The instructional materials reviewed for Grade 5 meet the criteria for anchor texts being of publishable quality, worthy of especially careful reading, and consider a range of student interests. The included texts have been previously published and many are written by celebrated authors. Materials include: both fiction and non-fiction texts of varying lengths and topics, and texts that appeal to the interests of young readers.

Examples include:

• Walk Two Moons by Sharon Creech, has won several awards, including the Newbery Medal and the School Library Journal Best Book.
• The Sun by Seymour Simon is a non-fiction scientific text. Text features include author’s notes and full-color photographs that make the text engaging and high-interest for Grade 5 students.
• Bud, Not Buddy by Christopher Paul Curtis won the Coretta Scott King Award and the Newbery Medal. Knowledge demands are complex due to the historical context of the Great Depression with historical vocabulary and figurative language.
• Tuck Everlasting by Natalie Babbitt has won several awards for notable children’s literature. It has complex demands due to the heavy use of figurative language and complex theme.
• The Wright Brothers by Russell Freedman is a Newbery Medal winner and a Golden Kite Award winner for non-fiction. The complex text builds knowledge and vocabulary within the context of history and aviation.

The materials reviewed for Grade 5 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Students read twenty-eight texts, a mix of both information and literature in the Shared Reading and ELA lessons. The ratio of fiction to non-fiction is an appropriate balance for the standards in this grade level and includes various text types and genres.

Shared Reading includes four fiction and seven non-fiction texts.

• Examples of fiction texts read during Shared Reading are: Walk Two Moons by Sharon Creech, The Westing Game by Ellen Raskin, and Bud, Not Buddy by Christopher Paul Curtis.
• Examples of non-fiction texts read during Shared Reading are: Plant Cells and Life Processes by Barbara A. Somervil, Oceans and Suns by Seymour Simon, and Ice to Steam: Changing States of Matter by Penny Johnson

Interactive Read Alouds include 13 fiction and four nonfiction texts.

• Examples of fiction texts read aloud during the ELA Lessons are: The Boy Who Loved Words by Roni Schotter, The Watsons Go to Birmingham by Christopher Paul Curtis, and several poems including “A Narrow Fellow in the Grass” by Emily Dickinson and “The Eagle” by Lord Tennyson.
• Examples of non-fiction texts read aloud during ELA Lessons are: Keep On! The Story of Matthew Henson by Deborah Hopkinson, Rats Around Us by Rachael Eagen, and The Wright Brothers by Russel Freedman.

The text types and genres are widely distributed throughout the year. Genres include:

• Biography
• Historical Fiction
• Mystery
• Poetry
• Fantasy
• Informational Texts

The instructional materials reviewed for Grade 5 meet the criteria for the appropriate level of text complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

According to the Teacher’s Manual, books selected for Shared Reading lessons are mostly within grade-level bands, and books selected for interactive read-alouds during the ELA lessons are generally above grade level. Texts have the appropriate level of complexity for the grade level, and when the selections are in the high end of the band, students are supported by teacher read-aloud, and scaffolding through predictable routines and teacher modeling. Though the Lexile measures do not build sequentially, throughout the year there are texts from the entire grade-level band.

Specific examples include: 

• In Week 3 of the ELA Lesson, students read Keep On! The Story of Matthew Henson by Deborah Hopkinson with a Lexile of 1070 which is beyond the stretch band for the grade level. Though the book is non-fiction, there are few technical terms and explicit vocabulary instruction focuses on Tier 2 words. The book is read aloud to students and text features such as photos and illustrations are included to support comprehension.
• In Weeks 4 and 5 of Shared Reading Lessons, students read Rats Around Us by Rachel Eagen with a Lexile of NC 1030. Only an excerpt of this expository, non-fiction text is read aloud to students. There are very few technical terms that need to be introduced in advance. Students are supported with explicit vocabulary instruction, daily text structure lessons, and discussion.

The instructional materials reviewed for Grade 5 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

In both English Language Arts and Shared Reading, the texts and tasks increase in complexity to develop independence of grade-level skills. Texts are in the appropriate grade-level Lexile band to help students build knowledge, understanding, and comprehension of texts over the school year. Texts within and outside of the grade band are supported by lessons that incorporate discussions, organizers, and anchor charts. In ELA, the questions, writing tasks, and expectation of student understanding and application of their knowledge grows in each unit.

For example:

• Texts in the first nine weeks have Lexile levels from 770-1070. An example in the first nine weeks in the Shared Reading lesson plan is when students read the novel Walk Two Moons by Sharon Creech, which has an overall Lexile of 770. This text is read over the course of six weeks. In order to support students with the complex text containing two stories, the teacher tracks both story structures with two story maps. The teacher engages students in discussion while asking comprehension questions. Students use vocabulary and respond to comprehension questions in the “Assign Written Response” section of the lesson.
• Texts in the second nine weeks have Lexile levels from 750-1160. An example in the second nine weeks in the ELA lesson plan is The Watsons Go to Birmingham by Christopher Paul Curtis, which has an overall Lexile of 1000. The text is read over 18 days. The novel contains references to people and events of the 1960s; which requires the teacher to scaffold for knowledge building and comprehension. Students answer discussion questions, learn new vocabulary, compose sentences, and answer written response questions. The teacher keeps a story map with character traits and important events.
• Texts in the third nine weeks have Lexile levels from 680-950. In the third nine weeks, students read three poems in Week 20 of the ELA Lessons: “The Grackle” by Ogden Nash, “The Pigeons” by Lilian Moore, and “Something Told the Wild Geese” by Rachel Field. The teacher provides an introduction to the poems and reads the poems aloud. While reading, the teacher discusses the rhyme of the poem, and students learn about multisyllabic rhyme, accents, and rhyming couplets. The teacher explains, “Sometimes a poet uses rhymes of more than one syllable to produce a humorous singsong effect.” The teacher continues a discussion on accents and rhyming couplets and asks questions requiring students to look at rhyme scheme and rhyme syllabication.
• Texts in the fourth nine weeks have Lexile levels from 770-950. In the fourth nine weeks, students read The Mostly True Adventures of Homer P. Figg by Rodman Philbrick, which has an overall Lexile of 950. The text is read over 30 days. The book is a narrative that incorporates academic vocabulary and facts from the Civil War. Students engage in choral reading, respond to discussion questions, analyze text structure, and complete written responses. Students write perspective pieces, compare and contrast characters, defend claims with evidence, design products (medals, wedding announcement, poster, cartoons), and write journal entries and newspaper articles.

