5th Grade - Gateway 1

The instructional materials reviewed for Grade 5 meet the expectations for anchor texts being of publishable quality and worthy of careful reading and consider a range of student interests.

Texts are high quality, including rich language and engaging content. Accompanying illustrations are high quality as well, supporting students' understanding and comprehension of the associated text. Examples of quality texts include, but are not limited to, the following:

• In Unit 1, students read Night of the Spadefoot Toads by Bill Harley. Night of the Spadefoot Toads is a realistic fiction story by an award-winning author. This engaging story includes a credible and well-developed child character.
• In Unit 1, students read Rainforest Food Chains by Heidi Moore. Rainforest Food Chains is a strongly written informational text that is supported with powerful photography. The text helps answer students’ questions through their analysis of details and examples provided in the text. The text includes rich, domain-specific vocabulary that helps build students’ knowledge.
• In Unit 2, students read Real-Life Superheroes by Alison Hawes. Real-Life Superheroes is an informational nonfiction text designed as multiple short biographies about real people who create significant difference for others or a cause. The text includes multiple text features (e.g., statistics, timelines, and photographs). The knowledge demands include historical knowledge about the Civil Rights Movement and the Holocaust.
• In Unit 2, students read The Road to Freedom by Lesa Cline Ransome. The Road to Freedom is a historical fiction text about a girl and her mother escaping slavery through the underground railroad and helping others to do the same. The text uses sensory details, flashbacks, integration of historical figures into a fictional text, and an epilogue. The text requires knowledge about the history of slavery and the Underground Railroad.
• In Unit 3, students read George’s Secret Key to the Universe by Lucy Hawking and Stephen Hawking. George’s Secret Key to the Universe is a science fiction narrative that contains scientific facts about the Solar System and space. The text contains dialogue, a chronological structure, and illustrations and text features that support comprehension. Students are exposed to domain-specific and academic vocabulary as well as scientific facts and theories, and astronomical concepts and phenomena.
• In Unit 3, students read Jess and Layla’s Astronomical Assignment by Laura Langstrom. This science fiction narrative about time travel and astronomy. The text contains scientific and historical facts about astronomers and theories. Students are exposed to domain-specific and academic vocabulary and gain an understanding of basic astronomy facts and changing theories about Earth and the solar system.
• In Unit 4, students read Explorers: Triumphs and Troubles by Paul Mason. This informational text contains descriptions of various explorers throughout the continents. Students learn about the challenges that they faced along their journeys along with accounts of their exploration of lands that they had previously not seen.
• In Unit 4, students read Pedro’s Journal by Pam Conrad. This story is based on research about Christopher Columbus, and it is recounted through journal entries created by the main character, Pedro. This text contains engaging illustrations and strong academic vocabulary.

The instructional materials reviewed for Grade 5 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.

Texts include a mix of informational and literary texts. There is a wide array of informational and literary text integrated throughout every module. Additional supplementary texts are included, resulting in a wide distribution of genres and text types as required by the standards, including biography, folktale, historical fiction, informational text, science fiction, tall tale, realistic fiction, and narrative nonfiction.

The following are examples of literature found within the instructional materials:

• Unit 1, Lesson: Can Ben Find a Home in His New Home?: Night of the Spadefoot Toads by Bill Harley
• Unit 1, Lesson: Living in Shells: Shells by Cynthia Rylant
• Unit 1, Lesson: Comparing Stories of Kids Facing Problems: Hatchet by Gary Paulsen
• Unit 1, Lesson: Comparing Stories of Kids Facing Problems: The Best Community Project Ever by Joan Nichols
• Unit 1, Lesson: Washed Up!: Washed Up by Payal Kapadia
• Unit 2, Lesson: The Road to Freedom: The Road to Freedom by Lesa Cline-Ransome
• Unit 2, Lesson: Comparing Texts about Heroes: “Harriet Tubman” by Eloise Greenfield
• Unit 2, Lesson: Comparing Texts about Heroes: Operation Clean Sweep by Darlene Bailey Beard
• Unit 3, Lesson: Jess and Layla’s Astronomical Assignment : Jess and Layla’s Astronomical Assignment by Lucy Courtenay
• Unit 3, Lesson: George’s Secret Key to the Universe: George’s Secret Key to the Universe by Lucy and Stephen Hawking
• Unit 3, Lesson: The Man Who Went to the Far Side of the Moon: The Man Who Went to the Far Side of the Moon by Janet Schulman
• Unit 4, Lesson: Sail to the Americas: Pedro’s Journal by Pam Conrad
• Unit 4, Lesson: Looking Beyond the Horizon: Beyond the Horizon by Paul Mason

