. The teacher models how to analyze language and make inferences about the author's purpose. During Guided Practice, the teacher poses a practice task for partners. The task is to reread and write two to three sentences describing the differences and similarities between the author's points of view and purpose. Partners share their analyses with the group. During Share and Reflect, partners talk about how determining the author’s points of view and purpose helped them read carefully and understand the ideas. Volunteers share ideas with the class. During Apply Understanding, students work independently to write an inference about the author’s purpose for writing using one of their independent texts. This work is used to evaluate their ability to identify author purpose and point of view.
• In Unit 3 Week 2, Mini-Lesson 4, students read Extended Read 1: “Fighting for the Vote” by Margaret Macon. The teacher sets a purpose by stating texts can have more than one central idea. The teacher displays and reads paragraphs 1-2, modeling how to identify key details and how they determine the central idea. During Guided Practice, partners reread paragraphs 3-8, underlining key details and writing central ideas in the margin. Partners share their ideas and the class is brought back together to discuss their findings. During Share and Reflect, partners reflect on how they identified two or more central ideas and found supporting details. A few students are invited to share with the class. During Apply Understanding, students work independently to reread paragraphs 15-20 underlining key details and summarizing the central idea. To check for understanding, the teacher may ask a volunteer to read the text aloud and students will work with partners to underline key details that support the central idea or the teacher may wish to have students complete Determine Two or More Main Ideas in a Text Quick Check A or B in Grade 5 Reading Quick Checks.
• In Unit 5, Week 3, Mini-Lesson 11, students utilize the Poetry Out Loud selection, “The Secret of the Machines” by Rudyard Kipling. Learning Targets are provided in the Sidebar. Teacher guidance is provided to model personification and summarizing using the Figurative Language Anchor Chart previously used. Student tasks include partner Guided Practice to underline examples of personification. During Share and Reflect, partners reflect on why poets use figurative language and share ideas with the class. During independent time, students reread the poem with a partner and they may listen and follow along with the audio-assisted ebook.
• In Unit 6, Week 2, Mini Lesson 4, Extended Read 1: The Law of Club and Fang by Jack London, students read during independent reading time an illustration and determine if it maintains the tone of illustration number one. Then students read and annotate paragraphs 4-6.
• In Unit 8, Extended Read 2: Questions and Answers about Oceans (a climate Kids Article) during Build Write Reflect, students answer: “What did you learn from this unit about water and what it means to people. Make a chart. Include details you would use in a research essay.”
• In Unit 9, Week 1, Mini-Lesson 7, students read Short Read 1: “The Birth of Chicago” by Odia Wood-Krueger. Learning Targets are located in the sidebar. The teacher sets the purpose to find information in multiple sources to better understand an idea. The teacher poses a question to partners reminding them to use multiple sources to answer the question. Partners are called on to share their answers. During Share and Reflect, partners talk about how they used text and graphic features to answer the question. During Independent Apply Understanding time, students select a graphic feature they found during independent reading and write a paragraph to explain how it added to their understanding.
• In Unit 10, Week 1, Mini Lesson 4, Short Read 1: John Dalton: Father of Atomic Theory by Kathy Furgang during independent time, students write a response to the following question: "How does Dalton's atomic theory relate to modern science. Emphasize the importance of chronology in your answer after reading the text."

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1g.

Text-dependent questions, tasks and assignments support students’ literacy growth over the course of the school year. Materials include tasks and assignments which require the implementation of text-dependent writing and speaking. In both Short Read and Extended Read activities (Build Reflect Write pages, Extended Thinking Questions) and Mini-Lesson tasks (Apply Understanding, Share and Reflect, Guided Reading Practice), students are required to draw on textual evidence to support answers to questions and in discussion opportunities. Students have opportunities to work with partners and independently locate evidence throughout the materials. Teacher materials provide support for planning and implementation of text-dependent writing, speaking, and activities. The Teacher’s Resource provides a variety of text-dependent questions and tasks for the teacher to use throughout the program. Routines provide daily guides and suggestions for the whole group such as constructive conversation, book discussion questions, specific text-dependent questions, and making connections. The Teacher’s Edition Mini-Lesson Guides provide modeling, independent and small group support, guided practice and apply understanding for implementing text-dependent writing, speaking and activities. Most Constructive Conversations provide a prompt that asks the student and a partner to look back in the text to provide support to answer a given prompt. Students then use that evidence to share their response to the class. Writing prompts are also provided during the independent work time that ask students to provide evidence from the text. Sample answers are provided in the answer guide, to give the teacher an example of an acceptable answer that provides text evidence.