The instructional materials reviewed for Grade 5 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade-level reading proficiency.

The instructional materials include opportunities for students to access text through teacher read-alouds, choral reading, and independent reading. Students interact with texts through both the ELA Lessons and Shared Reading. Texts used for interactive read-alouds are often above grade-level and are read aloud by the teacher who models through think-alouds and leads discussion about the text. Shared Reading texts are often read together chorally for the first read with one purpose, and then again in pairs or independently for a second read with another purpose.

Interactive Reading texts are part of the ELA Lessons. The texts are read aloud by the teacher who models through think-alouds and facilitates discussion of the text.

• In the first nine weeks of ELA Lessons, examples of the texts read to students include: Keep On! The Story of Matthew Hanson by Deborah Hopkinson, Rats Around Us! By Rachel Eagen, “A Narrow Fellow in the Grass” by Emily Dickinson, and The Boy Who Loved Words by Roni Schotter.
• In the second nine weeks of ELA Lessons, examples of the texts read to students include: The Watsons Go to Birmingham by Christopher Paul Curtis, The Flu of 1918 by Jessica Rudolph, and The Wright Brothers by Russell Freedman
• In the third nine weeks of ELA Lessons, examples of the texts read to students include: “Something Told the Wild Geese” by Rachel Field, A Single Shard by Linda Sue Park, “Long-Leg Lou and Short-Leg Sue” by Shel Silverstein.
• In the fourth nine weeks of ELA Lessons, examples of the texts read to students include: The Porcupine Year by Louis Erdich and Tuck Everlasting by Natalie Babbitt.   

Shared Reading texts are read first as a choral read with one purpose, and then students engage in a second read with partners for another purpose.

• In the first nine weeks of Shared Reading, examples of the texts students read include: Walk Two Moons by Sharon Creech, Animal Cells by Barbara A. Somervil, and Plant Cells by Barbara A. Somervil.
• In the second nine weeks of Shared Reading, examples of the texts students read include: Volcano by Patricia Lauber, Ocean by Seymour Simon, The Sun by Seymour Simon, and The Westing Game by Ellen Raskin.
• In the third nine weeks of Shared Reading, examples of the texts students read include: Bud, Not Buddy by Christopher Paul Curtis, How Does a Waterfall Become Electricity? by Robert Snedden, and Changing States of Matter by Penny Johnson.
• In the fourth nine weeks of Shared Reading, examples of the texts students read include: The Mostly True Adventures of Homer P. Figg by Rodman Philbrick.

The instructional materials reviewed for Grade 5 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).

Daily instruction is organized in weekly lessons with three parts: an ELA Lesson, Shared Reading, and Differentiated Instruction, with different texts used in each part of the lesson. Routines in the ELA Lesson and the Shared Reading both have components that require students to engage with the text directly. Though some tasks can be accomplished without the use of the text, both ELA and Shared Reading include teacher-led close reading and student-led close reading with tasks and questions that are text-dependent. Questions, tasks, and assignments require students to engage with the text to answer questions.

Examples include:

• In Week 5, Shared Reading, Day 4, after reading Walk Two Moons by Sharon Creech students are asked, “Why do you think Sal is so nervous during the drive? Provide evidence with quotes from the text.”
• In Week 10, ELA Lesson, Day 2, after reading The Watson Go to Birmingham by Christopher Paul Curtis, students are asked, “Do you think Kenny will make fun of the new boy? Why?”
• In Week 16, ELA Lesson, Day 5, while reading chapter 4 of The Wright Brothers by Russell Freedman, students create a timeline to show important events in the chronology of the text. After reading, the students pretend to be one of the Wright Brothers and journal a record of discoveries, successes, and failures they faced, using the text.
• In Week 21, ELA Lesson, Day 2, students read chapter 2 of A Single Shard by Linda Sue Park. Students are then asked to draw and label a map going from the bridge to Min’s house and then to the forest. The teacher states, “Use what you can remember from the chapter we read today. Drawing a map or a diagram is one way to summarize information.”
• In Week 23, Shared Reading, Day 2, students read How Does a Waterfall become Electricity? by Robert Snedden. The teacher tells students, “Use our map and the illustration on page 11 to write a descriptive definition of a waterwheel. Why do you think that the water wheel was used in so many different places?"
• In Week 31, Shared Reading, Day 3, after reading The Mostly True Adventures of Homer P. Figg by Rodman Philbrick, students are asked, “How do you think Smelt will use Homer? Make a prediction that makes sense given what we know so far. Tell why.”

The instructional materials reviewed for Grade 5 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Each lesson provides students an opportunity for evidence-based discussions. According to the section of the Teacher Manual, titled Using this Manual, the instructional plans are intentionally brief to create ease of use in real-time. The Read Alouds section of the Teacher Manual provides general explanations of Every Pupil Response and Partners, strategies to increase student engagement. Every Pupil Response includes taking votes, signaled responses such as thumbs up, and talking with a partner. Partner work includes opportunities for students to confer in pairs about their reading and writing, and questions about the previous day’s learning. It can be signaled by “turn and talk to your partner” or “ask your partner”.

