5th Grade - Gateway 2

The instructional materials reviewed for Grade 5 partially meet the expectations of Indicator 2a.

The units are connected by a grade-level topic or theme and are framed with guiding questions. However, some units are themes, rather than topics. For example, the texts in Unit 1 focus on the topic of animal adaptations, while the texts in Unit 6 are organized by the theme, Up Against the Wild. Each unit contains a new topic or theme for each of the 10 units, with each unit lasting three weeks for a total of 15 days. There is vertical alignment across the program, meaning each grade has a similar topic or theme that appears at each grade level. Publisher documentation indicates the general topics are science, social studies, technology, literature, social-emotional learning, and culture. However, there is not always consistent vocabulary or content that repeats across texts within a unit, therefore reducing the impact of exploring a single topic for three weeks. While the topics/themes are supported by texts that fall within the topic or theme, the texts do not serve the function of building knowledge of topics, but are instead used as vehicles for instruction and practice of literacy skills. Additionally, the focus of questions and tasks is on building comprehension skills and understanding the parts and structures of texts with little emphasis on the content contained therein. Examples include, but are not limited to:

• Unit 2 is organized around the theme of Developing Character Relationships. The Essential Question is "Why do we value certain qualities in people?" and the knowledge focus is, “For this unit, students will read selections from the same realistic fiction novel. They will build schema around the following concepts:
• Fiction novels, short stories, and plays may vary in length or structure, but they all contain characters that lead the reader through the plot.
• Authors use description, action, dialogue, and tone to illustrate character traits.
• Written works may contain visual elements, such as illustrations, that contribute to the meaning and tone of the work.
• Characters often exemplify universal human character traits and offer an opportunity for readers to make connections to and examine themselves, others, and the world they live in.
• Characters, their relationship, and their actions have consequences that impact the story.

Enduring Understanding: Characters-- and people-- bring their own opinions and viewpoints to a relationship.

However, the Learning Goals focus on metacognitive, comprehension, vocabulary, word study and grammar/language skills. The Comprehensive Literacy Planner only lists skills that can be broadly applied to multiple texts and do not reference the Essential Question or Enduring understanding for the unit, though these are both referenced in the mini lessons.

• Unit 6 is organized around the theme of Up Against the World. The Essential Question is "What compels us to survive?" and the knowledge focus is, “In this unit, students will read different works of fiction related (to) the theme of survival. They will build schema around the following concepts:
• All works of fiction contain a theme, or central underlying meaning, that is supported by the elements of setting, character, plot, and/or visual elements.
• Works of fiction may vary in tone, style, or structure, yet still explore similar themes.
• The characters in a fictional work and their response to the challenges allow readers to make connections to themselves, others, and the world around them.
• The universal themes explored in literature and those that speak to the human condition and apply to all people, regardless of gender, race, (and) ethnicity.

Enduring Understanding: Human vs. nature is a classic-- and compelling-- conflict in literature.

However, the Learning Goals focus on metacognitive, comprehension, vocabulary, word study and grammar/language skills. The Comprehensive Literacy Planner only lists skills that can be broadly applied to multiple texts and do not reference the Essential Question or Enduring understanding for the unit, though these are both referenced in the mini lessons.

• Unit 7 is organized around the topic of Conflicts that Shaped a Nation. The Essential Question is "How does conflict shape a society?" and the knowledge focus is, “In this unit, students will read firsthand accounts, informational texts, and historical fiction about the American Revolution in order to build schema around the following concepts:
• Primary and secondary sources (letters, journals, newspapers, audio or video recordings, paintings, photographs, and maps) are important pieces when building a full and meaningful understanding of the past.
• There were many social, economic, and political factors that led to the American Revolution, and in turn, the war caused many social, economic, and political changes.
• Different groups of people participated in the American Revolution for different reasons and the final outcome of the war impacted each of these groups differently.
• The American Revolution gave rise to a new form of government and shaped a new society.

Enduring Understanding: The American Revolution gave rise to a new form of government and shaped a new society.

However, the Learning Goals focus on metacognitive, comprehension, vocabulary, word study and grammar/language skills. The Comprehensive Literacy Planner only lists skills that can be broadly applied to multiple texts and do not reference the Essential Question or Enduring understanding for the unit, though these are both referenced in the mini lessons.

