Bookworms
2022

Bookworms

Publisher
Open Up Resources
Subject
ELA
Grades
K-5
Report Release
11/01/2022
Review Tool Version
v1.5
Format
Core: Comprehensive

EdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.

Alignment (Gateway 1 & 2)
Partially Meets Expectations

Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.

Usability (Gateway 3)
NE = Not Eligible. Product did not meet the threshold for review.
Not Eligible
Key areas of interest

This score is the sum of all points available for all foundational skills components across all grades covered in the program.

The maximum available points depends on the review tool used and the number of grades covered.

Foundational Skills
52/112

This score represents an average across grade levels reviewed for: integrated reading, writing, speaking, listening, and language, and promotion of mastery of grade-level standards by the end of the year.

Building Knowledge
90/144
Our Review Process

Learn more about EdReports’ educator-led review process

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Additional Publication Details

Title ISBN
International Standard Book Number
Edition Publisher Year
OUR BKWM 1Ed G2-5 Tchr Manual 9781638423423
OUR BKWM 1Ed G5 Tchr Shd Rd M1 9781638423676
OUR BKWM 1Ed G5 Tchr Shd Rd M2 9781638423683
OUR BKWM 1Ed G5 Tchr Shd Rd M3 9781638423690
OUR BKWM 1Ed G5 Tchr Shd Rd M4 9781638423706
OUR BKWM 1Ed G5 Tchr ELA M1 9781638423713
OUR BKWM 1Ed G5 Tchr ELA M2 9781638423720
OUR BKWM 1Ed G5 Tchr ELA M3 9781638423737
OUR BKWM 1Ed G5 Tchr ELA M4 9781638423744
OUR BKWM 1Ed G5 Sdnt Wkbk 1 9781638423850
OUR BKWM 1Ed G5 Sdnt Wkbk 4 9781638423867
OUR BKWM 1Ed G5 Sdnt Wkbk 2 9781643110325
OUR BKWM 1Ed G5 Sdnt Wkbk 3 9781953454607
CLOSE

Report for 5th Grade

Alignment Summary

The Bookworms Grade 5 materials partially meet the expectations of alignment to the Common Core ELA Standards. Materials include some instruction, practice, and authentic application of reading, writing, speaking and listening, and language work that is engaging and at an appropriate level of rigor for the grade.

5th Grade
Alignment (Gateway 1 & 2)
Partially Meets Expectations
Usability (Gateway 3)
Not Rated
Overview of Gateway 1

Text Quality and Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence

The texts used in the Bookworms program are of high quality, are engaging and representative, and are of high interest to students. Students engage in a range and volume of reading of a variety of genres; however, materials do not reflect the balance of informational and literary texts required by the standards. The majority of texts are quantitatively appropriate for the grade level, but materials do not provide a text complexity analysis that addresses qualitative factors or associated reader and task considerations. During both the Shared Reading and ELA Lesson Plans, students have daily opportunities to engage in questions, tasks, and assignments that are text-specific and/or text-dependent, though speaking and listening protocols for evidence-based discussions are limited. Materials provide multiple opportunities for both on-demand and process writing, and writing opportunities address narrative, informational, and opinion writing. Materials include opportunities for students to use authentic texts during their writing instruction, though grammar and usage skills are not always explicitly taught. Students experience vocabulary development within texts, though there is limited vocabulary development across texts. Throughout both the Shared Reading and Differentiated Instruction (DI) blocks, materials provide explicit instruction that addresses many grade-level phonological awareness and phonics standards, though some skills are only referenced and are not taught explicitly and systematically. The small group instruction format of the DI block does not ensure that all students receive explicit instruction that addresses all foundational skills and not all foundational skills are assessed according to the grade level Assessment Plan.

Criterion 1.1: Text Quality and Complexity

11/18

Texts are worthy of students’ time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade.

Materials support students’ advancing toward independent reading.

The Shared Reading and ELA Lesson Plans include a wide variety of informational and literary texts that are high quality and worthy of students’ time and attention. Materials include full-length texts, many of which were written by award-winning authors. The texts include diverse representation and are written by a diverse set of authors, including a number of contemporary authors. Materials reflect an uneven balance of literary and informational texts as required by the standards. Although the balance of text types is uneven, students read a wide and diverse range of genres, including biography, fantasy, realistic fiction, and historical fiction. The majority of the texts that students chorally read, as well as the texts the teacher reads aloud have the appropriate level of text complexity for the grade. Although the Shared Reading and ELA Lesson Plans include Lexile levels and genres for each text, materials do not provide qualitative or associated task complexity information. In the Shared Reading Lesson Plans, the overall text complexity and the associated task measure generally increases throughout the year in order to support students’ literacy growth. The reader and task measure increases in complexity in Shared Reading; however, the associated task complexity remains accessible in the ELA Lesson Plans, as the teacher either models or co-constructs the written response with students. Students have opportunities to read and/or listen to a wide range of texts each day through shared reading, interactive reading, and self-selected reading experiences. Students read a number of texts across multiple lessons in each module; however, materials do not provide explicit guidance and support for teachers or students with regard to the independent reading in which students engage within a given lesson or unit or across the year.

Indicator 1A
04/04

Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests.

The materials reviewed for Grade 5 meet the criteria for Indicator 1a.

The Shared Reading and ELA Lesson Plans include a wide variety of informational and literary texts that are high quality and worthy of students’ time and attention. Materials include full-length texts, many of which were written by award-winning authors. The texts include diverse representation and are written by a diverse set of authors, including a number of contemporary authors. Many of the texts include rich vocabulary and address a range of topics that should be appealing and engaging to students.

Anchor texts are of high-quality and consider a range of student interests, are well-crafted, content rich, and engage students at their grade level. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, students choral read Walk Two Moons by Sharon Creech. “This text introduces a complex fictional story structure and demonstrates the idea that multiple characters in a text can experience similar internal struggles throughout the story. It provides students with ample opportunities to revisit and revise character problems throughout the story in order to identify a central theme.”

  • In the Shared Reading Lesson Plans, Module 2, students choral read several content-rich informational texts about the earth: Volcano: The Eruption and Healing of Mount St. Helens by Patricia Lauber; Oceans: All about Waves, Currents, the Gravitational Pull of the Moon, and More! by Seymour Simon; and The Sun: All About Solar Flares, Eclipses, Sunspots and More! by Seymour Simon.

  • In the Shared Reading Lesson Plans, Module 3, students choral read Bud, Not Buddy by Christopher Paul Curtis. Students can identify with the themes related to family and coming of age in this award-winning novel.

  • In the Shared Reading Lesson Plans, Module 4, students choral read The Mostly True Adventures of Homer P. Figg by Rodman Philbrick.

  • In the ELA Lesson Plans, Module 1, students listen to Keep On! The Story of Matthew Henson by Deborah Hopkinson. Students can identify with the topics of survival and action.

  • In the ELA Lesson Plans, Module 2, students explore the history of science while listening to The Flu of 1918: Millions Dead Worldwide by Jessica Rudolph. Students “investigate the cause, spread, symptoms, and impact of the influenza outbreak in 1918 through information presented in nonfiction text features such as photographs, captions, sidebars, and a glossary.”

  • In the ELA Lesson Plans, Module 3, students listen to Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold_. During this read-aloud, students follow a young girl named Cassie as she traces the footsteps of her great-great-grandparents in their pursuit of freedom from slavery.

  • In the ELA Lesson Plans, Module 4, students listen to The Porcupine Year by Louis Erdich. This text explores a trail of tears theme as students listen to the tale of a family as they search for a new home.

Indicator 1B
02/04

Materials reflect the distribution of text types and genres required by the standards at each grade level.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1b. 

Materials reflect an uneven balance of literary and informational texts. Of the Shared Reading and ELA texts students read, 38% of the texts are informational and 62% of the texts are literary. Although the balance of text types is uneven, students read a wide and diverse range of genres, including biography, fantasy, realistic fiction, and historical fiction. Students do not have opportunities to read or listen to legends, fables, and dramas, as required by the standards. 

Materials mostly reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following: 

  • Students read realistic fiction texts, such as Walk Two Moons by Sharon Creech in Shared Reading, Module 1, Unit 1 and Half and Half by Lensey Namioka in Shared Reading, Module 4, Unit 1.

  • Students listen to biographies, such as Keep On!: The Story of Matthew Henson: Co-discoverer of the North Pole by Deborah Hopkinson in ELA, Module 1, Unit 1 and The Wright Brothers: How They Invented the Airplane by Russell Freedman in ELA, Module 2, Unit 1.

  • Students listen to poetry, such as “Messenger, Messenger” and “Hoops,” both by Robert Burleigh in ELA, Module 1, Unit 2 and “Long-Leg Lou and Short-Leg Sue” by Shel Silverstein in ELA, Module 3, Unit 1. 

  • Students read nonfiction texts, such as Animal Cells and Life Processes by Barbara A. Somervill in Shared Reading, Module 1, Unit 2 and How Does a Waterfall Become Electricity? by Robert Snedden in Shared Reading, Module 3, Unit 2. 

Materials do not reflect a 50/50 balance of informational and literary texts. Examples include, but are not limited to, the following: 

  • Of the 29 texts read and listen to, 11 or 38% are informational and 18 or 62% are literary texts.

  • In Module 1, students read or listen to eight core texts, with four (50%) being informational and four (50%) being literary.

  • In Module 2, students read or listen to seven core texts, five (71%) of which are informational and two (28%) of which are literary. 

  • In Module 3, students read or listen to ten core texts, with two (20%) being informational and eight (80%) being literary.

  • In Module 4, students read or listen to four core texts, all of which (100%) are literary.

Indicator 1C
02/04

Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1c. 

The majority of the texts that the students chorally read, as well as the texts the teacher reads aloud have the appropriate level of text complexity for the grade. When the texts do not fall within the Lexile Stretch Band for the grade, the complexity of the qualitative and/or associated task measures make the text appropriate for the grade. Although the Shared Reading and ELA Lesson Plans include Lexile levels and genres for each text, materials do not provide qualitative or associated task complexity information. The Bookworms 2–5 Teacher Manual and the Shared Reading and ELA Lesson Plans outline the rationale for the educational purpose and placement of the texts included in the program.

Anchor/core texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 6, students choral read Walk Two Moons by Sharon Creech, which has a Lexile level of 770 and falls within the Grades 4–5 Lexile Stretch Band. The text has a moderate qualitative complexity, due to its multiple layers/levels of complex meaning with abstract or figurative language with irony. The associated task is accessible. Students reread two chapters from the text and write about what they learn about Sal’s relationship with her mother. Students use quotes from the text to support their opinions. 

  • In the Shared Reading Lesson Plans, Module 2, Lesson 45, students choral read The Westing Game by Ellen Raskin, which has a Lexile level of 750 and falls within the Grades 4–5 Lexile Stretch Band. The text has a moderate qualitative complexity, due to its multiple layers of meaning and use of figurative language. The associated task is moderate. Students think about a character and write about whether the character was generally “good” or “bad” using evidence from the text to support their thinking.

  • In the Shared Reading Lesson Plans, Module 3, Lesson 34, students choral read Ice to Steam: Changing States of Matter by Penny Johnson, which has a Lexile level of 640 and falls within the Grades 4–5 Lexile Stretch Band. The text has a moderate qualitative complexity, as it requires some specific content knowledge to access the content of the text. The associated task is accessible. Students write a summary of a chapter using a provided introduction sentence. 

  • In the ELA Lesson Plans, Module 1, Lesson 40, students listen to The Boy Who Loved Words by Rani Schotter, which has a Lexile level of 780 and falls within the Grades 4–5 Lexile Stretch Band, making it quantitatively low as a read-aloud text. The text is qualitatively low, due to its largely simple structure, with no shifts in narration and chronological order. The associated task is moderate. The teacher and students write a two-paragraph compare/contrast piece using this text and the story of Johnny Appleseed.

  • In the ELA Lesson Plans, Module 2, Lesson 14, students listen The Wright Brothers: How They Invented the Airplane by Russell Freedman, which has a Lexile level of 1160 and falls within the Grades 6–8 Lexile Stretch Band, making it quantitatively appropriate as a read-aloud text. The text is qualitatively low and occasionally includes abstract or complex language. The associated task is accessible. The teacher and students write a summary of what they learned about the science of flight and factors that make flight possible. 

  • In the ELA Lesson Plans, Module 4, Lesson 16, students listen to The Porcupine Year by Louise Erdich, which has a Lexile level of 840 and falls within the Grades 4–5 Lexile Stretch Band, making it quantitatively low as a read-aloud text. The text has a moderate qualitative complexity, as it includes multiple layers of meaning, some shifts in point of view, and requires some cultural knowledge to access the text. The associated task is accessible. The teacher and students write a paragraph about what they think might have happened to Muskrat’s husband. 

Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:

  • The provided text complexity documentation is limited to Lexile levels. Materials do not provide qualitative or associated task complexity information. The accuracy of the provided quantitative measures was verified using MetaMetrics on The Lexile Framework for Reading site.

  • The Bookworms 2–5 Teacher Manual includes a Choosing and Using Books section. Within this section of the manual, the Building A Culturally Responsive Text Collection and a Culturally-Sustaining Curriculum portion gives an overview of the changes the publisher made with regard to the texts included in the program: “We adopted a style guide in the curriculum to capitalize both Black  and White to represent the importance of racial identity and avoid the implication that white was the standard and Black an outlier. We adopted the  term multilingual to replace English language learner to celebrate home language as an asset.” Then, the manual explains grade-specific text selection changes or replacements. Rationales for text selection include choosing texts that fit the grade level themes, are engaging to students, and help build a more culturally responsive text collection. 

  • The Module Overview page for the Shared Reading and ELA Lesson plans explains how the selected unit texts work together. For example, in the ELA Lesson Plans, Module 2, the Module Overview page contains the following information: “In Unit 1: History of Science, students will learn about some trials, tribulations, and accomplishments in the history of science as they analyze and explore the featured nonfiction texts. These two texts work together to reinforce students’ understanding of informative text structure and purpose through analyzing existing text. They also demonstrate the idea that the same theme can be expressed across multiple texts with varying topics.” 

Indicator 1D
02/04

Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1d.

In the Shared Reading Lesson Plans, the overall text complexity and the associated task measure generally increases throughout the year in order to support students’ literacy growth. In the beginning of the year, the Shared Reading quantitative complexity measure ranges from 770L–920L and ranges from 800L–950L by the end of the year. In the beginning of the year, the ELA quantitative complexity measure ranges from 460L–1080L and ranges from 770L–840L by the end of the year. The qualitative complexity measure remains relatively the same in Shared Reading and ELA. The reader and task measure increases in complexity in Shared Reading; however, the associated task complexity remains accessible in the ELA Lesson Plans, as the teacher either models or co-constructs the written response with students. Supporting teacher resources include suggestions to build background knowledge, discussion prompts, and scripted language, though these supports are often repeated throughout grades, modules, and lessons without variances in support relative to the complexity of the texts. Texts often span multiple lessons, appear in multiple associated tasks, and are grouped with other selections to build content knowledge.

The complexity of anchor texts students read provides limited opportunities for students’ literacy skills to increase across the year, not encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, the quantitative complexity measure ranges from 770L–920L. The qualitative complexity measure ranges from moderate to complex and the associated task complexity measure ranges from accessible to challenging. The overall complexity of texts ranges from moderate to complex. For example, students read Walk Two Moons by Sharon Creech (770L), which falls within the Grades 4–5 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task complexity is moderate, as students write about how learning about the author’s craft and her other work helps them connect to her work in Walk Two Moons.

  • In the Shared Reading Lesson Plans, Module 2, the quantitative complexity measure ranges from 750L–830L. The qualitative complexity measure is moderate and the associated task complexity measure ranges from accessible to challenging. The overall complexity of text ranges from moderate to very complex. For example, students read Oceans: All about waves, currents, the gravitational pull of the moon, and more! by Seymour Simon (1050L), which falls above the Grades 4–5 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task complexity measure is challenging, as students write a blurb about the text to try to convince someone to buy it. Students must use specific details from the text to support their opinion.

  • In the Shared Reading Lesson Plans, Module 3, the quantitative complexity measure ranges from 640L–950L. The qualitative complexity measure for all texts is moderate and the associated task complexity measure ranges from accessible to challenging. The overall complexity of texts ranges from moderate to very complex. For example, students read How Does a Waterfall Become Electricity? by Robert Snedden (840L), which falls within the Grades 4–5 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task complexity measure is accessible, as students write about why they “think making electricity from water will most likely be used more often in the future” and use evidence from the text to support their opinion.

  • In the Shared Reading Lesson Plans, Module 4, the quantitative complexity measure ranges from 800L–950L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure for all texts is challenging. The overall complexity of text ranges from complex to very complex. For example, students read The Mostly True Adventures of Homer P. Figg by Rodman Philbrick (950L), which falls within the Grades 4–5 Lexile Stretch Band. The qualitative complexity measure is low. The associated task complexity measure is challenging, as students write about how Homer demonstrated courage in the story. Students must provide more than one example and use evidence from the text to support their statements.

