1st Grade - Gateway 2

The materials reviewed for Grade 1 meet the criteria of Indicator 2b.

Materials include various opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple Mentor, Read-Alouds, Shared Readings, and Extended Reads according to grade-level standards. Students analyze key concepts by orally completing sentence frames and learn how to determine the main idea by using book and chapter titles. Students use key ideas from the text to describe characters. Students determine shades of meaning of verbs, determine different types of texts, and identify and describe the roles of the author and illustrator. 

For most texts (read-aloud texts K–1 and anchor texts Grade 2), students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following: 

• In Unit 1, Week 1, Day 2, after listening to The Amazing Life Cycle of a Frog by Dustin Lawlor, students answer questions about key ideas and details: “What is the main topic of ‘The Amazing Life Cycle of a Frog?’ How do you know? Which details in the text on pages 6–7 support the main topic? Explain why. Why are some details important to the main topic and some details are less important? Provide examples and explain.” 

• In Unit 3, Week 2, Day 3, students reread Hello, Community Garden! By Dang Nguyen and answer the question, “Which key details does the author give in Chapter 3 and Chapter 4 to support the point that good citizens do the right thing for their communities?”

• In Unit 6, Week 3, Day 3, after listening to Tall and Small Play Ball by Jerry Craft, students reread pages 14 and 15 and answer the key detail question, “How can you use details from the text and illustrations to describe the major events that happen on these pages?”

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

• In Unit 3, Week 2, Day 4, students use the table of contents of Being a Responsible Citizen by Margaret McNamara to answer the following question: What chapter of the text should you look at to find information about how responsible citizens are honest? How do you know?  Partners discuss their answers to the question and the text evidence that supports their answer.

• In Unit 4, Week 1, Day 1 students read the text The City Mouse and the Country Mouse by Finny Li Doherty and identify the narrator of the story. Students turn and talk to determine the narrator's feelings at different places in the text. 

• In Unit 7, Week 1, Day 3, students  study the photographs in the text “School Days” (no author cited), as the teacher reads aloud the captions on pages 15–17. Students are asked the following text dependent questions: Where are the children in the photograph on page 15? How do you know? What do we learn from the caption on page 15 that is not in the text? How does the caption help you understand the photograph on page 17?

• In Unit 10, Week 3, Day 4 students use the texts I Hear with My Ears by Kathleen Long Bostrom and The Light Around Us by Kathleen Furgang.  The purpose of the lesson is to explain the differences between stories and informational text.  The teacher models by showing and explaining the differences in the pictures between the two texts.  Then students participate in a Guided Practice to explain the different purposes of the two texts.

The materials reviewed for Grade 1 meet the criteria of Indicator 2c.

Materials contain coherently sequenced text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Students use the text explicitly to answer questions during the lessons and related tasks. Text-dependent questions and tasks include mentor read-aloud, extended read-aloud, short reads, and anchor text read-alouds. In addition, students use the Knowledge Blueprint to build on their knowledge from the texts when answering purposeful text-dependent questions and applying their reading to the Enduring Understandings of the unit. 

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, Week 2, Day 3, after listening to the text Wolfie The Bunny by Anne Dyckmann, students analyze the text using illustrations to help them understand and describe the story events. Students respond to questions such as, “Which details tell them that Dot is not happy about her new baby brother? What details help you understand why the bear is afraid of Dot?” Students use the anchor chart that is created to answer the questions.

• In Unit 5, Week 1, Day 2, students listen to the text Robots at Work.  The purpose of the lesson is to use illustrations and details in the text to describe key ideas.  The teacher models using a chart to list illustrations and text that support key ideas.  During the Guided Practice section of the text, students have three text-dependent questions at DOK level 2 and 3 which guide them to find key ideas and/or details to support their analysis of knowledge and ideas of the text.  Questions asked include: How do reports work in the hospitals?  How can this help nurses?  What do the photos on page 42 show about how technology helps on a farm?  How are these helpful?  What is one key idea on page 43?  How do the details in the photo and text help you describe this key idea?  The Apply Understanding portion gives students the opportunity to draw a picture and write a sentence showing that they have understood one of the key ideas in the text.

