The instructional materials reviewed for Benchmark Grade 6 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The texts provided throughout Grade 6 include anchor texts that are rich in language and engaging. Texts across units cover various content areas with multicultural themes which supports a wide range of text types. The quality and depth of the texts support multiple reads for multiple purposes. Texts are used to expand big ideas, build academic vocabulary, and facilitate access to future texts.

• In Unit 2, Week 1, students read “In Hiding” which is a monologue about Anne Frank. The text contains theater stage directions and an interior photo of the secret passage in the house Anne Frank was hiding in. In Week 2, students read an excerpt from Roll of Thunder, Hear my Cry by Mildred D. Taylor called “Cassie’s Fight.” The excerpt contains engaging dialogue between Cassie and her father and descriptive verbs such as, promised, swirled, and accused.

• In Unit 3, Week 1, students read “Rachel Carson: A Clear Vision.” This text has detailed biographical information about Rachel Carson as well as descriptive adjectives such as countless, destructive, and modern. In Week 2, “Teddy Roosevelt and Nature” is an excerpt from Theodore Roosevelt: An Autobiography a published work of his beliefs about the environment and why he fought to protect it. The text contains black-and-white photos of Teddy Roosevelt as well as photos of Yosemite National Park and Theodore Roosevelt National Park.

• In Unit 4, Week 1, students read “The Road Not Taken” by Robert Frost. The poem contains rhyming couplets and a theme for worthy of analysis. In Week 3, students read “The Letter,” which is an excerpt from Return to Sender by Julia Alvarez. The text contains rich characterizations and rich language. For example, the style is contemporary language usage but includes some Spanish words. The author’s choice of words provides rich opportunities for students to gain and broaden their knowledge base and personal perspectives.

• In Unit 7, Week 1, “The Golden Age of Greece” by Catherine Goodridge and “Ancient Egypt’s Golden Empire” by Vidas Barzukas contain photos of art and architecture to show ancient civilizations. In Week 2, students read "Rome’s Augustan Age" by Tracey Telling and, in Week 3, students read “The Golden Age of the Inca Empire” by Vincent Banks. Both texts are organized by main idea and details and provide students with engaging content about ancient civilizations.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

The instructional materials provide a balanced mix of literature and informational text. Text genres represented include, but are not limited to, informational texts, biographies, folktales, historical fiction, poetry, realistic fiction, myths, fables, and fairy tales. Anchor texts include 14 literary texts and 26 informational texts. Examples include, but are not limited to, the following:

• “Aristotle and Democracy” by Michael K. Smith (Unit 1, Week 1, Short Read 1, Informational Text)

• “Mafatu’s Journey” by Armstrong Sperry (Unit 2, Week 3, Extended Read 2, Legend)

• “Rachel Carson: A Clear Vision” by Catherine Goodridge (Unit 3, Week 2, Extended Read 1, Autobiography)

• “Going West” by Christopher Paul Curtis (Unit 4, Week 2, Extended Read 1, Historical Fiction)

• “Robot Cops” by Judi Black (Unit 5, Week 1, Short Read 1, Informational Text)

• “Midwinter Day” by Susan Cooper (Unit 6, Week 3, Extended Read 2, Fantasy)

• “Rome’s Augustan Age” by Tracey Telling (Unit 7, Week 2, Extended Read 1, Informational Text)

• “The South Pole” by Jules Verne (Unit 8, Week 1, Short Read 1, Science Fiction)

• “Perry Opens the Door to Japan” by Monica Halpern (Unit 9, Week 1, Short Read 2, Informational Text)

• “Wind Power: Pros and Cons” by Tabitha Jones (Unit 10, Week 3, Extended Read 2, Opinion)

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

In each Unit, the anchor texts have the appropriate quantitative level of complexity for the grade band (Grade 6-8 Band of Lexiles 925-1185). The overall text measure is based on an analysis of four dimensions of qualitative text complexity. These four dimensions are: Purpose & Levels of Meaning, Structure, Language Conventionality & Clarity, and Knowledge Demands. The tasks of each anchor text is at the appropriate level for Grade 6 according to the ELA standards. Texts with the appropriate level of complexity for Grade 6 students include, but are not limited to, the following:

• In Unit 2, Week 1, students read “In Hiding” dramatized by Frances Goodrich and Albert Hackett.

