2023

CommonLit 360 6-8

Publisher
CommonLit
Subject
ELA
Grades
6-8
Report Release
05/14/2024
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)
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)
Meets Expectations
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
NC = Not Claimed. The publisher does not claim that this component is addressed in the materials.
NC
Building Knowledge
66/72
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Report for 6th Grade

Alignment Summary

The grade 6 CommonLit 360 materials meet the expectations for alignment. The materials include anchor texts that are well-crafted, content-rich, and rich in language and academic vocabulary, and texts reflect the distribution of text types and genres required by the standards. There are consistent opportunities for students to respond to text-dependent questions and tasks that require evidence collection.

Throughout the program, students have varied opportunities to demonstrate knowledge about what they are reading and learning through various speaking and listening protocols. Students also have many opportunities to practice their writing both in on-demand and process writing tasks. However, students do not engage in learning informative or expository, argumentative, and narrative writing at the distribution required by the standards.

While the materials include grammar and usage activities, there is limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.

The materials are grouped around topics/themes across six units to grow students’ knowledge over the course of the school year. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials also provide opportunities for students to complete research activities tied to topics and core unit texts.

The pacing for the six units in the program is generally reasonable, and the suggested implementation schedule can be reasonably completed in one school year. Optional tasks do not distract from student learning and generally enhance it.

6th Grade
Alignment (Gateway 1 & 2)
Meets Expectations
Gateway 3

Usability

22/25
0
15
22
25
Usability (Gateway 3)
Meets Expectations
Overview of Gateway 1

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

Anchor texts are well-crafted, content-rich, and rich in language and academic vocabulary; texts reflect the distribution of text types and genres required by the standards. Over the course of the school year, materials include 17 informational texts and 17 literary texts, resulting in a 50/50 balance of informational and literary texts, which should support achieving the 55/45 balance of informational and literary texts across the school day that is required by the standards. Throughout the program, there are opportunities for students to read a variety of texts at various levels of complexity throughout each unit and throughout the school year.

The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks that require students to collect textual evidence.

The program provides varied protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions.

Throughout the program, there are various on-demand and process writing opportunities that cover a year’s worth of instruction. There are frequent opportunities across the school year for students to learn, practice, and apply writing using evidence with explicit teacher instruction. While materials include opportunities for students to learn, practice, and apply different genres of writing, the writing genre distribution is 7% argumentative, 86% informational/explanatory, and 7% narrative, which does not align with the grade-level writing distribution of 35/35/30 required by the standards.

While the materials include grammar and usage activities, they provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.

Criterion 1.1: Text Quality and Complexity

18/18

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.

Anchor texts are well-crafted, content-rich, and rich in language and academic vocabulary; texts reflect the distribution of text types and genres required by the standards. Over the course of the school year, materials include 17 informational texts and 17 literary texts, resulting in a 50/50 balance of informational and literary texts, which should support achieving the 55/45 balance of informational and literary texts across the school day that is required by the standards.

The materials contain 34 core unit texts throughout the six units spanning various text types and genres. Texts have the appropriate level of complexity according to quantitative and qualitative analysis, as well as the relationship to their associated student task. Text complexity is mixed throughout the units. The quantitative measures range from 690L-1270L and generally increase throughout the year, and the qualitative measures range from slightly complex to very complex.

The materials provide independent reading resources for the teacher and student to utilize. The materials provide best practices for independent reading, a suggested independent reading list for each unit, and a reading response notebook template. 

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 6 meet the criteria of Indicator 1a. 

Anchor texts are of high quality, are engaging, and are worthy of multiple reads. The unit texts tie closely to essential questions over the course of the year. A variety of texts consider a range of student engagement and interest such as a novel, informational texts, a memoir, poems, and short stories. 

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 Unit 1, students read “Do People Really Change?” by Jessica McBirney. This informational text examines personality traits and how people change and grow. This text challenges students to reflect on their own changing traits. This connects to the title of the unit, Characters Who Change and Grow, and the essential question, “How are people changed through their relationships and experiences?” This first anchor text provides background information for the following texts, where students will analyze how characters change. 

  • In Unit 3, students read the novel The Giver by Lois Lowry while contemplating the essential question, “Which matters more: safety or freedom?” The novel is a Newbery Award Winner that “...considers the dangers that exist when people opt for conformity over individuality and for unexamined security over freedom.” The text contains rich vocabulary, such as anguish, dejected, and outlying, with lesson support for comprehension. The main character is of middle school age and could engage the reader as relationships and experiences impact him throughout the novel. 