• In Unit 2, Week 3, Mini-Lesson 1, Guided Practice: Pair, Share, the teacher poses a practice task for students by stating, “Read paragraphs 10-17. What is a book you’ve read in which someone was afraid? Did someone tell them it was okay to be afraid, like Genie tells Ernie? If you cannot make a connection to another text, recall a time when you were afraid.” During independent Apply Understanding the teacher tells students to finish reading the text, make connections to the text and write their ideas in the margins. Students are encouraged “to make different types of connections, such as cross-text, prior knowledge, and personal experience connections.”
• In Unit 3, Short Read 1: “Creating the Constitution” by Benjamin Godfrey, Short Read 2: “Voting Rights Act Address” by President Lyndon B. Johnson, Extended Read 1: “Fighting for the Vote” by Margaret Macon, and Extended Read 2: “Liberty Medal Acceptance Speech” by Thurgood Marshall in the Culminating Tasks: Speaking and Listening: Reflect on the Essential Question, students answer: “Why do laws continue to evolve? Based on this unit’s texts, discuss new ideas and questions you have about the essential question.” Student support and guidance is provided in the form of sentence frames: “My idea is ______. When I read _____it made me think that _______. I agree with ____ and would like to add the idea that ______.” In the Writing: Informative/Explanatory Essay, students write and answer: “What is the value in being able to amend the U.S. Constitution? Write an informative essay about how constitutional amendments allow laws to evolve and help the government protect the rights of citizens. Use text evidence from your Build Knowledge charts and from the unit.” Student guidance is provided in the form of reminders for students: “Be Sure To Include: an introduction, text evidence as support, and a conclusion that is related to the information presented.”
• In Unit 4, Week 1, Mini-Lesson 12, during Guided Practice: Annotate, Pair, Share, the teacher poses a practice task for partners: “Read the second journal entry and think about how it fits in with the first entry. Decide if the section is part of the rising action, where the conflict is introduced, climax, or falling action. Underline text evidence that supports your ideas and explain how the story builds from section to section.” During Independent Apply Understanding time, the teacher tells students to “analyze the conflict and explain its resolution from a leveled text they have read previously. Remind them to cite text evidence.”
• In Unit 6, Read-Aloud Handbook, six options for read alouds are offered. Each title has a one-page sheet containing the text, objective, four suggested prompts the teacher can use to model thinking as he or she reads the text, ELL comprehension support questions, and two Extend Thinking questions. The poems, “Storm Fear” and “The Exposed Nest” by Robert Frost, have teacher guidance for the Extend Thinking questions: “Pose one or more questions to engage students more deeply with the text.” The two questions are, “Why do you think Robert Frost used a storm as the subject of this poem? What did you learn about the setting of the second poem?”
• In Unit 7, Week 3, Mini-Lesson 4, Extended Read 2: “The Eighteenth of April” from Conflicts that Shaped a Nation, students answer the following prompt for Constructive Conversations: “Compare and contrast the registers used by Dove and Johnny in 'The Eighteenth of April.' How does each character present himself through dialogue? Cite specific evidence from the text to support your thinking.” After finding examples, students share out to the class.
• In Unit 8, Week 2, Mini-Lesson 8, Constructive Conversation: Partner, the teacher displays and reads aloud the following close reading question: “Are Poseidon’s actions or Ino’s actions more justified in this story? Compare and contrast each character’s motivations and actions toward Odysseus. Cite specific text evidence to support your answer.”
• In Unit 10, Week 3, Mini-Lesson 4, Constructive Conversation: Partner, the teacher displays and discusses the close reading question and reminds students that they are expected to annotate their copy of the text. Students answer the close read question: “Explain the relationship between heart attacks and cholesterol. Cite specific text evidence to support your answer.” During independent Apply Understanding time, students respond to question 1 in Write: Use Text Evidence located in the consumable anchor text: “How did Dr. Mary Letitia Caldwell influence Marie Daly’s discoveries? Cite specific text evidence to support your answer.”

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1h.

Culminating tasks are rich and of quality, provide opportunities for students to demonstrate what they know and are able to do in speaking and writing, and are evident across a year’s worth of material. The instructional materials contain a Culminating Research and Inquiry Project for each unit that relates to knowledge gained throughout the unit. Guidance is provided for introducing the project, guiding questions are included for researching, and presentation suggestions round out the support. Students reference texts used throughout the unit to complete the culminating task with some projects being completed individually and others in small groups. Culminating tasks ask the students to create presentations and present them to the class. A teacher and student rubric for the project is found in Additional Resources or each unit. Culminating tasks are supported with coherent sequences of text-dependent questions and tasks. Some examples include:

• In Unit 1, for the Culminating Research and Inquiry Project, students choose a resource and research how it is developed in a region combining information from the unit and outside research. In Week 1, Mini-Lesson 7, Short Read 1, students answer the following question under the Guided Practice: “Reread paragraphs 5 and 6. Circle examples of effects, and underline the causes that led to the effect. Explain the cause-and-effect relationship they discovered between the adaptability of corn and how it spread all over the continent.” This question helps prepare the students for the culminating task.
• In Unit 2, the Research and Inquiry Project is to use unit selections to determine a quality students value in Genie and Ernie. The guiding questions are: “Based on the unit selections and your research, what are some qualities that you are drawn to in a person or character?How did the knowledge you gained through research add to your understanding of the unit texts? How did this comparison help you understand how different authors view this quality?”
• In Unit 5, for the Culminating Research and Inquiry Project, students choose a technological advancement from “The Making of the Industrial Age” and research how the advancement changed society. The culminating task’s learning targets for research presentation skills says students will, “Use technology to produce/publish writing and create a multimedia presentation, as well as to collaborate with others” and “Identify the reasons and evidence a speaker provides”.
• In Unit 6, the Research and Inquiry Project is to use two unit selections and research another survival story to compare author techniques. The guiding questions are: “Based on the unit selections and your research, what are different motivations that compel characters to survive? How did the knowledge you gained through research add to your understanding of the unit texts? Why is human vs. nature a common theme in literature around the world?”
• In Unit 9, for the Culminating Research and Inquiry Project, students choose a city and research how economic changes have impacted it. In Week 1, Mini-Lesson 7, Short Read 1, Constructive Conversations, students answer the following question, “What geographical features of Chicago made it an ideal location for population growth?” In Week 3, Mini-Lesson 7, Extended Read 2, Apply Understanding, students answer the following question: “What can you infer about the role that waterways play in supporting a city’s economy? Support your inferences with information from multiple text and graphic sources within this selection.”
• In Unit 10, the Research and Inquiry Project is to research a career in science that measures matter and compares it to the theory of John Dalton or Marie M. Daly. The guiding questions are “Based on the unit selections and your research, why do scientists measure matter? How did the knowledge you gained through research add to your understanding of the unit texts? How do these two careers help demonstrate how matter affects the world?”