  • Quantitative: Lexile 1000.

  • Qualitative: The theme is subtle with the actions of multiple characters conveying meaning on many levels. The narrative structure is play form with an introduction longer than the piece itself that compresses history, biography, and the surrounding story. The introduction creates a time shift, as well as implying historical situations that have an impact on the narrative. Language is contemporary, but includes historical terms from the era, and many sentences are complex or compound with subordinate clauses and transitional phrases.

• In Unit 3, Week 2, students read “Teddy Roosevelt and Nature.”

  • Quantitative: Lexile 1010.

  • Qualitative: The purpose of the text is to describe Teddy Roosevelt’s relationship with nature. The dual modes employed present a nuanced, subtle view of the subject. The text has sentences which are complex with subordinate clauses, and the language is a combination of formal writing with unfamiliar vocabulary, as well as instances of figurative language.

• In Unit 5, Week 3, students read “Updating Archaeology” by Ken Floyd

  • Quantitative: Lexile 970

  • Qualitative: The purpose is to describe advances in archaeology using a vast array of historical and scientific facts that require sifting and interpretation. The structure is chronological, building to the present day while interweaving an array of disciplines in a complex, multi-leveled discussion. The text contains graphic features, including a timeline and several sidebars. Text language is formal textbook style with complex sentences involving both subordinate and transitional clauses and a great deal of domain-specific vocabulary.

• In Unit 7, Week 2, students read “Rome’s Augustan Age” by Tracey Telling.

  • Quantitative: Lexile 1020.

  • Qualitative: The predominant text structure is chronological. Various themes are broken out and examined in depth. Students encounter one diagram and a number of primary source historical quotations, which add a layer of meaning. Complexity is also high because of knowledge demands.

• In Unit 10, Week 3, students read “Wind Power Pros and Cons” by Tabitha Jones.

  • Quantitative: Lexile 1190.

  • Qualitative: The text is straightforward with two debate-style arguments presented side-by-side. Students encounter a chart, two sidebars, and an experiment that requires them to carry out a physical piece of work. Vocabulary includes some unfamiliar words and is journalistic in style. Several complex and compound sentences are in the text. There are complicated arguments that make reference to numbers and statistics.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The Program Reference Guide provides rationale for the texts in the materials.

• Shared Readings connect to the unit topic and are intended to be used to model fluency.

• Texts for Close Reading selections are designed to capture students’ interest and imagination. These texts state standards for achievement.

Each unit has a Guide to Text Complexity for the Short Reads and Extended Reads. A quantitative (Lexile score) and total qualitative measure based on analysis of the four dimensions of qualitative text complexity (purpose and levels of meaning, structure, language conventionality and clarity and knowledge demands) are provided. The four dimensions of qualitative text complexity form a rubric. Using this rubric, texts receive a score out of four for each dimension and those scores are added together to determine the overall score. Examples of analysis provided include, but are not limited to, the following:

• In Unit 1, Week 1, the first Short Read is “Aristotle and Democracy” which has a Lexile level of 940. The total qualitative measure is substantial complexity. The second Short Read is “The Iroquois Confederacy” which has a Lexile level of 980. The total qualitative measure is substantial complexity. In Week 2, the Extended Read is “Queen Elizabeth I of England” which has a Lexile level of 950. The total qualitative measure is substantial complexity. In Week 3, the Extended Read is “Queen Elizabeth II of England” with a Lexile level of 1040. The total qualitative measure is the highest complexity.

• In Unit 9, Week 1, the first Short Read is “Marco Polo, China Trader” which has a Lexile level of 1000. The total qualitative measure is moderate complexity. The second Short Read “Perry Opens the Door to Japan” has a Lexile level of 1030. The total qualitative measure is moderate complexity. In Week 2, the Extended Read “The Silk Road, Yesterday and Today” has a Lexile level of 1060. The total qualitative measure is substantial complexity. In Week 3, the Extended Read “Going Out” has a Lexile level of 970. The total qualitative measure is substantial complexity.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria that support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year.

The instructional materials provide clear opportunities and explicit supports for students to engage in a volume of reading. Each Unit offers students a variety of text types, topics and disciplines in order for students to become independent readers at the grade level. Students have an opportunity to participate in interactive read-alouds, silent reading, choral reading, echo reading, partner reading, and independent reading. Trade books for independent reading are available.