• In Unit 8, Week 1, Lesson 4, after listening to the text “A Walk on the Moon” (no author cited), students analyze the text by distinguishing information between pictures and texts to help them understand the text.  Students respond to the following questions, “What do you learn about the eagle from the text? What does the caption say about the Eagle? Which detail from the photograph is not in the main text?”  Students are then asked to turn and talk and respond to the following question, “Look at the captions, photographs, and text on pages 30-31.  The Apollo astronauts traveled more than two hundred thousand miles through space to reach the moon. Do you think their journey was important?  Why or why not?   

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, Week 3, Day 4, students use the texts The Fox and the Robin by Grace Bilodeau and The Ugly Duckling retold by Brenda Parks and Judith Smith to compare and contrast the adventures and experiences of characters in stories. The teacher models creating a compare and contrast chart with three columns to gather evidence for similarities and differences in the two stories. In the Apply Understanding section of the lesson, students analyze the information they have gathered from both stories to write 1–2 sentences about a key idea that relates to both stories.

• In Unit 2, Week 2, Day 5, students create a Venn diagram with labels for the two main characters in “Little Red Riding Hood”(no author cited) and Wolfie the Bunny by Ame Dyckman.  Partners compare and contrast Dot’s experiences and Little Red’s experiences. The teacher displays and reads aloud sentence frames one at a time. Partners discuss their answers then share with the class. Students’ findings are added to the Venn diagram before continuing to the next sentence. 

• In Unit 8, Week 3, Day 5, students reread Night and Day by Hilary Maybaum and Night Sky by Joseph Bruchac and examine the images of the sky in both texts.  Students explain the differences between the two images. Students also explain how the explanations of stars are different in each text.  

• In Unit 10, Week 2, Day 5, students compare and contrast texts to build knowledge about sounds. The teacher displays I Hear with My Ears by Kathleen Long Borstrom and “Sounds I Love” (no author cited).   Students are provided with the following text-dependent question to answer: How can you compare and contrast the experiences of the narrator on pages 5–6 and 10–11 of I Hear with My Ears with the experiences of the narrator on page 44 of “Sounds I Love!”? Students are asked how many characters the question asks them to compare and contrast. They are guided to recall how the narrator on page 45 of “Sounds I Love!” is different from the narrator on page 44. The teacher reads aloud pages 10–13 of I Hear with My Ears and page 45 of Sounds I Love! Students are asked to listen carefully for information they need to answer the question.

The materials reviewed for Grade 1meet the criteria for Indicator 2d.

Each unit has an Inquiry and Research project that incorporates texts from the unit as well as outside sources, as appropriate. Each project answers the essential question, includes text evidence and cross-text analysis, and addresses the enduring understanding for the unit. Culminating tasks include opportunities for students to demonstrate mastery of grade-level reading, speaking, listening, and writing standards from the unit. Materials include culminating tasks that vary by topic throughout the year; however, the tasks do not vary in form from unit to unit.  

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:

• Throughout each unit students complete a Research and Inquiry project. Each project answers the essential question, includes text evidence and cross-text analysis, and addresses the enduring understanding for the unit: 

  • In Unit 2, after learning about different characters and reading stories with animal characters, students pick one of the animal characters from a story in this unit and find several stories that also have that animal as a character. Students create a presentation that describes the character from the unit text and the characters from the other texts found. Student presentations should answer the following guiding questions: “What were you able to learn about the characters from the way they look, feel, act, and talk? (Essential Question) “Why do you think each author chose this type of animal for a character? Do the animal characters in these stories act the way people would expect this type of animal to behave? (text evidence, cross-text analysis) How can studying story characters and what they do help us understand real people, even if the characters are animals? (Enduring Understanding)”  