  • In Unit 4, students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens. This text explains how plastic trash can work its way through the ocean’s food chain. The introduction engages students by connecting the topic to something they see every day: plastic litter. The topic of this text links back to the unit’s essential questions: “How are changes in the world’s oceans affecting people and animals? How can we be better stewards of our oceans and waterways?” 

  • In Unit 5, students read the memoir, “Fish Cheeks,” by Amy Tan and consider the essential question, “What shapes who we are?” In this memoir, Amy Tan addresses her childhood concerns about what the minister’s son would think of her family’s strange traditions when celebrating Christmas. Students will relate to the awkwardness of wanting to fit in and being unsure of how others might think of them and their families. 

  • In Unit 6, students read “Why Kids Need to Spend Time in Nature” by Danielle Cohen. This informational text lists the positive effects of spending time in nature. The reasons are listed in a bulleted list format, providing an engaging structure. This informational text builds on other texts in the unit to help students think about the essential question, “How can we make recess work for middle school?”

Indicator 1B
04/04

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

The materials reviewed for Grade 6 meet the criteria of Indicator 1b. 

The materials reflect the distribution of text types and genres required for the grade level. Text types include, but are not limited to, short stories, poems, memoirs, and informational texts. Over the course of the year, materials include 17 informational texts and 17 literary texts, resulting in a 50/50 balance of informational and literary texts. This should support achieving a 55/45 balance of informational and literary texts as required by grade-level standards. In addition to core texts in each unit, some units include choice texts where students read additional texts based on their interest level. 

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

  • In Unit 1, students read “Thrown” by Mike Jung. This short story tells the story of a boy with autism who struggles when he is moved up to a more challenging martial arts class. In this text, students learn about others’ perspectives through the use of dialogue and descriptions. 

  • In Unit 2, students read “The Theory and Power Behind Goal Setting” by Otylia Benson. This informational text is about the theory of goal setting and the impact of how setting goals may lead to success. Students learn about identifying the central idea of a text and gathering relevant evidence in order to prepare for a presentation.

  • In Unit 3, students read “At A Window” by Carl Sandburg. This poem expresses the speaker’s loneliness and longing for love. Students compare the emotions in the poem to the emotions in the novel they have been reading throughout the unit, The Giver, by Lois Lowry.  

  • In Unit 4, students read “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It” by Javier Bardem. This literary nonfiction text describes the trip the author took to the Antarctic in order to explore animals and oceans. It also expresses the need to save our oceans. Students complete discussion questions while they read and use speaking and listening skills during Student-Led discussions. 

  • In Unit 6, students read “Why Kids Need Recess” by Alia Wong. This opinion news article asks students to gain knowledge about the importance of recess. Students practice analyzing facts and research while they gather evidence for the culminating unit task. 

Materials reflect a 55/45 balance of informational and literary texts. Examples include, but are not limited to, the following: 

  • In Unit 1, students read seven core texts. In this unit, 14% of the texts are informational, and 86% of the texts are literary.

  • In Unit 2, students read six core texts. In this unit, 86% of the texts are informational, and 14% of the texts are literary. 

  • In Unit 3, students read five core texts. In this unit, 20% of the texts are informational, and 80% of the texts are literary. 

  • In Unit 4, students read four core texts. In this unit, 100% of the texts are informational. 

  • In Unit 5, students read eight core texts. In this unit, 25% of the texts are informational, and 75% of the texts are literary. 

  • In Unit 6, students read four core texts. In this unit, 100% of the texts are informational. 

Indicator 1C
04/04

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 6 meet the criteria for Indicator 1c. 

The materials have the appropriate level of complexity according to quantitative and qualitative analysis and the relationship to their associated student task. The materials provide a core unit text list for each unit that provides the title, author, and genre for each core text, as well as the Lexile level and description. A rationale for educational purposes for most of the core unit texts can be found in the Unit Guide for each unit. The description of each text includes how students will use most texts and how the text supports knowledge and understanding of other texts within the same unit. Materials include a text complexity analysis and an explanation of the relationship of texts to the associated student task in an additional spreadsheet. The text analysis spreadsheet contains the text, author, text type, and text description; quantitative measures such as Lexile and length; and qualitative measures such as text structure, language features, purpose/meaning, knowledge demands, and reader and task.  

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 Unit 1, students read “The Medicine Bag” by Virginia Driving Hawk Sneve. The publisher-provided quantitative measure of this short story is 830L, with a verified Lexile of 970L. The summary of the qualitative measure is moderately complex. The associated student task entails writing an essay analyzing how characters change through conflict and dialogue with secondary characters. The task contains short sections of the whole class and partner reading for scaffolding and support, but the majority of the text is independent, meeting expectations for the grade level. 

