5th Grade - Gateway 2

The materials reviewed for Grade 5 meet the criteria for Indicator 2b.

Materials include anchor texts with accompanying Mini-Lessons in which students discuss and write their answers to text- dependent questions or tasks that address word choice, text structure, academic and figurative language, main ideas, and key details of the text. Within the Mini-Lesson students frequently hold Constructive Conversations which include text-based prompts. Daily lessons, close-reading texts, and the student e-Notebook include opportunities for students to respond to questions. Strategies and Skills incorporate the language of the Common Core State Standards (CCSS). Most questions and tasks fully align to the Strategies and Skills and correlated standard, while other questions and tasks partially align to the correlated standard. 

For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 3, the Strategies and Skills page of the Teacher Resource System indicates that students will compare and contrast the overall structure of concepts in two texts. While students identify chronological elements of the structure and explain how the structure helped them understand the order of events in the text, students do not “[c]ompare and contrast the overall structure of events, ideas, concepts, or information in two or more texts,” as required by the standards. For example:

  • In Week 1, Lesson 4, students explain the relationship between chronological events in a text. The teacher models how to use dates and specific time-order words or phrases to find chronology. During Guided Practice, students work in small groups while reading paragraph 3 of “The U.S. Constitution: Then and Now” by Benjamin Godfrey and underlining time-order words and phrases. Students explain how the chronological structure helped them understand the order of events in the text. During Apply Understanding, students independently reread paragraphs 4–5 and underline time-order words. Students write the chronological relationship described and the signal language that helps them recognize the structure. Students retell the events in chronological order.

• In Unit 10, the Strategies and Skills page in the Teacher Resource System indicates that the unit will introduce the skill of explaining the relationship between individuals, concepts, and events in a text. Although students examine two different texts on the same topic, students do not “[c]ompare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts,” as required by the standards. For example:

  • In Week 1, students read John Dalton: Father of Atomic Theory” by Kathy Furgang. In Lesson 4, without prior teacher modeling, students work with a partner during the Constructive Conversation to answer the question, “How does Democritus' theory of atoms relate to Dalton's atomic theory? Emphasize the importance of chronology in your answer.” During independent work, the teacher asks students to write a response to the following prompt: “How does Dalton's atomic theory relate to modern science? Emphasize the importance of chronology in your answer.” 

  • In Week 2, students use this skill again when reading “Changes in Matter” by Laura McDonald. In Lesson 10, students discuss the following Constructive Conversation prompt: “Identify the relationship between the procedure on page 16 and energy. Is this procedure an example of a physical change or a chemical change? Cite specific text evidence to support your answer.” During independent work, students write a response to the Apply Understanding question: “Identify the relationship between the steps of the procedure on page 16 and the result. Would changing the procedure result in a physical change or chemical change? Cite specific text evidence to support your answer.”

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following: 

• In Unit 4, the Strategies and Skills page of the Teacher Resource System indicates that students will describe how a narrator’s point of view influences events are described. For example: 

  • In Week 3, Lesson 4, students describe how a narrator’s point of view influences how events are described. During the Constructive Conversation, students work with a partner on the following task: “In “Miguel’s Prophecy,” how does the author’s use of point of view influence how the challenges of migrating to the United States are described? Cite specific evidence from the text to support your answer.” During Apply Understanding, students independently respond to the following question: “If the author of “Gold Country” used the same point of view as “Miguel’s Prophecy,” how might the description of Runt’s meeting the Australian boy change?”

• In Unit 7,  the Strategies and Skills page of the Teacher Resource System indicates that students will compare and contrast the overall structure of events in two or more texts. For example:

  • In Week 2, Lesson 8, students compare and contrast the overall structure of events in two or more texts. During the Constructive Conversation, students work with a partner to respond to the following prompt: “How do the structures of ‘Native Americans in the Revolution’ and ‘The Banners of Freedom’ help deepen your understanding of how the American Revolution affected people’s lives? Cite specific evidence from the text to support your thinking.” During Apply Understanding, students independently respond to the following question: “Compare and contrast the structures of ‘Road to Revolution’ and ‘The Banners of Freedom.’ How do these different structures help explain some of the effects of the American Revolution? Support your answer with specific evidence from the text.”

The materials reviewed for Grade 5 meet the criteria for Indicator 2c.