Each Unit provides students with multiple opportunities to engage with text. These opportunities include, but are not limited to, the following:

• The focus of Unit 2 is Characters at Crossroads. Throughout Unit 2, students engage in two short reads and two extended reads. The genres and texts in Unit 2 are as follows: Week 1, a monologue short read (“In Hiding”); Week 1, a myth short read (“Jason’s Challenge”); Week 2, a historical fiction extended read (“Cassie’s Fight”); and Week 3, a legend extended read (“Mafatu’s Journey”). During small group reading, independent reading, and conferring, students read from six texts, such as Rodrigo and the Dogs and The Adventures of Tom Sawyer. Students can read and participate in Reader’s Theater with The Completely Cool Clothing Company or The Three Musketeers. Trade books are available in the Unit, such as I Lived on Butterfly Hill by Marjorie Agosin and The Wall: Growing Up Behind the Iron Curtain by Peter Sis.

• The focus of Unit 10 is Understanding Our Energy Resources. Throughout Unit 10, students engage in two short reads and two extended reads. The genres and texts in Unit 10 are as follows: Week 1, an informational science short read (“Why Does the Wind Blow”); Week 1, an informational science short read (“Wind at Work”); Week 2, an informational science extended read (“Energy Choices”); and Week 3, an opinion extended read (“Wind Power: Pros and Cons”). During small group reading, independent reading and conferring, students read from six texts, such as Energy Sources for the 21st Century and The Human Footprint. Students can read and participate in Reader’s Theater with Ponce de Leon and the Fountain of Youth or Theodore Roosevelt: Speak Softly and Carry a Big Stick. Trade books are available in the Unit, such as Strike! The Farm Workers Fight for Their Rights by Larry Dane Brimner and Open the Door to Liberty by Anne Rockwell.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Teacher materials provide complete support for planning and implementation of text-dependent/specific questions, tasks and assignments for all learners through modeling, guided practice and applying understanding with scaffolding for light, moderate, or substantial support throughout the year. The Read Aloud Handbook, Build Reflect Write Handbook, and the E-book provide text-dependent questions, writing prompts, and speaking opportunities requiring students to engage in the text and make real world connections. Text-dependent/specific reading mini-lessons are included each day requiring all students to cite text evidence to support their answers explicitly or using valid inferences from the text. During whole-group, students are asked to answer a variety of literal, inferential, and evaluative questions by re-reading for evidence and or annotating key details.

• In Unit 3, there are Reading Closely questions provided for the short reads and extended reads in the Text Evidence Questions for Close Reading. When reading “Teddy Roosevelt and Nature,” students are asked, “Why does Roosevelt think that the animals in Yellowstone Park seem tamer than wild animals he might find outside of a park? Reread paragraph 2. How do Roosevelt’s words help explain his respect for John Burroughs and John Muir?. Reread the first four lines of paragraph 2. What does Roosevelt mean by the phrase “sealed volume”?

• In Unit 5, Week 1, Lesson 2, the Teacher Edition states, “After reading, ask students to discuss the questions with a partner. Before students begin, remind them to refer back to the text and their annotations to support their answers. Students should jot their ideas in the margins of their text. They should be prepared to share their ideas with the class. Possible responses are included in the chart below.” Students then answer questions such as: “What are robot cops?” and “Why do police departments use robot cops?” Students provide an answer and evidence from the text.

• In Unit 7, Week 3, Lesson 3, students read and annotate using “The Golden Age of the Inca Empire.” Students work in pairs to share key details found in paragraphs 1-5 and how these details can help determine the central idea.

• In Unit 7, using “Achievement of Ancient Cultures” examples of inferential questions in Short Read 1 and Extended Read 1 include: “How did the statues of Athena and Zeus differ from the statues of everyday mortal subjects?”, “What might explain this difference?” and “What does the quotation from Terence (page 17) tell the readers about Roman tastes in entertainment?”