  • In Unit 2, students read “The Theory and Power Behind Goal Setting” by Otylia Benson. The publisher-provided quantitative measure of this informational text is 1070L, with a verified Lexile of 1120L. The summary of the qualitative measure is moderately complex. Text structure, language features, and knowledge demands are all moderately complex, with purpose and meaning being slightly complex. Students read the text independently and with partners, focusing on analyzing key details and the central idea. After reading the text, students fill out a graphic organizer that will help with the culminating task of creating an informational presentation. 

  • In Unit 3, students read The Giver by Lois Lowry. Although the quantitative measure of this novel is 760L, which is below level, the overall qualitative complexity measure is moderately complex. This text has six associated student tasks, which meet appropriately rigorous expectations for the grade level and provide scaffolding for student understanding. The final task requires students to reflect on character change from the beginning to the end of the novel in a written format supported with relevant evidence from the text. 

  • In Unit 4, students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens. The publisher-provided quantitative measure of this informational text is 880L, with a verified Lexile of 890, which is below level. The text has an overall qualitative complexity of moderately complex. Students read this text “to understand how and why plastics affect marine life.” They complete a research note-taking graphic organizer and participate in a partner discussion about the text. 

  • In Unit 5, students read “Family Over Everything” by Yamile Saied Mendez. The publisher provided and verified quantitative measure is on level 1020L. The qualitative measure is very complex. Students have five associated tasks for the text. The final task requires students to write an informative essay that compares and contrasts the forces that change two characters in the text using text-based evidence. 

  • In Unit 6, students read “Why Kids Need to Spend Time in Nature” by Danielle Cohen. The publisher-provided quantitative measure of this informational text is 1170L, with a verified Lexile of 1140L. The summary of the qualitative level is moderately complex. This is an independent reading text with four reader tasks. Students use this text to add notes to a graphic organizer to assist them with their culminating task. 

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 beginning of each unit includes a Core Unit Texts list. This list provides the title, author, and genre for each core text, as well as the Lexile level and description.

  • A publisher provided spreadsheet includes quantitative and qualitative analysis data for each text and reader and task consideration information. This spreadsheet includes tabs for each Grade and Unit in the program. Information provided in this spreadsheet is as follows:

    • Text Summary information

      • Grade Level

      • Unit

      • Title

      • Author

      • Text Type 

      • Text Description

    • Quantitative measurement

      • Lexile Level

      • Word Count

    • Qualitative Measurement

      • Text Structure

      • Language Features

      • Purpose/Meaning

      • Knowledge Demands

    • Reader and Task

      • Considerations for Reader and Task

  • Each unit includes a Unit Guide that lists the Unit Texts and Supplemental Texts and their titles, genres, Lexile, and descriptions. The description includes information on what the student will do with the text. For example, in Unit 2, students read the nonfiction text “Dedicated to the Goal” by Marty Kaminsky. The description includes a section that states, “As students read, they will analyze how key details develop a central idea. Then, students will prepare for their unit presentation by gathering evidence about the recipe’s ingredients for success in their note-taking graphic organizer.” 

  • The accuracy of the provided quantitative measures was verified using MetaMetrics or determined using the Lexile Text Analyzer on The Lexile Framework for Reading site. The accuracy of the provided qualitative measures was verified using literary and informational text rubrics.

Indicator 1D
04/04

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 6 meet the criteria for Indicator 1d. 

The materials provide a variety of texts at appropriate complexity levels for the grade band, which supports students’ literacy growth. The complexity is mixed throughout the units. The quantitative measures generally increase throughout the year, and the qualitative measures range from slightly complex to very complex. The overall quantitative complexity measures across the year range from 690L–1270L. Over the course of the year, 13% of texts lack quantitative ratings because they are Non-Prose. All units provide an opportunity for students to grow their literary skills. Reading includes whole group, partner reading, and independent reading. Tasks include During Reading Questions, Turn and Talk Partner Discussions, and Independent Questions. The Teacher’s Copy of the resource provides directions on how to facilitate the lesson, such as recommendations on what reading modalities to use, when to use supportive During Reading Questions, and when to circulate to check for understanding. The recommended lesson facilitation is provided for all texts. 