  • In the ELA Lesson Plans, Module 1, the quantitative complexity measure ranges from 460L-1080L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure for all texts is accessible. The overall complexity of texts is accessible to complex. For example, students listen to The Boy Who Loved Words by Roni Schotter (780L), which falls below the appropriate Lexile Stretch Band for a Grade 5 read aloud. The qualitative complexity measure is low. The associated task complexity measure is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

  • In the ELA Lesson Plans, Module 2, the quantitative complexity measure ranges from 920L-1160L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure for all texts is accessible. The overall complexity of all texts is moderate. For example, students listen to The Watsons Go to Birmingham by Christopher Paul Curtis (920L), which falls below the appropriate Lexile Stretch Band for a Grade 5 read aloud. The qualitative complexity measure is moderate. The associated task complexity measure is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

  • In the ELA Lesson Plans, Module 3, the quantitative complexity measure ranges from 850L–920L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure for all texts is accessible. The overall complexity of texts ranges from accessible to moderate. For example, students listen to A Single Shard by Linda Sue Park (920L), which falls below the appropriate Lexile Stretch Band for a Grade 5 read aloud. The qualitative complexity measure is moderate. The associated task complexity measure is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

  • In the ELA Lesson Plans, Module 4, the quantitative complexity measure ranges from 770L-840L. The qualitative complexity measure for all texts is moderate and the associated task complexity measure for all texts is accessible. The overall complexity of all texts is moderate. For example, students listen to Tuck Everlasting by Natalie Babbitt (770L), which falls below the appropriate Lexile Stretch Band for a Grade 5 read aloud. The qualitative complexity measure is moderate. The associated task complexity measure is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

As texts become more complex, some scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons).

  • In the Shared Reading Lesson Plans, throughout the year, the teacher and students follow the same reading routine. This routine does not differ according to the complexity of the texts students read. The Bookworms 2–5 Teacher Manual outlines the Shared Reading routine: “The teacher sets a purpose for reading the day’s new text portion, and immediately everyone begins reading chorally. The teacher interrupts once (or sometimes twice) to model a comprehension strategy, but choral reading resumes very quickly. At the end of the day’s segment, the teacher takes one or two minutes to talk about the initial purpose for reading, and then sets a new one. With that new purpose, students reread in partners, either reading chorally again or taking turns, page by page. The teacher interrupts this partner reading when time is up, and they all discuss the second reading purpose, moving right away to a discussion that reviews and deepens understanding of the day’s reading. The teacher brings closure by updating an ongoing anchor chart, highlighting text content and text structure. Finally, the teacher assigns written work, typically word study practice and a text-based written response, to be completed during the Differentiation Block.”

  • In the ELA Lesson Plans, throughout the year, the teacher and students follow the same reading routine. This routine does not differ according to the complexity of the interactive read-aloud texts students listen to. The Bookworms 2–5 Teacher Manual outlines the ELA routine. This instructional block consists of two routines: the interactive read aloud and writing. Materials suggest the teacher use a document camera to display the illustrations if possible. Additionally, materials include recommendations for the use of chart paper to display vocabulary terms for informational texts and to create anchor charts that highlight the content and structure of the read-aloud texts. The teacher and students may add to these anchor charts during each lesson.

  • In the ELA Lesson Plans, the Respond Together prompt can either be modeled by the teacher, co-constructed with students, or completed by students independently. Although the Bookworms 2–5 Teacher Manual states that teachers can use the “extensive modeling language we have provided in writing instruction as a model for modeling,” materials do not provide modeled language for teachers to use.

Indicator 1E
01/02

Materials 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, including accountability structures for independent reading.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1e.

Students have opportunities to read and/or listen to a wide range of texts each day through shared reading, interactive reading, and self-selected reading experiences. Students read a number of texts across multiple lessons in each module; however, materials do not provide explicit guidance and support for teachers or students with regard to the independent reading in which students engage within a given lesson or unit or across the year. While materials include a pacing schedule for self-selected, gradual release, independent reading within the Differentiated Instruction block, this schedule does not hold students accountable for their independent reading. Rather, students complete a Book Recommendation chart to rate and recommend the book to classmates. The Bookworms 2–5 Teacher Manual notes time for students’ self-selected reading each day; however, materials do not provide explicit teacher guidance to support students with this instructional time beyond a Read and Rate chart for students to complete after they have finished reading a book.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

  • Across the four Shared Reading and ELA modules, students choral read and/or listen to 29 texts from a variety of text types and genres. For example:

    • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the teacher and class read an excerpt from the realistic fiction text Walk Two Moons by Sharon Creech.

    • In the Shared Reading Lesson Plans, Module 4, Lesson 1, students choral read the historical fiction text The Mostly True Adventures of Homer P. Figg by Rodman Philbrick.

    • In the ELA Lesson Plans, Module 3, Lesson 3, the teacher reads aloud the poems “Long-Leg Lou and Short-Leg Sue" by Shel Silverstein.

    • In the ELA Lesson Plans, Module 4, Lesson 6, the teacher and students engage in an interactive read aloud of an excerpt from The Porcupine Year, a historical fiction text by Louis Erdich.

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1 contains two units and a total of 45 lessons. Throughout the module, students read a total of three texts. In Lesson 1, students read Walk Two Moons by Sharon Creech over the course of 30 lessons. Students typically choral read two chapters per lesson. In Lesson 31, students read Animal Cells and Life Processes by Barbara Sumervill over the course of seven lessons. Students typically choral read one chapter in each lesson. In Lesson 38, students read Plant Cells and Life Processes by Barbara Sumervill over the course of seven lessons. Students typically choral read between 1–2 chapters per lesson.

  • In the Shared Reading Lesson Plans, Module 3 contains two units and a total of 35 lessons. Throughout the module, students read a total of three texts. In Lesson 1, students read Bud, Not Buddy by Christopher Paul Curtis over the course of 20 lessons. Students typically choral read one chapter each lesson. In Lesson 21, students read How Does a Waterfall Become Electricity by Robert Snedden over the course of six lessons. Students typically choral read two chapters per lesson. In Lesson 27, students read Ice to Stream: Changing States of Matter by Penny Johnson over the course of eight lessons. Students typically choral read one chapter per lesson.

  • In the ELA Lesson Plans, Module 1 contains three units and a total of 45 lessons. Throughout the module, students listen to a total of five texts. In Lesson 11, the teacher reads aloud Keep On! The Story of Matthew Henson by Deborah Hopkinson over the course of two lessons. Students typically listen to 10 pages each lesson. In Lesson 20, the teacher reads aloud Rats Around Us by Rachel Eagen over the course of five lessons. Students typically listen to four pages each lesson. In Lesson 36, the teacher reads aloud Messenger, Messenger by Robert Burleigh during one lesson. In lesson 37, the teacher reads aloud Hoops by Robert Burleigh during one lesson. In Lesson 38, the teacher reads aloud The Boy Who Loved Words by Roni Schotter over the course of three lessons. Students typically listen to 10 pages per session.

  • In the ELA Lesson Plans, Module 3 contains three units and a total of 35 lessons. Throughout the module, students listen to a total of seven texts, with the poems serving as paired selections and text sets. In Lesson 1, the teacher reads aloud “The Grackle” by Ogden Nash, “Pigeon” by Lilian Moore, and “Something Told the Wild Geese” by Rachel Field over the course of two lessons. Students listen to all three poems in the first lesson and share their opinions on which poem they liked most and why during the second lesson. In Lesson 3, the teacher reads aloud “Long-Leg Lou and Short-Leg Sue” by Shel Silverstein and “The Earth is a Living Thing” by Lucille Clifton over the course of two lessons. Students listen to one poem each lesson. In Lesson 5, the teacher reads aloud, Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold over the course of four lessons. Students typically listen to 7–10 pages each lesson. In Lesson 13, the teacher reads aloud A Single Shard by Linda Sue Park over the course of 12 lessons. Students typically listen to one chapter in each lesson.

  • In the ELA Lesson Plans, Module 4 contains three units and a total of 45 lessons. Throughout the module, students listen to a total of two texts. In Lesson 1, the teacher reads aloud The Porcupine Year by Louise Erdich over the course of 16 lessons. Students typically listen to one chapter per lesson. In Lesson 23, the teacher reads aloud Tuck Everlasting by Natalie Babbitt over the course of 13 lessons. Students typically listen to one chapter in each lesson. There is insufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:

  • In the Bookworms 2–5 Teacher Manual, Understanding the Differentiated Instruction Block, Structures, materials include a sample rotation schedule, which includes 15 minutes of Self-Selected Reading each day. As part of the program’s gradual release model, students have the opportunity to read texts with teacher support, with teacher support waning to little or none over time. Once students finish a book, they can complete a Book Recommendation chart to rate their reading and recommend the text to other students. Students also have the option of completing a Read and Rate chart after they finish a book, though the materials indicate that this is “for teachers who want to meet with students to set independent reading goals,” so all students may not have the opportunity to benefit from this accountability structure.

  • In the Bookworms 2–5 Teacher Manual, materials indicate that the Differentiated block allows students to freely read a wide range of text at each grade level; additional teacher guidance on implementing independent reading is limited. The manual includes a list of books as a suggested classroom library.

Criterion 1.2: Tasks and Questions

11/16

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

Throughout the materials, students have frequent opportunities to engage in text-specific or text-dependent tasks and questions that often require students to provide textual evidence to support their responses and claims. Students engage in a range of activities, including written responses, class discussions, partner discussions, and co-creation of class anchor charts. While materials include evidence-based discussion opportunities, such as whole class discussions, partner work, reading and rereading together, and co-created writing pieces, materials do not provide protocols for these activities nor is there guidance for how or when teachers should model speaking and listening techniques. While materials include opportunities to support students’ speaking and listening about the texts students read and research, materials lack varied discussion strategies, guidance on how students should respond, and relevant follow-up questions and supports for teachers. Materials include on-demand writing tasks and process writing opportunities throughout the Shared Reading and ELA instructional bocks. Across the Shared Reading lessons, students have almost daily opportunities to write short responses to prompts about what they have read. Throughout the year, students receive explicit writing instruction and opportunities to write opinion, informative, and narrative pieces, and the materials provide frequent opportunities for evidence-based writing throughout the school year. Both the Shared Reading and ELA Lessons include opportunities to utilize texts as mentor texts or as curricular connections to aid students with using evidence to support their thinking. Materials include instruction of many grammar and language conventions standards; however, there are limited opportunities for application in- and out-of-context. An explicit scope and sequence is not provided. Materials include a cohesive year-long plan for students to interact with and build key vocabulary words in texts. Materials provide opportunities for students to engage with vocabulary words multiple times within a text, however, materials provide few instances of vocabulary words repeating across multiple texts.

Indicator 1F
02/02

Most questions, tasks, and assignments are text-specific and/or text-dependent, 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).

The materials reviewed for Grade 5 meet the criteria for Indicator 1f.

Throughout the materials, students have frequent opportunities to engage in text-specific or text-dependent tasks and questions that often require students to provide textual evidence to support their responses and claims. Students engage in a range of activities, including written responses, class discussions, partner discussions, and co-creation of class anchor charts. The lesson plans for both the ELA and Shared Reading Blocks contain Teaching Tips and Discussion Guides for teacher use when guiding these activities and understanding what to look for in students’ work.

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 2, the teacher directs students to discuss the prompt: “What do we learn about Phoebe in these chapters? What sort of character do you think she is going to turn out to be?”

  • In the Shared Reading Lesson Plans, Module 3, Lesson 2, the teacher directs students to respond to the prompt: “Reread and describe the reasons Bud gives that being six is hard. Provide a quote to support your argument.”

  • In the ELA Lesson Plans, Module 1, Lesson 20, students discuss the prompt: “Raise your hand if eating a rat sounds appealing. That’s what I thought. But obviously the people in all of these places don’t feel the same way. Why do they see things differently?” The materials provide a tip to the teacher that states, “Prompt that our culture has conditioned us to think differently.”

  • In the ELA Lessons Plans, Module 2, Lesson 1, students read The Flu of 1918: Millions Dead Worldwide by Jessica Rudolph and refer to the text to answer questions, such as “Were the germs the pest, or was it the people with the flu?” Students also compare two viruses under a microscope and determine the similarities and complete a semantic map.

  • In the ELA Lesson Plans, Module 2, Lessons 5–12, the students read The Wright Brothers: How they invented the Airplane by Russell Freedman and create a timeline of events in the story. Students also respond to questions such as, “What does Wilbur mean when he says ‘we devoted ourselves to work of gaining skill by continued practice?’”; “Why do you think people needed to see the airplane themselves before they could actually believe it was possible?”; and “What did Wilbur mean when he said,’I am nothing but a ‘dud’?”

  • In the ELA Lesson Plans, Module 3, Lesson 15, students participate in a discussion of the question, “What is Tree-ear’s opinion of Min?”

  • In the ELA Lesson Plans, Module 3, Lesson 19, the materials provide teachers with a script for the interactive read aloud that includes: “Min took the contents of the bowls without making Tree-ear drain them more. How do you think Tree-ear feels? Have you ever done a great job on something without being thanked or recognized for doing so? Share with your partner.” Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:

  • In the Bookworms 2–5 Teacher Manual, the provided guidance helps to ensure that “teachers have a model for inferential questioning, for modeling with language consistent with our Shared Reading modeling, and for marking especially important details in the text.” The teacher manual provides an example of the work. The lesson plans also provide guidance. The teacher manual also provides guidance on Shared Reading lessons and text annotations.

  • In the Shared Reading Lessons, Module 1, Lesson 7, the teacher and students add problems the characters are facing to the anchor chart they have been creating over the course of the text. The materials provide a Teaching Tip to the teacher, which states, “Consider talking about how the problems are related and about what has happened, in general, since they were revealed.”

  • In the Shared Reading Lesson Plans, Module 3, Lesson 2, materials provide the teacher with text-based questions to ask students while choral reading Bud, Not Buddy by Christopher Paul Curtis: “‘Who knows what other things you could be number one in, Buddy?’ Think aloud: I can make an inference here. Todd says that he hasn’t gotten past the N with any other little street urchins. So, I think that there have been other foster children who came to live here. And he did bad things to them too. He probably likes having foster children with him because he is a bully and he wants someone to be mean to.”

  • In the ELA Lesson Plans, Module 1, Lesson 11, the materials provide teachers with a Teaching Tip about the vocabulary used in Keep On!: The Story of Matthew Henson that indicates, “Consider providing a quick scaffold to address the word ‘Negro.’ ‘Negro’ was a term used prior to the term ‘African American’ which we use today. It was used during that time period by both people of color and White people, in the same way that today we use the terms ‘African American,’ ‘Black,’ or ‘person of color.’

Indicator 1G
01/02

Materials provide frequent opportunities and protocols for evidence-based discussions.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1g. 

While materials include evidence-based discussion opportunities, such as whole class discussions, partner work, reading and rereading together, and co-created writing pieces, materials do not provide protocols for these activities nor is there guidance for how or when teachers should model speaking and listening techniques. Materials provide teachers with some support in facilitating these conversations; however, the same types of tips and support are duplicated throughout the materials. Additionally, while the Teacher Manual provides guidance around “Building and Using Norms for Participation in Discussion, the instructional lessons and student speaking and listening opportunities do not reference the accountable talk measures outlined in the document.

Materials provide limited protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

  • The Bookworms 2-5 Teacher Manual includes a section called “Building and Using Norms for Participation in Discussion” that is based on the norms for Accountable Talk. This section provides teachers with prompts and sentence stems to use in various group discussion structures, but these guidelines are not referenced within the instructional lessons to support students’ speaking and listening skill development.

  • In the Bookworms 2–5 Teaching Manual, Understanding Shared Reading, materials include instructions for the Pair Share protocol students engage in. Each lesson has the same structure: “When partners are assigned, the daily routine is very simple. After word study, the teacher asks the pairs to spend 2–3 minutes discussing their answer to the previous day’s written response. This allows a transition, some authentic student talk, and a reentry into the text. Then the teacher sets a purpose for reading.”

  • In the Bookworm 2-5 Teacher’s Manual, Repeated Oral Reading, materials include the following guidance on a provided shared reading protocol: “Our oral reading protocols require teachers to create purposeful student pairs. The procedure we use comes from a well-documented intervention called Peer-Assisted Learning Strategies (PALS) (Fuchs, Fuchs, Mathes, & Simmons, 1997). PALS pairs are made with students ranked by achievement, typically by their oral reading fluency. Teachers split the class in half, and then assign the pairs.”

  • In the Bookworms 2–5 Teacher Manual, Understanding ELA: Read Alouds, materials include a chart explaining what the discussion during the Interactive Read Aloud should look and sound like for students: “Students answer individually or in partners, but always orally.” Additionally, during the Discussion portion of the lessons, materials include the following note: “There is a final question to bring closure to the day’s assigned pages. Again, it can be answered by an individual, but it can also be answered individually between partners.”