  • In Unit 5, after reading about how people use technology at work, students pick a type of technology that is described in one or more of the unit texts and conduct research to find out more about the technology and how it helps people do their jobs. Students combine information from the unit texts with information from the other sources to create a sketch of technology, with labels, and captions, that shows what was learned.  Students deliver a presentation to share their work with the class. Student presentations should address the following guiding questions: “How would workers’ jobs be different if they didn’t have the technology you studied? (Essential Question) What new information did you find in your research that helped you better understand the technology described in the unit text(s)? (text evidence, cross text analysis) In what ways does the technology you studied help people do their jobs better or more quickly? (Enduring Understanding)”  

  • In Unit 9, after reading about things people buy and sell, students pick a good or service from one or more of the unit texts and conduct research to find out more about it. Students think of a business idea that will sell the good or service you picked. After combining information from the unit texts with information from the other sources, students create an advertisement for the business and deliver a presentation about it.  Student presentations should address the following guiding questions:  “Why would people want to buy the good or services you studied? (Essential Question) What new information did you find in your research that helped you better understand the good or service you picked from the unit text(s)? (text evidence, cross-text analysis) Besides the United States, what are some other places around the world where people use the good or service that you studied? (Enduring Understanding)” 

The materials reviewed for Grade 1 meet the criteria for Indicator 2e.

Materials include a year-long plan grounded in standards alignment to support students’ writing development and proficiency. Writing lessons, tasks, and projects authentically integrate with reading, speaking, listening, and language. Writing tasks and projects include learning, practice, and application of writing skills.The majority of writing instruction is process writing, which occurs daily and includes a variety of genres. The Teacher Resource System includes models, planning organizers, protocols, sample responses, sample anchor charts, and plans to support implementation of the writing tasks and projects, as well as guidance or support for pacing writing over shorter and extended periods of time as appropriate for the grade.

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: 

• Each unit includes writing connected to reading. Materials include on demand writing, writing to respond to reading, teaching of the writing process, and writing tasks to support knowledge building.  Each unit has a process writing focus related to the unit topic, participation in a shared research and inquiry project that includes writing, and on demand writing tasks in response to reading.

• Over the course of the year, the number of lessons for each genre include 15 lessons on narrative writing, 30 lessons on informative/explanatory writing, and 40 lessons on opinion writing.

  • Units 1, 2, and 10 focus on narrative writing. Students write or draw personal responses to texts and extension or continuations of stories read, and write sensory poems. 

  • Units 3, 5, 7, and 8 focus on informative/explanatory writing, including procedural writing. Students write facts and details from anchor texts, informational texts using the anchor texts as models, and procedural texts, and complete a shared research report. 

  • Units 4, 6, and 9 focus on opinion writing. Students write their opinions about the characters in anchor texts and the texts themselves. 

  • Guidance in the margins of lessons frequently includes, “Confer with a few students about their writing or drawing.” However, materials do not give specific guidance on how to support individual student’s growth in writing or how to help students achieve mastery of grade-level writing standards. 

• Writing instruction follows a similar format for each lesson. The 20 minute mini-lesson format includes engaging thinking (1 minute); guiding shared writing (8–9 minutes); oral rehearsal for independent writing (2–3 minutes); independent and small group writing and conferring (times vary); and sharing and reflecting (1–2 minutes).  For example:

  • In Unit 2, Week 1, Day 2, the teacher models writing a response to a prompt for the fable The Ant and the Grasshopper by Sunita Apte. The Teacher Resource System allocates 7 minutes for teacher modeling and then 5 minutes for students to orally rehearse and write independently. Teacher guidance includes conferring with students and “look[ing] for ways to support students' writing development.”

• In Units 3–10, writing instruction follows the following format: Week 1: teacher modeling to brainstorm (Day 1), draft (Days 2 and 3), revise (Day 4), and share (Day 5). Weeks 2 and 3: Student practice of the writing type: brainstorm ideas, choose topic, draft, revise and expand, writer's craft focus, edit, publish, and share.  For example:

  • In Unit 3, Week 2, Day 4, the teacher displays the Informative/Explanatory Writing Anchor Chart. The teacher sets a purpose for the lesson, which is adding one more supporting detail to their text that explains what it means to be a good citizen at the library, and restating the topic sentence to bring closure. The teacher models this and materials provide a sample text.