• Unit 8 is organized around the topic of Water: Fact and Fiction. The Essential Question is "What does water mean to people and the societies they live in?" and the knowledge focus is, “In this unit, students will read works of fiction and nonfiction related to water in order to build schema around the following concepts:
• Water is essential for all life of Earth.
• Communities can use scientific knowledge and practice to protect the environment and their natural resources.
• Earth’s hydrosphere (water) is constantly interacting with the geosphere (land), biosphere (life), and atmosphere (air).
• Water plays an important role on Earth, in the formation of communities and societies, and in people’s everyday lives.
• Water represents various things to different cultures around the world.

Enduring Understanding: Water is an important natural resource that must be celebrated and preserved.

However, the Learning Goals focus on metacognitive, comprehension, vocabulary, word study and grammar/language skills. The Comprehensive Literacy Planner only lists skills that can be broadly applied to multiple texts and do not reference the Essential Question or Enduring understanding for the unit, though these are both referenced in the mini lessons.

The instructional materials reviewed for Grade 5 partially meet the expectations of Indicator 2d.

Culminating tasks are somewhat engaging and provide students limited opportunities to demonstrate comprehension and knowledge of a topic or topics. Each unit has a culminating task but these tasks do not always require students to demonstrate knowledge of a topic. Questions and tasks throughout the unit help the teacher determine student readiness. Student responses in Constructive Conversation and Apply Understanding provide usable information on student readiness to complete the culminating task. A Reinforce or Reaffirm the Strategy section provides guidance for how the teacher can assist students who need support. Guiding questions and rubrics are also provided and serve as guidance for students and teachers in completing these projects.

While the culminating tasks provided are multifaceted, requiring students to demonstrate mastery of several different standards at the grade level, there is little variation over the course of the year. Examples include, but are not limited to:

• In Unit 1, the Culminating Research and Inquiry Project asks students to choose a resource and determine how it is developed in its region and then compare it to corn. The Learning Targets contain both Research Presentation Skills and Science Concepts. The learning targets for the research presentation skills state: “Conduct short research projects, gathering relevant information and evidence from unit selections and other print and digital sources. Use technology to produce/publish writing and create a multimedia presentation, as well as to collaborate with others.” The learning targets for science concepts state: “Organisms can only survive in environments where their needs are met. Organisms obtain resources to live by interacting with other living things and the physical environment.”
• In Unit 3, the Culminating Research and Inquiry Project asks students to choose a law discussed in one of the unit selections and research how the law has evolved over time. In Week 1, Mini-Lesson 12, Short Read 2, students read “Voting Right Act Address,” a persuasive speech given by President Johnson to convince Congress to pass a new law that would end discriminatory practices that kept African Americans from voting. Under the Apply Understanding section, the Teacher’s Resource states, “During independent time, ask students to write a paragraph that summarizes the points that President Johnson made to support his argument. How do reasons and factual evidence support these points? Ask students to differentiate between the opinions and facts in the speech.” In Week 2, Mini-Lesson 9, Cross-Text Analysis, Apply Understanding, students answer the following prompt: “Why is it important for different groups of people to have a voice in government? Cite evidence from at least two of the texts you have read in this unit to support your answer.” An answer key is provided in the Additional Resources. These questions help the teacher determine if students are prepared for the culminating task.
• In Unit 4, the Research and Inquiry Project is to choose a time period from one of the unit selections and research another perspective. Students can work individually or with a group to select a research focus, find relevant information from the unit, and identify and evaluate additional sources. Three guiding questions are provided and must be included in the presentations. Students use a rubric when planning their presentation and the teacher also uses a rubric when evaluating presentations. The rubrics measure content, presentation, and effort and collaboration. Suggested ideas for presentations found in the consumable anchor text are video or audio recording of a talk show featuring the character as the guest, magazine profile of the character, fictional journal from the point of view of the character, or students can extend by writing a realistic fiction story from the perspective of someone setting off on an epic journey. Teachers can structure authentic presentation opportunities to the whole class, another class, to parents, or videotape presentations that are uploaded to the school website. Students who are listening jot down two or more new ideas they heard and one question they would like to ask the presenter.
• In Unit 6, the Research and Inquiry Project is to use two unit selections and research another survival story to compare author techniques. Students can work individually or with a group to select a research focus, find relevant information from the unit, and identify and evaluate additional sources. Three guiding questions are provided and must be included in the presentations. Students use a rubric when planning their presentation and the teacher also uses a rubric when evaluating presentations. The rubrics measure content, presentation, and effort and collaboration. Suggested ideas for presentations found in the consumable anchor text are podcast, magazine article, online presentation, slide show, web page, or students can extend by writing a short adventure story about a person doing the job they chose. Teachers can structure authentic presentation opportunities to the whole class, another class, to parents, videotape presentations that are uploaded to the school website. Students who are listening jot down two or more new ideas they heard and one question they would like to ask the presenter.
• In Unit 7, the Culminating Research and Inquiry Project asks students to research careers that involve preventing, managing, and resolving conflict. They then choose one of the conflicts from the texts and apply the conflict resolutions skills to the conflict. The guiding questions for the culminating task include: “Based on the unit selections and your research, how do you think society would be different if people used conflict resolution skills? How did the knowledge you gained through research add to your understanding of the unit texts? How do you think society would be different if conflict was resolved during the American Revolution?” A teacher rubric and a student rubric are provided in the additional materials. The rubrics cover the following topics, content, presentation, effort, and collaboration.
• In Unit 9, the Culminating Research and Inquiry Project asks students to choose a city and research how economic changes have impacted that city. Students then compare that city to Chicago, a city they have learned about in the unit. In Week 1, Mini-Lesson 13, Cross-Text Analysis, Apply Understanding, students answer the following prompt: “How have the major industries of Chicago changed over the years? Integrate information from ‘The Birth of Chicago’ and ‘Chicago: An American Hub’ to support your answer.” In Week 2, Mini-Lesson 12, Cross-Text Analysis, Constructive Conversation, students discuss the following prompt: “How did World War I change the city of Chicago? Which of these changes were permanent? Which changes were temporary? Cite specific text evidence from ‘The Great Migrations and the Growth of Cities’ and ‘Chicago: An American Hub’ to support your thinking.” The Teacher’s Resource then states, “Observe their conversations to determine the level of support they may need. Then ask some students to share their ideas. To provide additional support or extend the experience. Use Reinforce or Reaffirm the Strategy. See sidebar for sample response.” These prompts help the teacher determine the readiness of the students for the culminating task.
• In Unit 10, the Research and Inquiry Project is to research a career in science that measures matter and compare it to the work of John Dalton or Marie M. Daly. Students can work individually or with a group to select a research focus, find relevant information from the unit, and identify and evaluate additional sources. Three guiding questions are provided and must be included in the presentations. Students use a rubric when planning their presentation and the teacher also uses a rubric when evaluating presentations. The rubrics measure content, presentation and effort, and collaboration. Suggested ideas for presentations found in the consumable anchor text are interview, online presentation, poster, biography, or students can extend by writing a short informational text about the scientists they researched. Teachers can structure authentic presentation opportunities to the whole class, another class, to parents, or videotape presentations that are uploaded to the school website. Students who are listening jot down two or more new ideas they heard and one question they would like to ask the presenter.

The instructional materials reviewed for Grade 5 partially meet the expectations of Indicator 2e.

Materials provide teacher guidance outlining a cohesive year long component that builds students’ academic vocabulary and supports building knowledge. The Additional Resources section provides routines for vocabulary instruction. Each unit has a Strategies and Skills page which lists both the vocabulary content and the week it is introduced, practiced, and whether or not it will be assessed. The Vocabulary Development resource in the Teacher’s Resource lists General Academic and Domain-Specific vocabulary in each unit which is related to the texts within the unit. Vocabulary for speaking and listening is listed, as well as literary terms used throughout the unit. Students have an opportunity to use some vocabulary multiple times throughout the unit, both in the text and out of the text. However, very few words repeat across texts. Some vocabulary appears in multiple texts, although it is not always clear when that occurs and it is not brought to the students’ attention as a mechanism for building knowledge and expertise on topics. There is no documentation or examples of where vocabulary is found in multiple texts. Vocabulary is listed under one heading in the Vocabulary Development resource, making it a challenge for teachers to know when vocabulary words appear and are targeted multiple times. Student vocabulary tasks do not repeat in context or across multiple texts. Students do have opportunities to learn vocabulary in their reading, speaking and listening although not all words are included in those tasks.