Examples include:

• Week 3, ELA Lesson, Days 3-4, students use the text Keep On! The Story of Matthew Henson as an introduction to informative writing. The Day 2 lesson begins with students telling their partners about narrative and opinion writing. The teacher is directed to have Partner A discuss the elements of narrative writing and Partner B to discuss the elements of opinion writing.
• Week 9, ELA Lesson, Days 1-2, students read The Boy Who Loved Words: Through the Page with Genie by Roni Schotter. The students are engaged in a teacher-led discussion and are handed Selig’s word list. They are asked to write three sentences using two words from the list. On Day 2, they review the story and the teacher asks partners to share their sentences. The teacher asks, “So, what exactly is Selig’s purpose? Talk it over with your partner.” Then the teacher asks the students in whole group to tell about their favorite words from the book.
• Week 19, Shared Reading, Days 1-5, students read Bud, Not Buddy by Christopher Paul Curtis. Each day, students participate in a segment of the lesson called “Provide a New Focus for Rereading in Partners”. The teacher provides a question for the focus of the partner reread. No additional teaching notes or protocols are provided. Examples, “What do we learn about his personality traits? Now think about what we learn about the Amos family. Think about why Bud really wants revenge.”
• Week 20, ELA Lesson, Day 2, students read the poems “The Grackle” by Ogden Nash, “The Pigeons” by Lilian Moore, and “Something Told the Wild Geese” by Rachel Field. On Day 1, students select the poem they thought was best and give reasons for their choices. On Day 2, the students share which poem they voted was the best and the teacher groups students based on the poem they selected. Students are then tasked with compiling their reasons together and presenting to the class.
• Week 26, ELA Lesson, Days 2-4, students read the text The Porcupine Year (Chapter 3) by Louis Erdich and explain why Pinch and Omakayas disagreed about killing the porcupine. Students work with partners to share their explanation of the disagreement.
• Week 32, ELA Lesson, Days 4-5, students read Tuck Everlasting (Chapters 23 & 24) by Natalie Babbitt, and write a note to Winnie’s parents explaining why she tried to help the Tucks. Students are directed to ask a partner to share their notes from Winnie to her parents.

The instructional materials reviewed for Grade 5 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

The individual ELA lessons support students speaking and listening about what they are reading and researching. The standards alignment outlines the Speaking and Listening standards targeted throughout the lessons. Lessons require students to share their reflections and engage in follow-up questioning and include collaborative activities with guidance on how to evaluate speaking and listening with a rubric. During the Shared Reading lessons, students engage in speaking and listening about what they are reading. There is a section in the Shared Reading lessons titled, “Review and Share Written Responses”. Students often write a response one day that is shared at the start of the next day’s lesson. Despite the use of follow-up questions and opportunities to share, presentations and supports do not provide much depth. Additionally, it is sometimes unclear if follow-up comprehension discussions are intended for oral or written response, and whether they are meant to be discussed as a class or with peers.

Examples include:

• In Week 4, ELA Lesson, Day 5, students read Rats Around Us; “Scratch and Sniff: and Creepy Stuff” by Rachel Eagen. The teacher guides students through the organization of the text and students listen to later give ideas of whether or not they would like a rat for a pet. During reading, the teacher asks, “If you look at this picture, you can see that the rat’s jaws are much smaller than a human’s. But which set of jaws is stronger? Talk it over with your partner.” Later students work with a partner to do math from the “Rat” diagram and write a paragraph about whether they would like a rat for a pet.
• In Week 8, ELA Lesson, Day 5, students write poems using couplets. After writing their poems, students form four groups and each person in the group shares their poem.
• In Week 15, Shared Reading, Day 3, students read The Westing Game by Ellen Raskin and respond to a series of questions in a segment of the lesson called Engage in Comprehension Discussion. Examples of these questions are, “Why does Grace want to rename the restaurant Hoos on First? What do we learn about Mr. Westing? Why are all the kids trying to explain the murder?”
• In Week 25, ELA Lesson Plan, Day 2, students write an opinion piece about doing the right thing. On Day 3, the teacher explains the procedures for holding a debate using a rubric. Next, students are divided into groups and debate with another group about the opinion pieces they wrote on Day 2. The remaining students listen to the debate and write questions to ask at the end of the debate.
• In Week 33, ELA Lesson Plan, Days 1-5, students use the writing process to create a book advertisement in PowerPoint about their favorite book from the school year. On Day 5, students present their book advertisements to the class.

The instructional materials reviewed for Grade 5 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 short and longer writing tasks and projects that are aligned to grade-level standards. Throughout the lessons, students engage in various methods of writing, including on-demand writing in the form of open-ended responses to vocabulary written in context, short paragraphs or sentences in response to daily prompts. Process writing is modeled with the use of checklists, charts, and graphic organizers, and the sequence of planning, drafting, revising, editing, and writing final drafts. Writing instruction takes place during the ELA Lesson, however, students also write in response to reading during the Shared Reading. The ELA Lesson is structured into three segments: Teacher, which includes instruction and modeling; Students, which is structured work time with a specific goal and process; and Share, which allows students to share with peers and the teacher. The Teacher Manual includes an appendix titled Writing, which explains the design of the writing instruction as structurally repetitive. Students engage in the same sequence of writing instruction with different content throughout the year.