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1i.

The materials provide multiple opportunities for students to use speaking and listening skills to apply their knowledge with a partner, in a small group, or the whole class including Constructive Conversations. The Think-Speak-Listen Flip Book provides teachers and students with a visual guide and scaffolds to show the structure of conversations including sentence stems for various skills within a conversation. The Reviews and Routines provide multiple lessons to help establish speaking and listening routines and procedures. Materials provide grade-level opportunities. There are many opportunities for discussions with partners, and some opportunities for discussions in large/whole groups during Constructive Conversation: Partner, Share and Reflect, Guided Practice, and Apply Understanding.

Materials provide multiple opportunities and protocols for evidence-based discussions across the whole year’s scope of instructional materials, including support for teachers to identify students struggling with these skills. Some examples include:

• In the Think-Speak-Listen Flip Book, sentence stems are provided to support student questioning and evidence-based discussions. For example, under the “Describe the Purpose of the Text” section, students are given a list of sentence stems, including: “I think the purpose of this text is to____. An Important question I have from reading this text is ____. The title is ___, but the main focus of the texts is really _______.
• In Reviews and Routines, there are 15 lessons that help to create routines for the classroom. On Day 4, the class creates an anchor chart to determine the expectations during Constructive Conversations. A sample chart is included in the Review and Routines Additional Material and gives suggestions such as, “Make eye contact with the speaker. Say something meaningful.”
• In Unit 2, Mini-Lesson 1, Constructive Conversation: Peer Group, students work in peer groups to generate questions that will guide their inquiry about character traits and relationships throughout the unit. They are reminded to construct strong, open-ended questions, using who, what, when, where, why and how. Suggested Guiding Questions for the teacher include: “How do people in real life or in stories show who they really are? Why do people become friends? What does a person’s actions tell others about the kind of person he or she is?”
• In Unit 5, Week 1, Mini-Lesson 7, Short Read 1: “Technology and the Lowell Mill Girls," the teacher displays and reads the selection aloud referencing the Features of Poetry Anchor Chart while modeling how to analyze parts to understand structure. During Guided Practice: Annotate, Pair, Share partners work to annotate structural elements and then share findings as a whole group. During Share and Reflect, partners reflect on how the pieces work together and volunteers share ideas with the class.
• In Unit 8, Week 1, Mini-Lesson 13, Cross Text Analysis, students are given the following prompt during Constructive Conversations, “Use information from 'The Odyssey Begins' and 'The Water-Wise Landscaper' to describe the effect that water can have on people’s lives. Quote accurately from the text to support your answer.” Possible responses are provided for the teacher. The Share and Reflect section asks partners to reflect on their answers. Modeling is provided under the Reinforce or Reaffirm Strategy to help students that need extra support.

Support for evidence-based discussions encourages modeling and a focus on using academic vocabulary and syntax. Examples include, but are not limited to:

• In Unit 2, Unit Resources for Responsive Teaching, Vocabulary Development gives a list of words to use to assist with Speaking and Listening. The document states, “The following words and phrases may be useful during your class discussions around the topic of characters at crossroads. Consider using these terms as you introduce and reflect on the Essential Question. Only some of these words appear in the unit selections.”
• In Unit 6, Week 1, Build Grammar and Language: Focus on Fragments in Dialogue and Conversation, students find and read the fragment in context on page 8. The teacher instructs students that fragments are often used in written dialogue, though they may not be grammatically correct. Students then find and copy a second fragment from the text that captures the way people may speak or converse. Students then write their own fragment. It can be a common expression or something they often say when conversing informally with others.
• In Unit 9, Week 2, Mini-Lesson 5, Extended Read 1: “The Great Migration and the Growth of Cities,” students use context clues to determine word meaning. During Constructive Conversation: Partner, a sample Context Clues Chart is provided and partners find context clues, develop a definition, and find a dictionary definition for each word provided by the teacher. Reinforce or Reaffirm the Strategy suggestions are provided for students needing support or extensions. During Share and Reflect partners discuss what they found and why it is important to understand the meaning of the words.

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1j.

Speaking and listening instruction is applied frequently over the course of the school year and includes facilitation, monitoring, and instructional supports for teachers. Students engage in whole-class and peer discussions as part of partner work, culminating research and inquiry projects, and presentations. Teacher guidance is within the Mini-Lessons and at the end of each unit in Additional Resources and under Program Support in Managing Your Independent Reading Program. The Additional Resources contain specific instructions for each piece within the Mini-Lessons. The Managing Your Independent Reading Program provides teachers with specific guidance for conferring with students and group discussions. Materials include practice of speaking and listening skills that support students’ increase in ability over the course of the school year, including teacher guidance to support students who may struggle. Guidance for teachers to support students is found in most Mini-Lessons via Ways to Scaffold the First Reading, Constructive Conversation Checklists, Anchor Charts, and Reinforce or Reaffirm the Strategy which provides resources for the teacher to help students who may struggle. Speaking and listening work requires students to gather evidence from texts and sources. Most units have a Constructive Conversation, Guided Practice, and Share and Reflect components that require students to use evidence from the texts to support their discussions with their classmates.

Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied speaking and listening opportunities. Examples include, but are not limited to:

• In Unit 1, Week 3, Research and Inquiry Project, students work in small groups and gather text evidence from multiple sources about a resource such as rice, wheat, or potatoes and how it is developed in a region. During Week 3, groups present their findings using a podcast interview, documentary video, news report, interactive poster, or the group can select an idea of their own. A teacher and student rubric is in the Additional Resource Bank, under the specific unit’s Additional Materials icon.
• In Unit 6, students complete a Culminating Research and Inquiry Project on Human vs. Nature. The following information is provided for the teacher during the students' presentation: “Assign audience members meaningful listening and note-taking goals. Students listening should jot down at least two new ideas they heard and one question they would like to ask the presenter. Students should also be prepared to identify the reasons and evidence a speaker provides to support particular points.”
• In Unit 7, Week 1, Mini-Lesson 2, Share and Reflect, partners answer the following questions: “What strategies did you use as your read? How did they help you? What new knowledge did you gain about the American Revolution from your reading? How did this section change or expand your thinking about the essential question? How does a conflict shape society?” One or two students will share their ideas with the class. During Access, students listen to the interactive ebook and discuss with a partner the strategies they used to support comprehension and fluency.
• In Unit 10, Week 3, Mini-Lesson 4, Extended Read 2, students read “Marie M. Daly: Biochemistry Pioneer.” The Constructive Conversation prompt says, “Explain the relationship between heart attacks and cholesterol. Cite specific text evidence to support your answer.” The teacher is provided with the following information, “Give partners time to reread and annotate the text. Observe their conversations to determine the level of support they may need. Then call on volunteers to share their ideas. To provide additional support or extend the experience, use ‘Reinforce or Reaffirm the Strategy.’ See sidebar for sample response.”

The instructional materials reviewed for Grade 5 meet the expectations for materials including a mix of on-demand and process writing, grade-appropriate writing (e.g.,grade-appropriate revision and editing), and short, focused projects, incorporating digital resources where appropriate.

The materials provide opportunities for students to complete narrative, informational, and opinion writing with each unit focusing on a type of process writing. Opportunities exist for students to revise and edit their process writing during mini-lessons with teacher guidance. Each unit contains three Build/Reflect/Write sections. In Week 3 of each unit, students reflect on the year’s worth of cumulative writing in each genre and evaluate what they have learned. Technology is incorporated through research, and students are asked to type their essays to finalize them.

Materials include a mix of both on-demand and process writing that covers a year’s worth of instruction. Some examples include:

• Students participate in on-demand writing
• The consumable anchor text in each unit begins by having students write a personal goal that will lift their learning. At the end of the unit, students return to the same page to write what they did to make progress towards their goal describing the strategies they used.
• In Unit 1, in the Build-Reflect-Write section of the student consumable after reading Short Read 1: “The Structure of a Corn Plant,” Short Read 2: “The Future of a Crop,” and Extended Read 1: A Short History of a Special Plant by Laura McDonald, students write an informative essay answering the prompt: “Imagine that you have to explain the growth and cultivation of corn plants to someone. What would you say? Write an informative essay about how people have used corn to survive over time. Use details from the texts as examples.”
• In Unit 3, Mini-lesson 12, Week 1, Short Read 2: “Voting Rights Act Address,” Apply Understanding, students write a paragraph summarizing the points President Johnson made in this address to support his argument. Students explain how Johnson used facts and ideas to support his points. They differentiate between the facts and the opinions in the speech.
• In Unit 5, in the Build-Reflect-Write section in the student consumable after reading Short Read 1: Technology and the Lowell Mill, Short Read 2: Eli Whitney’s Cotton Gin, Extended Read 2: The Making of the Industrial Age, students write an answer to the prompt: “Does Technology make people’s lives better or worse? What do you think? Write an opinion about the impact of technology on the way people live and work. Use details from the texts to support your claim.”
• Students participate in process writing.
• In Unit 5, Week 1, Mini-Lesson 3, Process Writing, students begin their Opinion Essay. The teacher models how to create a brainstorming chart and then students work in partners to brainstorm ideas. Students complete a brainstorming chart and then write their opinion statement for their writing. Students work on their essays through Unit 5, Week 3, Mini-Lesson 12 when they finalize their essays.
• In Unit 10 Week 1, Mini-Lesson 3, students are introduced to the Diamante Poem using an anchor chart and checklist. In Mini-Lesson 6, students analyze poem features. Students brainstorm ideas using a Brainstorm and Evaluation Chart with a partner in Mini-Lesson 9. Students take a close look at their brainstormed ideas and begin to narrow their focus. In Mini-Lesson 14, students develop their ideas through freewriting. In Week 2, partners use their Diamante Freewriting Charts to practice what they will say in their diamante poems. In Mini-Lesson 6, students use the Mentor text to identify examples of assonance. During independent writing time, students review their drafts and add examples of assonance in their poem. In Mini-Lesson 9 and 10, students revise to ensure they have followed the diamante format. In Mini-Lesson 13, students use the computer to publish the poem and add images.
• Students revise and/or edit.
• In Unit 1, Week 3, Mini-Lesson 12, Writing to a Text-Based Prompt students use a rubric to evaluate their Informative/Explanatory essay. After the teacher models how to use the rubric to evaluate an essay, the students reflect on their writing. The Teacher’s Resource states, “Tell students that during independent time they will complete their evaluations based on the rubric. Ask students to decide if they are prepared to turn in their final drafts or if they would like to revise or further edit before turning in their work, based on their self-evaluations.” The Informative/Explanatory Essay rubric is included in the Additional Materials.
• In Unit 2, Week 3, Mini-Lesson 8, students revise their opinion essay to strengthen the link between reasons and evidence. Partners practice this process during Guided Practice using the Mentor Opinion Essay, then during independent time, students revise their pieces focusing on incorporating linking words, phrases, and clauses.
• In Unit 5, Week 3, Mini-Lesson 3, Write Historical Fiction: Use Descriptive Words to Convey Experiences and Events Precisely, the teacher models using descriptive words in text. The teacher models how to revise the sample text for descriptive words. During Independent Writing, students continue working on their historical writing by revising to add precise words and phrases in their writing.
• Materials include digital resources where appropriate.
• In Unit 7, Week 3, Mini-Lesson 12, Process Writing, students use technology to publish their Historical Fiction Essay. Students use computers to type their final copies. The Keyboarding Practice Lesson is provided in the Additional Materials. Under the Share and Reflect section, the Teacher’s Resource says, “Ask students to reflect on why choosing a title and adjusting the margins should be the final steps of creating an essay. Call on a few students to share their ideas with the class.”
• The culminating Research and Inquiry Project provides presentation suggestions for students which include digital resources. In Unit 4, suggestions include making a video or audio recording of a talk show featuring their character as the “guest”, magazine profile of the character, or fictional journal from the point of view of their character. Both the teacher and student rubrics for this activity include a presentation component evaluating the creative way the group is sharing data. Teacher guidance for this project is located in the Teacher’s Resource prior to Week 1 Mini-Lessons.