The following are examples of informational text found within the instructional materials:

• Unit 1, Lesson: Rain Forest Food Chains: Rain Forest Food Chains by Heidi Moore
  
• Unit 1, Lesson: Living Wild Among Skyscrapers: Pale Male by Janet Schulman
• Unit 2, Lesson: Real-Life Super Heroes: Real-Life Super-Heroes by Alison Hawes
• Unit 2, Lesson: The Great Migration: Angel Island by Alice K. Flanagan
• Unit 2, Lesson: Comparing Texts about Heroes: Cesar Chavez: Champion of Workers by Tyler Schumacher
• Unit 3, Lesson: Our Mysterious Universe: Our Mysterious Universe by Laura Langston
• Unit 4, Lesson: Let’s Explore Explorers!: Explorers: Triumphs and Troubles by Paul Mason

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

Most anchor and supporting texts fall between the text complexity range for second and third grade. Examples of texts that support appropriate complexity include, but are not limited to, the following:

Unit 1

• Night of the Spadefoot Toads by Bill Harley, 610L: Realistic fiction text that includes information about ecology and environmental science (adaptation and habitat preservation); straightforward chronological structure; chapters divided into sections; Informal language in dialogue between characters; includes idioms and scientific/technical vocabulary. While this Lexile falls below the grade level recommendation, the text is of value and is of value at this grade level.
• Washed Up! by Payal Kapadia, 910L: Fictional elements in a story of survival/wilderness; internal vs. external conflict; character actions and reactions revealing characterization; chronological structure; dialogue moves plot forward in episodes; parallel storylines; chapters divided into sections; plot set in context of a television show;some domain-specific vocabulary; lengthy sentence structure; family dynamics;
• “Shells” by Cynthia Rylant, 640L: Students analyze internal conflict arising from familial issues with mature themes. While this Lexile falls below the grade level recommendation, the text is of value and is of value at this grade level.
• Hatchet by Gary Paulsen, 980L: Realistic fiction in which the young protagonist faces both internal and external conflict. Students must contextualize the excerpt within a broader narrative that is indicated through summary blurb.

Unit 2

• The Road to Freedom by Lesa Cline Ransome, 780L: Narrative realistic fiction, in which students read about a young girl and her mother as they embark on their journey to escape slavery. Students are able to utilize strong sensory details along with academic vocabulary within the text.
• Real-Life SuperHeroes by Alison Hawes, 1030L: Informative text, in which students learn about real people as they courageously stand up for their beliefs and advocate for themselves and those around them. Students are able to delve deeply into the text to analyze the details and main idea, and students are able to utilize both academic and domain-specific vocabulary within the text.

Unit 3

• George’s Secret Key to the Universe by Lucy Hawking and Stephen Hawking, 850L: Students distinguish fact from fiction in this science fiction narrative. Text contains scientific facts and theories through the theme of scientific discovery and character change. Students are exposed to domain specific and academic vocabulary about the solar system and space.
• Jess and Layla’s Astronomical Assignment by Laura Langston, 910L: Students build on distinguishing fact from fiction in this science fiction narrative. Text contains domain specific and academic vocabulary utilizing the theme of scientific discovery. Students are exposed to scientific and historical facts about astronomers and theories about Earth and the solar system.

Unit 4

• Explorers: Triumphs and Troubles by Paul Mason, 1000L: Informative text, in which students learn about various explorers throughout the world. Students are tasked with analyzing details to understand the text more deeply.
• Beyond the Horizon by Paul Mason, 890L: Narrative realistic fiction, in which students utilize their knowledge from the non-fiction text that they have read about explorers to support their understanding of the text and its main character, as she experiences a chance to embrace new challenges when she becomes lost and cannot find her way home. The text provides a challenging theme and vivid details.