Materials provide opportunities for students to answer questions that support knowledge building. Each instructional day includes a reading mini-lesson designed to build content knowledge and practice literacy skills and strategies using the anchor texts. Each week, the student e-book also includes a Build Knowledge Across Texts question in which students respond to a prompt to synthesize information or analyze multiple texts. The majority of questions included in the Constructive Conversation, Apply Understanding, and Build Knowledge sections require students to analyze the integration of knowledge and ideas within individual texts, as well as across multiple texts. Questions connect to topics or themes and texts for each unit, allowing for analysis through discussion and writing tasks. Materials provide questions and prompts in direct teaching mini-lessons, small group or paired tasks, and independent work time. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, the Strategies and Skills introduction in the Teacher Resource Systems indicates that students will analyze how visual elements contribute to meaning and tone. For example:

  • In Week 1, Lesson 13, during Guided Practice, students work with a partner to analyze an illustration in “Grandpop’s Surprise” by Jason Reynolds and “The Drive Down” by Jason Reynolds. The teacher guides students “to think about how the character is feeling and how they came to that conclusion by using the illustration.” During Apply Understanding, students independently look at the illustrations in “The Drive Down” by Jason Reynolds and write 3–4 sentences analyzing how the illustrations add to the tone and meaning of the story.

• In Unit 9, the Strategies and Skills introduction in the Teacher Resource Systems indicates that students will explain how an author uses reasons and evidence. For example:

  • In Week 3, Lesson 4, students read “Old Cities Revitalize” by Alexandra Hanson-Harding and focus on explaining how the author uses reasons and evidence. In the Constructive Conversation section, students discuss their responses to the following question, “How does the section ‘Baltimore, Maryland: Putting Out the Welcome Mat’ support the author’s claim that ‘some urban areas are beginning to turn around’? Cite specific reasons and evidence from this section to support your answer.” Students then share and reflect on how examining the author’s claims helped their understanding of the topic of urban development. During independent work time, students practice with a similar task. In the Apply Understanding section, students write a response to the following prompt: “How does the section ‘Pittsburgh, Pennsylvania, Goes Green’ support the author’s claim that ‘cities are acting creatively to revitalize their downtowns and attract new businesses and residents?’ Cite specific reasons and evidence from the text to support your answer.”

Most sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following: 

• In Unit 1, the Strategies and Skills introduction in the Teacher Resource Systems indicates that students will integrate information from several texts on the same topic. For example:

  • In Week 2, Lesson 12, the teacher models how to answer the following question: “Reread paragraphs 3–4 in ‘The Structure of a Corn Plant’ and paragraphs 4–5 from ‘A Short History of a Special Plant.’ Integrate information from both texts to describe how the corn’s stalk helps the corn plant grow and stay healthy.” During the Guided Reading portion of the lesson, students read and respond to the following question: “Reread paragraph 1 in ‘The Structure of a Corn Plant’ and paragraph 6 in ‘A Short History of a Special Plant.’ Integrate information from both texts to explain the role Native Americans played in the cultivation of corn. Cite specific evidence from the texts in your answer.” Students work independently to demonstrate their understanding of the topic by writing a response to the following prompt: “Reread paragraphs 2–3 of ‘The Future of a Crop’ and paragraphs 10–13 of ‘A Short History of a Special Plant.’ Integrate information from both texts and explain how hybrid corn has helped the United States. Cite specific evidence from the text to support your answer. 

  • In Week 3, Lesson 7, the Extended Read is a paired selection that offers two different opinions on the science of growing corn. Students closely read “The Science of Growing Corn” and partner for the Constructive Conversation section to complete this prompt: “Reread paragraphs 1–2 and 14–15. Compare and contrast the authors’ language to determine whether these texts are subjective or objective. What is each author’s purpose and how does that affect your understanding of the topic? Cite specific evidence and jot your answer in the margin.”  

• In Unit 6, the Strategies and Skills introduction in the Teacher Resource Systems indicates that students will compare and contrast two texts with similar themes. For example:

  • In Week 3, Lesson 9, students compare two texts with similar themes. Students work with a partner to respond to the following prompt: “Both ‘The Knotted Branch’ and ‘The Law of Club and Fang’ focus on the theme of ‘survival of the fittest.’ Compare and contrast the way each text approaches this theme. Cite specific text evidence related to the way characters respond to challenges to support your thinking.” During independent work time students complete the following task: “All of the texts in this unit deal with the theme of characters versus nature. Select two or more texts from this unit and compare and contrast how each text approaches this theme. Cite specific evidence related to how characters respond to challenges to support your thinking.”

