4th Grade - Gateway 2

The instructional materials reviewed for Grade 4 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, Confronting Challenges. 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, Character Actions and Reactions. The Essential Question is "How do we reveal ourselves to others?" and the knowledge focus is, “...students will read a prose version and a play version of two stories with iconic characters. They will build schema around the following concepts:
• Fictional 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.
• Characters’ actions and reactions influence a story’s plot, as well as other characters.
• Real-life actions and reactions have effects on real events and people. Characters often exemplify universal human traits and offer an opportunity for readers to make connections to-- and examine-- themselves, others and the world they live in.”

Enduring Understanding: Characters-- like people-- reveals themselves through their words and actions.

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 3 is organized around the topic of Government in Action. The Essential Question is "How can government influence the way we live?" and the knowledge focus stated for the unit is, “In this unit, students will read informational texts and fictional stories about the interactions between citizens and government. They will build schema around the following concepts:
• Local, state and federal governments have unique functions but often work together to protect and provide for citizens.
• Citizens and government interact in civic affairs at the local, state, and federal levels.
• Characters in stories, similar to people in the real world, hold positions in their fictional societies. Some characters have more power than others. The interactions between these characters help develop the story line and can also build social awareness.”

Enduring Understanding: Governments provide services that affect everyone’s daily life.

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 Confronting Challenges. The Essential Question is "How do we overcome obstacles?" and the knowledge focus stated for the unit is, “...students will read a range of fictional stories, including a legend, folktale, and myth, that feature characters facing and overcoming challenges. They will build schema around the following concepts:
• A quest is a story in which the main character goes on a difficult journey to accomplish a mission or goal.
• Each character responds to challenges in different ways, adn these actions often reveal the character’s human traits.
• Different culture present and explore universal themes and human experiences in their own unique ways.”

Enduring Understanding: Analyzing how characters confront challenges helps reveal a story’s theme.

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 the Transcontinental Railroad. The Essential Question is "How do communities evolve?" and the knowledge focus stated for the unit is, “students will read informational texts about how the transcontinental railroad was built, and how it changed the United States and life for the people who lived there. They will build schema around the following concepts:
• The development of the transcontinental railroad contributed to the economic development of major industries.
• The technological advancement that created the transcontinental railroad made significant impacts on the United States.
• Time lines (sic) sequence key events and help illustrate how communities and places change throughout time.
• As communities develop and change over time, they can become culturally diverse. Interactions between people of different cultures may be positive or negative.”

Enduring Understanding: Many factors, including natural disasters and technological advances, expansionism, immigration, and emigration have profoundly shaped our nation and its communities.

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 4 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 plant or animal from one of the unit texts and deliver a presentation using information from the text as well as outside resources. The learning targets contain both research presentation skills and science concepts. Some of the research presentation skills listed under the learning targets are, “Conduct short research projects, gathering relevant information from unit selections and other print and digital resources. Create a presentation on a topic, using technology, audio recordings, and visual displays when appropriate.” The learning targets under the Science concepts state, “Plants and animals have traits that affect the way they grow, behave, survive, and reproduce. Animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.”
• In Unit 2, the Research and Inquiry Project is to look back at the unit selections, select a character from the Wizard of Oz or Peter Pan and describe how the character changes in the different retellings. 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 digital story versions slideshow or interview skit with the author or story character. Teachers can structure authentic presentation opportunities such as 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 3, during the Culminating Research and Inquiry Project students select a public service people use in their lives and research what role the state and federal government play in that public service. Students then present their findings. In Week 2, Mini-Lesson 12, Cross Text Analysis, students answer the following question under the Apply Understanding: “What specific programs or services could a state government provide to solve the problems faced by the people of Sparks? Cite specific evidence from 'The State Government and Its Citizens’ and ‘The First Town Meeting’ to support your answer.” An answer key is provided in the additional resources. In Week 3, Mini-Lesson 9, Cross Text Analysis students respond to the following prompt during Constructive Conversation: “Both ‘Stanley’s Release’ and ‘ The State Government and Its Citizen’ deal with the topic of state government. Compare and contrast the way each text portrays the role state governments play in people’s lives. Cite specific text evidence to support your ideas.” The Teacher’s Resource states, “Monitor the conversations, observing how they build on each other’s ideas. See the sidebar for a possible response. To provide additional support or extend the experience use Reinforce or Reaffirm the Strategy.” These questions help the teacher monitor students’ understanding and determine if they are prepared for the culminating task.
• In Unit 4, the Research and Inquiry Project is to select a text from a different author that has an animal as the narrator or main character. 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 fanzine about the author, online biographical slideshow, author interview skit or students can extend by writing a letter to one of the authors in the unit. Teachers can structure authentic presentation opportunities—to the whole class, another class, to parents or videotape presentations—and upload them 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 look at how technological advancements affected different groups of people. The guiding questions for the project include “How has the community changed since the establishment of the transcontinental railroad? Based on what you have learned from the unit texts and your research, how did transcontinental railroad affect how these communities evolved? What other historical event contributed to the evolution of this community?” A student and teacher rubric are included in the additional materials. The rubric includes the following categories: content, presentation, effort and collaboration.
• In Unit 8, the Research and Inquiry Project is to research another first-hand account of a volcanic eruption or earthquake and compare the experiences. 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 interview, Earth job graphic novel, Earth job infomercial, interactive map or students can extend by writing a firsthand account from the point of view of a scientist doing the job they chose. Teachers can structure authentic presentation opportunities—to the whole class, another class, to parents or videotape presentations—and upload them 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 9, for the Culminating Research and Inquiry Project students research how natural resources affect the growth of two cities, one from the texts and one that students chose on their own. In Week 2, Mini-Lesson 12, Cross-Text Analysis, students respond to the following prompt during the Constructive Conversation: “Reread ‘Seattle:Up and Down-and Up Again’ and paragraphs 3-9 of ‘Natural Resources and Workers.’ Compare how the Great Depression affected the economies of Texas and Seattle. How did these economies recover? Support your answer with evidence from the texts.” The Teacher’s Resource includes the following teacher directions: “Observe students’ conversations. If additional support is needed, use ‘Reinforce or Reaffirm the Strategy.’ See sidebar for a possible student response.” Then, under Apply Understanding, students answer the following question independently: “Based on ‘Natural Resources and Workers’ and the poems in ‘César: ¡Si, Se Puede! Es, We Can!,’ in what ways are workers a resource that impacts the economy? Support your answer with evidence from the texts.” The answer key is provided in the additional resources. These prompts help the teacher determine if students are ready for the culminating task.