  • In Unit 5, Week 2, Day 3, students revise an explanatory text to strengthen writing about how technology helps us at school. 

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

• Materials provide sample anchor charts. For example: In Unit 2, Week 2, Day 2, the teacher models adding details to a diary entry. The margin includes a sample anchor chart on writing a diary entry for teacher use.  

• Materials include sample shared drawing and writing products. For example:  In Unit 9, Week 2, Day 4, the teacher displays the completed shared writing draft and reads it aloud. The teacher models expanding and revising ideas by orally rehearsing before writing. Materials provide sample writing for teacher use during modeling. Students work in pairs to revise their writing following the steps the teacher modeled. 

• Materials provide sample conferring prompts in the margin for the teacher to use when meeting with students. For example: In Unit 10, Week 1, Day 2, students brainstorm and choose a topic for a sensory poem. Sample conferring prompts in the margin include:

  • “Directive Feedback: This is an adjective that we hear every day. Think of an adjective that means the same thing but sounds more interesting.

  • Self Monitoring and Reflection: I see that you circled this line. Have you thought of a stronger way to say this? Do you want to add or change a word?

  • Validating and Confirming: I like how you replaced the word fast with the word speedy. This verb is much more specific and vivid. Good thinking!”

The materials reviewed for Grade 1 meet the criteria for Indicator 2f.

Materials include research projects sequenced across a school year to include a progression of research skills. Students participate in seven research and  inquiry projects over the course of the year. Each project provides an opportunity for students to confront and analyze different aspects of a unit topic in greater depth using multiple texts and other source materials. Students apply reading, writing, speaking, and listening skills. Projects become progressively more challenging and ensure students acquire deep topic knowledge. Shared research and writing projects encourage students to develop knowledge and understanding of a topic using texts and other source materials. The research project routine includes selecting a research focus, identifying relevant information from unit selections, identifying sources for additional information, planning, creating, presenting, reflecting, and responding to the information. Through the research projects, students synthesize and analyze grade-level readings and develop their knowledge of grade-level topics. Materials include teacher guidance for each step of the project to guide students toward mastery.

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:

• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Examples include, but are not limited to, the following: 

  • Guidance for the Research and Inquiry Projects for each task includes information for the teacher to introduce, explore, and present to students in addition to a pacing chart. In the Introduction section, the teacher tells students what project they will be completing, how it will deepen their understanding of the unit topic, and the guiding questions their presentation should answer. Guiding questions relate to the Essential Question, text evidence, cross text analysis, and the Enduring Understanding. In the Explore section, the teacher assists students in choosing a topic for their research focus, using the unit texts as a resource.  The Present section includes presentation expectations. The pacing chart includes student goals and teacher support for each week of the project. 

    • In Unit 1, the teacher tells students they will be learning about how plants and animals change as they grow. In the Explore section, the teacher prompts students by listing plants, animals, and insects to help them choose a research focus.  The teacher models rereading a unit text to find information that helps you focus on the guiding question, choosing another source that provides relevant information, and writing and recording information.  

    • In Unit 4, the teacher tells students they will be learning about why and how authors use different narrators to tell stories. In the Explore section, the teacher assists students in choosing an author and points out and reads aloud the author biographies found on the inside cover or back cover of each book. The teacher models rereading to extract information from a unit text and an author biography by thinking aloud to make connections between the author’s background and his or her literary choices. 

    • In Unit 8, the teacher tells students they will be learning about objects in the sky: the sun, the moon, and the stars. In the Explore section, the teacher prompts students by listing plants, animals, and insects to help them choose a research focus.  The teacher models rereading a unit text to find information that helps you focus on the guiding question, choosing another source that provides relevant information, and writing and recording information.