Examples include:

• In Week 1, Shared Reading, Day 5, while reading Walk Two Moons by Sharon Creech, students respond to the prompt, “Who do you think the young man is? Give Reasons.”
• In Week 8, Shared Reading, Day 3, while reading Plant Cells by Barbara A. Somervill, students respond to the prompt “Reread your animal cell notes one more time. Then reread this chapter. Write one paragraph that begins with this sentence: Plants and animals are similar. Write another paragraph that begins with this sentence: Plants and animals are different.”
• In Weeks 13-15, ELA Lessons, after reading The Watsons Go to Birmingham by Christopher Paul Curtis, students engage in various information-gathering and writing activities, including identifying the elements of a research paper. Students then use the writing process to complete research papers on Civil Rights.
• In Week 17, Shared Reading, Day 2, after reading The Westing Game by Ellen Raskin, students respond to the prompt, “How are the judge and turtle alike? Use evidence from the text to support your answer."
• In Week 24, Shared Reading, Day 2, while reading Ice to Steam: Changing States of Matter by Penny Johnson, students respond to the prompt, “Compare the index and the glossary. How are they similar? How are they different? Are all words from the index also in the glossary? Choose one work from the index that is also in the glossary. Write down the definition, but then also tell how it is used in the actual chapters.”

The instructional materials reviewed for Grade 5 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Appendix E of the Teacher Manual provides an overview of writing for the year. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing is centered around student analysis and claims developed from reading closely and working with sources. Materials provide opportunities to build students’ writing skills through the use of checklists, models, and rubrics. Over the course of the school year, students are given instruction and practice in a variety of genres addressed in the standards. During the ELA lessons, there is instruction on the different types of writing, using the same sequence: Learn the characteristics of the genre; Evaluate good and poor examples of the genre; Learn to plan the genre; Learn to draft the genre; and Learn to revise, both with peers and independently with different content throughout the year. During Shared Reading, students write in response to reading with opinion, narrative, and informative prompts related to the text.

For example:

• In Week 4, Shared Reading, Day 2, after reading Walk Two Moons, by Sharon Creech, students respond to the narrative prompt, “Write a letter from Sal to her mother. What do you think she would want to say to her? Make sure to write from her point of view.”
• In Week 9, Shared Reading, Day 2, after reading Plant Cells by Barbara A. Somervill, students respond to the informative prompt, “Compare and contrast the three types of algae in a short essay. Use this frame. There are three types of algae: dinoflagellates, chrysophytes, and diatoms. They are similar because… They are different because…”
• In Week 13, ELA Lesson, Days 4-5, after reading The Watsons Go to Birmingham by Christopher Paul Curtis, students write a news article that could have appeared in a 1960’s newspaper.
• In Week 14, Shared Reading, Day 1, after reading The Westing Game by Ellen Raskin, students respond to the opinion prompt, “We have focused on the characters. Now think about what the author has done to develop the plot. Describe how the events keep us interested and let us meet the characters.”
• In Weeks 23-25, ELA Lesson, after reading Bud, Not Buddy by Christopher Paul Curtis, students respond to an opinion prompt about whether telling a lie is ever okay. Students also consider the differences between people who think it is acceptable to lie in certain situations and people who believe it is never acceptable to tell a lie.
• In Week 29, Shared Reading, Day 3, after reading The Mostly True Adventures of Homer P. Figg by Rodman Philbrick, students respond to the narrative prompt, “Create a cartoon with three frames about the meeting between Professor Fleabottom and the man in black. In the speech bubbles, write what you think the two are saying to each other.”

The instructional materials reviewed for Grade 5 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.

Shared reading lessons have opportunities for students to engage in evidence-based writing instruction. In the “Assign Written Response” and the “Engage in Comprehension Discussion” portions of the lesson there are questions that can be used to develop evidence-based writing. The Evaluation tab in the Teacher Manual has a section called Grading, with Super Sentence Rubrics, Writing Response Rubrics, Example Students Responses, and Example Grading Responses to help support students and teachers. Though these examples are provided to help guide instruction and evaluation of student responses, there are no explicit directions for students to use or cite evidence in their short-answer responses. ELA Lessons provide explicit instruction and modeling to support students in using text-based evidence.

For example:

• In Week 1, Shared Reading, Day 3, students read Walk Two Moons by Sharon Creech and respond to the prompt, “If you were going to dinner with a friend, would you rather eat at Sal’s grandparents’ house or Phoebe’s parents’ house? Why? Support your opinion with specific details.”
• In Week 13, Shared Reading, Day 5, students read The Westing Game by Ellen Raskin, and respond to the prompt, “Think about the strategies the characters are using. Which one do you think makes the most sense and why?” The question requires evidence from the text, but no additional materials or models are provided to support students.  
• In Week 23, ELA Lesson, Day 5, opinion writing instruction focuses on reasons and evidence used to support the opinion about whether it is ever okay to tell a lie, drawing from a variety of sources such as personal experience and texts. The teacher models how to use the text, Bud, Not Buddy by Christopher Paul Curtis to pull examples from the text to support the opinion.

The materials reviewed for Grade 5 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.

Bookworms Grade 5 materials provide explicit instruction of grade level grammar and conventions in the Sentence Composing section of each ELA lesson plan in conjunction with the day’s read-aloud. The explicit grammar instruction takes place within four instructional activities: Combining, Unscrambling, Imitating, and Expanding. Each Sentence Composing activity is followed by a writing activity that allows the students the opportunity to use the skill in their own writing. Included is a Fifth Grade Editing Checklist, that students used to revise and edit their writing.