The materials reviewed for Grade 5 meet the criteria for Indicator 2d.

All units conclude with a culminating activity based on the unit’s Essential Questions that develops throughout the unit. Students learn about a topic or theme that is integrated throughout close readings and knowledge building texts; however, access to knowledge building texts cannot be ensured for all students as these readings occur during small group instruction. Most culminating tasks involve multiple literacy skills; however, the tasks follow a standard format that does not vary across the year. The format includes holding a Constructive Conversation about the central topic/essential question and completing a Write to Demonstration Knowledge task, which entails responding to each Enduring Understanding in the unit. The culminating task, conversations, and writing take place across the last two days of the unit. Students begin planning their culminating task product during a mini-lesson; however, students are typically expected to complete the task for homework or during independent time. On the last day, students hold a Constructive Conversation about the unit topic during the whole group time, and then complete the Write to Demonstrate Knowledge independently. 

Culminating tasks are evident across the year and multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 3, Week 1, students begin working on their culminating task product, in which they write interview questions to ask when interviewing a famous American. In Week 3, Lesson 10, the Build Towards a Culminating Task section includes the following question, “What would you want to ask Thurgood Marshall if you could interview him?” For independent work and homework, students choose who to interview and complete their questions. In Lesson 14, students finish the remaining culminating task activities, including holding a Constructive Conversation about the essential question and what they learned about their questions they wrote, as well as what they learned about how laws change. During independent time, students complete the Write to Demonstrate Knowledge portion of the task on each Enduring Understanding listed for the unit. As students write a response in their e-notebook for each understanding, the directions for the task prompt students to use the texts they have read and the research they have done for their Research and Inquiry Projects.

• In Unit 4, Week 1, students complete the first step of their culminating task—“write a summary explaining how the perspective of one of the speakers, narrators, or characters in this unit has impacted your worldview.” Students engage in a discussion about the similarities between the texts and compare the various points of view. Materials provide a Choose a Question to Ask a Speaker or Narrator strategy for students needing more support. Students then write one question they would ask each of the speakers of that week’s reading. In Unit 4, Week 2, Lesson 14, students discuss the point of view and perspective of the readings. Then students think about what question they would ask the speaker and the main character. In Week 3, Lesson 10, students discuss the point of view of the text, the feeling the author was trying to convey, and why the author chose to write about this particular time period. Then, students write two questions for the characters. Students complete the task for homework. Directions for the task include looking at the notes and Blueprint for the Unit and writing a 2–3 paragraph summary. Students must include how the chosen perspective relates to their own and what they have learned, in their summary. Students use the Blueprint, text annotations, and summary to complete the unit wrap-up. 

• In Unit 8, Week 1, students complete the first step of their culminating task, which is to “write a public service announcement [PSA] for water conservation.” Students engage in a discussion about the impact of water in the story of Odysseus’s travels and what Michelle Pekko-Seymoure feels about the role of water in the world. Students look back through the texts and write four facts about water that they would include in their PSA. Materials provide an Identify Water Conservation Issues strategy for students needing more support. In Week 2, Lesson 14, students discuss the role of water in the excerpt from Homer’s Odyssey, what it represents, and how ancient Greeks thought about water. Students then look back through the text and identify four images that they would include in their PSA. In Week 3, Lesson 10, students discuss what they have learned, what surprised them, and why water is important. Then students choose a format for their PSA and make a plan. Students complete the task for homework. Directions for the task include creating a plan, writing a rough draft, practicing reading the PSS, and presenting their script. The PSA must include why water is important, its impact on society, and how to protect and conserve water. Students use the Blueprint, text annotations, and water conservation PSA to complete the unit wrap-up.

The materials reviewed for Grade 5 meet the criteria for Indicator 2e.

Materials include writing instruction aligned to grade-level standards, including explicit writing instruction and application opportunities aligned to the distribution of writing text types called for in the Standards. Writing mini-lessons occur daily for at least 15 minutes depending on the instructional time block used. Each unit focuses on writing in response to text-based prompts or process writing. The program uses a repetitive instructional process, rubrics, and protocols for all writing across grade levels. In addition to mentor texts, materials provide instructional resources for teacher use such as anchor charts, writing checklists, modeling scripts, and potential  student responses. 

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• Materials include a K–6 year-long writing plan in the Program Support Guide. This one-page plan provides a brief overview of each unit writing focus, the Research and Inquiry Project, and on-demand opportunities in the reading materials. The Program Support Guide also includes a Skills Scope and Sequence that indicates which writing types students will focus on each week.