• In Unit 10, Week 3, Lesson 3 students answer the question, “What ideas do you get from the photographs in this selection? Do you think the author is writing in support of wind power? Tell why or why not.” Students must use key details from the text to support their answer.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

Culminating tasks of quality are evident across a year’s worth of material. Teachers and students are provided with a Unit Big Idea and a Unit Essential Question. The Essential Question is restated at the beginning of each week in the unit. Tasks are supported with coherent sequences of text-dependent questions related to the unit Big Idea which prepares students for success on the culminating tasks. Culminating tasks are varied throughout the year and provide opportunities for students to demonstrate what they know and are able to do in speaking and writing and integrates standards in reading, writing, speaking, listening, and language.

• In Unit 2, the Essential Question is, “How can people inspire and change us?” Students study texts from different time periods and prepare to write a historical fiction narrative based on a time period they are interested in. In Week 1, Lesson 3, students read and analyze a mentor text. In Week 2, Lesson 10, students use dialogue to help establish characters. In Week 3, students revise, edit, and publish their writings with technology.

• In Unit 8, daily tasks support students as they build toward the culminating task of creating a multimedia presentation. In Week 1, Lesson 3, students focus on purpose and audience as they view a sample presentation and respond to the following prompts during a quick write; “Imagine viewing a new multimedia presentation. What is the author’s main purpose for creating it? Who is the author’s intended audience for the presentation? What type of media does the author use to appeal to this audience?” In Week 1, Lesson 6, students watch a mentor presentation and look closely at its structure and elements. Partners share their observations and complete a quick write. Students begin planning their own presentations during Week 1, Lesson 9. Students evaluate and choose a topic for their multimedia presentations and write to explain why the topic was chosen and how it meets the criteria.

• In Unit 9, the Big Idea is Economic Expansion. A video introduces the Big Idea. The Essential Question is “What does it mean to be a citizen in a global society?” In this unit, students read and compare selections about economic expansion in the past and today to understand what it means to be a citizen in a global society. The unit culminating task is writing a news report. Tasks during Weeks 1-3 guide students to the culminating task by adding progressive supporting activities. In Week 1, students examine the purpose and the audience for a news report, analyze a mentor text, analyze facts and details, brainstorm to narrow the focus, and select and take notes from credible sources. In Week 2, students develop the script with facts and details, provide a concluding statement, gather images, and create a storyboard for their news report. In Week 3, students use precise language and domain-specific vocabulary, revise to maintain an objective tone, rehearse/record their news report, share their project, and review and reflect. During reflection in Week 3, Lesson 15, students are asked, “How do you feel this assignment helped your speaking and listening skills develop?”, “What was the most challenging part of writing and presenting a news report?” and “What helped you with that issue?”

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for materials providing frequent opportunities and protocols for discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Teacher materials provide support and direction needed for teachers to implement grade level standards in speaking and listening and help scaffold instruction for students who need extra support. Multiple modeling opportunities are well supported across the year. Materials provide multiple opportunities and support of protocols and implementation focused on using academic vocabulary and syntax for evidence-based discussions as well as teacher guidance across the year’s curricular materials to support students’ increasing skills. These materials are found in the Review and Routines section titled “Build Respectful Conversation Habits” and “Turn and Talk”.

During each unit, students have collaborative discussions with a partner multiple times a day. Weekly lessons offer multiple collaborative opportunities daily, with modeling and explicit directions provided to facilitate evidence-based discussions with a focus on academic vocabulary and syntax. Students utilize graphic organizers that require students to cite their evidence in whole group, small groups, and peer work to use academic vocabulary and syntax. Each week, students apply the understanding of their evidence-based conversations and share out their findings to the whole group. Examples include but are not limited to:

• In Unit 1, Week 1, Lesson 1, students participate in Collaborative Conversation: Peer Group. Peer groups are to generate questions about forms of government. During Share, a student from each peer group is called on to share the group-generated open-ended questions. Another student is call on to summarize initial responses.

• In Unit 2, Week 1, Lesson 10, students demonstrate understanding of connotations and nuances of word meanings. Working with a partner to analyze connotations from “Jason’s Challenge,” students record their findings in a three-column Word Meaning and Connotation Chart. Partners discuss the meanings.

• In Unit 3, Week 3, Lesson 8, students participate in Collaborative Conversation: Partner. Partners discuss the key details they underlined in “John Muir and Nature” as they attempt to answer the following close reading prompt: “Reread the introduction on page 22. How does this information help the reader understand John Muir’s writing? What key details do the introductory materials provide?”