Materials include explicit instruction of grammar and conventions standards for the grade-                                                                                                                                                                level, and materials include opportunities for students to demonstrate application of skills both in- and out-of-context. Examples include, but are not limited to:

• Students have opportunities to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. For example: 
• In the ELA Lesson Plans, Week 5, Day 1, Teach Sentence Composing, Expand, the teacher shares the following sentence: Rattus rattus did not stay put. The teacher explains that there is more to know and that with the use of the conjunctions since or because we can signal a reason. The teacher further explains that if the sentence starts with Even though, we can signal that we will be providing a counter.
• In the ELA Lesson Plans, Day 8, Day 2, Teach Sentence Composing, Expand, the teacher shows the following sentence: A spotted shaft is seen. The teacher guides students to add prepositional phrases.
• In ELA Lesson Plans, Week 12, Day 2, Teach Sentence Composing, Expand, the teacher shows students how to add an interjection to: The Ohio rest stop was really cool! The teacher adds Wow!
• Students have opportunities to form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. For example: 
• In the ELA Lesson Plans, Week 11, Day 4, Teach Sentence Composing, Imitate, the teacher shares the following sentence: Joey made me quit sobbing. The teacher asks students questions that change the verb tense and explore the effects it has on the meaning:  "What if I want to express that this is a characteristic that is always true? (makes) What if I want to say that it is sometimes true (may or might make). What if I want to express that it happened before something else? (had made). What about if it happened before some other future event? (will have made)".
• Students have opportunities to use verb tense to convey various times, sequences, states, and conditions. For example: 
• In the ELA Lesson Plans, Week 11, Day 4, Teach Sentence Composing, Imitate, the teacher shares the following sentence: I followed right behind him pretending I was a reporter. The teacher asks a series of questions that require the students to change the verb tense. What if I want to express that this is a characteristic that is always true? (follow). What if I want to say that it is sometimes true (may or might follow). What if I want to express that it happened before something else? (had followed). What about if it happened before some other future event? (will have followed). The teacher explains that it is important to note that a change in verb tense can effect meaning.
• In the ELA Lesson Plans, Week 8, Days 2-4, Teach Sentence Composing, Imitate: using a lines from a poem, the students are provided with guided practice on experimenting with verb tenses to see how it can change the tone or meaning.
• Students have opportunities to use correlative conjunctions (e.g., either/or, neither/nor). For example: 
• In the ELA Lesson Plans, Week 8, Day 1, Teach Sentence Composing, Expand, students use a sentence (He stands, ringed by the azure world.) from the poem “The Eagle.” The teacher prompts: “Let’s try a new construction here. He stands, ringed by the azure world, either ________ or ________. We can use two adjectives or two verbs, but we have to make the same choice in each segment.” The teacher guides the students with replacing the blanks with either two adjectives or two verbs.
• In the ELA Lesson Plans, Week 17, Day 1, Teach Sentence Composing, Imitate, the teacher shares the following sentence: Neither the kite nor the glider would be their last invention. The teacher asks what does neither/nor mean and how is it different than either/or. The teacher has students complete the following sentence frames:  Neither _____ nor _____ would _____. Either _____ or _____ would _____.
• Students have opportunities to use punctuation to separate items in a series. For example: 
• In the ELA Lesson Plans, Week 4, Day 5, Teach Sentence Composing, Imitate, the teacher shares the following sentences: Curious, affectionate, and smart, they are beloved pets in many families. The teacher explains that the there are three adjectives separated by a comma and that indicates they are items in a series. The teacher asks students to substitute adjectives to complete the following sentence frames:  Curious, _____, and smart, they are beloved pets in many families. _____, _____, and smart, they are beloved pets in many families.
• Students have opportunities to use a comma to separate an introductory element from the rest of the sentence. For example: 
• In the ELA Lesson Plans, Week 5, Day 4, Teach Sentence Composing, Expand, the teacher shares the following sentence: Each year people kill hundreds of millions of rats. The teacher explains that this is a controversial statement that can be set off with Fortunately, or Unfortunately. The teacher further explains when you start a sentence with a word like that, you need to use a comma.
• Students have opportunities to use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). For example: 
• In the ELA Lesson Plans, Week 11, Day 2, Teach Sentence Composing, Expand, the teacher shares the following sentence: He pointed up at a telephone wire. The teacher discusses how to expand the sentence by adding some dialogue. The teacher asks a question first and answers with yes or no and provides a reason. The teacher explains that she will show how to punctuate this in case the students want to use it in their writing.
• In the ELA Lesson Plans, Week 21, Day 1, Teach Sentence Composing, Expand, students expand the sentence to include dialogue and a response: “I noticed you are marking your path with rice.” Direct instruction is provided about the use of quotation marks to identify the speaker and a comma to set off yes, no, or maybe in the response.
• Students have opportunities to spell grade-appropriate words correctly, consulting references as needed. For example: 
• In the ELA Lesson Plans, Week 33, Day 3, the Fifth Grade Editing Checklist is provided that has an indicator to remind students to spell grade-appropriate words correctly.
• Students have opportunities to expand, combine, and reduce sentences for meaning, reader/listener interest, and style. For example: 
• In the ELA Lesson Plans, Week 3, Day 3, Teach Sentence Composing, Expand, students use a sentence (Peary sent everyone back except Matt.) from Keep On! The Story of Matthew Henson. The teacher prompts: “This simple sentence was really important. We can either start with an introductory word that tells how Peary felt, or we can tell why he did this. We may be able to do both.” After guiding the class in expanding the first sentence, the teacher introduces another sentence: “The flag hung limp and lifeless.” The teacher says, “Let’s add by telling what happened next.” The teacher guides students in expanding the sentence with the following transition words: suddenly, then, and however.
• In the ELA Lesson Plans, Week 4, Day 5, Teach Sentence Composing, Combine, the teacher shares the following sentences: Rats have chisel-like front teeth. The teeth are visible from the outside when their mouths are closed. The teacher explains that the two sentences will be combined because the first sentence ends with teeth and the second sentence starts with teeth and that this is a boring construction. The teacher further explains that the second sentence is acting like an adjective to tell more details about the teeth. The teacher explains that the second sentence is turned into a clause by beginning with that: Rats have chisel-like front teeth that are visible from the outside when their mouths are closed.
• Students have opportunities to compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. For example: 
• In ELA Lesson Plans, Week 11, Day 1, Teach Sentence Composing, Imitate, the teacher shares the following sentence: Four more times Momma lit a match and four more times Joey patoohed them out. The teacher explains that authors create interest in narratives by using informal language. The teacher asks for the students to explain what patoohed means and to give some feedback on whether it would be as effective if the word blew was used instead. The teacher gives the following sentence frame: Four more times Momma _____ and four more times Joey _____. The teacher asks the students to come up with a difference contrast while still using informal language.
• ELA Lesson Plans, Week 11, Day 5, Teach Sentence Composing, Imitate, students are provided with guided practice in examining a line from a text that contains informal language used by the author to create interest.