  • In the Bookworm 2–5 Teacher Manual, Repeated Oral Reading, materials include the following guidance on creating a shared reading protocol: “The resulting pairings all have a relatively more-fluent student paired with a relatively less-fluent student, but the fluency difference is controlled so that the most-fluent student (#1) is not paired with the least-fluent (#24). For teachers with an odd number of students, the most fluent student might remain unpartnered and either read alone or fill in for a student who is absent. For student pairs who have difficulty getting along, teachers will need to make pairing adjustments. Teachers can also create new pairs each quarter or whenever new data are available, but it is good to allow pairs to work together for an extended period so that they can become comfortable helping one another read and understand.”

  • In the Shared Reading Lesson Plans, Module 1, Lesson 4, students participate in a variety of evidence-based speaking and listening activities using the text Walk Two Moons by Sharon Creech, including discussing the previous lesson’s writing assignment, a partner discussion about the main character, rereading in partnerships, and a whole class discussion about questions such as, “Why do you think Sal feels that they need to rush? Give evidence for your opinion.,” “Why do you think Sal felt guilty that she was happy to see the newborn calf?,” and “How are Sal and Phoebe different when the strange boy comes to the door? Contrast these two characters.” While the materials provide these tasks and some directions for teachers and students, there is no evidence of a specific protocol used to support students’ developing speaking and listening skills.

  • In ELA Lesson Plans, Module 3, Unit 1: Finding Courage, Lesson 3, students engage in a discussion around the questions, “How is stir the pot a play on words for Frances’ work? Tell why you think that.” and “What kind of intentions did Frances have for stirring the pot – good, or not-so-good? Tell why you think that. Be sure to use evidence from any parts of the text we’ve read today.” While the materials provide these tasks and some directions for teachers and students, there is no evidence of a specific protocol used to support students’ developing speaking and listening skills.

Speaking and listening instruction includes some facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 3, Lesson 5, the teacher script framing students’ discussion of Bud, Not Buddy by Christopher Paul Curtis is as follows: “Now that we’ve finished our first reading, let’s go back and talk about our First Focus. Remember that we were thinking about the problems that a 10-year-old on the lam would face.”

  • In the ELA Lesson Plans, Module 2, Lesson 23, the Planning Notes section contains guidance on a variety of topics that support the discussion for the lesson. Considerations of how to address specific language and phrases within this portion of The Watsons Go to Birmingham by Christopher Paul Curtis include, “On page 88, Kenny compares their mother circling around Byron to ‘Indians circling the wagons again’ and continues to say that ‘this time it was Byron who had to be the white people.’ You might consider reading ahead to plan for any discussion that might arise from this comparison. You might also consider reminding students that it is no longer appropriate to say ‘Indians’ when referring to Native Americans and that using the term ‘Indians’ reflects the story’s time period.”

  • In the ELA Lesson Plans, Module 3, Lesson 2, the Planning Notes provide support to teachers prior to the start of the lesson on the three poems, “The Grackle” by Ogden Nash, “The Pigeons” by Lilian Moore, and “Something Told the Wild Geese” by Rachel Field: “For today’s lesson, invite students to share their opinions on which poem they liked most and why. You might choose to have one student share at a time or to have students share in partners or small groups.”

Indicator 1H
01/02

Materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1h.

While materials include opportunities to support students’ speaking and listening about the texts students read and research, materials lack varied discussion strategies, guidance on how students should respond, and relevant follow-up questions and supports for teachers. The Teacher Manual indicates that teachers should provide relevant and more rigorous follow up questions as student discussions progress; however, materials do not provide a model to support teachers with implementation. Materials provide limited opportunities for students to engage in longer speaking and listening activities, such as presentations or oral research reports. Some of the reading opportunities are included only in Shared Reading or only in ELA lessons which does not allow for students to demonstrate what they are reading throughout the year.

Students have limited opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Examples include, but are not limited to, the following:

    • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the teacher says to students, “Now that we’ve finished our first reading, let’s go back and talk about our First Focus. Remember that we were focusing on how Sal feels about moving and taking a trip with her grandparents. What clues did the author provide?”

  • Follow agreed-upon rules for discussions and carry out assigned roles. Examples include, but are not limited to, the following:

    • In the ELA Lesson Plans, Module 4, Lesson 22, students come together to share their research papers and get peer feedback. The teacher prompts discussion norms by saying, “Today you are going to share your paper with a group of peers that answered different questions than you. You will take turns reading your paper. After each person reads, the group may ask the writer questions. Be sure to be a good audience. You should be quietly listening with your eyes on the speaker, and your body still. You may begin sharing.”

  • Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Examples include, but are not limited to, the following:

    • No evidence found

Speaking and listening work sometimes requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

  • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Examples include, but are not limited to, the following:

    • In the Shared Reading Lesson Plans, Module 2, Lesson 27, students discuss character motives and alibis as they continue reading The Westing Game by Ellen Raskin. Students first track details in partner groups, then respond to whole group discussion questions such as, “Why do you think Turtle lied about her name? Or is her mother lying? Why did Chris want to know who got kicked?” Students do not pose specific questions by making comments that contribute to the discussion nor do they elaborate on the remarks of others.

    • In ELA Lesson Plans, Module 3, Lesson 8, the teacher says to students, “Now that we’ve finished the book, let’s pretend that Faith Ringgold, the author, is visiting our classroom. What are some good questions you’d like to ask her?” Although students pose specific questions, they do not respond to those questions by making comments that contribute to the discussion nor do they elaborate on the remarks of others.

  • Review the key ideas expressed. Materials do not have opportunities for students to draw conclusions in light of information and knowledge gained from the discussions. Examples include, but are not limited to, the following:

    • In the ELA Lesson Plans, Module 1, Lesson 41, the teacher says to students, “I watched as you all added to the graffiti board charts from your notes you took during Shared Reading. You were all able to generate some relevant information that will be useful to you as you begin planning your compare/contrast paper tomorrow. Please find a partner from a different group and share some examples of information you were able to add to the charts.”

    • In the ELA Lesson Plans, Module 4, Lesson 7, after listening to a portion of The Porcupine Year by Louis Erdich, students respond to the following Discussion question: “What do you think might have happened to the boys? Give your reasons!”

    • In the Shared Reading Lesson Plans, Module 2, Lesson 12, students participate in a discussion based on their choral read of The Sun: All about solar flares, eclipses, sunspots, and more! by Seymour Simon. Then the teacher asks students, “What topics and details should we add?” as they continue working on a class-created anchor chart.

  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Examples include, but are not limited to, the following:

    • In the ELA Lesson Plans, Module 3, Lesson 13, after listening to a portion of The Single Shard by Linda Sue Park, students help the teacher “summarize what’s happened so far,” during the Discussion section of the lesson. The teacher and students then work together to create a class anchor chart of the most important events in each chapter.

  • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Examples include, but are not limited to, the following:

    • No evidence found

  • Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Examples include, but are not limited to, the following:

    • No evidence found

Indicator 1I
02/02

Materials include a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

The materials reviewed for Grade 5 meet the criteria for Indicator 1i. 

Materials include on-demand writing tasks and process writing opportunities throughout the Shared Reading and ELA instructional bocks. Across the Shared Reading lessons, students have almost daily opportunities to write short responses to prompts about what they have read. Shorter and longer on-demand responses usually occur during the “Assign Writing” section of the Shared Reading Lesson Plans and are primarily text-based prompts. Process writing pieces occur during the ELA block over the course of several lessons, with opportunities for modeling, drafting and revising with teacher and peer feedback. Over the course of the year, students write narratives, informative pieces, opinion pieces, incorporating research as needed. Materials provide teachers with guidance on how to model each type of writing during the pre-writing, drafting, revising, and editing stages. Materials include some explicit teacher guidance that suggests students type their responses, and there is room for teachers to use students’ typed responses more frequently to incorporate digital resources into the writing process.

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

  • In the Shared Reading Plans, Module 1, Lesson 8, students respond to the following prompts and questions after reading a section from the novel, Walk Two Moons by Sharon Creech: “Use tradition and drama in super sentences. You can choose to capture key details from today’s reading in your sentences, or you can choose to write your sentences using a different topic” and “Predict what sort of challenges the journals are going to cause for specific characters. Why do you think that?”

  • In the Shared Reading Lesson Plans, Module 2, Lesson 9, students continue their reading of Oceans: All about waves, currents, the gravitational pull of the moon, and more! By Seymour Simon and respond to the following prompt: “Review the illustrations and write a description of one that you find interesting.” 

  • In the Shared Reading Plans, Module 3, Lesson 20, after finishing the novel, Bud, Not Buddy by Christopher Paul Curtis, students complete Written Response Assessment 21, responding to the question, “Throughout this book, we have heard the saying, ‘When one door closes, another one opens.’ What does the author mean by this? How does that saying explain Bud’s experiences?” . This response is graded as part of “Written Response Assessment 21.”

  • In the Shared Reading Lesson Plans, Module 4, Lesson 9, students read a selection from The Mostly True Adventures of Homer P. Figg and write in response to the following prompt: “Think about who is right and who is wrong here. Would it be right for Mr. Reed to kill Stink and Smelt? Why or why not? Make sure that you back up your claim with reasons.”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 1, Lesson 16, students begin the planning process of their informative writing piece by drafting a response to a prompt about characters they have read about: “This week, you will choose one of the characters we have read about this year and describe that character with one adjective or descriptive phrase. Then you will use examples from the text to support your description.” Students continue working on writing, revising, and editing their descriptions over the course of the next three lessons. 

  • In the ELA Lesson Plans, Module 2, Lessons 33–45, students write a research paper about the Civil Rights movement. Throughout this set of lessons, the teacher models how to write a research paper and provides time for students to practice these skills both individually and with others. In Lesson 42, students work on editing and revising. The teacher states, “When you finish revising, you need to edit your draft. This is an editing checklist. It is like our informative writing checklist, but it has the types of errors we would expect fifth graders to be able to fix up. I am going to read through the draft again and check for each of these errors. Once I have checked for these errors and fixed them, I can put a check on my checklist.”

  • In the ELA Lesson Plans, Module 4, Lessons 41–45, students write about their reading and writing identities. Throughout this set of lessons, the teacher models how to write a narrative and provides time for students to practice these skills both individually and with others. In Lesson 44, the Planning Notes state, “This lesson focuses on peer revising and editing a personal narrative and preparing a final draft for publication in the form of a book or digital presentation.”

Materials include digital resources where appropriate. Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 1, Lesson 17, students may use paper, computers, or tablets to draft their responses on a specific character they’ve read about so far this year. While some students may still be outlining, the teacher prompts students who are ready to draft: “The rest of you are ready to start drafting, go get your writing folders, blank paper (or tablets/ computers) and find a spot to get started.”

  • In the ELA Lesson Plans, Module 4, Narrative Writing: Reading and Writing Identity, materials include the following teacher guidance for students who create digital personal narratives: “If you have opted to allow students to create digital personal narratives, video- or audio- recorded personal narratives, PowerPoints, or another non-paper format, you may wish to determine if your school has a way to store video and/or digital files that students can access from year to year and to determine if there is a way for copies of these files to be sent home for students' families to enjoy.” While there is no explicit direction for how a teacher might have students digitally create their personal narratives, materials reference this option throughout the lessons.

  • In the ELA Lesson Plans, Module 4, Opinion Writing: Book Advertisement, the materials indicate that students may create a digital advertisement. The Assessment Notes explain, “If you have opted to allow students to create digital advertisements or video-recorded commercials, or another non-paper format, you may wish to determine if your school has a way to store video and/or digital files that students can access from year to year and to determine if there is a way for copies of these files to be sent home for students' families to enjoy.”

Indicator 1J
01/02

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1j.

Materials reflect a 27/45/27 balance of opinion/informative or explanatory/narrative writing, which does not reflect the 30/35/35 distribution of writing modes required by the standards for Grades 3–5. Throughout the year, students receive explicit writing instruction and opportunities to write opinion, informative, and narrative pieces. Writing instruction occurs during the ELA Lesson Plans and often involves the teacher reading aloud a text and modeling “how to construct a well-written response” to a prompt. The interactive read-aloud often serves as a mentor text. Most writing opportunities connect to this text and occasionally connect to texts in the Shared Reading Lesson Plans.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

  • Percentage or number of opportunities for opinion writing:

    • In the ELA Lesson Plans, there are three opportunities for opinion writing and instruction. Three of eleven (27%) opportunities are opinion in nature.

    • In the ELA Lesson Plans, Module 1, there is one opportunity for opinion writing. One of five writing opportunities for this module is opinion in nature.

    • In the ELA Lesson Plans, Module 2, there are no opportunities for opinion writing.

    • In the ELA Lesson Plans, Module 3, there is one opportunity for opinion writing. One of two writing opportunities for this module is opinion in nature.

    • In the ELA Lesson Plans, Module 4, there is one opportunity for opinion writing. One of three writing opportunities for this module is opinion in nature.

  • Percentage or number of opportunities for informative/explanatory writing:

    • In the ELA Lesson Plans, there are five opportunities for informative/explanatory writing and instruction. Five of eleven (45%) opportunities are informative/explanatory in nature.

    • In the ELA Lesson Plans, Module 1, there are two opportunities for informative/explanatory writing. Two of five writing opportunities for this module are informative/explanatory in nature.

    • In the ELA Lesson Plans, Module 2, there is one opportunity for informative/explanatory. All writing opportunities for this module are informative/explanatory in nature.

    • In the ELA Lesson Plans, Module 3, there is one opportunity for informative/explanatory writing. One of two writing opportunities for this module is informative/explanatory in nature.

    • In the ELA Lesson Plans, Module 4, there is one opportunity for informative/explanatory writing. One of three writing opportunities for this module is informative/explanatory in nature.

  • Percentage or number of opportunities for narrative writing:

    • In the ELA Lesson Plans, there are three opportunities for narrative writing and instruction. Three of eleven (27%) opportunities are narrative in nature.

    • In the ELA Lesson Plans, Module 1, there are two opportunities for narrative writing. Two of five writing opportunities for this module are narrative in nature.

    • In the ELA Lesson Plans, Module 2, there are no opportunities for narrative writing.

    • In the ELA Lesson Plans, Module 3, there are no opportunities for narrative writing.

    • In the ELA Lesson Plans, Module 4, there is one opportunity for narrative writing. One of three writing opportunities for this module is narrative in nature.

  • Explicit instruction in opinion writing:

    • In the ELA Lesson Plans, Module 1, Lessons 6–10, the teacher models each stage of the process, with opportunities for students to work in partners or small groups to find reasons and evidence from the text.

    • In the ELA Lesson Plans, Module 3, Lessons 26–35, the teacher models how to write an opinion piece about “doing what’s right” using a graphic organizer that includes an introduction, two reasons with support, and a conclusion. The teacher also models how to look for and use reasons and evidence to support an opinion.

    • In the ELA Lesson Plans, Module 4, Lessons 36–40, the teacher models how to plan out a book advertisement, how to include supporting reasons and evidence, and how to revise and edit their writing. After the teacher models, students have time to work independently to practice these skills.

  • Explicit instruction in informative/explanatory writing:

    • In the ELA Lesson Plans, Module 1, Lessons 14–19, in Lessons 14 and 15, students learn the structure and elements of informative writing using model texts. During this lesson, the teacher focuses instruction on overall structure, gathering facts and definitions, and using quotes.

    • In the ELA Lesson Plans, Module 1, Lessons 41–45, the teacher models how to write a compare/contrast research project about cells, including how to use linking and transition words to connect ideas. The teacher models how to use a graphic organizer to plan the research project, which includes an introduction, two subtopics with details, and a conclusion.

    • In the ELA Lesson Plans, Module 2, Lessons 33–45, the teacher models writing a research paper about the Civil Rights movement. The teacher models how to take notes from various sources; how to organize the report with an introduction, subtopics, and a conclusion; how to effectively research their topic; how to use transitions in their writing; and how to revise and edit their writing. After the teacher models, students have time to work independently to practice these skills.

    • In the ELA Lesson Plans, Module 3, Lessons 9–12, the teacher models how to write a compare/contract research project about the Underground Railroad using a Venn diagram to take notes from an article that relates to a text previously read. The teacher models how to organize the research project using a graphic organizer that includes an introduction, two subtopics with details, and a conclusion.

    • In the ELA Lesson Plans, Module 4, Lessons 17–22, the teacher models the steps of an informative research project. The teacher models how to generate a list of research questions; how to organize the report with an introduction, subtopics, and a conclusion; and how to effectively research their topic. After the teacher models, students have time to work independently to practice these skills.

  • Explicit instruction in narrative writing:

    • In the ELA Lesson Plans, Module 1, Lessons 1–5, in Lesson 1, the teacher does not provide any explicit instruction on writing narratives. The teacher walks students through how each of the elements from the checklist fits into the graphic organizer, with a focus on the introduction, linking words, and details to support the narrative.

    • In the ELA Lesson Plans, Module 1, Lessons 26–35, the teacher models how to write an adventure story using a graphic organizer to plan that includes the introduction, two or more events, and a conclusion. The teacher models how to make vivid, descriptive writing as students draft their adventure stories.

    • In the ELA Lesson Plans, Module 4, Lessons 41–45, the teacher models writing about their reading and writing identity. The teacher models how to reflect back on their reading and writing over the past year; what to include in a personal narrative; how to organize their writing with an introduction, events, and a conclusion; and how to revise their writing by using effective word choice. After the teacher models, students have time to work independently to practice these skills.