• Writing instruction follows a repetitive process. During Week 1, the teacher and students analyze a mentor writing text, and the teacher models various skills. Although short writing mini-lessons include teacher modeling and guided practice, the lessons do not embed time for students to write, peer review, revise, and publish work. Students are expected to complete these tasks during independent time. During Week 2, the teacher continues modeling skills students will need as they begin planning and drafting a writing product. During Week 3, students finalize, revise, and publish their work. While materials provide rubrics for peer and teacher evaluation, these rubrics are the same across all grades.

• The distribution of writing modes required by the standards is as follows: 30/35/35 opinion/informative or explanatory/narrative writing. Materials reflect an approximate 28/36/36 balance. Each unit focuses on one type of writing:

  • In Unit 1, there are 15 lessons on informative/explanatory writing, leading students to use facts and evidence to plan, draft, revise, and edit informative essays on a prompt related to natural resources.

  • In Unit 2, there are 15 lessons on opinion writing, leading students to state opinions about characters and support their opinions with evidence from the text.

  • In Unit 3, there are 15 lessons on informative/explanatory writing, leading students to write an informative/explanatory essay on a topic related to the U.S. Constitution.

  • In Unit 4, there are 15 lessons on narrative writing, leading students to write their own narratives.

  • In Unit 5, there are 15 lessons on opinion writing, leading students to write an opinion essay on a technology related issue. 

  • In Unit 6, there are 15 lessons on writing to text based prompts: informative/explanatory, opinion, and narrative writing.  

  • In Unit 7, there are 15 lessons on narrative writing, leading students to write a narrative.

  • In Unit 8, there are 15 lessons on research writing, in which students choose a topic related to Earth Science, select sources, and plan, draft, revise, and edit texts, incorporating facts and details from the sources. 

  • In Unit 9, there are 15 lessons in which students conduct research, create a multimedia presentation, and present it to their peers.  

  • In Unit 10, there are 15 lessons on poetry writing. In which students study mentor poetry and draft, revise, and edit their own poems.  

Instructional materials include a variety of well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following: 

• Each unit provides daily mini-lessons for writing which include teacher modeling supports, anchor charts, writing checklists, mentor writing prompts and source texts, strategies, graphic organizers, and additional instructional materials. Materials follow a similar design, lesson template, pacing structure, and protocol list across Grades 3–6. The mini-lessons occur daily but recommend short time frames for instruction. Lesson language and expectations for writing are similar across all grades. For example: In Unit 5, the additional materials include an opinion essay writing checklist, a brainstorming chart for the opinion essay, an evaluating online sources guide, a note-taking guide, a planning guide, and a rubric.  

• Each Unit Assessment includes a 4-Point Assessments rubric. The rubric is consistent across all the writing tasks, with only the type of writing changing. For example, the rubric for the informative/explanatory essay is listed below. The rubric for the opinion essay is exactly the same with the exception of the change in writing type from “informative/explanatory” to “opinion.”

  • “It is clearly organized and effectively incorporates details from sources.

  • It has all of the features of informative/explanatory writing. 

  • The writer follows rules of grammar and sentence structure.

  • The writer follows conventions of capitalization, punctuation, and spelling.”

The materials reviewed for Grade 5 meet the criteria for Indicator 2f.

Materials include both short embedded research tasks and longer research projects. At the end of each unit, students have the opportunity to complete a three-week Research and Inquiry Project for the first four units and a six-week project in the remaining six units. Research projects follow six steps: Choose, Explore, Interpret, Create, Present, and Reflect. Materials include explicit instruction on a progression of research skills according to grade-level standards. The research tasks and research projects are not embedded in the instructional plan for the daily lessons. Recommendations for incorporating the projects in the curriculum include using small group/independent time, homework, and other content time such as the science or social studies instructional block. Some units include shorter embedded research tasks, such as researching topics for writing and evaluating sources, that usually connect to the unit’s writing tasks. 

Research projects are sequenced across a school year to include a progression of research skills that build to mastery of the grade-level standards. Examples include, but are not limited to, the following:

• Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Examples include, but are not limited to, the following: 

  • Guidance for the Research and Inquiry Projects for each task includes six mini-lessons focused on the following topics: Choose, Explore, Interpret, Create, Present, and Reflect.  

    • Step 1: Choose: The focus of this mini lesson is on choosing a topic.   The teacher introduces the project, sets a purpose, guides topic choice, introduces the Research and Inquiry Project Tool, sends off, and wraps up.  