• In Unit 6, Week 1, Lesson 14, students engage in Collaborative Conversation: Peer Group. Groups complete the Compare and Contrast Chart to identify similarities and differences between the two quests in “The Legend of El Dorado” and “The Sword Excalibur” and the important ideas each author uses to approach the theme of success. Students are encouraged to ask one another clarifying questions and agree on information to add to the chart. The teacher monitors group discussions and remains aware of students who may not be participating or comprehending the group task. The group presenter shares out the group's findings.

• In Unit 9, Week 2, Lesson 1, students use the Build, Reflect, Write process. The teacher tells students their goal is to develop a deeper understanding of what it means to be a citizen in a global society. Students use Turn and Talk to Share Knowledge by engaging in a brief conversation with a partner to answer two questions. Students are encouraged to refer to their “Build, Reflect, Write” notes for new content knowledge and insights from last week’s readings and discover how these ideas affect thinking about the Essential Question.

The instructional materials reviewed for Grade 6 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Materials include multiple, varied opportunities for both on-demand and process writing tasks that span the year’s worth of instruction. Writing projects, tasks, and presentations are connected to texts of various genres, topics, and themes. Each unit includes daily, on-demand writing and the Performance Tasks have process writing over a three week span. Writing tasks are aligned to grade level standards, embedded into student work, provide occasions for short and extended writing and allow students to learn, practice, develop, and apply writing skills throughout the year. Lessons culminate by having students respond to prompts in their Build, Reflect, Write manuals which lay the foundation for advanced writing tasks that students will engage in throughout the unit. Students are provided opportunities to work through various writing process stages throughout the year by writing to sources, answering text-dependent questions, taking notes (annotating), completing graphic organizers, research projects, and presentations. Students write and revise informative, opinion, and narrative pieces focusing on topics such as ideas, voice, word choice, organization, and sentence fluency. Examples of the mix of on-demand and process writing include, but are not limited to:

• In Unit 2, after reading “In Hiding” and “Jason’s Challenge”, students compare historical characters to mythical characters. Students respond to the following writing prompt: “Write a monologue from the point of view of Jason or Jason’s father. Describe your reaction to the King’s banquet. Use details from Jason’s Challenge to help you write your monologue.”

• In Unit 3, Week 1, teachers guide students through an analysis of a Mentor Informative Report and how to apply that analysis to their writing. In Week 2, teachers guide students to read and analyze a new prompt based on the texts for Close Reading. Students plan and organize their own writing in response to these prompts. In Week 3, teachers guide students to draft, revise, and edit their response to the writing prompts.

• In Unit 6, Week 1, Lesson 9 students work to complete process writing an argument essay by gathering evidence from both print and digital sources. Using multiple resources such as the Note-taking Chart, Argument Essay Anchor Chart, and Writing Checklist, students write claims, reasons, and cite evidence to support their argument. Support and feedback is provided through conferring and monitoring.

• In Unit 8, Week 1, Lesson 3, students plan, draft, and revise a multimedia presentation based on a natural process that happens in Earth Science. Students have an opportunity to rehearse and share their presentations with the class at end of the unit. This culminating task combines words, visuals and sounds in a single presentation. For example, the presentation might include text to read: words and music, drawings, photographs, charts to look at and videos or animations to watch.

• In Unit 10, Week 1, teachers introduce the Limerick genre and guide students through the prewriting steps in the writing process. In Week 2, teachers guide students through the drafting, revising and editing, and publishing steps in the writing process and in Week 3, students reflect on their writing in different genres and text types.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide a progression of multiple opportunities across the school year for students to learn, practice, and apply narrative, opinion, and informative writing. The materials provide tasks for students to use different genres/modes of writing, which are both connected to texts and stand-alone writing projects. The instructional guide provides supports for teachers to assist students as they progress in writing skills such as: graphic organizers, checklists, and rubrics. Each unit has mentor and anchor texts to support student writing which is embedded daily.

Each week focuses on a different writing genre, appropriately aligned to the text. Mini-lessons are scaffolded throughout the week in order to support student outcomes. Exemplar writing samples and other instruction support accompany each unit.