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

• Each unit contains a Knowledge Blueprint in which the teacher gathers information related to the Enduring Understandings for the unit. While reading each text, the teacher and students work together to 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 during discussions and writing tasks.

• For each Research and Inquiry Project, materials list teacher supports to assist students with conducting research. For example, in Unit 4, materials provide teacher guidance, such as discussing authors from unit texts read together. 

• Materials provide Think-Speak-Listen Bookmarks that include questions to guide discussions. 

• Materials include a teacher rubric that addresses the following areas: Content, Presentation, and Effort and Collaboration. Materials also include student-friendly versions of the rubrics.

Materials include shared research projects to help develop students’ research skills. Examples include, but are not limited to, the following:

• Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

  • In Unit 2, during the Research and Inquiry Project on “Many Kinds of Characters,” students select an animal character from a story in the unit and conduct research to find other stories that also have the animal as a character. Students then create a presentation that describes the characters from the unit text and the characters from the other texts they found. Student presentations should answer the following guiding questions: “What were you able to learn about the characters from the way they look, feel, act, and talk? (Essential Question) Why do you think each author chose this type of animal for a character? Do the animal characters in these stories act the way people would expect this type of animal to behave?  (text evidence, cross-text analysis) How can studying story characters and what they do help us understand real people, even if the characters are animals? (Enduring Understanding)” 

  • In Unit 5, during the Research and Inquiry Project on “Technology at Work,” students select a type of technology that is described in the unit.  Students complete research to find out about the technology and how it helps people do their jobs. Students create a sketch of the technology, with labels and captions, and present their learning to the class. Student presentations should answer the following guiding questions: “How would workers’ jobs be different if they didn’t have the technology you studied? (Essential Question) What new information did you find in your research that helped you better understand the technology described in the unit  text(s)? (text evidence, cross-text analysis) In what ways does the technology you stueid help people do their jobs better or more quickly?  (Enduring Understanding)” 

  • In Unit 8, during the Research and Inquiry Project on “Investigating the Sky,” students select an object in the sky described in the unit texts, such as the sun, moon, or stars. Students then conduct research to find out more about the object and how people from long ago to today have thought about the object. Students create a model of the object studied and deliver a presentation to share their learning. Student presentations should answer the following guiding questions: “What are the most interesting facts you discovered about your object from the sky? What emotions do you feel when looking at it? (Essential Question) How did different authors of the unit text(s) and other resources you found describe the object that you studied? In what ways were their descriptions similar or different? (text evidence, cross text analysis) What are some questions you still have about the object in the sky that you studied? (Enduring Understanding)” 

The materials reviewed for Grade 1 meet the criteria of 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 1, Week 1, Day 4, while reading “The Fox and the Robin” (author not cited), the teacher models how to create mental images of what is happening in the text. This comprehension strategy does not align to a grade-level standard.

  • In Unit 6, Week 3, Day 2, the teacher models finding key details about characters using text and illustrations. Using the text Tall and Small Play Ball by Jerry Craft.  The teacher models looking at the illustrations, reading what the text says, and talking about the key details learned about the characters. This instruction aligns to RL.1.7: “Use illustrations and details in a story to describe its characters, setting, or events.”

  • In Unit 8, Week 2, Day 3, the teacher models using text evidence to describe key ideas in Night and Day by Hilary Maybaum. The teacher models how to identify text and images that describe the moon.” This instruction aligns to RI.1.7: “Use the illustrations and details in a text to describe its key ideas.”

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: 

• Most questions and tasks align to Common Core State Standards (CCSS). Within the lessons, it is unclear which questions and tasks align to the learning goals listed. 

  • In Unit 2, Week 1, Day 2, students answer questions about key details in the text “The Ant and the Grasshopper” (author not cited). Questions include, "On page 15, how does the ant try to help the grasshopper? Which details does the author give us on pages 14–15 to let us know that the grasshopper won’t listen?” These questions align to RL.1.1: “Ask and answer questions about key details in a text.”  