Though some vocabulary is repeated in contexts (before texts, in texts, etc.), there is no evidence of vocabulary being repeated across texts. Examples include, but are not limited to:

• On the Vocabulary Development page in the Teacher’s Resource, under the General Academic and Domain-Specific word list which lists text titles, none of the words are denoted as repeating across texts.
• In Unit 4, Week 2, Mini-Lesson 1, Extended Read 1, the Teacher’s Resource tells the teacher to use the Define/Example/Ask Vocabulary Routine to introduce the new vocabulary in the selection. The words are listed on the Week 2 Learning Goals page. Those words are in the text “I Speak Spanish, Too.” Students then complete the Build Vocabulary section in their eBook, Recognizing Author’s Point of View. This task uses four of the words from the text.
• In Unit 7, Week 3, Extended Read 2 “The Eighteenth of April” from Johnny Tremain and “Paul Revere’s Ride,” Preview the Text/Set a Purpose (3-5 min.), beginning directions state, “Use the Define/Example/Ask Vocabulary Routine to introduce new vocabulary in the selection. See word list on page 76.” There are no additional explicit instructions for this task in this section. The teacher also displays the text, allows students to preview the text noting graphic features, and refers to the metacognitive anchor charts. During Mini-Lesson 2, students complete a Build Vocabulary activity for four of the 11 General Academic vocabulary words; the activity does not include any Domain-Specific words. One of the four words, nickered, is neither a General Academic or Domain-Specific word listed on page 76 for Week 3. In Mini-Lesson 11, Poetry Out Loud: “Paul Revere’s Ride,” the focus is imagery; the lesson does not contain any direct instruction with the five General and Domain-Specific vocabulary words listed for this text.
• In Unit 10, Week 1, Mini-Lesson 1, Unit Introduction, the teacher writes the following General Academic vocabulary words on the board: reversible, irreversible, and properties. These words are present in the multimedia presentation and students are asked to use audio and visual clues to help them determine the meaning of the words. Some of these words come up in texts throughout this unit. The word properties is present in “John Dalton: Father of Atomic Theory” and reversed is in “Changes in Matter.” Routines for vocabulary instruction are in the additional resources. The vocabulary words are in one text, although the concepts and similar ideas are present throughout the unit.

Students are supported to accelerate vocabulary learning with vocabulary in their reading, speaking, and writing tasks. Examples include, but are not limited to:

• At the end of each unit, an Additional Resources section provides detailed guidance for the Vocabulary Routine, Define/Example/Ask (AR4). Teachers use this routine to introduce new words. Step 1: Define. The teacher provides a student-friendly definition of the word. Step 2: Example. The words are used in a sentence. Step 3: Ask. The teacher asks a question requiring students to use the word in their example. The Additional Resources includes another Vocabulary Routine (AR5). This routine can be used to introduce new words and extend tasks following the initial Define/Example/Ask routine. Step 1: Introduce the Word. The teacher introduces features of the word such as a student-friendly definition, synonym, various word forms of the word and word partners and or sentences (compare/contrast). Step 2: Verbal Practice. Discuss the word, use sentence frames, and share favorite ideas to complete the frame. Step 3: Written Practice. Students use the word in writing through Collaborate, Your Turn, Be an Academic Author, or Writing an Academic Paragraph.
• In Unit 2, under Unit Resources for Responsive Teaching, the Vocabulary Development section provides vocabulary to be used during Speaking and Listening and when discussing reading selections. The section also includes General Academic and Domain-Specific vocabulary. For example, the following literary terms are provided: structure of novel, hyperbole, dialect, visual elements, meaning and tone, and figurative language.
• In Unit 3, Build Reflect Write, on page 11 of the consumable anchor text, students use strategies learned to find meaning and write a sentence for the words compromise, consent, modeled, and oath from this week’s texts.
• In Unit 8, Week 2, Mini-Lesson 10, Extended Read 1, students work on determining figurative language. Students begin by reviewing the anchor chart with simile, metaphor, and personification. These words have been discussed in previous units. Students work with partners to discuss figurative language using the following prompt: “Compare and contrast the author’s use of language in paragraphs 5–7, and paragraph 8. How does the author’s use of figurative language change the tone of the story? Cite specific text evidence to support your answer.” Students reflect on various types of figurative language and determine how they can change the tone of the story, with their partners. During Apply Understanding, students write an answer using textual evidence to show how figurative language changes the tone of the text. Students should use literary terms multiple times throughout this lesson.