The instructional materials reviewed for Grade 5 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

In the platform’s Before You Begin materials, the publisher provides a description of several text selections. The materials state, “TEXT SELECTIONS: You can find more information about some texts you will read in your course in the text selection rationales. As you select texts to read independently, find books that have similar challenges to what you are reading, as well as finding books of different genres and topics. Use your Reading Log to create a balanced reading life!” The text selection rationales are provided through a link. This link takes you to a document that includes each text title, author, text genre, student task and both quantitative and qualitative text features. The quantitative measure is provided through a Lexile score and the qualitative feature chart gives measures such as levels of meaning, structure, language conventionality and clarity, and knowledge demands.

A text complexity analysis is provided for the anchor texts in each unit. Most texts include instructional notes, text notes, and the rationale for the purpose and placement of the anchor and support texts is embedded into the student and teacher notes. The instructional notes include a recommendation for how students should read the text (e.g., silently and independently, listen to text, read aloud) and support students with vocabulary they will encounter in the text. At times, the teaching notes also indicate specific strengths in the texts. For example, some texts are chosen for their value in reinforcing literary techniques while others were chosen as appropriate introductions to a particular time period or topic. All texts were chosen with fifth grade students in mind, as well as intentional variability in genre, readability, and interest.

In Unit 1, Depending on Each Other, students read the realistic text Night of the Spadefoot Toads, by Bill Harley. During the unit, students utilize this text, among others, to write a narrative. The publisher includes the quantitative measure of Lexile 610L and the following qualitative features:

• Levels of Meaning: Realistic fiction; relationships and friendship; new experiences; changes
• Structure: Straightforward chronological structure; foreshadowing and building suspense; chapters divided into sections; change in text font to represent thought and spoken dialogue
• Language Conventionality and Clarity: Informal language in dialogue between characters; idioms; scientific and technical vocabulary
• Knowledge Demands: Ecology and environmental science; adaptation; habitat preservation

In Unit 2, Speak Your Mind!, students read The Road to Freedom, a historical fiction text written by Lesa Cline Ransome. Students utilize this text to research and write an opinion editorial. The publisher includes the quantitative measure of Lexile 780L and the following qualitative features:

• Levels of Meaning: Narrative realistic fiction about a girl and her mother escaping slavery through the Underground Railroad; theme of taking risks to help others.
• Structure: Chronological text structure; some use of flashback; epilogue; integration of a historical figure into a fictional text.
• Language Conventionality and Clarity: Sensory detail; tone; some challenging academic vocabulary.
• Knowledge Demands: Understanding about the history of slavery in the United States; Underground Railroad.

In Unit 3, A Space Odyssey, students read the literary story Jess and Layla’s Astronomical Assignment, by Lucy Courtenay. The publisher includes the quantitative measure of Lexile 910L and the following qualitative features:

• Levels of Meaning: Science Fiction about two girls who have to work on a project together about space and end up going back in time (they think).
• Structure: Divided into chapters, chronologically written, changing settings, historical details
• Language Conventionality and Clarity: use of academic vocabulary, suspense
• Knowledge Demands: understanding about space travel, time travel, and homework

In Unit 4, The Drive to Explore, students will read the nonfiction text Explorers: Triumphs and Troubles by Paul Mason. The publisher includes the quantitative measure of Lexile level 1000L.

• Levels of Meaning: nonfiction book about explorers, viewpoints, quotes
• Structure: text features, organized by country explored, points out positives and negatives of exploring
• Language Conventionality and Clarity: high use of domain specific vocabulary
• Knowledge Demands: understand using multiple sources when locating an answer or solving a problem to evaluate the validity of information, knowledge of countries, maps

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

Students interact with several texts in each unit within the PLUS framework of Project, Learn, Use, and Show. Stories read and reread in lessons are underlined and hyperlinked. Learners can independently read text or enable the audio read-aloud capability by clicking on the hippo icon. Students are provided opportunities to read paired texts in Sleuth that provide information on a range of topics. Materials also include leveled readers.