Different genres/modes/types of writing are distributed throughout the school year.

  • Students have opportunities to engage in opinion writing. Examples include, but are not limited to, the following:

    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 4, Lessons 36–40, students plan the beginning part of their advertisement using the book review checklist as a guide. Students focus on “drafting a book advertisement by adding supporting reasons and evidence in a creative way using a list of advertising techniques and the book review opinion writing checklist as a guide.”

    • Provide logically ordered reasons that are supported by facts and details. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 3, Lesson 27, students draft their opinion piece about “doing what’s right.” Students use a graphic organizer to organize their reasons and evidence.

    • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lessons 9, students work as a class to decide which linking words they want to use for each of the two reasons they included in their opinion piece.

    • Provide a concluding statement or section related to the opinion presented. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 3, Lesson 29, students determine the best way to end their opinion piece about “doing what’s right.” Students determine whether to end their opinion piece with a quote, with a question, or with humor.

  • Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

    • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 4, Lesson 19, students practice organizing the information they found about the Trail of Tears into logical subtopics based on what is in their notes.

    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lessons 14–19, students use a graphic organizer to record details, quotations, and other information that is related to their topic.

    • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 3, Lessons 9–12, students review a chart that includes linking words and phrases organized by comparing words and contrasting words.

    • Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lesson 15, students work together to evaluate an informative writing piece against the “Informative Checklist,” looking to see if the author uses definitions to help explain the topic.

    • Provide a concluding statement or section related to the information or explanation presented. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 2, Lesson 41, students write the conclusion to their Civil Rights Research Paper by choosing one of the ways they learned to end an informative piece that goes beyond just repeating facts.

  • Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lessons 26–35, students use a graphic organizer to help organize their narrative writing. The graphic organizer has an introduction section, event 1 section, event 2 section, and a conclusion section to help students write their narrative piece.

    • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lessons 26–35, students participate in an activity to analyze the weight of specific details in order to identify which might need more or less focus. Additionally, the teacher shares pacing techniques that either slow down or speed up the pace. For example: “provide specific details; use dialogue that provides information about the characters and how they are feeling.”

    • Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Examples include, but are not limited to, the following:

      • In the ELA lesson Plans, Module 1, Lesson 30, students create a list of the events from [their] narrative and weigh each event using a 0-2 scale.” Then, students use at least one pacing technique from a chart containing three techniques to slow down the pace and three techniques to pick up the pace.

    • Use concrete words and phrases and sensory details to convey experiences and events precisely. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lesson 28, students revise their adventure story to include details so that the reader can visualize what is happening.

    • Provide a conclusion that follows from the narrated experiences or events. Examples include, but are not limited to, the following:

      • In the ELA Lesson Plans, Module 1, Lesson 33, students learn about three techniques to conclude their narratives: “Reaction of a character or narrator, circle back to the beginning, visual image.” Students practice writing each of these three techniques and then choose the one that best fits their narrative.

Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 1, Lesson 11, students use characters from Walk Two Moons by Sharon Creech, and the read aloud text, Keep On!: The Story of Matthew Henson: Co-Discoverer of the North Pole by Deborah Hopkinson to respond to the following question: “As we discussed before starting our book today, a person needs to be brave and well-prepared to explore a wild, new place or embark on a journey to a place they have never been before. Both Matthew Henson and the fictional character, Sal Tree Hiddle from Walk Two Moons, needed to be brave and well-prepared as they embarked on their journeys to The North Pole and Idaho, but in different ways. Let’s write about why they needed to be brave and well-prepared in different ways and for different reasons. We can use these sentence frames to help us: Matthew Henson needed to be brave and well-prepared for his journey to the North Pole because _________. Sal Tree Hiddle needed to be brave and well-prepared for her journey to Idaho because __________.”

  • In the ELA Lesson Plans, Module 3, Lesson 26, the teacher uses Bud, Not Buddy by Christopher Paul Curtis to model writing an opinion piece based on the theme “Doing What’s Right.” Teacher modeling includes, “Let me show you how you would make this plan without including the title and author. In the margin, I am going to write: the truth is the truth. Then in the first section I will restate my opinion and provide a detail or an example. For example, I will write: Bud, Not Buddy, lies most of the time, not right. I will also look for an interesting part or a quote from the text to draw my reader in.”

Indicator 1K
02/02

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

The materials reviewed for Grade 5 meet the criteria for Indicator 1k.

Materials provide frequent opportunities for evidence-based writing throughout the school year. Both the Shared Reading and ELA Lessons include opportunities to utilize texts as mentor texts or as curricular connections to aid students with using evidence to support their thinking. The teacher models using evidence to support thinking and provides students opportunities to practice these skills in various grouping strategies. As students transition through the phases of the writing process, they apply their evidence-based writing skills using graphic organizers and checklists included in the materials.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 1, Lesson 9, the teacher models how to write an opinion piece after reading Walk Two Moons by Sharon Creech. The teacher models how to include details from the text by saying, “The written response in Lesson 3 of _Walk Two Moons _is: ‘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.’ This question is asking your opinion and then asking you to support your opinion with details or reasons from the text. I can use the graphic organizer to quickly plan my response. In the introduction, I am going to state my opinion. Since I think I would rather have dinner at Sal’s grandparents’ house, I will write: grandparents’ house.”

  • In the ELA Lesson Plans, Module 4, Lessons 36–40, the teacher models how to write a book advertisement about the best book read or listened to during the 5th grade year. In Lesson 37, the teacher models how to use the checklist to determine what kind of reasons and evidence to include: “We will look back at the book review checklist. The middle of the checklist says I need three reasons and evidence to support my reasons, but remember you don’t want to give too much of the story away. Since this is an advertisement, I need to think of creative ways to present my reasons. I could make three different sections for my reasons, write each reason in a design like an arrow, or choose something related to my book. I know! Since the book cover has each letter written on separate slips of paper, I’m going to write each one of my opinions letter by letter on slips of paper.” In Lesson 38, the teacher models how to revise the book advertisement based on the checklist to ensure there is evidence from the text but also so that it does not give away too much to the reader: “I am going to show you how I will revise my ad. When I look back at my advertisement and compare it to the checklist, I see that I might need to do a better job of giving an example from the story without giving too much away for my readers. For the part about the illustrator writing interesting words on slips of paper I will add: **You will think it’s cool how the illustrator scatters words on every page.

Writing opportunities are focused around students’ recall of information to develop opinions from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 2, Lesson 4, students read Oceans: All about Waves, Currents, the Gravitational Pull of the Moon and more by Seymour Simon. After reading, students write a paragraph arguing that predicting the next El Nino would be a great idea: “Pretend you’re a member of Congress. Someone has proposed that money be spent on predicting the next El Niño. Others say it would be a waste of money because we can’t change the weather anyway. Write a paragraph arguing that predicting the next El Niño would be a good idea.” Students make a claim and provide reasons to support their claim.

  • In the Shared Reading Lesson Plans, Module 4, Lesson 8, students read The Mostly True Adventures of Homer P. Figg by Rodman Philbrick. After the reading, students make a claim and support it: “Think about who is right and who is wrong here. Would it be right for Mr. Reed to kill Stink and Smelt? Why or why not? Make sure that you backup your claim with reasons.”

  • In the ELA Lesson Plans, Module 3, Lesson 18, students write a prediction about the novel, A Single Shard by Linda Sue Park. In the directions, the teacher reminds students to use reasons to support their response. The prompt is as follows: “Let’s make two predictions. What do you think will happen to Tree-ear if Min gets the commission? What will happen to Tree-ear if Min does not get the commission? Remember, we need to give reasons.”

Indicator 1L
01/02

Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.

The materials reviewed for Grade 5 partially meet the expectations of Indicator 1l.

Materials include instruction of many grammar and language conventions standards, but there are limited opportunities for application in- and out-of-context. An explicit scope and sequence is not provided. Some grammar skills are referenced in the lessons, but there is a lack of explicit instruction and practice. Throughout the materials, grammar and conventions instruction and application are integrated into the writing process and shared reading plans. The program includes many opportunities for students to manipulate sentences with the teacher and write independently, but according to the Teacher Manual, there is not an expectation of the students to be able to identify parts of speech independently. When grammar and language instruction is included in lessons, instruction is often found only in the “Sentence Composing” section of instruction, which is an oral exercise completed by the teacher and does not allow for students to have practice with applying the grammar skills in writing. Additionally, verb tense is referred to often in the ELA lessons, but specific and explicit instruction in some skills are missing.

Materials include some explicit instruction of many grammar and usage standards for the grade level. Examples include, but are not limited to, the following:

  • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

    • Conjunctions:

      • In the ELA Lesson Plans, Module 1, Lesson 21, the materials include instruction on the conjunctions because, since, and even though.

      • In the ELA Lesson Plans, Module 1, Lesson 40, the materials include instruction on the conjunctions both/and, neither/nor, and either/or.

      • In the ELA Lesson Plans, Module 2, Lesson 4, the teacher presents two sentences and asks students to think about how the two ideas are related. The teacher says, “Are they a list of similar information, is one causing the other, or are they contrasting? For contrast, we can use although or but. We can also use the conjunctions either and or. Let’s do both and see which communicates most effectively.”

    • Interjections:

      • In the ELA Lesson Plans, Module 2, Lesson 2, the materials introduce interjections.

      • In the ELA Lesson Plans, Module 2, Lesson 26, the materials introduce interjections to add emotion to a sentence.

      • In the ELA Lesson Plans, Module 2, Lesson 27, the teacher shares a sentence and says, “We can see that this sentence is conveying emotion because of the use of the exclamation mark. Let’s expand with an interjection. An interjection is also a way to add emotion. It’s a single word, and it forms its own sentence.” The teacher models using the sample sentence, “Wow! The Ohio rest stop was really cool!”

      • In the ELA Lesson Plans, Module 4, Lesson 2, the materials include instruction on interjections as an introductory word.

    • Prepositions:

      • In the ELA Lesson Plans, Module 1, Lesson 23, the materials introduce prepositional phrases in the Expand.

      • In the ELA Lesson Plans, Module 1, Lesson 25, the materials include instruction on prepositional phrases as an introductory element of a sentence.

      • In the ELA Lesson Plans, Module 3, Lesson 15, the teacher shares a sentence and says, “Let’s think about time order here. Which happened first? We can use the preposition after to show that.”

  • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

    • In the ELA Lesson Plans, Module 2, Lesson 5, students learn about perfect verb tense. The teacher shows the sentence, “The Wrights were surprised that the problem of balance and control had received so little attention.” Then the teacher says, ”Let’s look at the verbs here: were surprised and had received. These are in the past. What if we were there? (are surprised, has received). What if it’s the future? (would be surprised, had received). Remember that your verb tenses have to be coordinated, and they communicate important meaning.”

    • In the ELA Lesson Plans, Module 2, Lesson 24, the teacher says, “Let’s practice those verb tenses again. This is clearly in the past. Let’s change the verb tense and explore the effects on the meaning. The verb is to jump. What if I want to express that this is a characteristic that is always true - jump? What if I want to say that it is something true - may or might jump? What if I want to express that it happened before something else - had jumped.”

    • In the ELA Lesson Plans, Module 4, Lesson 14, the teacher says, “Let’s explore the verb tenses here: We have wondered, was asleep, and dreamed. These are communicating things in the past. If we want to communicate that this happens all the time, we have to change them (wonders, is asleep, dreams). If we want to talk about something in the future we gave to change the verbs (will wonder, will be asleep, will dream).”

  • Use verb tense to convey various times, sequences, states, and conditions.

    • In the ELA Lesson Plans, Module 1, Lesson 36, the teacher uses the following sentence to show verb tenses: “Calvin Curbhopper rides into the day.” The teacher explains something happening always, yesterday, and in the present by stating, “Let’s think about verb tense here. The author is communicating that this happens always. She is making a statement that is timeless. What if I want to say that it is happening right this minute? (is riding). What if I want to say that it happened yesterday? (rode). What if I want to say that it will happen in the future (will ride or will be riding). In poetry, with very few words, an author can communicate a lot by simply changing the verb tense.”

    • In the ELA Lesson Plans, Module 2, Lesson 5, students learn about perfect verb tense. The teacher shows the sentence, “I cannot but believe that we stand at the beginning of a new era, the Age of Flight.”

    • In the ELA Lesson Plans, Module 2, Lesson 23, students explore the effects on meaning when verb tense is changed.

    • In the ELA Lesson Plans, Module 4, Lesson 25, the teacher says, “Let’s experiment with the verb tenses, both in the past. That signals that this event happened once. What if it happens every day? What if we don’t know whether it will happen for certain or not? What if we want to say something appended before something else?”

  • Recognize and correct inappropriate shifts in verb tense.

    • In the ELA Lesson Plans, Module 2, Lesson 6, the teacher says, “Remember that your verb tenses have to be coordinated, and they communicate important meaning.”

    • In the ELA Lesson Plans, Module 2, Lesson 13, students learn about changing shifts in verb tense. The teacher shows the sentence, “This is a statement that Wilbur made.” Then the teacher states, “Let’s paraphrase it, turning it from direct speech in quotations to a description. We will have to change the verb tenses to the past.”

    • No other evidence was found.

  • Use correlative conjunctions (e.g., either/or, neither/nor).

    • In the ELA Lesson Plans, Module 1, Lesson 40, students learn to change conjunctions to see how it changes the sentence. The teacher shows students the sentences, “Selig was a man now. Selig was also a myth.” The teacher instructs students, “Combine with the conjunctions both and and. See how neither and nor changes the meaning. See how either and or changes the meaning.”

    • In the ELA Lesson Plans, Module 2, Lesson 4, the teacher tells students, “We can also use the conjunctions either and or. Let’s do both and see which communicates most effectively.”

    • In the ELA Lesson Plans, Module 2, Lesson 13, students learn about using either and or. The teacher shows the sentences, “Matthew Henson could have stayed in Maryland. Matthew Henson could have left to start a life of adventure.” The teacher states, “There are two choices here. Let’s combine using either and or.

  • Use punctuation to separate items in a series.

    • In the ELA Lesson Plans, Module 1, Lesson 21, students learn about using commas in a series. The teacher shows the sentence, “Curious, affectionate, and smart, they are beloved pets in many families.” The teacher says, “We see three adjectives here, and they are separated by commas to show that they are items in a series. It’s an interesting sentence because the three adjectives are actually set off from an entire sentence—so even the third is followed by a comma.”

    • No other evidence was found.

  • Use a comma to separate an introductory element from the rest of the sentence.

    • In the ELA Lesson Plans, Module 1, Lesson 24, it states, “Let’s show that with an introductory word: Fortunately or Unfortunately. When we start a sentence with a word like that, we set it off with a comma.”

    • In the ELA Lesson Plans, Module 1, Lesson 25, students learn that the comma is used to separate an introductory element. The teacher gives the students the sentence, “For snakes and wild dogs, rats are tasty meals.” The teacher states, “This is an interesting sentence already. It starts out with a prepositional phrase that answers the question for whom. When we start a sentence with a prepositional phrase, we often set it off with a comma. It functions as an introductory element. Let’s expand with counter information. Start with even though.”

    • In the ELA Lesson Plans, Module 1, Lesson 40, students use commas after an introductory element. The teacher shows students the sentence, “Selig was too tired to think.” The teacher instructs students to start a new sentence with the word nevertheless. The teacher states, “That word signals that, even though one thing was true, another thing happened. Start another new sentence with however. That word signals a contrast.

    • In the ELA Lesson Plans, Module 2, Lesson 3, the teacher says, “Authors use moreover to add more related details. We know that the pronoun it refers to the flu. So we should add to the front of the sentence, starting with the flu, and use moreover to link the two details. We will frame it with commas.”

  • 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?).

    • In the ELA Lesson Plans, Module 2, Lesson 22, students use commas after an introductory element. The teacher shows the sentence, “He pointed up at a telephone wire.” The teacher states, “Let’s expand this by adding some dialog. Ask a question first, and then have a character answer ‘yes’ or ‘no’ and give a reason. I will show you how to punctuate that in case you want to use questions and answers in your writing. This is a good way to vary your pacing when you write.”

    • In the ELA Lesson Plans, Module 3, Lesson 6, the teacher shows the sentences, “Get off the train, Be Be. I’ll tell Mommy and Daddy.” The teacher states, “Let’s punctuate these as dialog. Then let’s add Be Be’s answer. It advises us to show how to use a comma to punctuate these answers: Yes, I will. No, I won’t. Then add quotation marks and set off the speaker.”

  • Use underlining, quotation marks, or italics to indicate titles of works.

    • In the ELA Lesson Plans, Module 2, Lesson 36, the teacher creates an anchor chart for parts of a book. The teacher explains how to use italics or underline to indicate the title. The teacher states, “Notice that I have used italics for my title. It’s hard to handwrite in italics. You can also underline. Italics or underlining are ways that we show our reader that we were finding information in a book. We mark the title of the book.”

    • No other evidence was found.

  • Spell grade-appropriate words correctly, consulting references as needed.