  • In Unit 5, Week 1, Day 3, students sort words from the text “Robots at Work” (author not cited)  into two categories—Parts of a Robot and Things Robots Can Do. Students answer the following questions to help clarify the meaning of the words: Which column has words that are equipment, or things needed to do a job? What do robots use these parts to do? Which column has action words? This task aligns to L.1.5a: “Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.” 

  • In Unit 9, Week 2, Day 5, students compare the texts The Most Important Service by Katherine Durgan-Bruce and In My Opinion Good and Services Are Important by Andre Thomson. Students use evidence from the texts when responding to the following question: “How are the texts similar?” Although students identify similarities in texts on the same topic, they do not identify the differences between the texts. As a result, this question partially aligns to RI.1.9: “Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).”

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: 

• Each Unit has two weekly assessments and one unit assessment. The weekly assessments include multiple choice items addressing skills and strategies taught during the unit. The unit assessment includes multiple choice questions and an extended response writing prompt. Materials include answer keys and item rationales that indicate the standards addressed by each question.

  • In Unit 2, Week 1, Assessment, Question 1 for the story Hen and Pig (author not cited) asks students what Hen likes to do best. Students answer other questions that address setting and major events: “Where does Pig like to spend his time?” and “What do Pig and Hen do to get ready for the party?” These assessment questions align to RL.1.3: “Describe characters, setting, and major events in a story, using key details.” 

  • In Unit 10, Week 2, Assessment, the teacher reads the passage “The Bike Ride” (author not cited) aloud. Students answer various questions about the characters, setting, and story events: “What happens first in the story?”; “How do Zack and Risa feel about going for a bike ride at the beginning of the story?”;  “Where does the family walk?” and “What does Dad point to at the beach?” These assessment questions align to RL.1.3: “Describe characters, settings, and major events in a story, using key details.”

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.1.1 is taught multiple times in Units 2, 4, 5, and 6 according to the Correlation to the Common Core State Standards Chart: “Ask and answer questions about key details in text.” In Unit 2, Week 1, Day 3, materials provide questions for the teacher to use to help students answer questions about the key details of the text. In Unit 4, Week 2, Day 4, students have multiple opportunities to ask and answer questions about key details in the text. In Unit 5, the standard is listed in Weeks 1 and 3, but it is a supporting standard for the lesson; the main focus of the lessons are determining important and unimportant details in a story. In Unit 6, Week 1, Day 3, students have multiple opportunities to ask and answer questions about key details in the text.

• RL.1.5 is taught in Units 1, 4, 5, 8, and 10 according to the reformatted Correlation to the Common Core State Standards Chart: “Explain the major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.” In Unit 1, Week 1, Day 1, the teacher displays the anchor text and helps students recognize some features of informational text. In Unit 4, Week 2, Day 1, the teacher reminds students that a fantasy is a fiction story, when previewing the anchor text. In Unit 5, Week 3, Day 1, while previewing the anchor text, students note recognizable features and the teacher guides students in noticing the story’s realistic office setting. In Unit 8, Week 1, Day 5, the teacher models finding differences between literary and informational texts and students practice this skill using a 3-column chart. In Unit 8, Week 3, Day 4, students revisit finding differences in the images and information in a literary versus an informational text, this time creating a web with information from the two texts. In Unit 10, Week 3, Day 4, students revisit the standard again and compare images and the purpose of literary and informational texts. This standard is addressed three times during the entire school year, and those instances occur during the last nine weeks of school.

• RI.1.2 is addressed in units 1, 3, 5, 7, 8, and 9 according to the Correlation to the Common Core State Standards Chart: “Identify the main topic and retell key details of a text.”  In Unit 1, Week 1, Day 2, the teacher models identifying the main topic and retelling key details. In Unit 3, Week 1, Day 5, students ask and answer questions about key details in the text. In Unit 8, Week 1, Day 2, students describe major events using key details.