Students also read independently selected texts outside of the course materials. Students keep a Reading Log during the course. They are asked to read at least two to three books per week in addition to the books in the ELA course. Students are asked to keep their Reading Log up to date all year long and it is also referred to in some of the lessons. To find books, students can refer to a document called Independent Reading Resources, or visit their local library.

Examples include, but are not limited to, the following:

• In Unit 1, Depending on Each Other, students read a fictional novel, novel excerpts, stories, and informational texts from the text collection including Night of the Spadefoot Toads, “Shells,” Night of the Spadefoot Toads, Hatchet, Best Community Service Project Ever, Dogs on the Job, Birds of a Feather, Pale Male, Washed Up!, and Rain Forest Food Chains.
• In Unit 2, Speak Your Mind!, students read a variety of fiction and nonfiction text types about real-life superheroes from the text collection including informational, poetry, and historical fiction.
• In Unit 4, The Drive to Explore, students read a variety of text types about explorers from the text collection including Explorers: Triumphs and Troubles, “Pedro’s Journal,” Christopher Columbus, “Beyond the Horizon,” and “Land of Plenty.”

The materials reviewed for Grade 5 meet the expectations that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The materials include question series that are connected to each text selection. Materials for lessons and lesson parts include guiding questions, journal topics, and graphic organizers that require students to engage in or refer back to the text. Students engage with each text directly by writing in an English Language Arts Journal and using textual evidence to support answers. While questions and tasks are mainly text-dependent, many are surface level and do not ask students to analyze the text.

Examples of text-based questions, assignments, and tasks include but are not limited to, the following:

• In Unit 1, Lesson: Finding the Theme of Night of the Spadefoot Toads, Part 6, students read The Best Community Service Project Ever and respond to the following questions in the ELA journal: "What are some topics of the story? What is the central conflict to the story and how is it resolved? How do the characters respond to the conflict? What statements in dialogue or in the narration suggest the theme? What can you infer about the theme based on the topics you identified?”
• In Unit 2, Lesson: The Great Migration, Parts 1-6, students answer questions over several daily sessions from The Great Migration, including the following questions: “Look at pages 2 and 3 in The Great Migration. What is the main idea in these pages? What key details support this idea? As you read pages 4–23 of The Great Migration, think about this question: How does the author use descriptive details? If you had lived at the time the author describes, would talking about the Great Migration have made you want to go north? What descriptive details would make you decide to leave or to stay? As you read pages 24–47 of The Great Migration, think about this question: Compare the text and the pictures. How are the different views of the same event presented? Now, read the poem ‘Migration’ by Walter Dean Myers. What are the similarities between what Myers and Jacob Lawrence say about the Great Migration? What are the differences?”
• In Unit 4, Lesson: Sail to the Americas, Parts 1-7, students answer questions over several daily sessions related to the texts “Pedro’s Journal” and “Explorers: Triumphs and Troubles,” including the following questions: “What is your impression of Columbus so far in the story? How does Pedro see the voyage they are taking? What do you think of Pedro? What is the crew feeling in this section of the text? What details help you understand the crew's feelings? How does Pedro’s view of Columbus change in this section of the story? Why does it change? Which characters' attitudes and perspectives are changing? What language does the author use to create a picture in your mind as you read? Why does Columbus want to go to the island where only women live? Given that, why doesn’t he go? What does Columbus talk to Pedro about on the January night when the two are alone? How does Pedro react? What are some things both authors admire about explorers? What are some things about explorers that both authors find fault with? How does the first-person point of view in Pedro’s Journal allow history to be presented differently than it is in Explorers? How do the two authors organize their texts differently, and what difference does that make to their viewpoint?”