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

  • In Unit 1, the Lexile range is 710L-1200L. The qualitative range is Moderately Complex to Very Complex. In Unit 2, the Lexile range is 690L-1260L. The qualitative range is Slightly Complex to Moderately Complex. In Unit 3, the Lexile range is 760L-1260L. The qualitative range is Moderately Complex to Very Complex. In Unit 4, the Lexile range is 880L-1060L. The qualitative range is Slightly  Complex to Moderately Complex. In Unit 5, the Lexile range is 760L-1160L. The qualitative range is Slightly Complex to Very Complex. In Unit 6, the Lexile range is 1170L-1270L. The qualitative range is Slightly Complex to Moderately Complex. The overall quantitative complexity measures across the year range from 690L–1270L. The overall qualitative range across the year is Slightly Complex to Very Complex.

  • In Unit 1, Reading Lesson: “Do People Really Change?,” students read “Do People Really Change?” by Jessica McBirney (1090L) and determine the central idea. The qualitative complexity is moderately complex. The lesson starts with whole group reading, and students discuss the following prompt, “What question is the article trying to answer?” Then, during independent reading, they determine the text’s central idea and provide evidence to support their answer. In Unit 4, Reading Lesson: “Tiny Plastic, Big Problem,” students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens (890L), identify the central idea, and track its development. The qualitative complexity is moderately complex. Students read the text as a whole class, with partners, and independently and discuss and answer questions. Students then work independently to answer questions, such as “What is the purpose of paragraph 1?” and “How does the laboratory experiment described in paragraphs 23-24 help develop the central idea?” to ultimately answer the question “What is a central idea in the article?” In Unit 6, Reading Lesson: “The Importance of Recess,” students read “The Importance of Recess” by Harvard Health Publishing (1170L) and determine the central and supporting details to help gather information for their argumentative email. The qualitative complexity is moderately complex. Students read this text as a whole class, with partners, and independently. While reading, students look for evidence that supports the central idea, such as, “Highlight two details that show the benefits of recess and play” and, “In paragraph 6, the author says that ‘to improve test scores in reading and math, schools have cut back on recess.’ How do the details in paragraph 7 further develop this idea?” At the end of the lessons, students record the benefits of recess from the text to use for the culminating task. 

  • In Unit 1, Reading Lesson: “Home,” students read “Home” by Hena Khan (760L) and analyze character development. The qualitative complexity is moderately complex. The text is read independently and with a partner as a whole class. Students demonstrate an understanding of character development by responding to  the Further Analysis Questions that require them to “... reread sections of the text and pay particular attention to the way secondary characters in a story influence the main character’s development.” In Unit 5, Reading Lesson: “Fish Cheeks,” students read the memoir “Fish Cheeks” by Amy Tan and “...analyze how secondary characters develop the main character.” The qualitative complexity is slightly complex. After reading the text, students respond independently to the prompt, “You have just read ‘Fish Cheeks’ by Amy Tan. What forces shaped the narrator’s identity?” which requires them to analyze the main character. 

As texts become more complex, appropriate scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:

  • In Unit 1, Reading Lesson: “Home,” students read the short story “Home” by Hena Khan (760L) and “notice the way people are influenced by their experiences and by the people they surround themselves with.” The qualitative complexity is moderately complex. The text is read independently, with a partner, and as a whole class. The partner reads, turn and talks for discussion questions, and student-led discussion provides scaffolding, increasing understanding of the text. The lesson provides Independent practice with the opportunity for students to demonstrate comprehension of the text by responding to the prompt, “You have just read ‘Home’ by Hena Khan. How do Aleena’s interactions with her friends in paragraphs 108-125 develop her character? Use text evidence to support your response.”

  • In Unit 2, Reading Lesson: “Cultivate Resilience: How to Get Back on the Horse,” students read “Cultivate Resilience: How to Get Back on the Horse” by Rebecca Zucker (1030L). The qualitative complexity is moderately complex. Students read this text with partners, stopping throughout the text to either turn and talk with their partners or take notes. Students then independently answer questions, take notes, and participate in a class discussion about the text. In the notes to teachers, the materials state, “This lesson is designed to be partner reading because this text reinforces information students learned in the previous lesson.”

  • In Unit 4, Reading Lesson: “Plenty of Fish in the Sea? Maybe Not,” students read the informational text “Plenty of Fish in the Sea? Maybe Not” by Thomas Pool (750L). The qualitative complexity is moderately complex. The Lexile level is not complex for the grade. Still, the complex content about the “...effects of bycatch, the benefits of aquaculture, and the necessity of legislation to combat overfishing to help protect our changing oceans” will challenge the reader. Scaffolding includes a whole class reading of the text and previous lessons that provide background knowledge, which supports students in better understanding the content in this text about the complexities that impact and protect our changing oceans. Other scaffolds include a student-led discussion that “...supports students by asking them to reread sections of the text and discuss various forms of negative ocean change. The task further supports students by asking them to consider people’s role in ocean conservation.” 