    • No evidence was found.

  • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

    • In the ELA Lesson Plans, Module 1, Lesson 13, students learn how to expand sentences. The teacher shows the sentence, “The flag hung limp and lifeless.” The teacher states, “Let’s add by telling what happened next. Add Suddenly, Then, and However.

    • In the ELA Lesson Plans, Module 2, Lesson 12, students learn that reduction is used to reduce phrases and details to help combine three sentences more effectively. The teacher gives these sentences: “It was the end of the week. Wilbur was granted permission to use the camp. The camp was a large military ground.” The teacher states, “Look at these three sentences. Which is most important? Let’s reduce the other two into phrases that we can add as details.”

    • In the ELA Lesson Plans, Module 3, Lessons 13-25, students complete the Combine and Expand exercises. In this activity, the teacher teaches the students to expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

    • In the ELA Lesson Plans, Module 4, Lesson 11, the teacher says, “This is an awkward set of sentences. They definitely need to be combined. Think about the relationship of ideas. Are these two similar things? Does one cause the other? Are they in time order? Are they contrasting? Your choice of linking words has to be driven by meaning. Also be careful not to repeat yourself.”

  • Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

    • No evidence was found.

Materials include limited authentic opportunities for students to demonstrate the application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 2, Lesson 17, the teacher models constructing a well-written response. The teacher states, “Help me write a note to Kenny giving him some advice about being teased. What are some strategies he might try?”

  • In the ELA Lesson Plans, Module 3, Lessons 13-25, students apply grammar and convention skills during the Combine and Expand exercises. This activity is oral and students are not writing.

  • In the Student Workbook, Grade 5, students complete written responses.

Indicator 1M
01/02

Materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.

The materials reviewed for Grade 5 partially meet the criteria for Indicator 1m.

Materials include a cohesive year-long plan for students to interact with and build key vocabulary words in texts. The Bookworms 2–5 Teacher Manual outlines various vocabulary-teaching routines for teachers to use with students, along with how this is integrated into the Shared Reading and Differentiated Instruction blocks. The Bookworms 2–5 Teacher Manual also provides guidance on how the lessons support vocabulary development over the course of the year and explains the focus on Tier 2 and Tier 3 vocabulary as supported by key research. Materials provide opportunities for students to engage with vocabulary words multiple times within a text, however the vocabulary words do not repeat across multiple texts.

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

  • In the Bookworms 2–5 Teacher Manual, Structures, materials include a table outlining routines and how instruction should look and sound for interactive read alouds in the ELA block. The vocabulary structure is as follows: “If the text is informational, vocabulary instruction comes before reading. The routines nearly always include visual support and should follow the plans closely. If the text is narrative, vocabulary instruction comes after reading. It is entirely oral, and uses a repetitive frame: Repeat the target word, tell a simple definition, tell how it was used in the reading, and then use a sentence frame to help students use the word in a new context.”

  • In the Bookworms 2–5 Teacher Manual, Teaching Vocabulary, materials outline the various routines used during vocabulary instruction.

    • Labeled Diagram: “In this routine, we use an illustration from the book or one that can be simply drawn and either discuss labels already shown or add labels.” Lesson Plans include samples of labeled diagrams “for teacher guidance and reference.”

    • Simple Tree Diagrams: used “to show relationships among content words.”

    • Semantic Maps: “These tend to be structured with a central term, and characteristics or facets that are added over time as more information is provided in the text.”

    • Concept of Definition (COD) maps: used when introducing “terms that are members of a broad category. The maps can be drawn while describing the category membership…. You begin with the target term, then move up to its parent category, present a member of that category that is different from the central term, and then provide essential attributes and examples.” Lesson Plans include teacher guidance explaining “exactly how to construct and introduce the COD map.”

  • In the Bookworms 2–5 Teacher Manual, Vocabulary and Comprehension, materials explain how vocabulary fits in the program’s approach to foundational skills instruction. The Differentiated Instruction block small group lesson plans follow a similar routine to that of whole group instruction. Students who meet oral reading fluency benchmarks read silently. After reading a fiction text, the teacher teaches students “two Tier 2 words found in the day’s text segment.” Before reading a nonfiction text, the teacher introduces students to “technical vocabulary using a simple chart or diagram to indicate how the words are related.” After reading, the teacher asks students inferential questions, referring “to vocabulary as needed to tie concepts to comprehension.”

Vocabulary is repeated in contexts (before texts, in texts) but does not repeat across multiple texts. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 1, before reading Walk Two Moons by Sharon Creech, the teacher introduces two vocabulary words, return and restore, and gives their meaning with examples to help students understand the meaning of the text. After reading, students use these words in a sentence. Students can use the words in the context of the text or create their own sentences.

  • In the Shared Reading Lesson Plans, Module 3, Lesson 3, students begin reading Bud, Not Buddy by Christopher Paul Curtis. The teacher defines the words commence and depression. Later in the lesson, students write a response during which they “[u]se depression and commence in super sentences. You can choose to capture key details from today’s reading in your sentences, or you can choose to write your sentences using a different topic.” Students learn new words from the text in subsequent lessons. In Lesson 5, students participate in a Word Study Assessment, during which the teacher assesses spelling by calling out all of the vocabulary words from the week and assesses meaning by selecting half of the words for students to use in super sentences, which the teacher scores using the Grade 5 Super Sentence Rubric. The vocabulary words do not repeat across any other texts.

  • In the ELA Lesson Plans, Module 2, Lesson 19, students participate in an interactive read aloud of The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. During the interactive read aloud, the teacher stops at the word frostbite and explains, “Frostbite is an injury that happens when one part of your body is exposed to extreme cold. People who work outdoors in cold weather have to be careful about frostbite. Frostbite can even cause you to lose your fingers or toes. In our book, Kenny’s mother believes that his thin Southern blood can cause him to get frostbite more easily than other people. He says, ‘I started wondering if frostbite really could do some damage to my hands.’ The truth is that Kenny’s blood was the same as anyone else’s, and frostbite could damage any person’s hands—any person, not just someone born in the South. Frostbite is an injury that occurs when part of your body is exposed to extreme cold. You can use that word: People have to be careful about frostbite when _________.” The vocabulary word does not repeat across any other texts.

  • In the ELA Lesson Plans, Module 4, Lesson 5, students participate in an interactive read aloud of The Porcupine Year by Louise Erdich. During the interactive read aloud, the teacher stops at the word bewildered and says, “Bewildered means puzzled and confused. The man looked bewildered when he tried to solve the problem. In the book, we read this about the porcupine: ‘He was like a naughty little boy, but very slow, and always when he turned to look up at her he seemed so sleepy and bewildered that she had to laugh.’ Bewildered means puzzled and confused. You can use that word: I was bewildered when _________. My brother looks bewildered when I ask him to ________.” The vocabulary word does not repeat across any other texts.

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

  • In the Bookworms 2–5 Teacher Manual, Teaching Vocabulary, the program cites research conducted by Isabel Beck as the base for its approach to vocabulary instruction. During narrative texts, students focus on two Tier 2 vocabulary words each day. Research supports the teaching of these words “after reading because stopping for this instruction before or during reading would be distracting.” The manual notes the intentional selection of words that are “broadly useful,” “would likely come up in another text that students would read or listen to,” and “could become part of students’ oral vocabularies.” Materials include frame sentences to support students with using the vocabulary word themselves. Vocabulary work is oral. During informational read-aloud texts, students focus on tier 3 vocabulary words. Because these words are “typically associated with a specific content area,” the teacher introduces Tier 3 words to students “before they listen or as they encounter [the words] to enhance understanding.” Materials also note that Tier 3 words are introduced “in cluster, or semantic networks, whenever possible.”

Criterion 1.3: Foundational Skills

04/08

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.

Instruction on foundational skills occurs in both the Shared Reading Lesson Plans and the Differentiated Instruction (DI) block, though the small group instruction format of the DI block does not ensure that all students receive explicit instruction on all foundational skills. The materials provide some opportunities for students to learn phonics, word analysis, and word recognition skills in the Shared Reading and ELA Lesson Plans as well as during the Differentiated Instruction block. There is no clear scope and sequence for explicit instruction on morphology, but there is instruction related to some words during some lessons. While the teacher may periodically mention some phonics, word analysis, and word recognition skills during lessons, there is no evidence of student opportunities for guided practice, independent practice, or application. Materials include limited opportunities for students to learn, practice, and apply phonics, word analysis, and word recognition skills independently in connected texts. Students have opportunities to decode while using some explicitly taught word recognition and analysis strategies; however, these opportunities are often in isolation rather than with connected text. Students are not provided opportunities to read texts independently. Students can hear fluent reading modeled for them by the teacher; however, the concept of fluency is not directly addressed or explicitly taught. There is no evidence in the materials that students silently read in a meaningful way or that teachers systematically monitor individual fluency and accuracy during the Shared Reading Lesson Plans.

While the materials provide a set of instructional routines, they miss opportunities for students to be active participants in the learning and apply that learning in context. The lesson frameworks included in the DI Manual do not provide teachers with adequate support in planning lessons for all students nor do they provide full learning opportunities for students. Additionally, since the DI Manual is written to be curriculum agnostic, the materials miss opportunities to create explicit connections between the lessons in the Shared Reading/ELA blocks and the DI block, preventing cohesion and knowledge-building across the entire program. Because the DI Manual does not provide a comprehensive scope and sequence of foundational skills outside of how topics are set up in the table of contents, teachers are responsible for the bulk of lesson planning and determining the coherent sequence of foundational skills for each small group of students. Materials do not provide clear guidance on using assessment results and the generic lesson frameworks to support teachers with developing coherently sequenced foundational skills lessons.

Indicator 1N
02/04

Materials, questions, and tasks address grade-level foundational skills by providing explicit instruction in phonics, word analysis, and word recognition that demonstrate a research-based progression.

The materials reviewed for Grade 5 partially meet the expectations of Indicator 1n.

The Grade 5 materials provide some opportunities for students to learn phonics, word analysis, and word recognition skills in the Shared Reading and ELA Lesson Plans as well as during Differentiated Literacy Instruction lessons. The Word Study section of the Shared Reading Lesson Plans include word analysis and word recognition strategies over the year. The word study instruction includes some irregularly spelled words. There is no clear scope and sequence for explicit instruction on morphology, but there is instruction on some words during some lessons. Much of this instruction is taught in isolation or out of context. Students may practice these skills in context during writing tasks and choral or partner reading, but instruction does not specifically align to including these skills in context. There is an assessment plan, but clear directions on supporting students who have not achieved mastery are not included. Follow-up instruction occurs in the Differentiated Literacy Block; however, it is not certain that all students will receive this instruction or be assessed by these means.

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

  • 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.

    • In the 2-5 Teacher Manual, spelling and vocabulary instruction are merged into Word Study lessons. The words are selected for their importance to the day’s reading. They are presented explicitly for their syllable-type characteristics and their meaning. In a five-day series of lessons, the teacher gives two words each day for the first three days. A new practice routine, called Super Sentences, helps students use the words in novel contexts. On the fourth day, they review the words together. On the fifth day, there is a word study assessment on the fifth day where teachers assess for both spelling and meaning.

    • In the ELA Lesson Plans, Module 2, Lesson 4, the teacher underlines the prefix pan- in the word pandemic and explains the meaning of the prefix.

    • In the ELA Lesson Plans, Module 3, Lesson 7, the teacher explains that antebellum has two parts. The prefix ante- means “before,” and bellum means “war.”

    • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the word return is taught. The teacher tells students that the prefix re- means “again.”

    • In the Shared Reading Lesson Plans, Module 1, Lesson 34, the Word Study section includes instruction on roots and affixes. The teacher states, “We can figure out what unicellular organisms are by breaking the words into its prefix, root, and suffix. The root is cell. We know what that is. The prefix is uni-. Uni- means ‘one’.”

    • In the Shared Reading Lesson Plans, Module 3, Lesson 27, students read a book involving the science of physics where they review the states of matter (solid, liquid, and gasses) by studying the syllable types. According to the Shared Reading Lesson, chunking words into syllables facilitates decoding. This instruction aims to build flexible strategies for attacking unknown words. The vocabulary words are divided into syllables, with the syllable type names. This syllable-type language should be used every day during Vocabulary instruction. These syllable-type divisions are not the same as the ones in a dictionary. Their purpose is to make spelling, especially vowel sounds, more transparent.

    • In Differentiated Literacy Instruction in Grades 4 and 5, in Tier 2 Instruction in Word Recognition, on page 64, the book states, “Tier 2 instructional strategies build on the think-aloud strategy used in Tier 1 instruction, but include additional guided practice and every-pupil response. We have found optimal engagement when each child has his or her own word list. The model lessons included Appendix F contain 10 or 12 words for each day’s lesson, chosen for their common features. We recommend four simple instructional strategies: (1) marking up the words, (2) identifying syllable types, (3) reading the words with partners, and (4) reading the words chorally.” Because this is a differentiated instruction lesson, there is no certainty that all students will receive this instruction.

Some tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). Examples include, but are not limited to, the following:

  • The Student Workbook provides opportunities for regular written tasks, word study exercise, and the creation of Super Sentences. For example, in the Shared Reading Lesson Plans. Module 1, Lesson 3, Written Response, students are assigned to use respect and impress in Super Sentences.

  • In Differentiated Literacy Instruction in Grades 4 and 5, Instructional Planning, on page 66, a table lists 18 weeks of lessons for syllable types. In Week 1, there are compound words. In Weeks 2-5, there are prefixes and suffixes. In Week 7, there are closed syllables. In Week 8, there are open and closed syllables. In Week 9, there are closed, open, and VC-e syllables. In Week 10, there are r-controlled syllables. In Week 11, there are vowel team syllables. In Week 12, there is the consonant -le syllable. In Week 13, the focus is -ed and -ing. In Week 14, there is changing y to i or no change. In Week 15, there are combinations of syllable types in multisyllabic words. In Week 16, there is the accent and the schwa sound. In Weeks 17-18, there is the accent in two- and three-syllable words. Because this is a differentiated instruction lesson, there is no certainty that all students will receive this instruction.

  • No other evidence was found.

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

  • In the ELA Lesson Plans, Appendix B, includes a rubric for “Editing and Revision Assessment”. This rubric is used to assess a student’s application of skills in writing tasks. The rubric monitors the students’ work for including well constructed sentences, demonstrating appropriate use of descriptive language, spelling correctly, and closely approximating spelling of unknown or unfamiliar words and using strong interesting words.

  • In the Teacher Manual, the 2-5 Grade Assessment plans state that word study assessments will occur every five days and be assessed by percent correct every five days.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 5, students’ spelling is assessed. The teacher calls out all vocabulary words from this week without segmenting into sounds or syllables. The teacher assesses whether students understand the meaning of these words by selecting half of the words for students to use in Super Sentences.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 15, the manual directs the teacher to call out a total of 15 words. Thirteen words come from the week’s word list, and two are unstudied transfer words. The manual states, “We add transfer words to ensure that teachers and students are focusing on patterns and not on rote memorization. The words are a mixture of base words and words with suffixes.”

  • In the Shared Reading Lesson Plans, Module 1, Lesson 25, students complete a Word Study Assessment that is scored with the Spelling Tool, Grades 3-5, Appendix B (page 539) and Super Sentence Rubric, Appendix A (page 536). This assessment pattern repeats weekly. Additionally, students complete a Written Response Assessment, where students must find an unfamiliar word in a text and use strategies to attempt to read and understand the word. This task is scored with the Written Response Rubric, Appendix A (page 537).

  • In Differentiated Literacy Instruction in Grades 4 and 5, Instructional Planning, on page 66, it states, “At the end of 18 weeks, we have a comprehensive outcome assessment. Part II of the Informal Decoding Inventory (Appendix E) has real words and nonsense words to test application of multisyllabic decoding strategies. This assessment is meant to be untimed. We have simplified our scoring interpretation since we first designed this assessment. These words are not taught in the intervention; they are true transfer words.” Because this is a differentiated instruction lesson, there is no certainty that all students will receive this assessment.

Indicator 1O
01/02

Materials include opportunities for students to practice and apply grade-level phonics, word analysis, and word recognition skills.

The materials reviewed for Grade 5 partially meet the expectations of Indicator 1o.

The Grade 5 materials include limited opportunities for students to learn, practice, and apply phonics, word analysis, and word recognition skills independently in connected tasks. Students have opportunities to decode while using some explicitly taught word recognition and analysis strategies; however, these opportunities are often in isolation rather than with connected text. While connected texts are included in the Shared Reading and ELA Lesson Plans, the texts do not directly relate to the word recognition and analysis skills being taught and do not contain words related to that focus. Differentiated Instruction Block can be used to address skills students are missing; however, it is not guaranteed that all students will receive differentiated instruction.

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

  • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the class reads _Walk Two Moons. _Before reading, the teacher introduces the vocabulary words return and restore by identifying the syllable types of the words.