    • Step 2: Explore: The focus of this mini lesson is on students generating questions and gathering sources. The teacher sets a purpose, guides question design and source selection, sends off, and wraps up.  

    • Step 3: Interpret: The focus of this mini lesson is on researching and taking notes. The teacher sets a purpose, guides research and fact gathering, sends off, and wraps up.  

    • Step 4: Create: The focus of this mini lesson is on designing and constructing the research project. The teacher sets a purpose, guides design and creation, sends off, and wraps up.

    • Step 5: Present: The focus of this mini lesson is on sharing and building knowledge together. The teacher sets a purpose, guides preparing and presenting, sends off, and wraps up.

    • Step 6: Reflect: The focus of this mini lesson is on assessing and self-reflecting. The teacher sets a purpose, guides self-assessment and self-reflection, sends off, and wraps up. These six steps are repeated for each of the Research and Inquiry Projects completed with little variation, other than the topic. For example:

      • In Unit 1, the research project is to research a plant-based resource or a staple food crop such as rubber, timber, wheat, rice, soy, or potatoes and create a project to present the knowledge students have built. The project should include facts and key information about the topic, as well as visuals such as maps, drawings, timelines, or photographs that help the audience build knowledge. Students create a podcast, a video, a print or digital timeline, or an idea of their own. In Mini Lesson 2, the teacher models generating questions and exploring sources. The teacher guides question design and source selection during a think aloud using the Question, Search, List, and Decide strategy. First, the teacher chooses a sentence step and adds the topic.  Next, the teacher confirms this guiding question does not have a yes/no answer. The teacher then models searching through the sources available with the guiding questions in mind, choosing sources they think will be useful. After that, the teacher models listing the available sources and including needed information for citations. Finally, the teacher models narrowing the sources by reviewing the sources with the guiding questions in mind and picking two sources they think will best help answer the guiding questions. In Mini Lesson 3, the teacher models researching and taking notes during a think aloud using the Read, Interpret, Jot, Categorize strategy. The teacher models reading a source, thinking about whether the information helps answer the guiding question, writing down the information if it fits the guiding question, rephrasing the information, and sorting the facts and details into the appropriate categories. In Mini Lesson 4, the teacher models designing and constructing the research project using the Read, Design, Create strategy.  

      • In Unit 4, the research project is to choose a time period from one of the unit selections and research another perspective from that same period. Students choose another historical fiction story narrator and investigate how the narrator’s historical context shapes their perspective. The project can be a printed or written research report, a virtual poster, a web page, a video presentation, or another presentation of the student’s choice. In Mini Lesson 2, the teacher models generating questions and exploring sources.  The teacher guides question design and source selection during a think aloud using the Question, Search, and Decide strategy. First, the teacher chooses a sentence step and adds the topic. Next, the teacher confirms this guiding question does not have a yes/no answer. The teacher then models searching through the sources available with the guiding questions in mind, choosing sources they think will be useful. After that, the teacher models listing the available sources and including needed information for citations.  Finally, the teacher models narrowing the sources by reviewing the sources with the guiding questions in mind and picking sources they think will best help answer the guiding questions. In Mini Lesson 3, the teacher models researching and taking notes during a think aloud using the Read, Interpret, Jot, Categorize strategy. The teacher models reading a source, thinking about whether the information helps answer the guiding question, writing down the information if it fits the guiding question, and rephrasing the information. In Mini Lesson 4, the teacher models designing and constructing the research project using the Read, Design, Create strategy.  

  • In Units 9–10, the research project is to choose a city and research how a crucial historical event or economic development changed it and create a museum exhibit to present the information. The exhibit should include images and/or audio clips. The project can be a written or typed report, a poster, a digital slideshow, a brochure, or another presentation of the student’s choice. In Mini Lesson 2, the teacher models generating questions and exploring sources. The teacher guides question design and source selection during a think aloud using the Question, Search, and Decide strategy. First, the teacher chooses a sentence step and adds the topic. Next, the teacher confirms this guiding question does not have a yes/no answer. The teacher then models searching through the sources available with the guiding questions in mind, choosing sources they think will be useful. After that, the teacher models listing the available sources and including needed information for citations. Finally, the teacher models narrowing the sources by reviewing the sources with the guiding questions in mind and picking sources they think will best help answer the guiding questions. In Mini Lesson 3, the teacher models researching and taking notes during a think aloud using the Read, Interpret, Jot, Categorize strategy. The teacher models reading a source, thinking about whether the information helps answer the guiding question, writing down the information if it fits the guiding question, and rephrasing the information. In Mini Lesson 4, the teacher models designing and constructing the research project using the Read, Design, Create strategy.  

Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic. Examples include, but are not limited to, the following: 

• Each unit contains a Knowledge Blueprint in which the students gather information related to the Enduring Understandings for the unit. While reading each text, the students add information to the Blueprint. The information added to the Blueprint builds over the course of each three-week unit, allowing students to build knowledge on the unit topic from various sources. The Blueprint also contains critical vocabulary that is used and referenced various times throughout the unit.

• The Research and Inquiry Projects include the following teacher supports:

  • Research and Inquiry Project Tool for students to complete as they plan their project. The teacher can use the tool to focus students on the research step they are on. The tool can be interactive; the teacher can write notes or reminders to students during the project. The teacher can also use the tool to assess students at the end of the research project.

  • Strategy bank tools that explain the various strategies included in the mini lessons, such as Talk, Jot, Choose; Question, Search, Decide; Read, Interpret, Jot; Read, Design, and Create; Plan, Present, and Ask; an Question, Remember, Jot

  • Addressing the needs of multilingual learners

  • Making time for research and inquiry

  • How to group students:  Flexible grouping to promote learning

  • Using the Research and Inquiry Project Tool to support and assess students

• In Unit 3, Week 1, the teacher conducts a mini-lesson on reviewing print sources for relevant information. Materials include a script to support the teacher with modeling how to gather information from sources. The script directs the teacher to display a note-taking chart and model gathering relevant notes: “As I scan each source, I am focusing on information related to my topic. I can focus my search by looking for cause and effect relationships to help me find relevant events in Susan B. Anthony’s life. When I take notes, I use my own words, or paraphrase. I make sure to list where I found specific information. That way I can go back for more information as I write my essay, and I can check my facts. The source list will also help me support my reasons and evidence when writing.”   

Materials provide opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following: 

• Students conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Examples include, but are not limited to, the following: 

  • In Unit 3, Week 1, Lesson 3, students develop their focus for an informative/explanatory essay about voting rights in the United States. In Lesson 6, students select knowledge and credible print resources. In Lesson 9, students gather notes from their print sources. In Lesson 11, students use information from their research to begin to plan their essay.  In Week 3, Lesson 13, students complete their essay.  

  • In Unit 5, Week 1, Lesson 3, students brainstorm potential topics for an opinion essay on a science and technology topic of the students choosing. In Lesson 6, students select knowledgeable and credible sources online. In Lesson 9, students research and take notes from the online sources. In Lesson 11, students use their research to begin formatting/writing their essay. In Week 3, Lesson 13, students complete their essay.  

  • In Unit 8, Week 1, students begin a research project. In Lesson 3, students focus their research. In Lesson 6, students select knowledgeable and credible print sources. The teacher displays the Source Evaluation Chart and models evaluating a source to see if it has facts about the topic, is well organized, is trustworthy, is written by an expert, and is up to date. Students work with a partner to fill out the chart with a print resource. During independent time, students complete the chart as they conduct their research. 

• Students draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following: 

  • In Unit 1,Week 1, Lesson 6,  students write an informative/explanatory essay in which they describe the appearance and structure of a corn using relevant facts and details from “The Structure of a Corn Plant” and the video “Harvesting Corn.” Students use the resources to find facts and details related to the topic.

  • In Unit 2, Week 1, Lesson 6, students engage in a lesson on evaluating reliable sources by looking if the source is accurate and up to date. The teacher models how to evaluate sources. Students then work with a partner to evaluate an encyclopedia and another print source.

The materials reviewed for Grade 5 meet the criteria for Indicator 2g.

Materials include instruction, questions and tasks, and assessments aligned to grade-level standards. Students have opportunities to answer questions about illustrations, plot, and characters. Students practice activities such as comparing and contrasting charts, retelling details, and answering standards-aligned questions about texts. At times, students focus on comprehension strategies that may not align to standards. Although the reformatted Correlation of Benchmark Advance to the Common Core Standards chart illustrates when standards repeat across the year, it is unclear which learning target aligns to the instructional content and questions and tasks within each lesson.

Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• All Common Core State Standards (CCSS) are taught in the school year according to the reformatted Correlation of Benchmark Advance to the Common Core Standards chart. Materials use general learning goals rather than CCSS, which sometimes focus on skills that are implied within the standards. It is unclear which portions of the lesson align to the learning goals listed.