The instructional materials reviewed for Grade 5 meet the expectations of Indicator 1l.

Over the course of the year, students engage in a variety of writing text types. Materials include the following writing text type opportunities: two informative/explanatory, two narrative, two opinion, poetry, and a research writing project. In the Program Support, the teacher is provided with the K-6 Writing Plan. On the Text-Based Writing document, the materials list at least one mini-lesson for each unit that is based around a text-based prompt. Other writing opportunities are listed on the document, such as Build/Reflect/Write activities based around the close reading.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. Some examples include:

• Students have opportunities to engage in argumentative writing.
• In Unit 2, Week 1, Mini-Lesson 3, the teacher sets the stage and models how to prepare for the writing task by clearly stating an opinion and using facts and details from a source text to support the point of view. During Week 1, students analyze mentor writing prompts, source texts, and understand why strong evidence is necessary to support their opinion. In Week 2, students brainstorm, gather evidence, form an opinion, and plan their writing. For example, in Mini-Lesson 3, students begin to plan and organize. During independent writing time, students write their initial feelings about “The Drive Down” and “Grandpop’s Surprise” along with a list of the steps they plan to take to respond to the prompt: “Would you recommend author Jason Reynolds to other readers?” In Week 3, Mini-Lesson 3, students begin their draft focusing on the opening paragraph. In Mini-Lesson 6, students incorporate facts and concrete details to support their opinion and reasons. In Mini-Lessons 8 and 10, students revise and edit. In Mini-Lesson 12, students evaluate and reflect on their writing.
• In Unit 5, students write an opinion essay about a science and technology topic of their choosing. Students go through the writing process, beginning with brainstorming during Unit 5, Week 1, Mini-Lesson 3, Process Writing. In Unit 5, Week 3, Mini-Lesson 12, Process Writing, students finalize their writing. The Teacher’s Resource says, “Have students consult their Opinion Essay Rubric. Students should evaluate their essays using the rubric and determine if they are ready to publish or if their essays need further work.” The Opinion Essay Rubric is included in the Additional Materials.
• Students have opportunities to engage in informative/explanatory writing.
• In Unit 3, students write an informative/explanatory text. The topic for their writing will relate to voting rights in the United States, which relates to texts that were read in the unit. After modeling and completing the guided practice, the Teacher Resource states, “Tell students that during independent writing time, they should write a brief paragraph about what they already know about their chosen topics. Use students’ writing to evaluate their preparedness for independent writing.” An Informative/Explanatory Essay Writing Rubric is provided in Unit 3, Week 3, Mini-Lesson 10, Process Writing.
• In Unit 6, Week 2, Mini-Lesson 11, students use planning guides to draft an informative/explanatory response to the prompt, “Why is making and selling popcorn a good way for students to raise money? After reading 'How to Set Up a Popcorn Stand,' write a brief text that answers this question. Use evidence directly from the article.”
• In Unit 9, Leveled/Small Group Text: “Immigrant Success Stories” by Victoria Sherrow, Inquiry Project, students write an informative essay about a famous immigrant. Students choose an immigrant to research in order to write a short biography describing how the person they researched became successful and contributed to the betterment of the United States.
• Students have opportunities to engage in narrative writing.
• In Unit 6, Week 1, Mini-Lesson 11, students use their planning guide to construct a draft response to the prompt, “Write a journal entry describing what you saw and felt. Use details from 'Kitty Hawk' in your journal entry.”
• In Unit 7, Small Group/Level Text: “In the West: Facing Change” by Susan Buckley and Topaz Jones, Writing in Response to Reading, students consider characters in both stories and how they are similarly going through new experiences and are uncertain about what their future might hold. They then write a story based on a time when they either had a new experience or met new people. They describe the characters in their story and how the experience made them feel.

The instructional materials reviewed for Grade 5 meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.