  • The Shared Reading Lesson Plans, Module 2, Lesson 6, explains that Grade 5 Word Study uses syllable types as an aid to remembering spelling. Chunking words into syllables also facilitates decoding. The goal of this instruction is to build flexible strategies for attacking unknown words. The vocabulary words are divided into syllables, with the syllable type names provided. This syllable-type language is to be used every day during Vocabulary instruction. In this lesson, the vocabulary words ridge and trench are introduced. Students read about some of the important features of the oceans, such as the ocean floor, ridges, and trenches. Students decode these words and identify their syllabication patterns. Later in the lesson, students write super sentences using the words.

  • In Differentiated Literacy Instruction in Grades 4 and 5, Tier 2 Instruction in Fluency, Instructional Strategies, on page 87, the template for fluency practice lists for Day 1, “Activity: Multisyllabic decoding practice, if warranted.) Choral reading. Teacher’s role: Teacher reads the text with intonation and expression, modeling text processing. Students’ role: Students follow the teacher’s lead.” Because this is a differentiated instruction material, there is no certainty that all students will receive this instruction.

Materials include some tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 35, the students use pigment and reproduce in super sentences. Students capture key details from the story in their sentences, or they may write their own sentences using different topics.

  • In the Shared Reading Lesson Plans, Module 2, Lesson 6, students create Super Sentences using the newly taught vocabulary words. It is not explicitly stated that these sentences must connect to or reflect the study of the anchor or supporting texts.

  • In the 2-5 Teacher Manual, page 50, the text states, “Students build on their single-syllable pattern knowledge to spell multisyllabic words beginning in grade 3.” The routine explains how students can decode, read and sort by syllabication type. This routine does not discuss students using these strategies when reading multisyllabic words in context.

  • In the 2-5 Teacher Manual, page 76, the text states, “They (students with foundational skills deficits) will still benefit from Shared Reading, though, because they will be building background knowledge, specific vocabulary knowledge, grammatical knowledge, and text structure knowledge. Decide what is the most challenging task they can accomplish during choral reading (e.g., trace the text with a finger as the teacher reads, or whisper read at a pace slightly behind the teacher, as an echo). Then decide how to release slightly more responsibility to them during partner rereading.”

In Differentiated Literacy Instruction in Grades 4 and 5, Tier 2 Instruction in Fluency, page 86, the text states, “We suggest that you choose an additional, different text to increase the number of words and sentences that students process successfully each day. In this way, they will do fluency work within their grade-level band and with a text that you have added for Tier 2 every day.” Because this is a differentiated instruction material, there is no certainty that all students will receive this instruction.

Indicator 1P
01/02

Instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in order to read with purpose and understanding.

The materials reviewed for Grade 5 partially meet the expectations of Indicator 1p.

The Grade 5 materials include opportunities for students to read texts with purpose and understanding. Students engage in reading a variety of high-quality prose, but evidence does not exist for students reading poetry. Texts are often read chorally by the class, followed by partner reading. Students are not given opportunities to read texts independently. The students can hear fluent reading modeled for them by the teacher; however, the concept of fluency itself is not directly addressed or explicitly instructed. Evidence does not exist that students silently read in a meaningful way or that teachers monitor individual fluency and accuracy during the Shared Reading Lesson Plans systematically. The program has many opportunities to have students read authentic text, but it does not provide explicit instruction and assessment in fluency to the entire class. The Differentiated Instruction block can address some missing fluency skills per student; however, differentiated instruction is not guaranteed for every student.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral reading fluency. There are no opportunities for students to demonstrate accuracy and fluency in silent reading in the core materials. Examples include, but are not limited to, the following:

  • Read grade-level text with purpose and understanding.

    • In the Shared Reading Lesson Plans, Module 3, Lesson 26, pairs reread the final two chapters and think about why there are still problems creating hydroelectric energy.

    • In the Shared Reading Lesson Plans, Module 4, Lesson 5, students reread Chapters 7 and 8 with a partner. While rereading, pairs should think about whether their plan for finding the hidden enslaved people will work.

    • In the Shared Reading Lesson Plans, Module 4, Lesson 31, students read a text. Students first participate in a choral read and then move to partner reading. The teacher provides a reading focus and discussion questions. The teacher completes an anchor chart with students after reading, and ultimately students complete a written response. During the choral read, the teacher stops and models comprehension strategies to assist students in learning how to read with purpose and understanding.

Materials support limited reading of 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 are not limited to, the following:

  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

    • In the 2-5 Teacher Manual, page 59, the text details a set of routines for Shared Reading that combine “evidence based practices for developing text fluency and comprehension.” The oral reading protocols require teachers to create purposeful student pairs which have a “relatively more fluent student paired with a relatively less fluent student.” The routine followed includes students spending 2-3 minutes discussing their answers to the written response from the previous day. The teacher “sets a purpose for reading and begins choral reading. The teacher’s voice should not be too loud and the teacher’s reading rate and intonation should be natural.”

    • In 2-5 Teacher Manual, pages 59-63, describes the “Repeated Oral Reading” structure. The manual states, “The next set of routines in Shared Reading requires establishing routines and stamina rather than focusing on new technical knowledge. Overall, these routines combine evidence-based practices for developing text fluency and comprehension. They serve students with different achievement profiles at the same time, and they provide scaffolded access for all to the challenging books that are the heart of Bookworms.”

    • In the Shared Reading Lesson Plans, the first page lists all the texts used for Shared Reading, including multiple prose examples for successive readings. Poetry is not included.

    • In the Shared Reading Lesson Plans, Module 4, Lesson 31, the students chorally read and then partner read eight pages from Half and Half.

    • In Differentiated Literacy Instruction in Grades 4 and 5, Tier 2 Instruction in Fluency, Instructional Strategies, on page 88, the text states, “The first choral reading of the text will still allow the students to work on the dimensions of fluency….Also this concentrated attention to fluency building will guarantee that those students whose weak fluency has been a result of a lack of reading practice will get the practice they need.” Because this is a differentiated instruction material, there is no certainty that all students will receive this instruction.

Materials support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Examples include, but are not limited to, the following:

  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    • In the Shared Reading Lesson Plans, Module 1, Lesson 2, the teacher models a “think aloud” during the choral reading to teach students to self-monitor when reading. The teacher states, “I need to self-monitor here. I don’t know what a whang-doodle is. So, I’m going to reread the paragraph and see if I can make it make sense. I think it must mean something bad, but I don’t need to know exactly what it is. I have to infer the word’s meaning based on the information around it.”

    • In the Shared Reading Lesson Plans, Module 1, Lesson 45, student pairs “reread by alternating pages or by rereading chorally.”

    • In Differentiated Literacy Instruction in Grades 4 and 5, Later Fall: Build the Differentiation Model, on page 163, it states, “The multisyllabic decoding and fluency group includes those students whose weakness in fluency is partially explained by an inability to divide and decode multisyllabic words. For that reason, they begin their small-group lesson with targeted multisyllabic decoding practice. For fluency, they read new text each day, with strong teacher support through choral reading. After their small-group lesson, they continue this fluency focus by rereading that day’s selection with partners.” Because this is a differentiated instruction material, there is no certainty that all students will receive this instruction.

    • In Differentiated Literacy Instruction in Grades 4 and 5, Later Fall: Build the Differentiation Model, on page 163, “The fluency and comprehension group includes those students whose weakness in fluency seems to stem from a lack of reading experience or practice rather than from weak decoding skills. For that reason, they read and reread texts in addition to their shared reading selection. Like the multisyllabic decoding and fluency group, the fluency and comprehension groups reads new text (a segment or chapter) each day, with strong teacher support through choral reading. After their small-group lesson, they continue this fluency focus by rereading the day’s selection with partners.” Because this is a differentiated instruction material, there is no certainty that all students will receive this instruction.

Assessment materials provide teachers and students with limited information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. Examples include, but are not limited to, the following:

  • In the 2-5 Teacher Manual, page 36, the text includes a list of assessment opportunities for grades 2-5. External oral reading fluency screening is listed indicating the timing of Module 1, Lessons 6-14. The strategy is listed as words correct in one minute and risk status.

  • In Differentiated Literacy Instruction in Grades 4 and 5, Assessing Word Recognition, on page 39, it states, “The assessment strategy is simple: If a student in grades 4 or 5 is not meeting the beginning-of-year oral reading fluency benchmark, give the 10 items from the multisyllabic subtest. If that pronounces 8 or more items correctly, you can assume that providing a fluency intervention, without word-level instruction, is appropriate. If a student does not pronounce at least 8 items correctly, administer the vowel teams subtest. That subtest contains both real words and pseudowords, with specific scoring criteria for each. A student who passes the Vowel Teams subtest in Part I, but not the Multisyllabic Decoding subtest, will benefit from a small dose of multisyllabic decoding instruction in addition to fluency work.” Because this is a differentiated instruction material, there is no certainty that all students will receive this assessment and instruction.

Overview of Gateway 2

Building Knowledge with Texts, Vocabulary, and Tasks

Across the program, some texts are organized around knowledge-building topical units, though most are organized around a theme. Students have opportunities to analyze key ideas and details and the integration of knowledge and ideas within and across texts, though their opportunities to analyze craft and structure are limited. In the ELA units, students complete culminating tasks, which sometimes require them to use texts and/or knowledge from the Shared Reading lessons. These culminating tasks are written in nature and sometimes incorporate research skills, but the focus is on applying the traits of informative writing rather than building students’ research skills. Materials include a standards coverage document that indicates how standards repeat across lessons, units, and modules. The majority of instruction across the year falls within grade-level aligned standards, but materials do not address all of the grade-level standards. Materials also provide documentation for flexible schedules that indicate how to implement Bookworms on a reduced schedule, but there is no guidance as to how students would master all grade-level standards if lessons were omitted.

Criterion 2.1: Building Knowledge

14/24

Materials build knowledge through integrated reading, writing, speaking, listening, and language.

In Shared Reading, some texts are organized around a topic, while others are organized around a theme. In ELA, units often build knowledge about text structures. Although students have many opportunities to analyze key ideas and details through questions and retell opportunities, students have limited opportunities to analyze craft and structure within texts and across texts. Throughout the materials, students have opportunities to analyze the integration of knowledge both within individual texts and across multiple texts. Students complete culminating tasks in ELA, though some require students to use texts and/or knowledge from Shared Reading. Culminating tasks rarely integrate speaking and listening and heavily focus on language standards. Although materials cover a year’s worth of writing instruction, materials do not thoroughly address all of the writing grade-level standards throughout the year. There are minimal lessons throughout both ELA and Shared Reading that support students in growing their research skills. Students do not conduct research to answer a question; rather, the research task focuses on ensuring students can identify, evaluate, and apply traits of informative writing. Some of the research projects are culminating tasks and do not help build students’ research skills.

Indicator 2A
02/04

Texts are organized around a cohesive topic(s) to build students’ ability to read and comprehend complex texts independently and proficiently.

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

In both the Shared Reading and ELA modules, some units are organized around topics to build knowledge, while others are organized around a theme; however, some units are not cohesively organized to build knowledge or do not build knowledge on the intended topics. In ELA, units often build knowledge around text structures. Text sets within each unit typically include three texts, with some units including one or two texts. Some units do not have any texts. The limited volume of texts and varying number of lessons for each text could impede students’ ability to build knowledge.

Some texts are connected by a grade-appropriate cohesive topic. Some texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 2, Unit 1, texts are connected by the topic, “Earth Science.” While also examining nonfiction text structures. students read the following texts: Volcano: The Eruption and Healing of Mount St. Helens by Patricia Lauber, Oceans: All about waves, currents, the gravitational pull of the moon, and more! by Seymour Simon, and The Sun: All about solar flares, eclipses, sunspots, and more! by Seymour Simon.

  • In the Shared Reading Lesson Plans, Module 3, Unit 2, students build knowledge on the topic of “Physics.” Students read How Does a Waterfall Become Electricity? by Mike Graf and Ice to Steam: Changing States of Matter by Penny Johnson to learn about physics and “reinforce text structure and purpose and demonstrate that the same theme can be expressed across multiple texts with different topics.”

Some texts are connected by a theme. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 4, Unit 1, texts focus on the theme, “Demonstrating Courage.” Students “read two texts about characters who demonstrate courage in different ways. Texts include The Mostly True Adventures of Homer P. Figg by Rodman Philbrick and Half and Half by ​​Lensey Namioka.

Some texts are not connected to a grade-appropriate cohesive topic or a theme. Examples include, but are not limited, to:

  • In the Shared Reading Lesson Plans, Module 3, Unit 1, students explore the theme, “Hope and Perseverance,” while reading Bud, Not Buddy by Christopher Paul Curtis. However, this is the only text in this unit so students do not have the opportunity to build knowledge about the theme or about historical fiction text structure.

  • In the ELA Lesson Plans, Module 2, Unit 1, students learn about the “trials, tribulations, and accomplishments in the history of science.” Text selections include The Flu of 1918 by Jessica Rudolph and The Wright Brothers; How They Invented the Airplane by Russell Freeman. The unit overview indicates that students will learn about the theme, “The History of Science;” however, the nonfiction texts are not built around a common topic to support students’ knowledge-building. 

  • In the ELA Lesson Plans, Module 4, Unit 2, students read Tuck Everlasting by Natalie Babbitt. The focus of this unit is on the theme, “Importance of Story.” The Module Overview notes, “The lessons in this unit work together to reinforce students’ understanding of multiple text structures and purposes, through both producing new text and analyzing existing text. They also demonstrate the idea that the same theme can be expressed across multiple texts, regardless of the genre, whether that text is produced by the students themselves, or by professional authors.” However, this is the only text in the unit so students do not have opportunities to build knowledge about the theme or narrative text structure, as the culminating task is to write an opinion piece in the form of a book advertisement.

Indicator 2B
02/04

Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high quality questions and tasks.

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

Within the Shared Reading and ELA Lesson Plans, students have some opportunities to analyze key ideas and details; however, materials provide few opportunities for students to analyze craft and structure within individual texts and across multiple texts. At times, the questions and tasks that students respond to do not fully align to their correlated standard.

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

  • In the Shared Reading Lesson Plans, Module 1, Lesson 32, students choral read Animal Cells and Life Processes by Barbara A. Somervill. Afterwards, students engage in a discussion about the following questions, “Why do you think cells have to work 24 hours a day?”; “Why is it helpful that the cell and the nucleus are surrounded by membranes?”; and “Some people say that a cell is like a city. Let’s look at each organelle and see if we can think of a part of a city that does a similar job.”

  • In the Shared Reading Lesson Plans, Module 4, Lesson 26, students listen to _The Mostly True Adventures of Homer P. Figg _by Rodman Philbrick. Students discuss the following questions to explain what the text says explicitly and to draw inferences from the text: “Why does Homer think that his mother was watching over him? Why does he want to pass through the Confederate lines and get to the Union side? Why does the author provide the list of things that Homer sees in different type? How does Homer end up in the trench? Why does the Vermont soldier think Homer is crazy? Do you think Homer should keep searching for his brother even on the battlefields? How do the soldiers treat Homer? Is that surprising? Do you think the songs make the soldiers feel better? Why or why not?”

  • In the ELA Lesson Plans, Module 1, Lesson 12, after reading Keep On! The Story of Matthew Henson: Co-discoverer of the North Pole by Deborah Hopkinson. Students participate in a discussion after the teacher says, “Help me summarize so far. What are the most important facts we’ve learned?” Students do not “[d]etermine two or more main ideas of a text and explain how they are supported by key details.”

  • In the ELA Lesson Plans, Module 2, Lesson 15, during an interactive read aloud_ _of _The Watsons Go to Birmingham–1963 _by Christoper Paul Curtis, students respond to questions analyzing key ideas and details such as, “Why do you think Dad was interested in driving straight through without stopping again?” Students do not use quotes from the text when responding to questions. Students also respond to the following prompt: “Who are the main characters? Give me a capsule summary of each - just a few descriptive phrases.” Although students identify and describe the main characters, students do not explain the relationships or interactions between two or more of the characters.

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

  • In the Shared Reading Lesson Plans, Module 1, Lesson 31, the teacher begins introducing the book, Animal Cells and Life Processes by Barbara A. Somervill. The teacher describes how the structure of this text varies from previous texts they’ve read. Students respond to questions such as, “Notice that all of the chapter titles are questions. Why do you think the author chose to organize her work this way? Let’s turn to the glossary. How is it organized? How is the index different from the glossary?” It is unclear whether students compare and contrast the structure of this text to two or more texts that were previously read.

Indicator 2C
02/04

Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high quality text-specific and/or text-dependent questions and tasks.

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

Students have some opportunities to analyze the integration of knowledge both within individual texts and across multiple texts. During both Shared Reading and ELA, the teacher pauses multiple times to ask students questions to help build knowledge. Although students have several opportunities in each module in both ELA and Shared Reading to analyze knowledge across multiple texts, there are instances in which the sequence of questions students answer or the task students complete does not align to the integration of knowledge and ideas standards.