The instructional materials reviewed for Grade 5 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Students have frequent opportunities for on-demand and process writing, as well as short, focused projects completed through a variety of instructional tasks. Students write drafts for process pieces over several days, with time and guidance in revising and editing their writing. Students publish their work for various audiences using digital resources and technology. The teacher guide provides explicit instruction and modeling throughout the writing process. Students analyze examples of high quality writing from the texts they read. Writing lessons embedded in each unit are based on the texts students are reading. On-demand writing occurs as students respond to reading in various formats. Materials include both short and longer writing tasks and projects, which are aligned to the grade-level standards being reviewed. Writing tasks include longer projects, short constructed response, writing in English Language Arts journals, and completing graphic organizers.

Opportunities for on-demand writing include, but are not limited to, the following:

• In Unit 1, Lesson: Finding the Theme of Night of the Spadefoot Toads, Part 3, students respond to questions about the text in their English Language Arts journal. They are asked to determine the theme by considering the following questions: “What is the author saying about the topic? What lesson about life does the reader learn?” One topic in this story is new surroundings. One conversation between Frankie and Ben is about new surroundings. Frankie reveals he’s moving in the summer, so his surroundings will change. Questions for student response include: “How does the conversation between Ben and his dad on page 179 relate to the topic of new surroundings? Why is this topic so important in the story? On page 188, why is Mrs. Kutcher surprised that Ben hasn’t finished his report about the desert? What does Ben say in response? How is Ben’s response connected to what happens on the bus? How do these conversations and events combine to reveal one of the book’s themes?”
• In Unit 2, Lesson: The Great Migration, Part 2, after reading pages 4-23 of the text The Great Migration, students respond in their journal to the following questions: “If you had lived at the time the author describes, would talking about the Great Migration have made you want to go North? What descriptive details would make you decide to leave or to stay?”
• In Unit 4, Lesson: Let’s Explore, Explorers!, Part 1: Students read the text, Explorers: Triumphs and Troubles and examine the writer’s viewpoint on the idea of exploring. Students are directed to respond to the questions “In the writer’s view, what are the four main reasons that people explored new lands? What does the writer see as the positive effects of Marco Polo’s trip to China? What does he suggest was a negative effect?” Students respond in their English Language Arts journal and must use direct quotations as part of the evidence and explanation.

Opportunities for process writing include, but are not limited to, the following:

• In Unit 1, Lesson: Living in Shells, Part 1, students plan and develop a narrative story over several sessions. One focus is to ensure that events connect to a central conflict. Students are also to include the following narrative elements: introduction of narrator, characters, and the situation; an internal or external conflict that one or more character faces; a plot that includes rising action; a climax; dialogue and descriptions to reveal what characters say and do, which shows what they think and feel; a clear sequence of events with pacing to keep reader’s interest and words and phrases that link events; vivid words and phrases and sensory details to make the prose rich and lively; and a conclusion that follows from the events and resolves the conflict.
• In Unit 1, Lesson: Comparing Stories of Kids Facing Problems, Part 4, students use research from the last writing activity and then write an original short story. Students are tasked with making sure the story has a main character who is influenced in some way by the setting, a setting that includes findings from research, a clear conflict, a sequence of events, and a resolution to the conflict in the story.
• In Unit 2, Project: Speak Your Mind, students write an opinion editorial on one of the following topics: “Do animals such as your pets and those in zoos have rights? Should everyone in your community be required to recycle? Should you be able to choose if you want to go to school?” The goal is to take a stance on a topic that they are passionate about and use facts to support their opinion-editorial. Students must include an introduction that directly states the topic and the writer’s opinion, research that supports the position, an explanation of their opinion, and a call to action for the reader/audience.
• In Unit 3, Project: A Space Odyssey, students read several texts about space and then write a science fiction story set in our universe in which they are the main character. Their narrative will Include: a theme; characteristics of science fiction, such as space or time travel and research-based science facts; unique characters developed through what they say and how they react; interesting and scientifically accurate settings and natural experiences that affect the characters and plot; a well-planned plot that has a sequence of events readers can follow; sensory descriptions; figurative language, domain-specific words, and precise language; and illustrations that help tell the story and make it interesting for readers.
• In Unit 3, Lesson: The Far Side of the Moon, Part 1, students work on revising and preparing a scientific narrative for the project. Students are tasked with considering the following questions as revisions are made: "Are the main characters unique and have their own personalities? Do characters’ actions lead logically to the events of the story? Do characters respond to events in ways that are consistent with their personalities? Does dialogue demonstrates what the characters are like?"
• Unit 4, Lesson: Sail to America, Part 2, students begin to work on an opinion piece about Christopher Columbus. Students gather information using online references and resources. Students must not only conduct research on Christopher Columbus, but they also must evaluate the sources of the information. Students conduct research, remembering to paraphrase, summarize, and use direct quotations. In Part 3, students add information to their opinion writing on Columbus by including information that answers the questions: “Do you think Columbus was a heroic figure or someone who hurt others? Was Columbus driven by the desire to explore the world or to gain wealth and power? How much responsibility does Columbus have for the destruction of native peoples in the Americas that followed him? Does Columbus deserve credit for reaching the Americas when his achievement was a mistake?"