  • In Unit 2, Week 2, Mini-Lesson 8, the teacher informs students that they will compare and contrast two of the characters from “Sky-Glitter” from As Brave As You by Jason Reynolds. The teacher models using the Speaking and Writing Response Frames to respond to the following Constructive Conversation: Partner prompt: “Compare and contrast how Genie interacts with Grandpop and how he interacts with Grandma. How are these interactions similar? How are they different/ Cite evidence that supports your answer.”  This instruction aligns to RL.5.3: “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).”

  • In Unit 4, Week 1, Mini-Lesson 4, the teacher models how to use context clues to determine the meaning of unfamiliar words and phrases. While reading aloud the first two lines of “I Hear America Singing” by Walt Whitman, the teacher circles the word blithe and says, “I think I need to know the meaning of this word so I can comprehend the poet’s message. I’m going to read further to see if I can find any context clues to help me determine the meaning. A synonym—a word with the same meaning—is a kind of context clue.” The teacher continues reading the text aloud, modeling their thinking and use of context clues to determine the meaning of the word blithe. The teacher confirms their definition with the dictionary. Afterwards, the teacher repeats this modeling process with the words downstream and current while reading aloud the first stanza of “Caged Bird” by Maya Angelou. This instruction aligns to L.5.4a and L.5.4c: “ Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.” and “Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.”  

  • In Unit 7, Week 1, Mini-Lesson 13, the teacher models how to understand the sequence of events in “The Banners of Freedom” from The Memoirs of Boyrereau Brinch (author not cited): “I will look for sequence words as I read. I’ll underline, ‘After we disbanded’ and ‘When I had fulfilled this contract.’ These words signal time order, but since the text is a memoir, the structure may not always follow chronological order.” This instruction does not fully align to RI.5.5: “Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.”

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• Questions and tasks are mostly aligned to the skills addressed in each of the lessons. While many of the skills support the standards, not all skills are standards-aligned. Students typically answer one or two leading questions during the lesson and two to three questions independently per core text. Questions are not labeled according to the standards and teachers would have to determine the alignment on their own.

  • In Unit 3, Week 2, Mini-Lesson 12, students respond to the following Conversation: Partner prompt: “Use your knowledge of chronological texts to answer the following question: How was the creation of the Constitution similar to the Declaration of the Rights of Women? How was it different? Cite evidence from both ‘Creating the Constitution’ [by Benjamin Godfrey] and ‘Fighting for the Vote’ [by Margaret Macon] to support your answer.” This task aligns to RI.5.5: “Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.”

  • In Unit 6, Week 1, Mini-Lesson 2, students independently read paragraph 3 of “Androcles and the Lion” by Aesop and make a connection to the text. This task does not align to grade-level standards.

  • In Unit 8, Week 2, Mini-Lesson 6, after the teacher models how to develop supporting text in a research project, students work with a partner to review each other’s Research Project Planning Guide. Students “write a sentence with no specific details, based on their partner’s topic.” Then, students “add facts, details, and quotations from their notes to develop this sentence.” Partner groups “discuss facts, details, and quotations that they can add.” This task aligns to W.5.2b: “Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.” 

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• Teacher materials include a Weekly and Unit Assessment tab that includes the print version of three assessments for each unit. Materials also provide an Answer Key and Item Rationales document that indicates the DOK level, standard alignment for each assessment question, and rationales for correct and incorrect answers. Occasionally, the standard listed does not fully align to the assessment question.  

  • In Unit 1, Week 2, Assessment, students read a short passage along with a chart and mostly answer multiple-choice questions. Examples include, but are not limited to: 

    • “Before the Civil War, why did U.S. farmers resist growing peanuts?” (DOK 1, RI.5.3) This assessment question aligns to RI.5.3: “Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.” 

    • “Which sentence states the main idea of the passage?” (DOK 2, RI.5.2) This assessment question does not fully align to RI.5.2: “Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.”  

    • “Choose three effects that happen as a result of causes stated in the passage.” (DOK 2, RI.5.3) This assessment question aligns to RI.5.3: “Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.”

  • In Unit 8, Unit Assessment, students read two short passages and answer multiple-choice, short answer, and longer response writing items including, but not limited to:

    • “What does the word relish mean as it is used in paragraph 4 of Passage 2? (DOK 2, RI.5.4)” This assessment question aligns to RI.5.4: “Determine the meaning of general academic and domain-specific words and phrases ina text relevant to a grade 5 topic or subject area.” 