  • In Unit 6, Reading Lesson: “Brock University Researchers Find Recess Works When It’s All About Play,” students read “Brock University Researchers Find Recess Works When It’s All About Play” by Louise Brown (1270L). The qualitative complexity is moderately complex. The Lexile level is complex for the grade level; however, this text is in the last unit of the year and is used with a combination of other texts about a similar topic. This text is read independently, and students take notes using the annotation tool and add notes to their graphic organizer to help them with their culminating task. The “Checking for Understanding During Reading Lessons” PDF provides information on when students may need additional support and suggestions. Possible suggestions include rereading, breaking down the existing question, asking additional questions, rewriting the question in their own words, and defining key terms in the question. 

Indicator 1E
02/02

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 6 meet the criteria for Indicator 1e. 

The materials provide students with opportunities and support to read a wide variety and volume of texts. The materials contain 34 core unit texts throughout the six units. These texts range in text types and genres. Text types include, but are not limited to, novels, informational texts, news articles, short stories, personal essays, and opinion pieces. The materials provide independent reading resources for the teacher and student to utilize. The materials provide best practices for independent reading, a suggested independent reading list for each unit, and a reading response notebook template. 

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:

  • In Unit 1, the texts include but are not limited to one informational text, “Do People Really Change?” by Jessica McBirney, and six short stories, “Home” by Hena Khan, “The Scholarship Jacket” by Marta Salinas, “Thrown,” by Mike Jung, “The Medicine Bag,” by Virginia Driving Hawk Sneve, “Sol Painting, Inc.,” by Meg Medina, and “Raymond’s Run” by Toni Cade Bambara. 

  • In Unit 2, the texts include but are not limited to the personal essay “A Quick Note on Getting Better at Difficult Things” by Ta-Nehisi Coates, the news article “Behind the scenes with the mind-blowing Ohio State Marching Band” by Laken Litman, and the short story, “How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium,” by Matt De La Peña.

  • In Unit 4, the texts include, but are not limited to, the literary nonfiction piece, “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It,” by Javier Bardem, and informational pieces that include “Tiny Plastic, Big Problem,” by Alison Pearce Stevens; “Sea Level Rise,” from the Smithsonian National Museum of Natural History; and “Plenty of Fish in the Sea? Maybe Not,” by Thomas Pool.

  • In Unit 6, the texts include but are not limited to the informational text “Why Kids Need to Spend Time in Nature” by Danielle Cohen; an opinion piece, “Why Kids Need Recess” by Alia Wong; and the news article “Brock University Researchers Find Recess Works When It’s All About Play,” by Louise Brown. 

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 Unit 1, students read seven core texts over the course of seven weeks. Four short stories and supplemental digital texts can be assigned digitally and include questions and activities. Independent reading opportunities are available under additional materials that include a list of ten novels. Instructions to teachers state, “One way to use this list is to encourage students to self-select novels to read independently. Alternatively, you can use this list as inspiration to launch book clubs or other creative independent or whole-class reading options.”

  • In Unit 2, students read six core texts over the course of five to seven weeks. The unit also includes five choice texts. Students engage with three of these texts beginning in reading lesson assignment 11. The materials state, “In this activity, students independently read and annotate three of five texts to build their knowledge about the essential ingredients that go into the recipe for success.”

  • In Unit 5, students read eight core texts over the course of five to seven weeks. In the Unit at a Glance, the materials state, “Reading lessons in this unit include scaffolded questions to help students meet these grade-level reading standards. Independent Practice for reading lessons is aligned to RL.6.2, RL.6.3, RL.6.5, and RL.6.6 and includes guided reading questions and independent practice.” As students read the text “Inside Out” by Francisco Jiménez, they begin reading as a whole class, move to partner reading in the middle of the text and finish the text independently.

  • In Unit 6, students read four core texts over the course of five to seven weeks. Although this unit does not include choice texts, it does include supplemental texts. The materials state, “These texts range in both their complexity and thematic links to the unit. Each text is available digitally and prepared with an annotation task, Guided Reading Mode multiple choice questions, and Assessment multiple choice and short-answer questions.” 

There is sufficient 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 Independent Reading and Book Club Resources, the materials contain a document titled “Best Practices for Independent Reading.” This document contains suggestions for the teacher, including, but not limited to, “Provide class time for students to self-select their next book” and “monitor and support readers during independent reading time through small-group and 1:1 conferences.”  In the Independent Reading and Book Club Resources, the materials contain a suggested independent reading list for each unit, a reading response notebook template, a “Books I’ve Read” template, and a teacher resource on how to run a student book club. 