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

  • In the Shared Reading Lesson Plans, Module 1, Lesson 44, after choral reading Plant Cells and Life Processes by Barbara A. Somervill, students discuss their responses to the following questions: “In what ways are plant and animal cells similar? In what ways can these similarities be grouped?” Then, students complete the Compare and Contrast Chart by filling in similarities between plant and animal cells in the “Both” column of the chart. Afterwards, students write in response to the following prompt: “Use the information in your Compare and Contrast Chart so far to write a summary of similarities between animal cells and plant cells. You can use our Shared Reading books (Animal Cells and Life Processes and Plant Cells and Life Processes) to go back and clarify or add information. You might find your written response from Lesson 38 helpful too. Start with a sentence that informs your readers this will be a summary of similarities.”

  • In the ELA Lesson Plans, Module 1, Lesson 41, students work on their compare/contrast research project using information learned from the Shared Reading texts Animal Cells and Life Processes and Plant Cells and Life Processes both by Barbara A. Somervill. Students use their notes from the texts to respond to four sets of questions during a graffiti board activity. Questions include: “What are the basic components of animal cells? What are the basic components of plant cells?”; How do animal cells get the nutrients they need? How do plant cells get the nutrients they need?”; “How do animal cells use water? How do plant cells use water?”; and “Why do animals need more types of cells than plants? How do cells reproduce? Why do cells need processes for getting rid of waste?”

  • In the ELA Lesson Plans, Module 2, Lesson 2, the teacher reads aloud the a portion of The Flu of 1918: Millions Dead Worldwide! by Jessica Rudolph. The teacher pauses throughout the read aloud to ask students questions, such as “The author has mentioned these symptoms before. Now she is repeating two of them. They are already on our semantic map. Which ones did she leave out? Let’s compare with our semantic map. She mentions coughing and sneezing …” and “If doctors knew that the virus was passed through the air, why did the people of Philadelphia plan a parade? Shouldn’t they have known this might have happened?” At the end of the lesson, students write in response to the following prompt: “The author says that some victims of the flu took weeks to die and that others took only a few hours. Let’s pretend we are doctors. Help me write from a doctor’s point of view. Let’s write our theory about why there were such differences in the length of time. We’ll need to remember to give our evidence.” Students do not explain how Rudolph uses reasons and evidence to support the points she makes in her text nor do they identify which reasons and evidence support the points she makes.

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

  • In the Shared Reading Lesson Plans, Module 1, Lesson 38, students begin learning about plant cells when choral reading Plant Cells and Life Processes by Barbara A. Somervill, after having finished learning about animal cells. As a class, students discuss their responses to the following questions: “Why do you think that the author is telling us how parts of plants are like parts of animals?”; “The same scientist was in our other book. Why do you think the author used a picture of cork instead of a picture of a fly?”; “How are plants different from animals?”; and “How are they similar?” Students do not have to integrate information from both texts to respond to these questions.

  • In the Shared Reading Lesson Plans, Module 2, Lesson 5, students choral read Volcano: The Eruption and Healing of Mount St. Helens by Patricia Lauber. Afterwards, students write in response to the prompt, “What information did you learn from either Animal Cells and Life Processes or Plant Cells and Life Processes that helped you to better understand the information about the science of volcanoes in this text? How did it help you?”

  • In the ELA Lesson Plans, Module 1, Lesson 43, students are drafting their compare/contrast research paper. The materials direct the teacher to say to students, “Remember, we have finally finished our book on plant cells and will be discussing the similarities and differences between plant and animal cells in Shared Reading over the next couple of days. Please use any notes or writing that you produce during Shared Reading to help you as you move through the writing process for this compare/contrast paper.” Students “apply what they have learned about animal and plant cells from the nonfiction Shared Reading texts in Module 1” to write their research paper.

  • In the ELA Lesson Plans, Module 3 Lesson 11, students use information from Aunt Harriet’s Underground Railroad in the Sky and “The Underground Railroad” (author not cited) to write a compare/contrast piece that demonstrates what they learned about the Underground Railroad. Students take notes on both texts using a Venn diagram and select an organizational structure, before writing their compare/contrast essay.

Indicator 2D
02/04

Culminating tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).

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

Materials include culminating tasks at the end of the ELA Lesson Plans modules that require students to use and build knowledge from both the ELA and Shared Reading lessons. Culminating tasks typically require students to use the texts they have read throughout the module. In lessons leading to the culminating task, students read, write, and engage in partner and whole class discussions; however, the culminating tasks are limited to writing tasks. The culminating tasks rarely integrate speaking and listening, but heavily focus on language standards. Additionally, in Module 4, students reflect on themselves as a leader through a narrative writing piece but do not integrate what they learned in the module; students can successfully complete the culminating task without demonstrating knowledge of the Module 4 topic and texts. 

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

  • The Bookworms 2–5 Teacher Manual provides information about the culminating tasks and explains, “We locate them in ELA because they are a good match to the structures of our community of writers. We have planned tasks that require listening, speaking, reading, and writing. They are not independent performance tasks. They involve teacher scaffolding and peer support and collaboration. Lessons continue to include teacher modeling, student work sessions, and a sharing of daily progress.”

  • In the ELA Lesson Plans, Module 1, Lessons 41–45, students write an informative research piece where they compare and contrast plant and animal cells, drawing upon the knowledge gained from two Shared Reading texts, Animal Cells and Life Processes and Plant Cells and Life Processes both by Barbara A. Somervill. Throughout this task, students learn how to structure an informative piece and research a topic. To build knowledge and skills, students have engaged in partner and whole class discussions in addition to smaller writing pieces throughout both sets of lessons. The introduction to the task explains, “In this Culminating Task, students will plan and write an informative compare/contrast research paper about animal and plant cells. To successfully complete this task, students must apply what they have learned so far during Shared Reading about how to make meaning from texts and from English Language Arts about how to share their thoughts and understandings in writing.”

  • In the ELA Lesson Plans, Module 3, Lessons 26–35, students write an opinion piece about doing what’s right, connecting that they have learned in both the Shared Reading and ELA Lesson Plans. Throughout this task, students learn how to structure an opinion piece and support their opinions with evidence and reasons. To build knowledge and skills, students have engaged in partner and whole class discussions in addition to smaller writing pieces throughout both sets of lessons. The introduction to the task explains, “This Culminating Task will take ten days to complete. Students will apply what they have learned about doing the right thing through the Shared Reading text, Bud, Not Buddy, and the Read-Aloud text, A Single Shard, along with the structure and purpose of opinion writing, to plan and write an opinion piece for oral debate. Successful completion of this task allows students to demonstrate their ability to support their opinions about doing what’s right with evidence from personal experience and from text.”

  • In the ELA Lesson Plans, Module 4, Lessons 41–45, students write a narrative piece about how their reading and writing identity has changed over the course of the year. This does not have direct connections to previous Shared Reading or ELA lessons, though the materials indicate that this task incorporates what was learned previously. The introduction to the task explains, “This Culminating Task will take 5 days to complete. In this task, students will reinforce their understanding of the structure and purpose of narrative writing. Within this structure, they will incorporate what they’ve learned about narrative text structure from books across the curriculum this year in both Shared Reading and Read Aloud lessons and apply what they’ve learned about the structure and purpose of narrative writing and personal narrative writing techniques, to independently plan, write, revise, and edit a personal narrative of how they have grown and changed as a reader and a writer this year.”

Indicator 2E
04/04

Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.

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

Materials provide a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the year. The Teacher Manual describes the process teachers take students through for each writing piece, which includes teacher modeling; whole class, small group, and individual practice; and direct application in student writing pieces. Each module includes opportunities for students to learn to write in various genres, some of which are longer Culminating Tasks and others are shorter writing tasks. Students have multiple opportunities to write in each text type over the course of a year, and the materials support teachers in helping students make connections to previously completed writing to build writing skills over time. Each task includes a rubric and student-facing checklists to guide the writing process and allow teachers to assess students’ writing over time.

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

  • The Bookworms 2–5 Teacher Manual explains the program’s approach to writing instruction: “In summary, our approach to writing instruction includes cycles within and across the three genres and within and across grade levels.” To produce independent writers, the writing instruction includes the following steps:

    • “1. Learn to evaluate the genre 

    •  2. Learn to plan with a graphic organizer 

    •  3. Learn to draft from an organizer 

    •  4. Learn to revise with a checklist 

    •  5. Learn to edit and share”

  • The Bookworms 2–5 Teacher Manual outlines the program’s writing instruction structures. During the Modeling routine, the teacher models how to evaluate writing genre, plan and draft writing using a genre-specific graphic organizer, and revise and edit writing using genre- and grade-specific checklists. During the Work Session routine, students work individually, in pairs, or in small groups to create a daily work product. This routine also includes time for the teacher to confer with individuals or groups of students. During the final routine, Sharing, students have an opportunity to share their accomplishments with their peers. This routine also “builds students’ ability to reflect on their growing skills as writers and to set goals for improvement.”

  • In the ELA Lesson Plans, Module 1, there are 15 lessons on narrative writing. During the first set of lessons, students “identify and evaluate narrative writing components and learn how to use this structure to tell a story about a shared class experience.” During the second set of lessons, students “call upon their knowledge of narrative structure and purpose to craft their own fictional narrative.” There are five lessons on opinion writing. Students “learn about the components of opinion writing and how to evaluate opinion writing based on the elements of its structure,” before writing an opinion piece based on characters from the Shared Reading text, Walk Two Moons by Sharon Creech. There are 11 lessons on informative writing. After learning “how to identify and evaluate the components of informative writing based on the elements of its structure” in the first set of lessons, students use the text Rats Around Us by Rachel Eagen to write an informative piece that distinguishes “between the advantages and disadvantages of rats.” In the second set of lessons, students synthesize their learning from the Module 1 Shared Reading texts on plant and animal cells and write a compare and contrast research paper.

  • In the ELA Lesson Plans, Module 2, there are 13 lessons on informative writing. During the culminating task, students write a Civil Rights Research Paper, by synthesizing what they have learned about the civil rights movement when listening to The Watsons Go to Birmingham—1963 by Christopher Paul Curtis, choral reading other nonfiction Module 2 Shared Reading texts, and conducting research using multiple informational sources. This module does not contain lessons on opinion writing or narrative writing.

  • In the ELA Lesson Plans, Module 3, there are four lessons on informative writing. Students “juxtapose information about Harriet Tubman and the Underground Railroad presented in Aunt Harriet’s Underground Railroad in the Sky” by Faith Ringgold as they write a compare/contrast piece. There are 10 lessons on opinion writing. During the culminating task, students synthesize what they learned about doing what is right when choral reading the Module 3 Shared Reading text Bud, Not Buddy by Christopher Paul Curtis and listening to the Module 3 ELA text A Single Shard by Linda Sue Park as they “write an opinion piece for oral debate.” This module does not contain lessons on narrative writing.

  • In the ELA Lesson Plans, Module 4, there are six lessons on informative writing. Students synthesize what they learned about the Trail of Tears when listening to The Porcupine Year by Louis Erdich and conducting research using multiple informational sources to write a research paper. There are five lessons on opinion writing. During the culminating task, students write a book advertisement about “their favorite book from this year to share with fourth graders and spark excitement about fifth-grade reading.” There are five lessons on narrative writing. During the culminating task, students write a personal narrative about their reading and writing identity, describing how their thoughts and feelings have changed over the course of the year.

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

  • The Bookworms 2–5 Teacher Manual includes the following teacher guidance to support writing instruction planning and preparation: “To understand how we distribute attention across evaluating, planning, drafting, revising, and editing and how we distribute attention across opinion, narrative, and informational writing, it helps to view the writing lessons as a continuous set, skipping the read alouds that build content and language knowledge between writing lessons.” Provided guidance also suggests that teachers “plan for the sequence of connected writing lessons at the same time.” 

  • The Bookworms 2–5 Teacher Manual outlines the design of culminating tasks, which provide students with the opportunity to demonstrate the knowledge they gained during the Shared Reading and ELA modules. Culminating tasks, which are located at or near the end of each module, include several components to support teachers with implementation. The components are the same for each culminating task across all modules with guidance tailored to match the specific writing genre of focus. For example, in the ELA Lesson Plans, the Module 4 culminating task includes the following guidance:

    • Narrative Writing: Reading and Writing Identity: this section includes assessment notes instructing teachers to collect this piece of writing for a grade to be evaluated using the Grade 3 Module 2 Rubric: Tall Tale Alternate Ending and the Grade 3 Editing and Revision Rubric. Guidance also suggests that teachers “Consider comparing this writing to students’ previous narrative writing pieces to determine progress over time.”

    • Curriculum Connections: this section explains how the culminating task writing lessons “support students in making connections to what they have learned so far in lessons across the curriculum.” Materials list the applicable lessons, as well as the details of the curriculum connection made.

    • Introduction: this section states how many days or lessons needed for the culminating task and explicitly states what the culminating task. Guidance also explains what successful completion of the task entails. 

    • Building Knowledge: this section explains how the texts students read in the Shared Reading and ELA modules prepared them for the work they will complete during the culminating task. 

    • Building Skills: this section explains how the daily written response tasks and completion of text structure anchor charts enable students to successfully complete the culminating task.

    • Demonstrating Knowledge and Skills: this section outlines how embedded supports, such as graphic organizers, various grouping strategies for collaboration and discussion, and checklists, allow students to transition through each stage of the writing process. 

    • Materials: this section outlines the materials needed for each lesson

  • The Bookworms 2–5 Teacher Manual describes the tools provided to evaluate student writing. “First, we have standards-aligned, genre-specific rubrics for narratives, opinions, and information texts…. We also have rubrics for teachers at each grade level to help them evaluate mechanics.” When applicable, lessons state the rubric or checklist needed. The teacher can access these assessment resources in the Checklist tab and the Rubrics tab located within the ELA Lesson Plans. 

  • In the ELA Lesson Plans, Module 4, Lesson 41, the Modeling section of the lesson plans includes a picture of the graphic organizer needed to support students with planning and writing their story adaptations. The graphic organizer model includes the following sections: Topic, including Introduction: character, setting, interesting detail; Event 1; Event 2 (Repeat as many times as needed); Conclusion: lasting feeling for reader.

Indicator 2F
02/04

Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

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

While materials provide opportunities for students to engage in research projects within some of the Culminating Tasks, research skills do not progress over time or increase in rigor. The focus within the Culminating Task is the process of writing rather than explicit, extended instruction on research skills. During the research projects, students use what they have learned about topics from texts read in previous Shared Reading or ELA lessons in addition to additional research about topics from text- or web-based research. In most cases, students do not conduct research to answer a question; rather, the research task focuses on ensuring students can identify, evaluate, and apply traits of informative writing. The support for teachers focuses mainly on modeling how to organize the information students find and writing the research reports.

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

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

    • In the ELA Lesson Plans, Module 2, Lessons 33–45, the teacher models note taking and paraphrasing using the epilogue from The Watsons Go to Birmingham––1963 by Christopher Paul Curtis. Then, the teacher models how to add additional information to their notes using information from an online source. The teacher creates an anchor chart and uses the same epilogue to model how to create a reference list. The teacher also demonstrates the correct format for citing a website without an author for the article. After modeling note taking using a third source, the teacher models how to determine relevant information. Next, the teacher creates an anchor chart, which lists the key components of a news article, and uses the Informative Checklist to write a draft for each section in the graphic organizer. The teacher uses an anchor chart with examples of transition words and phrases to model adding linking words and phrases to their draft. The teacher models three ways to conclude their news article: by providing a reaction or feeling, asking a question, or describing a scene. Then the teacher models using the Informative Checklist and the Editing Checklist to review and revise their work.

    • In the ELA Lesson Plans, Module 3, Lessons 9–12, the teacher models writing a compare/contrast paper using the texts, Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold and “Informational Text 6” (author not cited). The teacher uses a graphic organizer to compare and contrast the two texts by their similarities and differences. The teacher uses the Venn diagram students completed during the previous lesson to find two things that were similar in both texts and two things that were different in both texts. The teacher models gathering details from both texts to support the similarities and differences they selected. The teacher models using the Informative Checklist and the Editing Checklist to revise their work. The teacher does not model how to provide a list of sources.

    • In the ELA Lesson Plans, Module 4, Lessons 17–22, after students conduct a web search on the Trail of Tears, the teacher works with students to make a list of possible research questions. The teacher models how to plan and organize notes using a graphic organizer. The teacher models note taking using the graphic organizer, “Informative Text 7” (author not cited), and the Informative Checklist. The teacher uses the ELA text, The Porcupine Year by Louis Erdich, to model how to cite sources. Materials suggest the teacher model a citation for an article. The teacher models how to decide which information to keep and which information to eliminate. Then, the teacher uses a student’s piece of writing to model how to elaborate on sentences, including how to add more information and how to answer more questions. The teacher models how to use the Informative Checklist and the Editing Checklist to review and revise their work.

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

  • In the ELA Lesson Plans, Module 2, Lessons 34–35, materials include a potential scaffold to support note taking. The Teaching Tip states, “Consider providing guidance with paraphrasing and writing notes in their own words.” Materials also include an optional scaffold to support students’ research efforts. The Teaching Tip proposes, “You might consider bringing together students who are struggling to find information or who decided on the same person and/or event they are including in their article.”

  • In the ELA Lesson Plans, Module 4, Lesson 18, materials provide three websites to support students with starting their research on The Trail of Tears.