Materials contain explicit instruction of phonics and word recognition consistently over the course of the year. Students have opportunities to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in and out-of-context within word study mini-lessons throughout the year. Within the Intervention Teacher Guides, the Grade 3-6 Phonics and Word Recognition Quick Checks provide assessment opportunities over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. In Grade 5, the main strategy used to explicitly teach word solving strategies is called Reading Big Words, which outlines how to chunk big words to decode them successfully.

Materials contain explicit instruction of irregularly spelled words, syllabication patterns, and word recognition consistently over the course of the year. For example:

• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
• In Unit 1, Week 1, Lesson 5, the teacher reviews using “Read Big Words Strategy” to decode focusing on syllables with short vowel sounds. The teacher displays words infer, exist, metric, radish, liquid using ePocket Chart and models flexible syllable division, using knowledge of syllables with short vowels, and by circling short vowel sounds. The teacher displays “Read Big Words Strategy” and a list of short vowel words and guides students to read the words out-of-context. The teacher guides students to read short vowel words in “The Structure of a Corn Plant.”
• In Unit 3, Week 2, Lesson 2, Word Study, teacher modeling is provided for decoding words by dividing the words into syllables using knowledge of vowel team letter patterns, open syllables, and closed syllables. The teacher is to circle the vowel team in each word, review that vowel teams make a single sound in the syllable. Students chorally read paragraph 1 in “Fighting for the Vote” which includes the irregular words without, against, government. The teacher reviews the steps to the Reading Big Words Strategy and has students read words in guided practice which contain vowel teams. The teacher scripting is provided to model decoding the word grievances in the text. The teacher has students chorally read the week’s spelling words providing corrective feedback if needed. The teacher guides the students to identify the vowel teams in each word. Students take turns dictating and spelling the words to a partner. The teacher reminds students that breaking the words up into syllables when saying and reading the words makes the task easier. During independent time, students complete Build Vocabulary on page 19 in The Constitution: Then and Now, and they read “Mrs. Stowe and the President.” The teacher reminds them to use what they know about word families and syllable types.
• In Unit 5, Week 1, Lesson 5, students learn noun suffixes: -ology, -ant, -er, -or, -ery in a 15-minute word study lesson. The teacher reminds students what they have learned from the Reading Big Words Strategy that suffixes are word parts added to the end of a word. Knowing the meaning of suffixes helps to break a word apart to read it and figure out what it means. The teacher tells the students that they will work on a few common noun suffixes. The teacher models and explains to students that when one of these suffixes is added to the end of a word, the word becomes (or remains) a noun. The teacher displays the following words and guides students to use the Reading Big Words Strategy to pronounce each word: zoology, informant, trainer, director, trickery. The teacher circles the suffix in each word and explains how the suffix changes the meaning of the word. For example, “Zoology is the study of animal behavior.” Students engage in guided practice by chorally reading the following words: inspect, serve, honest, invent, recover, labor, contest, machine, method. Students work with partners to decide which suffix to add to each word and then write the new word on a five-column chart. Students apply their decoding skills to determine word meaning when reading “When I Set Out For Lowell.” Later, students apply their knowledge of suffixes when spelling.
• In Unit 5, Week 2, Day 2, the teacher sets the focus for the lesson, saying “Many words in English are based on Latin roots. Knowing the meaning of roots can help readers comprehend unfamiliar words. Today we will focus on some common Latin roots that can guide you in finding meaning for other words.” The teacher displays words perspective, literature, adventure, construction and models using the Read Big Words Strategy and circling the Latin root in each word. Example explanations for Latin roots: “Spec means to see. Perspective is a certain way of doing things. Liter means letters. Poems, stories, essays, and memoirs are types of literature. Vent means to come. An adventure can be an exciting or unexpected trip or outing. Struct means to build. Construction is the act of building something, or something that has been built.” The teacher guides students to read words with Latin roots and explains the meanings. Students use page 12 of “Poems of the Industrial Age” to apply knowledge of Latin roots to decode words in text. Students and the teacher chorally read the weekly spelling words containing Latin roots.
• In Unit 8, Week 2, Lesson 2, Word Study, the teacher models using the Reading Big Words Strategy, which includes looking for familiar spelling patterns in the base word, Step 3, to decode words with Latin roots aud, vis, form, and cede. The teacher circles the roots in the words auditorium, visualize, conform, and concede. Modeling is provided to give the meanings of each root. The teacher has students chorally read paragraph 5 of the text “Why the Ocean Has Tide.” Teacher scripting is provided to decode the word transform. The teacher has students chorally read the week’s spelling words providing corrective feedback if needed. The teacher guides the students to identify the Latin roots each word. Students take turns dictating and spelling the words to a partner. The teacher reminds students that breaking the words up into syllables when saying and reading the words can make it easier. During independent time, students complete Build Vocabulary on page 19 in Water: Fact or Fiction and read “Why the Ocean Has Tides” to develop automaticity with words with Latin roots.

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. For example:

• Within the Grade 5 Intervention Teacher Guides, the Grade 3-6 Phonics and Word Recognition Quick Checks provide assessment opportunities over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Within the Phonics and Word Recognition Quick Checks are the following relevant assessments for Grade 5 phonics and word recognition standards:
• Phonics and Word Recognition Quick Check #15 to #116. There are 35 Quick Checks for teachers to use throughout the year that pertain to this standard.
• In Unit 2, Week 2, Lesson 2, after explicitly modeling using vowel teams and syllable patterns to decode unfamiliar words, the teacher is recommended to use Vowel Team Syllable Patterns Quick Check on page 51-52 of 3-6 Phonics and Word Recognition Quick Checks.
• In Unit 4, Week 1, Lesson 5, after explicitly modeling using Vowel-Consonant-e syllable pattern to decode unfamiliar words, the teacher is directed to use Vowel-Consonant-e Syllable Patterns Quick Check on page 53-54 of 3-6 Phonics and Word Recognition Quick Checks to assess student knowledge of the syllable pattern.