  • Under downloadable materials for each lesson, teachers have access to a lesson overview for each text. One example of support states, “During Reading Questions that are marked with an asterisk ( * ) are optional questions. Teachers can choose to use these questions with students needing more support.”

  • Under the research note-taking section, the teacher copy provides examples of what students should be recording from their independent reading in their research note-taking graphic organizer tool. The professional development section includes clear instructions on how to guide students in using the note-taking graphic organizer and annotating a text effectively.

Criterion 1.2: Tasks and Questions

16/18

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

The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks that require students to collect textual evidence.

The materials provide a variety of protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions. The materials provide opportunities across a variety of speaking and listening skills for students to demonstrate knowledge of what they are reading.

The materials provide a variety of on-demand and process writing opportunities that cover a year’s worth of instruction. On-demand writing is included throughout the reading lessons. Each unit contains a process writing piece that includes time for planning, drafting, and editing/revising. While materials include opportunities for students to learn, practice, and apply different genres of writing, the writing genre distribution is 7% argumentative, 86% informational/explanatory, and 7% narrative, which does not align with the grade-level writing distribution of 35/35/30 required by the standards. There are frequent opportunities across the school year for students to learn, practice, and apply writing using evidence with explicit teacher instruction.

While the materials include grammar and usage activities, they provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. The materials include a year-long plan for students to interact and build vocabulary, including vocabulary activities, vocabulary quizzes, and a word wall.

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 6 meet the criteria for Indicator 1f. 

The materials provide students with opportunities to respond to text-specific and text-dependent questions and tasks such as During Reading questions, Independent Reading multiple choice questions, note-taking around text content, and completion of graphic organizers that require textual evidence. The majority of the During Reading questions are text-dependent. Text-specific discussion prompts are included. The materials provide support for teachers in planning and implementation of text-based questions and tasks through tools such as the Unit Guide and the teacher copy of the Lesson Overview. Teachers can access notes to plan lesson tasks and example responses to guide students.  

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 Unit 1, Reading Lesson: “The Scholarship Jacket,” students read “The Scholarship Jacket” by Marta Salinas. The materials ask students to “Find Evidence: Highlight two pieces of dialogue from Marta’s grandpa that changes her point of view.” Students then respond to the following prompt, “Write: How does Marta feel about her grandfather’s response to her situation?”

  • In Unit 2, Reading Lesson: “Dedicated to the Goal,” students read the nonfiction text “Dedicated to the Goal” by Marty Kaminsky and find evidence during the reading process. One example states, “Highlight two pieces of evidence that reveal Lloyd’s attitude toward achieving success.”

  • In Unit 4, Reading Lesson: “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It,” students read a literary nonfiction piece, “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It” by Javier Bardem and respond to the following prompt during an independent task: “How does paragraph 12 develop the author’s claim that it is important to protect the Antarctic?” The teacher reminds students to use text evidence to support their claims.

  • In Unit 6, Reading Lesson: "The Importance of Recess,” students read the informational text “The Importance of Recess” by Harvard Health Publishing” and take notes on the text to prepare for the culminating task. Directions state, “Think about how this text supports our culminating task. Then add notes to your graphic organizer in the row for this text.” Students complete a graphic organizer that requires them to explain the benefits of recess and cite evidence from the text that supports their explanation.

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following: 

  • In Unit 1, Reading Lesson: “Do People Really Change?,” students read the informational text “Do People Really Change?” by Jessica McBirney. The materials provide teachers with a  Lesson Overview. This document includes resources that provide opportunities to increase student success in responding to text-based questions. For example, the During Reading Questions section within the Lesson Overview includes the following questions, “Paragraphs 1-2 Think & Share: What question is this article trying to answer? Can people change in major ways?” The materials provide teachers with guiding questions throughout the read-aloud that include answer keys along the way.

  • In Unit 2, “Reading Lesson: Dedicated to the Goal,” students read the nonfiction text “Dedicated to the Goal” by Marty Kaminsky.” The materials provide teachers with a resource document titled Lesson Overview to support teachers in helping students experience success in responding to text-based questions. For example, in the section titled Notes for Teachers within the Lesson Overview, guidance states, “During Reading Questions that are marked with an asterisk ( * ) are optional questions. Teachers can choose to use these questions with students needing more support. For more information, see Using Reading Questions for guidance on how to use optional questions.” 

  • In Unit 4, Reading Lesson “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It, ” students read a literary nonfiction piece, “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It” by Javier Bardem and respond to an independent writing prompt. The materials provide teachers with support in assessing students’ responses. For example, under the prompt in the teacher copy, teacher support includes, “To ensure test security, a sample answer to the following short response item is viewable only on commonlit.org for verified teacher accounts. Navigate to the Answer Key tab on the text page to access it.”