The instructional materials reviewed for Grade 4 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 5, Week 2, Extended Read 1: “Who’s Driving?”, Mini-Lesson 1, 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 46.” There are no additional explicit instructions for this task in this section. The teacher also displays the text, reads aloud the title, and asks students what is inferred by the question mark in the title. During Mini-Lesson 2, students complete a Build Vocabulary activity for four of the seven General Academic vocabulary words; the activity does not include any Domain-Specific words. During Mini-Lesson 5, the teacher models how to determine the meaning of two vocabulary words, navigate and futuristic, using context clues. During Guided Practice, students use context clues to determine the meaning of the words off-road vehicle and terrain. During independent time, students repeat this process with two other unspecified words.
• In Unit 6, Week 1, Mini-Lesson 4, Short Read 1, students describe the parts of a quest story. The teacher begins by reminding students of the definition of characters, setting, and events. These terms have been used previously. The teacher models finding this information, using those terms in the modeling. Students then work with partners to determine the characters, setting, and events in “Sugar Maple and Woodpecker.” Under the Share and Reflect section, the Teacher’s Resource states, “Have students turn and talk to a partner about how identifying the characters, setting, and events helped them understand Sugar Maple’s and Woodpecker’s quests. Ask one or two volunteers to share what they learned.” Students use these literary terms multiple times throughout the course of this mini-lesson.
• In Unit 8, Week 1, Mini-Lesson 1, Unit Introduction, the teacher writes the following General Academic vocabulary terms on the board: constructive, destructive, and processes. The students view the multimedia video and use audio and visual cues to help them determine the meaning of the words. In the Whole Group Share section, these words are used again when the teacher models how to share out their information: “My group also noted that earthquakes are a process that changes Earth. When an earthquake happens, the land is affected. Buildings can be destroyed. New landforms can be created.” This mini-lesson also points out that the teacher should use the routines for direct vocabulary that can be found in Additional Resources.
• In Unit 10, Week 1, students read “Power Restored in India” and “Benjamin Franklin: The Dawn of Electrical Technology.” A list of vocabulary words, both General Academic and Domain-Specific, are provided in the Vocabulary Development section. In the eBook, The Power of Electricity, students read “Blackout, 1965” for their Word Study Read. The directions state, “Read this personal narrative. As you read, use the strategies you have learned to problem-solve unfamiliar words.” “Blackout, 1965” contains the word blackout, which is a Domain-Specific vocabulary word in “Power Restored in India.”

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: character, setting, actions, emotions, states of being, event story, drama, thoughts, words, actions, and visual/oral presentation.
• In Unit 3, Build Reflect Write, on page 19 of the consumable anchor text, students use strategies learned to find meaning and write a sentence for the words conservation, critical, industry, and maintain from “The State Government and Its Citizens.”

The instructional materials reviewed for Grade 4 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 is to look back at the unit selections, select a character from the Wizard of Oz or Peter Pan, and describe how the character changes in the different retellings. Guiding questions include: “How does your character react to events in the story? Are their reactions consistent between retellings? How did the knowledge you gained through research add to your understanding of the unit selections? Do your feelings toward the character change between retellings? Do different words and actions change the reader’s opinion of the characters?” Students gather information from the unit and other print and digital sources and reflect on how a story and characters can be different when retold in different literary forms. Students create a presentation on the topic using technology. The remainder of the questions and supports are the same as previous units with the exception of the Essential Question and Enduring Understanding.
• In Unit 5, during the Culminating Research and Inquiry Project, students complete a project called, “Technology Pros and Cons.” The Teacher’s Resource provides a pacing guide for three weeks that provides Student Goals and Teacher Support for each week. For example, the Week 2 Student Goals states, “Use a variety of sources to expand knowledge, keeping in mind the guiding questions and the unit Essential Question. Record and organize data. Start to plan the presentation.” The Week 2 Teacher Support states, “Arrange for computer or tablet access for online research. Create a content bookshelf on Benchmark Universe including the unit small-group texts and other texts with relevant content.” This same guidance is repeated across units, but does not provide further guidance or support for the teacher.
• In Unit 10, the Research and Inquiry Project is to use the unit selections to guide research of a scientific discovery or invention and compare electricity and the scientific discovery or invention selected by the student. Guiding questions include: “Based on the unit selections and your research, what did this discovery or invention bring to the world? Did it inspire other inventions? How did the knowledge you gained through research add to your understanding of the unit texts? How did this discovery or invention change the way we live?” Students gather information from the unit and other print and digital sources and reflect on how scientific fields have changed over time and how the world has been changed by discoveries and inventions. Students create a presentation on the topic using technology.