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. For example:

• In Unit 2, Week 3, Lesson 2, the teacher displays words final, staple, location, recently, momentum and models how to divide each word into syllables to sound it out. The teacher models flexible use of syllables, using knowledge of open syllable patterns, and circling the open syllable in each word. The teacher guides students to read open syllable pattern words out-of-context, then in the text, “Ernie’s Secret.”
• In Unit 5, Week 2, Lesson 2, Word Study, the teacher models decoding affected using knowledge of syllables. Teacher scripting is provided to tell students they will use what they know about word parts to pronounce the word, “I recognize the suffix -ed at the end of the word. I also see a closed syllable, fect. I’ll try saying it out loud af/fect/ed.”
• In Unit 9, Week 3, Lesson 2, Word Study, the teacher models using the Reading Big Words Strategy to decode words with prefixes pro-, em-, en-, per- and im-. The teacher tells students they will use the Reading Big Words Strategy to decode words. The teacher guides students to use the Reading Big Words Strategy focusing on Step 1, having them notice prefixes to pronounce the words. The teacher circles the prefixes of the model words and gives the meaning for each prefix. Teacher modeling is provided in the lesson to decode prosperity using knowledge of prefixes.

The instructional materials reviewed for Grade 5 meet the criteria for materials, lessons, and questions providing instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Materials provide multiple and varied opportunities over the course of the year for students to learn, practice, and apply word analysis skills in connected texts and tasks. Word analysis skills are taught primarily within Word Study lessons provided weekly throughout all 10 units. Lessons include explicit instruction of new concepts with teacher models and guided practice, followed by application of newly learned knowledge using connected text from the weekly readings. The Word Study lessons prompt the teacher to encourage students to apply their newly learned skills throughout the week in reading tasks. Materials include word analysis assessments to monitor student learning of word analysis skills. Within the Intervention Teacher Guides, the Grade 3-6 Phonics and Word Recognition Quick Checks provide word analysis assessments to monitor student learning of word analysis skills.

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. For example:

• In Unit 1, Week 1, Lesson 5, students practice decoding words using vowel-r syllable patterns in text The U.S. Constitution: Then and Now, pages 4-5 “Creating the Constitution.” Students chorally read weekly spelling words with vowel-r syllable patterns. Students apply knowledge of vowel-r syllables to fluently read “Susan B. Anthony.”
• In Unit 3, Week 2, Lesson 2, students learn how to read words with vowel teams through teacher modeling of flexible use of syllable division, dividing the syllable after the vowel team, using knowledge of open and closed syllables, identifying and circling the vowel teams in each word. Students chorally read spelling words and identify vowel teams in the words to correctly pronounce the words, and students work in pairs to dictate and spell the words. In guided practice, students read words with vowel teams after the teacher reviews the Reading Big Words Strategy and break words into syllables or manageable chunks as needed. During independent time, students complete Build Vocabulary on page 19 in The Constitution. Students read “Mrs. Stowe and the President” to develop automaticity and fluency with vowel team words.
• In Unit 10, Week 3, Lesson 2, students review reading words with prefixes re-, bio-, im-, ex-, and micro- through teacher modeling of the Reading Big Words Strategy. Students chorally read spelling words, recognizing suffixes in the words, and they work in pairs to dictate and spell the words. In guided practice, students add to a chart containing the prefixes and brainstorm the meaning of the words based on their prefixes. During independent time, students complete Build Vocabulary on page 27 in Transforming Matter, and read “What Makes It Pop?” to develop automaticity and fluency with words with prefixes.
• In Unit 5, Week 1, Lesson 5, students learn to use knowledge of noun suffixes to decode and pronounce words in the text Technology’s Impact on Society, page 4-5, “Technology and the Lowell Mills Girls.”

Materials include word analysis assessment to monitor student learning of word analysis skills. For example:

• In 3-6 Phonics and Word Recognition Quick Checks are provided, each of which focuses on a single skill and are given one-to-one with the student. Skills included in the Quick checks are consonant and vowel sounds, prefixes and suffixes, homophones and homographs, and root words. Two assessments are provided per skill. Quick Checks are intended as a formative assessment, to help monitor student progress and help teachers adapt instruction as needed. The teacher is to follow the Resource Map provided for intervention resources for remediation in Phonics and Word Recognition Intervention lessons if students score below 66%.
• Word Study lessons reference the Spelling Routine on AR3 for instruction and assessment. The teacher is to analyze the spelling of misspelled words and use the results to plan for differentiated small group instruction and practice.
• In Unit 1, Week 2, Lesson 2, the teacher is directed to use Grades 3-6 Phonics and Word Recognition Quick Checks pages 15-22 to assess student knowledge of long vowels or Spelling Routine on AR3.
• In Unit 5, Week 1, Lesson 5, the teacher is to use Spelling Routine on AR3 for instruction and assessment for words with noun suffixes -ology, -ant, er, -or, and -ery.
• In Unit 8, Week 3, Lesson 2, the teacher is directed to use Grades 3-6 Phonics and Word Recognition Quick Checks pages 91-92 to assess student knowledge of adjective suffixes.