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

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

    • In the ELA Lesson Plans, Module 2, Lessons 33–45, after listening to the interactive read aloud, The Watsons Go to Birmingham–1963 by Christopher Paul Curtis, students conduct research in order to answer the question, “What was it like to live during the Civil Rights Movement?” Students use a minimum of three print or digital sources during their research in order to create a newspaper article that could have appeared in a newspaper in the 1960s. Students’ articles must include the following: “an explanation of civil rights, an explanation of race discrimination and segregation, a description of one event that occurred during the civil rights movement, [and] a description of one person who was influential to bring about change and was directly involved in the event that [they] choose to write about.”

    • In the ELA Lesson Plans, Module 4, Lessons 17–22, after listening to the interactive read aloud The Porcupine Year by Louis Erdich, students conduct research on the Trail of Tears using a minimum of two sources. Students work with the teacher to make a list of possible research questions and use a graphic organizer to plan their research paper and organize their notes. The graphic organizer includes sub-topic sections, which allow students to explore different aspects of their topic and provide supporting facts and details.

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

    • In the ELA Lesson Plans, Module 3, Lessons 9–12, students synthesize what they have learned about slavery and the underground railroad from reading, Aunt Harriet’s Underground Railroad in the Sky and information from an article about the underground railroad. As the students read the two texts, they take notes using a Venn Diagram about the similarities and differences. Students use their notes in the graphic organizer to write a compare/contrast piece that follows the similarities and differences organization model.

Criterion 2.2: Coherence

04/08

Materials promote mastery of grade-level standards by the end of the year.

Instruction throughout the materials focuses on content that falls within grade-level aligned standards; however, materials do not address all of the grade-level standards. Most writing standards encompass explicit instruction, tasks, and assessed skills, but speaking and listening opportunities are limited. Materials include a standards coverage document in the Appendix of the Teacher Manual, which allows the teacher to see how standards repeat across lessons, units, and modules. Materials include 180 lessons in ELA and 180 lessons in Shared Reading. While this could conceivably be completed in a school year, there is no time allotted for interruptions to the school year or reteaching. Core learning takes place during the Shared Reading and ELA blocks, for a total of 90 minutes a day, but some tasks from those blocks must be finished during the Differentiated Instruction block. Materials also provide flexible schedule documentation, though it is unclear whether students would master all standards if lessons were omitted.

Indicator 2G
02/04

Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.

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

While materials list the standards addressed with the lesson or within a section of the lesson, there are, at times, upwards of 20 standards listed for a given lesson. Materials do not indicate how a teacher might know what the priority or focus standard might be and leave it up to teacher discretion to determine which instruction, questions and tasks, and assessments align to the standards listed. Outside of the writing rubrics that accompany the culminating tasks and some other smaller tasks throughout the year, there is no mechanism for the teacher to determine whether students have mastered a standard. Additionally, the Bookworms 2–5 manual states that the materials do not contain a system or sequence for standards mastery. Materials provide a scope and sequence document, which states the genre of reading or writing and the standards covered in each lesson. The materials include a standards coverage document in the Appendix of the Teacher Manual, which allows the teacher to see how standards repeat across lessons, units, and modules.

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

  • In the Appendix of the Bookworms 2-5 Teacher Manual, the materials provide the standards by lesson for both the Shared Reading and ELA lessons, but it is unclear which standards listed are the priority and to which part of the instruction they align.

  • Materials are organized by module, unit, and lesson. Each lesson includes a list of standards addressed. The Shared Reading Lesson Plans list the standards at the beginning of each section. The ELA Lesson Plans list the standards at the beginning of each lesson.

    • In the Shared Reading Lesson Plans, Module 1, Lesson 39, materials list L.5.4, RF.5.4, RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.9, RI.5.10, and SL.5.1 as the standards addressed in the Text Engagement section of the lesson. While choral reading the text, the teacher stops and says, “I can synthesize here across the two texts. We know that animal cells have membranes that help them control what goes into and out of a cell. Now it says that plants have these too. So even though plant cells have cell walls and animal cells don’t, the membranes are still doing the same thing.” It is unclear which standard this instruction addresses. 

    • In the Shared Reading Lesson Plans, Module 4, Lesson 27, students read The Mostly True Adventures of Homer P. Figg by Rodman Philbrick. Under the Word Study section, the following standards are listed: L.5.4, L.5.5, L.5.6, RF.5.3, and RL.5.4. The teacher provides instruction for standard L.5.6 while teaching students the definition of duped. For example, the teacher says,“Duped is a verb that means to have deceived or fooled. If someone played a trick on you, they may have duped you. No one likes to be duped because it is embarrassing. A person who has been duped can be called a dupe. Dupe is the noun form.” It is unclear which standard this instruction aligns to. 

    • In the ELA Lesson Plans, Module 1, Lesson 26, the teacher models how to outline a narrative writing piece.  Materials list SL.5.1b and W.5.3 as the standards addressed in this lesson. It is unclear when explicit instruction of SL.5.1b occurs. 

    • In the ELA Lesson Plans, Module 4, Lesson 6, the teacher models how to generate a list of research questions for a research project. Materials list W.5.7, W.5.8, and W.5.9 as standards addressed in this lesson. It is unclear which standard this instruction addresses.  

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

  • The Bookworms 2–5 Teacher Manual describes how questions in the Shared Reading Lesson Plans are sequenced to increase in complexity throughout the text and over time: “But the common design element is that the questions are carefully sequenced every day to generate a rich representation of the meaning of that day’s segments. Because the texts themselves are more difficult over time, answering the gist-level inferential questions requires increased comprehension competence across texts.” While each section of the Shared Reading Lesson Plans lists standards, it is unclear which standards the discussion questions students answer refer to. The ELA Lesson Plans have a similar design in that the standards addressed in the lesson are listed at the beginning but it is unclear which particular tasks are aligned to those standards.

    • In the Shared Reading Lesson Plans, Module 1, Lesson 33, materials indicate that the First Focus is “As we read together today, be on the lookout for the sequence of events.” This focus does not align to the standards listed for the lesson: L.5.4, RF.5.4, RI.5.1, RI.5.3, RI.5.4, RI.5.10, and SL.5.1.  Discussion questions include: “Look at the table on page 15. Which animal needs to eat the most food each day?  Why do you think some animals can get all of their nutrients from one type of food and others need different foods?  What happens when you chew your food?  How is a molecule different from a cell?  What is a nutrient?  What is the difference between a simple and a complex carbohydrate?”

    • In the Shared Reading Lesson Plans, Module 4, Lesson 2, students read The Mostly True Adventures of Homer P. Figg by Rodman Phillbrick. The lesson lists L.5.4, RF.5.4, RL.5.1, RL.5.3, RL.5.4, RL.5.10 and SL.5.1 as standards addressed. Discussion questions include: “What images does the author paint for the root cellar where Homer is locked? How does Homer feel about Harold? How did the men actually get money for Harold going into the army? Who paid and why? Do you think it is wise for Homer to run away from Pien Swamp? Why or why not? Why does HOmer feel so strongly that Harold is in danger and that he should save his brother? Why does Homer need to think like a mole to get out of the root cellar? Why does Homer think he can take Bob the horse?” It is unclear which standard aligns to each question. 

    • In the ELA Lesson Plans, Module 1, Lesson 12, after the interactive read aloud, the teacher asks, “Help me summarize so far. What are the most important facts we’ve learned?” Materials indicate that standard RI.5.2 is addressed in the lesson, although materials do not explicitly state that this task aligns to a listed standard. This task does not fully align to RI.5.2, as students do not “[d]etermine two or more main ideas of [the] text and explain how they are supported by key details.”

    • In the ELA lesson plans, Module 4, Lesson 34, students read Tuck Everlasting by Natalie Babbitt. Materials list L.5.3a, L.5.6, RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, and W.5.2 as standards addressed in the lesson. During the Discussion section, students answer the following question, “Why did Winnie wonder whether Miles put the nails back?” It is unclear which standard this question addresses.

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

  • The Bookworms 2–5 Teacher Manual describes how the materials provide standards-based writing rubrics that use the language of the standards to assess student writing.

    • Shared Reading Lesson Plans include assessment opportunities every five days.

      • In the Shared Reading Lesson Plans, Module 1, Lesson 5, students respond in writing to the prompt, “Who do you think the young man is that came to Phoebe’s door? Support your answer with reasons and evidence from the text.” Materials list L.5.4.c, RL.5.4, W.5.1, W.5.9.a, and W.5.10 as the standards addressed in this section of the lesson. Materials also provide a Written Response Rubric that aligns to W.5.1 and W.5.9.a. The rubric does not assess the other standards listed. Materials do not provide teacher guidance on how to assess these standards.

      • In the Shared Reading Lesson Plans, Module 3, Lesson 10, students write in response to the following prompt: “Think about everything we have learned about Bud so far. Think about how he has reacted to each situation he has faced. What do you think Bud is going to do? Use facts and details to make a reasonable guess. Then provide reasons for your prediction.” Materials list L.5.4.c, RL.5.4, W.5.1, W.5.9.a, and W.5.10 as the standards addressed in this portion of the lesson. Materials provide a written response rubric containing two categories: accuracy and evidence. 

    • ELA Lesson Plans include an informative writing rubric, an opinion writing rubric, and a narrative writing rubric. Materials also include a separate editing and revision rubric addressing capitalization, punctuation, grammar, spelling, and word choice.

      • In the ELA Lesson Plans, Module 1, Lesson 42, students complete an informational research project. Materials list W.5.2, W.5.5, and W.5.7 as standards addressed in the lesson. Materials include a rubric specific to this project that also includes the language of the listed writing standards.

      • In the ELA Lesson Plans, Module 4, Lesson 36, students begin writing a book advertisement. Materials list SL.5.1b, W.5.1, and W.5.1b as standards addressed in the lesson. Materials provide a Book Advertisement Rubric and an Editing and Revision Rubric to assess the culminating task. The Book Advertisement Rubric contains the following categories: Content Knowledge, Literacy Knowledge, Integration of Knowledge and Ideas. The Editing and Revision Rubric addresses capitalization, punctuation, grammar, spelling, and word choice. Both rubrics use language from the Writing and Language Standards associated with the culminating task. 

    • Materials include a speaking and listening rubric for individual student evaluation. The rubric addresses collaboration, comprehension, participation, description, and oral expression. Standards indicated for this rubric include: SL.5.2, SL.5.3, SL.5.4, and SL.5.6.

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

  • Shared Reading and ELA print materials include a Standards Coverage document that indicates which standards are covered in each lesson, allowing teachers to see how standards progress across units and modules, including which standards are repeated over time to allow mastery of the standard. This document is not available in the digital materials at the time of the review. 

  • In the Bookworms 2–5 Teacher Manual, the materials indicate that there is not a plan for standards mastery at certain intervals, but rather standards are consistently addressed over time in the various components of the program: “Neither do we have a plan for mastery of specific standards at specific marking periods. That only works for foundational skills, and we will address them in the section on DI. You will see that we address many standards each day in Shared Reading. In fact, we see the standards as consistently applied in groups during engaged, grade-level reading and writing tasks, but never fully mastered. The goal of our Shared Reading is that students apply them with teacher and peer scaffolding in more and more complex, authentic text. When you consider all of Bookworms (Shared Reading, ELA, and DI together) you will see that our attention to standards is broad, deep, and relentless.” Materials also note, “Since Bookworms is not designed with a standards-mastery timeline, these students can be fully included in Shared Reading and increase their participation in practicing all standards as their language skills improve.”

  • Materials lack opportunities to address the Speaking and Listening standards. While SL.5.1 is addressed in all four ELA Modules, SL.5.2 is not addressed in any ELA Module. SL.5.3 is addressed twice in ELA Module 4, while SL.5.4 is addressed within and across all four ELA Modules. Speaking and Listening Standards are not addressed in the Shared Reading Lesson Plans.

  • While W.5.7 is addressed throughout the ELA Lesson Plans, this standard is not addressed in the Shared Reading Lesson Plans.  

  • RI.5.6 is addressed in the first two Shared Reading Modules but is not addressed in the ELA Lesson Plans. 

  • Although RL.5.6 is addressed within and across the Shared Reading Lesson Plans, the standard is not addressed in the ELA Lesson Plans.  

Indicator 2H
02/04

Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.

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

Materials provide a general overview of implementation, describing how curriculum components fit into a day; however, materials do not provide a scope and sequence document that details pacing or length of modules and units. Materials indicate that the Shared Reading and ELA lesson plans should work in concert and provide overview documents in the Teacher Manual that show how the Shared Reading and ELA lessons fit together. Each grade level includes 180 Shared Reading lessons and 180 ELA lessons, which does not allow adequate time for interruptions to the school year and reteaching. The materials also provide flexible schedule documentation, though it is unclear whether students would master all standards if lessons were omitted. 

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

  • The Bookworms 2–5 Teacher Manual states the system is broken into three instructional blocks: Shared Reading; ELA, which consists of interactive read alouds, writing instruction, and culminating tasks; and the Differentiated Instruction block. Each day, the teacher teaches a Shared Reading lesson and an ELA lesson, and provides small group instruction through the Differentiated Instruction block. 

  • The Bookworms 2–5 Teacher Manual includes a scope and sequence document. This document lists the lesson number, reading or writing genre, type of reading or writing, and the standards covered. 

  • In the Bookworms 2-5 Teacher Manual, Planning for Success, the materials provide various flexible schedules for schools with fewer days or planned interruptions. These schedules can reduce the curriculum by either 10 or 20 days, though the impact on students’ mastery of the standards is not addressed.

Suggested implementation schedules cannot be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

  • Materials allot 45 minutes for each instructional block, resulting in a total of two hours and 15 minutes of instruction each day. The Differentiated Instruction block is designed to include time for the teacher to provide small group instruction to three small groups. The materials state, “Each of the 3 blocks of time that we planned for in Bookworms must be 45 minutes long. It will not be possible for teachers to shorten any of them.” 

  • Both Shared Reading and ELA include 170 lessons each, which does not allow time for lessons that may take longer, state testing requirements, local assessments, reteaching, and other general interruptions that schools experience. Materials do not provide information regarding pacing within lessons, including how to be responsive to students’ needs by slowing down or speeding up. It is up to the teacher to determine how long each section of the lesson should take.

    • In the Shared Reading Lesson Plans, Module 1, Lesson 35, the lesson is broken into multiple parts with multiple facets within each part. The Word Study section consists of a Word Study Assessment and new vocabulary words. The Text Engagement section consists of Pair-Share Responses, Vocabulary, First Focus, Choral Reading, Discuss Focus, Partner Focus, Discussion, Make Anchor Chart, and Assignments where students complete a writing task to be scored with a more formal rubric. The lesson includes a list of 18 standards addressed. While each part of this lesson appears to be fairly short, depending on the level of student understanding and how they respond to the instruction, the teacher may not be able to cover all of the lesson components in the allotted 45 minutes. 

    • In the ELA Lesson Plans, Module 1, Lesson 6, the teacher states, “Today I’m going to ask you to plan and write an opinion paper on your own. When you are writing about your opinion, you tell your reader what you think about a topic and you want to try to convince your readers to agree with you. You provide them with the reasons why they should agree with you.” The materials direct teachers to have students write their opinion paper with minimal guidance and support. With this lesson occurring early in the year, it may not be feasible to ask fifth grade students to write for a 45-minute block of time. Materials do not provide information to the teacher about lesson pacing, including guidance for early finishers or students who may need more than 45 minutes to complete the task.

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

  • No evidence of optional materials found

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

  • No evidence of optional materials found

Criterion 3.1: Teacher Supports

NE = Not Eligible. Product did not meet the threshold for review.
NE

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

Indicator 3A
00/02

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.

Indicator 3B
00/02

Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

Indicator 3C
00/02

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

Indicator 3D
Read

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

Indicator 3E
00/02

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

Indicator 3F
00/01

Materials provide a comprehensive list of supplies needed to support instructional activities.

Indicator 3G
Read

This is not an assessed indicator in ELA.

Indicator 3H
Read

This is not an assessed indicator in ELA.

Criterion 3.2: Assessment

NE = Not Eligible. Product did not meet the threshold for review.
NE

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

Indicator 3I
00/02

Assessment information is included in the materials to indicate which standards are assessed.

Indicator 3J
00/04

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Indicator 3K
00/04

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.

Indicator 3L
Read

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

Criterion 3.3: Student Supports

NE = Not Eligible. Product did not meet the threshold for review.
NE

The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.

Indicator 3M
00/02

Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.

Indicator 3N
00/02

Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.

Indicator 3O
Read

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for for students to monitor their learning.

Indicator 3P
Read

Materials provide opportunities for teachers to use a variety of grouping strategies.

Indicator 3Q
00/02

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.

Indicator 3R
Read

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

Indicator 3S
Read

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

Indicator 3T
Read

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

Indicator 3U
Read

This is not an assessed indicator in ELA.

Indicator 3V
Read

This is not an assessed indicator in ELA.

Criterion 3.4: Intentional Design

NE = Not Eligible. Product did not meet the threshold for review.
NE

The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.

Indicator 3W
Read

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.

Indicator 3X
Read

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

Indicator 3Y
Read

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

Indicator 3Z
Read

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.