The materials reviewed for Grade 5 meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a researched-based progression.

Bookworms Grade 5 materials provide students with opportunities to learn phonics and word recognition. Students are explicitly taught each of the six syllable types in the vocabulary words from the shared text for each week. The teacher also explains how prefixes and suffixes will change the word meaning. Teachers use the six syllable types to explain words each day during teacher directed instruction. Students use words based in the six syllable types in their written responses during Assign Written Response. Students are tested each week on the words presented during word study.  The Informal Decoding Inventory is included in the Appendix to help determine student weaknesses through the use of each of the six subtests.

Materials contain explicit instruction of irregularly spelled words, syllabication patterns, and word recognition consistently over the course of the year. Examples include, but not limited to:

• Students have opportunities to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. For example: 
• In Shared Reading Lesson Plans, Week 13, Day 1, the students learn the word meanings and the syllable types for the words: lux · ur · i · ous (closed, r-controlled, open, vowel team) and mo · tive (open, closed – there are no English words that end in v!). The teacher explains that luxurious is an adjective that means expensive and fancy. It is further explained that it becomes an adverb when -ly is added. The teacher explains that the word motive is a noun that means to have a reason to do something. The teacher further explains that if the suffix -less is added it changes the meaning to have none, thus, without a motive. The verb form is motivate. During Assign Written Response the word luxurious is used in a super sentence by the students. The next day, the students share the super sentence with a partner during Review and Share Written Response.
• In Shared Reading Lesson Plans, Week 26, Day 1, the students learn the word meanings and the syllable types for the words: pro · dig · ious (open, closed, vowel team) and con · scrip · tion (closed, closed, suffix). The teacher explains that prodigious is an adjective that means extreme and that the adverb form is prodigiously. The teacher explains that conscription is a noun that means a system for forcing people to join the army whether they want to or not. During Assign Written Response, the vocabulary words are used in super sentences by the students.

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include, but are not limited to:

• In the Teacher Manual, Appendix F, the materials include the Informal Decoding Inventory (IDI). The IDI includes six subtests that progress in difficulty. Differentiated grouping decisions are made upon the first subtest that is failed. The materials include that there is a criterion of eight for real words and six for nonsense words. The subtests include: short vowel, consonant blends and digraphs, vowel-consonant e, vowel teams, and multisyllabic words. For example:
• Short vowel directions: Point to sat. Ask the student, “What is this word.” This is repeated for each word: sat, pot, beg, nip, cub, pad, top, hit, met, nut, mot, tip, han, teg, fet, lup, nid, pab, hud, gop.
• Consonant blend and digraphs directions: Point to blip. Ask the student, “What is this word.” This is repeated for each word: blip, check, clam, chin, thick, frank, mint, fist, grab, rest, clop, prib, hest, chot, slen, bund, bist, hald, slub, shad
• R-controlled vowel patterns directions: Point to card. Ask the student, “What is this word.” This is repeated for each word: card, stork, term, burst, turf, fern, dirt, nark, firm, mirth, fird, barp, forn, serp, surt, perd, kurn, nirt, mork, tarst
• Vowel teams directions: Point to neat. Ask the student, “What is this word.” This is repeated for each word: neat, spoil, goat, pail, field, fruit, claim, meat, beast, boast, craid, houn, rowb, noy, feap, nuit, maist, ploat, tead, steen
• Multisyllabic words directions: Point to flannel. Ask the student, “What is this word.” This is repeated for each word: flannel, submit, cupid, spiky, confide, cascade, varnish, surplus, chowder, approach
• In the Teachers Manual, Shared Reading, there is a Word Study Assessment every fifth day. In the Word Study Assessment, the “teacher calls out the following vocabulary words without segmenting into sounds or syllables.” Students are asked to spell six words based on the Word Study work throughout the week. Then, the “teacher will ask students to mark half of the words to use in super sentences to demonstrate meaning.”
• In Week 22, Day 5, when reading, students complete a word study assessment with the following words: jazz, blended, rummage, fumble, resolution, and bawling.
• In the Teacher Manual, Shared Reading, Word Study, “Word study includes attention to spelling and to meaning of words. Our word study curriculum includes one set of words for the entire class, consistent instruction across the week, and a traditional spelling/vocabulary test every five days. A scope and sequence for Word Study and Vocabulary is provided in Appendix D.”

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include, but not limited to:

• In the Teacher Manual, Shared Reading, Word Study, the materials define the six syllable types that are taught during the Word Study lessons throughout the Grade 5 materials: closed, open, vowel-consonant-e, r-controlled, vowel team, consonant l-e. The materials explain that the syllable type language be used daily in the teacher directed instruction. There is a chart that includes guidance on where to divide syllables to assist with decoding and to be used with word attack. The materials indicate that the pronunciation generated must be checked against meaning vocabulary to see if it is correct.
• In Shared Reading Lesson Plans, Week 1, Day 1, the students learn the word meanings and the syllable types for the words: return (open, r-controlled) and restore (open, r-controlled). The students learn return can be used as a noun or a verb. The teacher further explains that the prefix re- means again. The teacher explains that restore has the same prefix, so it will have something to do with again and that it means to bring something back to its original condition. The teacher further explains that restore can be used as a noun, but that the suffix -tion must be added to make it restoration. Students read the text to find these words, tell what the words mean, and use these words to create super sentences during Assign Written Response. Students share these sentences the following day with a partner during Review and Share Written Responses.