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

Students have frequent opportunities to write in multiple modes and genres of writing over the course of the school year. Writing projects, prompts, and short constructed response tasks are balanced among narrative, informative, and opinion writing. Each unit includes a writing type which connects to the texts students are reading. Texts from various genres serve as models that students are asked to emulate in their writing. Each lesson part includes support in building specific skills within the focused writing genre. Modeling and guiding questions have students apply craft elements in their writing.

Examples of writing prompts that address the different text types of writing and reflect the distribution required by the standards include, but are not limited to, the following:

• In Unit 1, Lesson: Can Ben Find a Home in His New Home?, Part 2, Narrative, students pick a two paragraph passage from Chapter 2 or 3 that uses at least one of these tools. Students analyze this section in two or three paragraphs. Students are asked to consider how the author creates effects and conveys meaning. The materials state, “Think about the author’s words, the use of sensory details and vivid descriptions, and sentence length. Describe how these elements give meaning to the story, create a mood, and keep your attention as a reader. Students will write your paragraphs in your ELA journal.”
• In Unit 1, Lesson: Living in Shells, Part 1, Narrative, students will plan and build another original story over several sessions. Students are reminded that “Good writers carefully plan before drafting a story so they can make sure all the events are connected and relate to a central conflict.”
• In Unit 2, Lesson: The Road to Freedom, Part 2, Opinion, students write three opinion paragraphs about the images from the text The Road to Freedom that they feel contribute most to the reader’s understanding of the text. Each paragraph in their opinion writing is focused on one illustration. Students must be able to explain: “How the illustrations contribute to the reader’s interest in the story? How the illustrations help the reader understand the story better? Which lines from the text connect to the visual? How the text relate to the visual?” Students must cite specific details from the visuals and from the text that serve as evidence for their opinion about how visuals contribute to the reader’s interest and understanding of the text.
• In the Unit 3 project: A Space Odyssey, Narrative, students write a science fiction story in which the student is the main character. Throughout the unit, students will use the ELA journal to record analysis of texts, responses to questions, graphic organizers and notes that will be used to complete the project. In Lesson: Jess and Layla’s Astronomical Assignment, Part 4, students write the opening of a science article. In Lesson: Finding the Theme in the Astronomical Assignment, Part 1, students pay special attention to the words the writer used in the story. Students then worked on using more domain-specific words and transition words and phrases to their own writing. In Lesson: Understanding All the Elements of a Narrative, Part 5, students revise the narrative to make sure that all the elements work together effectively and to make the presentation of ideas clearer and more effective.
• In Unit 4, Lesson: Looking Beyond the Horizon, Part 1, Informative/Explanatory, students write an editorial that gives background information and states an opinion on the topic the Age of Exploration during the 1400s and 1500s. Students write the editorial from the perspective of someone living during that time. The point of view of the person they are writing from, must have experience with explorers or exploring. Students can write the editorial about the hardships and dangers that took place during this time period. Students gather evidence to use in their editorial from the sources they have read including, Explorers: Triumphs and Troubles and Pedro’s Journey.