The instructional materials reviewed for Grade 5 meet the criteria for instructional opportunities being frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Materials provide multiple opportunities over the course of the year in core materials for students to demonstrate accuracy and fluency in oral and silent reading. Students read texts multiple times throughout the week during short and extended reads, focusing on a different purpose and goals for understanding each time. The Fluency Routines can be found in the Teacher’s Resource Guide under Additional Resources: Instructional Routines. Materials include 16 Fluency Routines. Materials support prose and poetry in core content during the short reads, focusing on accuracy, appropriate rate, and expression on successive readings. Materials include assessments within Intervention: Teacher Guides, which provides the teacher and students with information of students’ current fluency skills.

Materials contain 10 Fluency Quick Checks and each is used to evaluate: Oral Reading Accuracy, Reading Rate, Comprehension, and Fluency elements like phrasing, intonation, and expression.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. For example:

• Students have opportunities to read grade-level text with purpose and understanding.
• In Unit 1, Week 1, Lesson 2, the teacher tells students that readers ask questions before they read to set their purpose for reading and ask questions to clarify information. In Build Fluency, the teacher explains fluent readers read with appropriate pace and speed, using paragraph 4 in the text. The teacher models the fluency routine with this skill and provides guided practice. During independent time, students partner-read paragraph 4 for additional practice. Students revisit the text and create text-dependent questions.
• In Unit 1, Week 2, Lesson 8, the teacher models analyzing the author's point of view to find the purpose using Cultivating Natural Resources, pages 12-16, “A Short History of a Special Plant.” The teacher displays and reads aloud a close reading question, then models finding text evidence to determine the author’s point of view and using that to determine the author’s purpose. The teacher guides students to work in partners to answer a question identifying the author's purpose. During independent time, students work to answer a close reading question on their own, identifying the purpose, and demonstrating understanding of the text.
• In Unit 7, Week 1, Lesson 2, the teacher reminds students to monitor their comprehension and draw on strategies they know to stay focused and read with understanding. In Build Fluency, the teacher explains that fluent readers “confirm or correct word recognition for understanding." The teacher follows the fluency routine to model this skill using paragraphs 1- 2 of the text. During independent time, students partner-read paragraphs 1- 2 of “The Banners of Freedom” for additional practice. Students read paragraph 4 of the text and are reminded to continue to apply strategies as they read and annotate the text for understanding.

Materials support reading or prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. For example:

• Students have opportunities to read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• In Unit 1, Week 3, Lesson 11, the teacher reviews the features and structures of poetry using “A Girl’s Garden.” The teacher reads aloud the poem while students close their eyes and listen to the language. Students work with partners to read lines 25-44 and annotate features and structures they encounter. During independent time, students practice re-reading the poem for fluency with a partner or audio assisted ebook.
• In Unit 5, Week 1, Lesson 2, the teacher explains to students that fluent readers pause and make full stops while reading. The teacher follows the fluency routine to model this skill and provides guided practice as needed. During independent time, students are to partner-read the poem, “When I set out for Lowell….”, for additional practice. Students reread to draw inferences about the other reading selections in the unit.
• In Unit 6, Week 2, Lesson 1, students read paragraphs 1 and 2 of “The Law of Club and Fang.” The teacher reminds students to use strategies they know to support understanding such as reading aloud. The teacher explains to students that fluent readers read with dramatic expression. The teacher follows the fluency routine to model this skill and provides guided practice as needed. During independent time, students are to partner-read paragraph 3 the text for additional practice and complete reading the text.

Materials support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). For example:

• Students have opportunities to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• In Unit 2, Week 3, Lesson 2, the teacher models using the Reading Big Words Strategy to break words into syllables and or manageable chunks with open syllable patterns. Students chorally read paragraph 17 of “Ernie's Secret,” read the first time in Lesson 1, and the teacher stops to model decoding and using context clues to determine the meaning of shudder. Students read “Early Inspirations” to develop automaticity and fluency with words containing open syllables. The teacher reminds students to monitor their reading making sure to read words correctly using their knowledge about word families and syllable types.
• In Unit 4, Week 1, Lesson 5, the teacher models using knowledge of vowel-consonant-e syllable patterns and context clues to decode words. The teacher reminds students to use the Read Big Words Strategy to decode words in text, “Annie’s New Homeland.” Students monitor their reading to make sure they read the words correctly, using what they know about syllable types and word families and context clues.
• In Unit 6, Week 1, Lesson 2, students read paragraph one of “Androcles and the Lion.” The teacher reminds students to use strategies that support comprehension, such as reading more slowly and thinking about words. During independent time, students partner-read paragraph 1 for additional practice and independently read paragraphs 2 and 3 of the text to make an additional text connection.

Assessment materials provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. For example:

• Fluency Quick Checks provide 10 reading passages which evaluate oral reading accuracy, reading rate, comprehension, and fluency. The teacher can evaluate a specific element or all four. It is recommended that students be tested formally three times in the year: beginning, middle, and end. However, since there are 10 passages provided, the teacher can provide follow up assessments for students needing additional practice. There are equations provided to calculate oral reading accuracy and reading rate goals set for the beginning, middle, and end of the year. There is a rating rubric provided for how to assess oral fluency. A table is provided for scoring the assessments: student scoring 100%, 4/4 can move on to the next Quick Check; students scoring 75%, 3/4 should continue to be monitored and the teacher should consider reassessing; if students score below 50%, 2/4 teachers should follow the Resource Map provided for additional resources to remediate fluency skills.