• In Unit 1, Week 1, Lesson 6, students read and write a journal entry using a mentor text using the prompt: “You are a citizen of ancient Greece who has heard Aristotle give a speech on government. Write a fictional journal entry in which you record your memories, thoughts and feelings about that experience. Make sure to use facts and details from “Aristotle and Democracy” in your journal entry.”

• In Units 2 and 10, narrative writing is featured. In Unit 2, students write a historical fiction story. In Unit 10 students creating a limerick.

• In Units 4 and 6, argumentative writing is featured. In Unit 4, students write an Argumentative Essay using author’s claims and reasons to support their ideas. Unit 4, students analyze an author’s claim in an argument by analyzing reasons the author uses to support the claim. In Unit 4, Week 1, Lesson 6, modeling support for teachers is given to help student analyze texts and make claims. Writing exemplars for each writing type are given under the drop down menu “Writing Exemplars.” In Unit 6, students write an Argumentative Essay using credible print and digital sources and organizing the claims and reasons for the argumentative essay. In Unit 6, Week 1, students begin the process of writing an argument essay. In Lesson 9, students gather evidence from both print and digital sources. Using multiple resources Note-taking Chart, Argument Essay Anchor Chart, and a Writing Checklist, students write claims, reasons, and cite evidence to support their argument. Teacher support and feedback is provided through conferring and monitoring.

• In Units 3, 5, 7, 8, and 9, informative writing is featured. In Unit 3, students write an informative report. In Unit 3, Week 3, students write an informative report. In Lesson 10, students evaluate the information they’ve gathered. In Unit 3, Week 3, Lesson 14, students write one or two paragraphs to respond to the close reading prompt during independent writing time. Students use notes from the Evidence/Conclusion Chart to organize their thoughts. Teachers use students’ writing to assess their ability to compare the author's points of view. In Unit 5, students write an informative report with digital sources and facts and details from texts. In Unit 7, students evaluate online sources, take notes from credible online sources and print sources. In Unit 8, students prepare a multimedia presentation which includes researching and preparing an explanatory text including many facets of multimedia. In Unit 9, students write a news report with facts and details for the script.

• In Unit 7, Week 3, Lesson 11, students write several sentences about the author’s claim concerning the Inca Empire’s engineering feats, and describe the evidence the author uses to support this claim during independent writing time. Students cite text evidence to support their idea.

• In Unit 9, Week 1, Lesson 3, during a Quick Write, students answer the following questions: “What are some reasons that a person would create a news report?”, “Who is the audience for such a report?” and “How might the audience affect the types of media the reporter chooses to use?” The teacher uses students’ writing to evaluate their understanding of the purpose and audience for a news report.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Materials provide frequent opportunities that are varied and build writing skills over the course of the school year. Materials provide opportunities for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Students are required to respond to evidence-based writing prompts in the Build, Reflect, Write notebook. Prior to responding to the text, students are provided pre-work that adequately supports their responses. Students frequently generate ideas by closely reading text. Instructional support for teachers is provided throughout the units to guide students’ understanding of developing ideas and components of structured writing. Examples of opportunities include, but are not limited to:

• In Unit 1, Week 3, Lesson 13, students complete a performance task to read and analyze a mentor narrative response. Students look for ways to improve the text according to the rubric. Analyzing the text in this way provides opportunities for students to present careful analysis and the use of well-supported claims.

• In Unit 4, Week 1, Lesson 14, students compare and contrast themes in poems “The Road” and “In Response to Executive Order 9066.” Students write three paragraphs comparing and contrasting ways in which the two poems have a similar theme. Students fill out a chart comparing the two with theme, point-of view, poetic language, and imagery. Students provide text evidence from the chart to support their comparisons and contrasts.

• In Unit 6, Week 1, Lesson 13, students analyze how the author develops the narrator’s point of view. Students read and annotate “The Sword Excalibur” and write sentences explaining how the author developed the narrator’s point of view in the text. Students include ideas from the How to Analyze How the Author Develops the Narrator’s Point of View Webs/charts.

• In Unit 8, Week 1, Lesson 14, students integrate information from two texts, “The South Pole” and “Glaciers on the Move.” Students develop an understanding of how Earth inspires human endeavors. Students fill out a graphic organizer that will support their integration.