  • In Unit 6, Reading Lesson: “The Importance of Recess,” students read the informational text “The Importance of Recess” by Harvard Health Publishing and respond to five multiple-choice questions to assess their comprehension. The materials prompt teachers to navigate to the answer key found in the verified teacher account in order to guide students during the independent task. The materials also provide a pacing guide that places this task last in the lesson and suggests 20 minutes for completion.

  • In the Professional Development section under How-To Guidance, the materials provide a PDF titled Annotating Effectively. This document explains the research around annotating, how to navigate struggles, and how to get started. For example, under the Getting Started section, guidance states, “Model by verbalizing your thought process for determining what to highlight or what notes to write.”

Indicator 1G
02/02

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

The materials reviewed for Grade 6 meet the criteria for Indicator 1g. 

The materials provide a variety of protocols to support students in speaking and listening skills. Throughout the course of the year, students participate in turn and talk, whole class discussions, small group discussions, debates, and culminating discussions. The materials provide a variety of PDFs in the Professional Development section titled “How-To Guidance.” These PDFs provide protocols for discussions, debates, and presentations. The materials include the student’s reflection documents and data trackers for the teacher. Speaking and listening opportunities are provided throughout the course of the year. 

Materials provide varied 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 “Facilitating a Productive Debate” PDF provides the stages of a debate. The stages include Before the Debate, Round 1, Round 2, and Reflect.

    • Before the Debate, “students are assigned or select sides and are placed in partners or teams. They establish claims and gather evidence.” 

    • For Round 1, the materials state, “Each side presents their claims and evidence, while the opposing side takes notes.”

    • For Round 2, “Each side presents their claims and evidence, while the opposing side takes notes.”

    • For Reflect, “students complete a post-reflection independently and use their new knowledge to inform the culminating task.”

  • The “Facilitating Productive Discussions” PDF explains how a productive discussion should function. 

    • The materials state, “Discussion lessons often start with a teacher-led instruction on a speaking and listening skill. This portion of the lesson prepares students for the student-led discussion that follows.” A handout with sentence starters and a place for students to take notes is also provided. 

  • The “Facilitating Productive Discussions” PDF provides tips for derailment:

    • “Be Realistic and Persistent” suggests that discussion will fall flat and the discussion practice will lead to fluent class discussions. 

    • “Redirect when Needed” suggests using questions to breathe life into stale discussions. For example, “Did anyone else interpret that quote differently? Can you explain?”

    • “Have a Plan B” suggests depending upon the discussion, students may need to regroup and gather more evidence or create new discussion questions. 

    • “Share Ownership…Solicit class reflection regarding the success of the discussions. Privately enlist ‘discussion leaders’ to notice and respectfully engage their quieter classmates.”

  • The “Facilitating a Student Presentation” PDF  provides presentation models for whole-class presentations, small group presentations, gallery walk presentations, and pre-recorded presentations. The materials include but are not limited to an instructional practice overview, instructions on preparing for presentation days, active listening strategies, and teacher verbal prompts. 

    • Whole Class Presentations: “Students present to a whole class. Teachers circulate to ensure active listening.”

    • Small Group Presentations: “Students present to a small group. Teachers circulate to pace presenters and ensure active listening.”

    • Gallery Walk Presentations: “Students develop visual presentations only. The audience circulates and reviews presentations with an established purpose. Teachers circulate to pace and ensure engagement.”

    • Pre-recorded Presentations: Students create a video, audio, or screencast for an audience to watch and reflect on asynchronously. Teachers circulate to pace and ensure engagement.”

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

  • Teachers have access to a variety of How-To-Guidance PDFs. The “Facilitating Productive Discussions” guide includes a section about getting started, dealing with discussion derailments, and assessment. The PDF provides a few questions to help keep the conversation going. Questions include, but are not limited to, “Did anyone else interpret that differently? Can you explain? What in the text makes you say that? Can anyone else build upon ____’s idea that…?” Other PDFs include, but are not limited to, “Facilitating a Productive Debate” and “Facilitating a Student Presentation.” 

  • The teacher materials include a  “Student Voice Tracker.” This template provides a spot for the focus discussion skill and a chart where the teacher can record student names, the number of times each student has spoken, and a place to mark additional notes. 

  • The materials provide a Teacher Guide on “5 Ways to Have a Great Class Discussion.” The materials provide the following five discussion options: Silent Discussion (Distance Learning Option), Concentric Circles, Conversations Stations, Fishbowl, and Socratic Seminar. The document provides the how-to, preparation considerations, and variations for each type of discussion.