The materials reviewed for Grade 5 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Each day students carefully analyze and synthesize texts, write to sources, use texts as a source, and defend claims as part of writing instruction. They respond to text-dependent questions to understand texts more deeply, and use texts as a source of information and to support their opinions. Student responses to English Language Arts Journal questions provide students with frequent opportunities to gather and use evidence from the text to support their responses. There are many provided writing opportunities that are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. The materials provide opportunities that build students' writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In Unit 1, Lesson: Washed Up!, Part 4, students read a segment of Washed Up!, which describes how the weather conditions changed for the Lius. A quote in the text makes this clear: “The temperature had dropped noticeably, and the wind whistled like a banshee.” Students find evidence to support the following questions: “What evidence shows that Mr. Liu is having a difficult time in the cold? What evidence shows that Mrs. Liu is having a difficult time in the cold? What evidence supports the idea that Mrs. Liu is very conscious of the family’s image on TV?”
• In Unit 1, Lesson: Living Wild Among Skyscrapers, Part 7, students will return to the story Birds of a Feather to compare and contrast Adriana, her mother, and Mrs. Helen Vasylenko. The materials state, “What are the similarities and differences between them? Students will use text details to support your ideas. Students write several paragraphs explaining how the three characters are alike and different by discussing the interactions between them thinking about what these interactions and what characters say to each other shows about what they think and feel being sure to cite example from the text.”
• In Unit 2, Lesson: The Road to Freedom, Part 2, students analyze how visuals or illustrations help a reader to understand the text. To practice, students read the text "The Price of Freedom.” After reading, they select one visual element from the text and examine how the visual element relate help the reader understand the text. Students respond in their English Language Arts Journal, to the following question: “How does this illustration help you understand the text?” to explain their thinking.
• In Unit 2, Lesson: The Road to Freedom, Part 6, in this lesson part, students use both the text, The Road to Freedom and Chapter 1, from Night of the Spadefoot Toads to analyze how an author uses words to describe the characters. Students are guided by the question, “What are some words that help you get to know the characters?” Students write one to two paragraphs discussing how the author’s word choice helps the reader understand the characters in the story.
• In Unit 3, Lesson: Our Mysterious Universe, Part 2, students read a segment of the text, and respond to the following questions: “What evidence does the text give to support the idea that stars have a life cycle? On page 19, what main idea does the detail 'astronomers can see a star moving along an orbit but can’t see the object it is orbiting’ support?”
• In Unit 3, Lesson: The Man Who Went to the Far Side of the Moon, Part 2, students read a segment of the text, then respond to the following questions: “Why did Collins decide never to travel again? Why are the astronauts 'bored as can be' in the quarantine facility? What does this boredom lead to? Does Michael prefer Earth or the moon? Use text evidence to support your answer.”
• In Unit 3, Lesson: Understanding All the Elements of a Narrative, Part 7, students read the e-text Moon Kids, Earth Kids. In two to three paragraphs, students compare and contrast the settings of the Earth classroom and the moon. Students find at least three pieces of evidence from the text and at least two from illustrations about each setting to support answers as well as to include any examples of figurative language found that describe each place. Finally, students explain what mood each setting establishes.
• In Unit 4, Lesson: Text Structure/Relationships, Part 1, students identify point of view by completing a T-Chart graphic organizer for the text Triumphs and Troubles. Students create one column with the title “Viewpoint” and a second column with the title “Reasons and Evidence.” Students identify the two viewpoints the author has for each explorer. Then students reread the text to find reasons and facts to support each viewpoint. Students also include supporting details from the visuals in the text.
• In Unit 4, Lesson: Looking Beyond the Horizon, Part 1, students analyze how authors reveal the traits of a character. Students analyze character traits by looking at how the author uses description, dialogue, and action. Students compare Sarah and her father from the text, Beyond the Horizon, by using a Venn Diagram.
• In Unit 4, Lesson: Looking Beyond the Horizon, students focus on one of the main story contrasts: the difference between how Sarah and her father view the expectations of India. The character Sarah thinks India will be wondrous and her father thinks India will be barbarous. Students reread the text, Beyond the Horizon and look for context clues that might help a reader understanding the meaning of the words wondrous and barbarous.