The Bookworms materials reviewed for Grade 5 meet the criteria for materials, lessons, and questions providing instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Bookworm Grade 5 materials provide opportunities for students to learn, practice, and apply word analysis skills in connected text and task through daily Shared Reading: Word Study activities. Word study words are taken from the Shared Reading connected text and used to teach word analysis skills, and every fifth day monitor student learning of word analysis skills. Outside of the Word Study test every fifth day, there are no embedded opportunities to showcase word analysis through oral reading fluency or reading of connected text.

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include, but not limited to:

• In Shared Reading Lesson Plans, Week 6, Day 1 the vocabulary words are mischievous and independent. In the Grade 5 Reading & Writing Student Workbook, page 43, each word is presented already broken into its syllables and each syllable is named. Instruction is provided about the part of speech and variations of it. For example, mischievous is an adjective and mischief is the noun form; independent is an adjective and independently is the adverb form. Additional instruction on the word independent includes the meaning of the prefix in- as meaning not, and the root word dependent as meaning needing someone or something. These two words come from the text students have been reading, Walk Two Moons. After reading the assigned section for the day, and discussing their understanding of what was read, students write ‘super sentences’ using the two words.
• In Shared Reading Lesson Plans, Week 8, Day 3, Meaning Vocabulary, the teacher introduces the vocabulary words from the text, gives their meaning, explains how they can be divided into syllables and the syllable types in the word: waste (VCe) and tis · sue (closed, vowel team). Students chorally read these words within the text: Plant Cells. During Assign Written Response, students write super sentences using these two words. The next day during Review and Share Written Response, students share their writing with a partner.
• In Shared Reading Lesson Plans, Week 10, Day 1, Meaning Vocabulary, the teacher introduces the vocabulary words from the text, gives their meaning, explains how they can be divided into syllables and the syllable types in the word: mag · ma (closed, closed), lay · ers (vowel team, r-controlled), lav · a (closed, irregular) and e · rup · tion (open, closed, suffix). Students chorally read these words within the text: Volcano. During Assign Written Response, students write super sentences using these words. The next day during Review and Share Written Response, students share their writing with a partner.
• In Shared Reading Lesson Plans, Week 13, Day 1, the teacher introduces two new words: luxurious and motive. Before the teacher explains the meaning of each word, he/she segments the word by syllable to aid in decoding the word. With the word luxurious, the teacher guides the students to see the syllable types to decode the word: lux (closed) ur (r-controlled) i (open) ous (vowel team). Furthermore, the teacher explains that “we can add an -ly to luxurious to make the word luxuriously. This is an adverb and it describes a fancy way of doing something.” This strategy is also used with the word motive: mo (open) tive (closed). Furthermore, the teacher explains that “we can also add -less to the end; less means none when added as a suffix. When we add -less to the end of a noun it becomes an adjective, in this case, motiveless, meaning without a motive.”
• In Shared Reading Lesson Plans, Week 23, Day 4, Meaning Vocabulary, the teacher introduces the vocabulary word from the text, gives its meaning, explains how it can be divided into syllables and the syllable types in the word: gen · er · a · tor (closed, r-controlled, open, r-controlled). Students chorally read this word within the text: How Does a Waterfall Become Electricity? During Assign Written Response, students write to explain how a turbine generator in a hydroelectric plant similar to and different from a grinder powered by a waterwheel. The next day during Review and Share Written Response, students share their writing with a partner.
• In the Teacher Manual, a table is provided “with examples of multisyllabic words, comprising combinations of syllables along with guidance on how to identify the syllables and use them as cues for decoding.” For example, the table describes compound words as “divide between words you know” and closed-closed multisyllabic words as “divide between the consonants.”

Materials include word analysis assessment to monitor student learning of word analysis skills. Examples include, but are not limited to:

• In the Teacher Manual, Appendix F, the materials include the Informal Decoding Inventory. The IDI includes six subtests that progress in difficulty. Differentiated grouping decisions are made upon the first subtest that is failed. The materials include that there is a criterion of eight for real words and six for nonsense words. The subtests include: short vowel, consonant blends and digraphs, vowel-consonant e, vowel teams, and multisyllabic words.
• Short vowel directions: Point to sat. Ask the student, “What is this word.” This is repeated for each word: sat, pot, beg, nip, cub, pad, top, hit, met, nut, mot, tip, han, teg, fet, lup, nid, pab, hud, gop.
• Consonant blend and digraphs directions: Point to blip. Ask the student, “What is this word.” This is repeated for each word: blip, check, clam, chin, thick, frank, mint, fist, grab, rest, clop, prib, hest, chot, slen, bund, bist, hald, slub, shad.
• R-controlled vowel patterns directions: Point to card. Ask the student, “What is this word.” This is repeated for each word: card, stork, term, burst, turf, fern, dirt, nark, firm, mirth, fird, barp, forn, serp, surt, perd, kurn, nirt, mork, tarst.
• Vowel teams directions: Point to neat. Ask the student, “What is this word.” This is repeated for each word: neat, spoil, goat, pail, field, fruit, claim, meat, beast, boast, craid, houn, rowb, noy, feap, nuit, maist, ploat, tead, steen.
• Multisyllabic words directions: Point to flannel. Ask the student, “What is this word.” This is repeated for each word: flannel, submit, cupid, spiky, confide, cascade, varnish, surplus, chowder, approach.
• In the Teacher Manual, Shared Reading there is a Word Study Assessment every fifth day. In the Word Study Assessment, the “teacher calls out the following vocabulary words without segmenting into sounds or syllables.” Students are asked to spell six words based on the Word Study work throughout the week. Then, the “teacher will ask students to mark half of the words to use in super sentences to demonstrate meaning.” For example, Week 22, Day 5 when reading Bud, Not Buddy, students will complete a word study assessment with the following words: jazz, blended, rummage, fumble, resolution, and bawling.