The instructional materials reviewed for Grade 5 partially meet the expectations of Indicator 2g.

Each unit contains a three-week Culminating Research and Inquiry Project connected to the unit knowledge strand. The project requires additional student research on the topic and extends student learning. The short projects in the materials are discussions or related directly to the long research projects. Instructional materials provide limited support for teachers in implementing projects that develop students’ knowledge on a topic via provided resources. The materials provide rubrics for each of the Culminating Research and Inquiry Projects, as well as a pacing guide that includes Student Goals and Teacher Support. The instructional materials provide some resources and guides via Mini-Lessons, but the Mini-Lessons lack guidance in employing tasks needed to complete the Research and Inquiry Project.

The Research and Inquiry Project guidance establishes the expectation that students will complete the work, but no specific guidance is provided detailing how this work should happen. The Explore section provides the teacher with some ways to assist students if needed and a list of texts and ideas to help students brainstorm ideas for their projects. Materials provide opportunities for students to apply Reading, Writing, Speaking & Listening, and Language skills to synthesize and analyze their grade-level readings. Each Culminating Research and Inquiry Project requires students to reference a text and other outside resources. Students always present projects to the class. The Teacher’s Resource includes presentation expectations along with a rubric to guide both the students and the teacher.

Students have some opportunities to engage in a variety of research activities and projects across grades and grade bands. Each Research and Inquiry project contains the same components across the year: an introduction including three guiding questions (one connected to the unit’s Essential Question, one connected to the unit’s Enduring Understanding, and a question about how the knowledge gained through the research helped the student to better understand the topic or them), an exploration section with a few suggested texts, suggestions for the presentation, and a pacing chart with student goals and teacher resources. The teacher and student support is not specific and frequently repeats, verbatim, across units: “Before students conduct their own research, model how to reread and extract information from a unit text. Then model choosing, evaluating, and citing another information source that will help you answer the guiding questions.”

Examples include, but are not limited to:

• In Unit 2, the Research and Inquiry Project uses unit selections to determine a quality students value in Genie and Ernie. Guiding questions include: “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 comparaison help you understand how different authors view this quality?” Students gather information from the unit and other print and digital sources and reflect on how character interactions and qualities develop a story and help readers connect to a text. Students create a presentation on the topic using technology.
• In Unit 5, for the Culminating Research and Inquiry Project, students complete a project on Technological Advancement. The Teacher’s Resource provides a Pacing Chart for three weeks. The pacing guide provides Student Goals and Teacher Support. For example, Week 3 Student Goals states, “Finish Planning. Present Findings.” The Week 3 Teacher Support states, “Do a ‘tech check’ to see what equipment students will need and provide help as needed. Ensure that students’ presentation will address the unit Essential Question and clearly reflect an understanding of relevant unit selections and other sources.” Questions and supports are the same as previous units with the exception of the Essential Question and Enduring Understanding
• In Unit 7, for the Culminating Research and Inquiry Project, students complete a project on Careers in Conflict Resolution. In the Teacher’s Resource, the Explore section states, “If students need help in choosing a research focus, preview the unit text with them, identifying conflicts described in the selection. Below is a list of conflicts discussed. Encourage each individual or small group to focus on a different technology, if possible.” There are four conflicts listed with a unit selection provided. This type of teacher support repeats across all units with minimal guidance.
• In Unit 8, the Research and Inquiry Project is to research and select two sources, one literary and one informational related to this unit. Guiding questions include: “Based on the unit selections and your research, what is the significance of water to people? How did the knowledge you gained through research add to your understanding of the unit texts? What are ways people can coexist with water?” Students gather information from the unit and other print and digital sources and reflect on how water is essential to life on Earth and how communities can be good stewards of the Earth’s water resources. Students create a presentation on the topic using technology.
• In Unit 10, the Research and Inquiry Project is to research a career in science that measures matter and compare it to the work of John Dalton or Marie M. Daly. Guiding questions include: “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?” Students gather information from the unit and other print and digital sources and reflect on how matter has physical and chemical properties that can be measured and how scientists use different tools and methods to measure our world. Students create a presentation on the topic using technology.