    • “Based on these two passages, what can the reader conclude about rivers in the United States? Select two answers. (DOK 3, RI.5.9)” This assessment question does not fully align to RI.5.9: “Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.”

    • “Select three sentences that belong in a summary of this passage. Write the best sentences in the chart in the correct order. (DOK 2, RL.5.2)” This assessment question does not fully align to RI.5.2: “Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.”

    • “In ‘Old Man Ends the Flood,’ how is Old Man different from the other characters in the passage? How is he similar? Write a paragraph comparing and contrasting the characters from the story. Compare and contrast Old Man with at least one other character. Use details from the passage to support your answer. (DOK 3, RL.5.3)” This assessment question aligns to RL.5.3: “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).”

By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• RL.5.5 is taught in Units 2, 4, and 5 according to the correlation chart: “Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.” 

  • In Unit 2, Week 3, Mini-Lesson 9, students read “Grandpop’s Surprise” and “Ernie’s Secret,” two chapters from As Brave As You by Jason Reynolds. Afterwards, students “analyze how each chapter contributes to the overall structure of the story and compare and contrast how both chapters approach themes in the book.” During the Constructive Conversation: Partner activity, students respond to the following prompt: “Explain how the chapters you’ve read from As Brave As You fit together to provide a structure for the story. Then compare and contrast how they approach and help develop the theme of ‘bravery.’ Cite specific evidence from each text to support your thinking.”    

  • In Unit 4, Week 2, Mini-Lesson 8, students engage in a close reading lesson to explain how multiple sections provide a structure of a story. During the Constructive Conversation, students discuss the following questions: “How is the story’s conflict represented in paragraphs 14‑24? Does the section form the rising action, climax, falling action, or resolution of the story? Cite specific evidence from the text.” During independent time, students write 1–2 paragraphs in response to the prompt: “What part of the story do paragraphs 27–30 represent? Do they form the rising action, climax, resolution, or falling action of the story? How does this section build on paragraphs 14–23? Cite specific evidence from the text.” 

  • In Unit 5, Week 2, Mini-Lesson 8, students engage in a close reading lesson to examine how stanzas fit together to provide the structure of a poem. During the Constructive Conversation, students discuss their responses to the following prompt: “Reread ‘The Railroad Agent’ by James Steel Smith. How is the second stanza different from the first stanza? How does the second stanza develop the theme the poet introduces in the first stanza? Cite specific text evidence to support your thinking.” During independent time, students write 1–2 paragraphs in response to the following prompt: “Reread ‘Prayers of Steel’ by Carl Sandburg. How is the second stanza different from the first? How does the second stanza help to develop the theme that the poem introduces in the first stanza? Cite specific text evidence to support your thinking.” Although students examine how stanzas work together to develop theme, students do not explain how stanzas fit together to provide the overall structure of the poems they read.

• RI.5.4 is taught in Units 1, 7, 9, and 10 according to the correlation chart: “Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.”

  • In Unit 1, Week 2, Mini-Lesson 5, students engage in a lesson to determine the meaning of domain-specific vocabulary. The teacher uses the text “A Short History of a Special Plant” by Laura McDonald to model how to figure out the words symbiosis and integrity. During guided practice, students work with a partner to figure out the meaning of the word rotation. Students make a note of unfamiliar words they are reading and use context clues to try and figure out what the words mean. Then, students use a dictionary to confirm their definitions, which aligns to a different standard, L.5.4c: “Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.” 

  • In Unit 7, Week 2, Mini-Lesson 5, students engage in a lesson to determine the meaning of domain-specific vocabulary using context clues, specifically comparisons. The teacher poses the question, “How were the Native American nations that resented the colonists different from other Native American nations?” The teacher directs students to circle the words resented, warfare, militiamen, civil war, and surrender. Students then reread the text Native Americans in the Revolution by Abigail Conklin and “use comparisons to determine the meaning of the words.”  

  • In Unit 10, Week 2, Mini-Lesson 5, students engage in a lesson on using context clues to determine the meaning of words. While reading the text Changes in Matter by Laura McDonald,  students use a chart to write the word, their definition, and then the dictionary definition for the words substance, physical change, chemical change, reactants, and evaporation. While using context clues to determine the meaning of domain-specific vocabulary aligns to RI.5.4, using the dictionary to determine or clarify the meaning of words aligns to a different standard, L.5.4c: “Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.”