The Bookworms materials reviewed for Grade 5 meet the criteria for instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Bookworms Grade 5 materials provide opportunities for students to purposely read on-level text through the weekly opportunities to participate in choral reading and partner reading in the Shared Reading Lessons. These readings are followed by a comprehension discussion about the text. In addition, students have opportunities to participate in echo reading, choral reading, partner reading and whisper reading in the Targeting Fluency and Comprehension portion of How to Plan Differentiated Reading Instruction: Resources for Grades K-3. While frequent fluency assessments are not provided, the materials do direct the teacher to the use of oral reading fluency assessments such as AIMSweb or DIBELS Next.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Examples include, but are not limited to:

• Students have opportunities to read grade-level text with purpose and understanding. For example: 
• In Shared Reading Lesson Plans, Week 1, Day 1, students participate in choral reading of chapter 1 and 2 of Walk Two Moons. After reading chapter 1, the teacher models how to use inference about the main character’s feelings. Students then reread the text with a partner and are directed to pay attention to the colorful language that the author uses and answer: What does it tell us about Sal’s grandparents? Then students participate in discussion using the following comprehension questions:
• What do you think a chickabiddy is?
• Why do you think the author compares the story to a plaster wall? How does that use of language serve the author’s purpose?
• Why do you think that Sal and her father moved? Give details to support your answer.
• What did it mean to say that Sal’s mother was resting peacefully? Support your interpretation.
• In Shared Reading Lesson Plans, Week 13, Day 1, students participate in choral reading of chapter 1 of The Westing Game. After page 3, the teacher explains what a one way mirror is and that it may be a clue about the characters. Students then reread the text with a partner and think about how the characters are related to one another. The students then participate in discussion using the following comprehension questions:
• What is unusual about the tenants being invited to see and rent the apartments?
• How can we tell that Barney Northrup (whoever he is) has a plan? What is his motive?
• How can we use the mailbox list on page 5 to help us keep track?
• What do we learn about Old Man Westing?
• Why is the doorman bitter?
• Why do you think the author provides the details about the two boys who got scared in the house?
• What do we learn about Turtle when she says that she would go in?
• What is strange about Chris who sees the limper?
• In Shared Reading Lesson Plans, Week 26, Day 1, the students participate in choral reading of chapter 1 and 2 of The Mostly True Adventures of Homer P. Figg. After reading page 2, the teacher models how to summarize. The students then reread the text with a partner to find out more about the characters and how they relate to each other. Then students participate in a discussion using the following comprehension questions:
• Let’s reread the list of Things Uncle Hates. What do they tell us about him?
• Why do you think Squinton Leach does not take better care of Homer and Harold?
• What traits do you think Harold has?
• What did you think that Squint was going to do when he rode off on the horse?
• What would have happened to the boys if they kept hiding in the hay?
• Why does Squint lie about Harold’s age?
• Does Squinton Leach actually sell Harold to the army? Use evidence from the text.
• In the Teacher Manual, Shared Reading: Comprehension, states that, “In Bookworms Reading and Writing, we always help students target important content by providing a specific focus before they read. This will help them access relevant prior knowledge and lead them toward an appropriate mental representation of text meaning. You will see that in multiple readings the students always have a new purpose for reading. We never target skills in our language with children; we always target meaning.” Additionally, “during choral reading, you will be prompted to model one of seven high-utility comprehension strategies. When you model, you tell the students how you use the strategy to increase your own comprehension of the text. Specifically, you tell what the strategy is, how you used it, and why you used it. Remember that modeling is showing your own thinking; it is different from prompting students to use strategies. Strategies targeted in these lessons are listed in the table below along with procedural cues. Note that we provide the text just before the spot where you think the modeling is most appropriate.”
• In the Teacher Manual, Differentiated Instruction, Students have the opportunity to read text silently during this block of time. This block of time is called, “Self-Selected Reading” and the Teacher’s Manual explains that, “the classroom library should be a source of self-selected reading” where students have “the experience of selecting books by their own criteria.”

Materials support for reading or prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Examples include, but not limited to:

• Students have opportunities to read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. For example: 
• In Shared Reading Lesson Plans, Week 7, Day 1, students participate in choral reading of pages 4 through 7 of Animal Cells. Students reread the text with a partner.
• In Shared Reading Lesson Plans, Week 12, Day 1, students participate in choral reading of pages 1 through 5 of The Sun. Students reread the text with a partner.
• In Shared Reading Lesson Plans, Week 24, Day 2, students participate in choral reading of pages 4 through 7 of Ice to Steam: Changing States of Matter. Students reread the text with a partner.
• In the Teacher Manual, “during every day’s shared reading, you will lead the whole class in reading the day’s selection aloud.” Additionally, “If the day’s selection is too long, stop choral reading and read the rest of the day’s text aloud. Then move to partner reading. If you skip partner reading, you will not realize the gains in fluency and comprehension that rereading accomplishes.” Students have the opportunity for repeated reading through either choral or echo reading, then partner rereading each day during Shared Reading. Partners are expected to take the roles of reader and coach, where “the reader reads to his or her partner with expression” and “the coach should read along whiles the reader reads, and prompt the reader to reread whenever there is an error.”