• Unit 10, Week 2, Lesson 3, students read paragraphs 1-10 in “Energy Choices.” As students read, students annotate the text by underlining key details and putting a star next to central ideas in the margin of the text. During this process, the teacher uses student annotations to assess their ability to identify central ideas and key details.

The instructional materials reviewed for Benchmark Grade 6 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

The Grade 6 program has multiple opportunities for whole class instruction aligned to the Grade 6 language standards. All grammar and conventions standards are taught over the course of the school year through reading, language, vocabulary, and writing mini-lessons. These lessons provide opportunities for teacher modeling and guided student practice. Grammar lessons are also applied to independent writing projects students work on. After the specific language standard has been taught, students the skill apply it to their own writing. Students receive direct instruction using the mentor text and dictionaries, and students have access to class charts.

Materials include instruction of all grammar and conventions standards for the grade level. Examples of each language standard include:

• L.6.1a:

  • In Unit 1, Week , Lesson 15, Writing to Sources, students learn about subjective pronouns. Students practice rewriting sentences that are written incorrectly. For example, “My neighbor and me heard Aristotle’s speech.” becomes “My neighbor and I heard Aristotle’s speech.” During independent writing time students are instructed to, “Write two sentences that include subjective pronouns.”

• L.6.1b:

  • In Unit 4, Week 1, Lesson 15, Writing to Sources, the teacher starts by reminding students of what they have previously learned about pronouns. Students then practice editing a series of sentences using intensive pronouns. During independent writing time students are instructed to, “Write two new sentences that use an intensive pronoun to add emphasis to a subject.”

• L.6.1c:

  • In Unit 5, Week 1, Lesson 15, Conventions of Language: Use Appropriate Pronoun Number and Person, the teacher reviews correct number/person pronoun use with students and then has students practice editing a series of sentences for pronoun mistakes.During Independent Writing time students are instructed to, “Write two new sentences about the ways that police use robots to protect humans from harm. Use at least one pronoun in each of your sentences.”

• L.6.1d:

  • In Unit 5, Week 2, Lesson 15, Writing to Sources, students learn about recognizing and correcting vague pronouns in a model text. Students then work with a partner to revise other sentences with vague pronouns. During Independent Writing time students solidify their learning with the prompt, “What is one way that vague pronouns can cause confusion?”

• L.6.1e:

  • In Unit 3, Week 1, Lesson 15, Research & Writing, the teacher emphasizes the importance of using standard English in student writing, “It is important to be able to recognize variations from standard English, so you don’t use them unintentionally in a formal situation.” Students then practice correcting a series of sentences. During independent writing time, students are instructed to, “Write two sentences about Jane Goodall using standard English.”

• L.6.2a:

  • In Unit 3, Week 2, Lesson 15, Research & Writing, students learn about restrictive and nonrestrictive elements. With a partner, students analyze underlined phrases that are restrictive or nonrestrictive elements. During independent time, students write to the question: “How can you determine whether a phrase is restrictive or nonrestrictive?”

• L.6.2b:

  • In Unit 2, Week 1, Lesson 8, Word Study & Vocabulary, students learn about spelling open syllable words and complete a five column open syllable sorting chart to locate and record open syllable words from the text “Jason’s Challenge.”

• L.6.3a:

  • In Unit 6, Week 1, Lesson 15, Process Writing, students learn how varying sentence patterns help keep reader’s interest, share their writing style, and share meaning through teacher modeling and peer practice.

  • In Unit 6, Week 1, Lesson 15, Conventions of Writing: Vary Sentence Patterns, the teacher explains the importance of varying sentence to students and demonstrates by showing examples of repetitive sentences such as, “Explorers came to the New World. Explorers searched for gold. Explorers wanted to find gold in El Dorado.” The teacher then models for students how sentences can be combined and the writing can be reworked to something more interesting like, “When explorers came to the New World, many searched for gold. Some believed they would find those riches in a city called El Dorado.” Students then work with a partner to practice revising more sentences.

• L.6.3b:

  • In Unit 6, Week 2, Lesson 15, Process Writing, the teacher explains the importance of maintaining consistent style and tone throughout a piece of writing and then shows students examples of inconsistent style/tone in pieces of writing. Students then work with a partner to revise sentences with inconsistent style/tone.