  • In Unit 1, Discussion Lesson, students participate in a discussion skill lesson. The Discussion Skill Lesson Teacher Copy includes activities to support students with the skill of “Expectations for a Class Discussion.” In the first part of this lesson, students answer some high-level questions about a discussion, including, “What is the difference between answering a teacher’s question and having a class discussion? How do students behave during a good classroom discussion? What might you see students do during a discussion?” In the second part of this lesson, teachers review discussion expectations while students take notes. In this Teacher handout, the exemplar answers are in blue text for the teacher to refer to.

Indicator 1H
02/02

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 6 meet the criteria for Indicator 1h. 

The materials provide opportunities across a variety of speaking and listening skills for students to demonstrate knowledge of what they are reading. Throughout the course of the year, students have opportunities to come to discussions prepared, follow discussion rules and protocols, and include multimedia components for presentations. Students participate in discussion lessons in almost every unit, as well as culminating tasks. Most discussions and presentations emphasize using and interpreting text evidence.

Students have multiple 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 by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Examples include, but are not limited to, the following:

    • In Unit 5, Discussion Lesson, students complete a chart by finding evidence to support their ideas in order to prepare for a class discussion. Students respond to the discussion question, “What forces mostly shape identity?” by using evidence from two of the unit texts. For each text, students record the evidence from the chosen text, page, and paragraph number and then use the space on the chart to explain how their evidence answers the discussion question. Students refer to this evidence to engage in the class discussion. 

    • In Unit 6, Discussion Lesson, students use the copy of Unit 6 Debate to prepare for a class discussion. Students respond to the debate prompt, “Should recess be structured or unstructured?” Students use a two-column graphic organizer to record their reasons to support Claim A: “Recess should be structured” with reasons, evidence, and sources. They record the same information for Claim B: “Recess should not be structured.” Students refer to this evidence to engage in a partner debate. 

  • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Examples include, but are not limited to, the following:

    • In Unit 1, Discussion, students complete a discussion lesson. Students complete Expectations for Class Discussion documents. The documents lay out expectations and goal setting and have students work to respond to the prompts. One of the expectations states, “Come to discussions prepared, having read or studied required materials.” One of the goal-setting prompts states, “Which expectation will be challenging for you today? What will you do to help succeed at it?”

  • Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Examples include, but are not limited to, the following:

    • In Unit 2, Writing Lesson: Creating Strong Visuals, students complete a culminating task by presenting an informational presentation. The prompt states, “Your presentation must include a visual component to convey information.” 

    • In Unit 6, Revision: Using Images to Persuade, students learn how to use visuals to appeal to their audience. In this lesson, students are required to “Find an image to use in your argumentative email to persuade the audience and incorporate it into your final draft.” This lesson guides students to choose images that are “emotionally compelling and connected to your subject and thesis.”

Speaking and listening work 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 with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Examples include, but are not limited to, the following:

    • In Unit 5, Discussion Lesson, students participate in a discussion lesson. Students answer the question, “What forces most shape identity?” Prior to the discussion, students preview a sample discussion and analyze what makes that discussion effective. As they discuss the question for the unit, students reference the texts they have read throughout. Students have a variety of sentence frames as resources they can use to elaborate on each other’s ideas. In the Keep the Discussion Going box, students have several options of questions they can ask each other. One suggestion is, “Which external forces do you think are the most influential in shaping someone’s identity?”

  • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Examples include, but are not limited to, the following:

    • In Unit 3, Discussion Lesson 2, students read The Giver and reflect on the discussion using the student copy guide, Part 4, End-of-Discussion Reflection. Students respond to the question, “What new understandings and questions do you have about The Giver after the collaborative discussion?” Students are asked to respond to the question and be prepared to share their reflections with the class. 

  • Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Examples include, but are not limited to, the following:

    • In Unit 2, Related Media Exploration: What are the characteristics of effective practice?, students participate in the “Related Media Exploration: What are the characteristics of effective practice?” After watching four videos, students turn and talk to a partner on the following prompt: “Consider the videos you’ve watched so far and the text ‘Behind the scenes with the Ohio State Marching Band.’ What elements of effective practice are seen in OSU’s preparation routine?”

  • Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Examples include, but are not limited to, the following:

  • In Unit 6, Discussion Lesson, students weigh two sides of an argument in a debate and collaboratively assemble evidence for the prompt, “Should recess be structured or unstructured?” As students discuss with partners who are arguing the opposing side, they “take notes while your debate partner is making their argument. List the main points your partner uses to support their claim.” Then, students return to an earlier discussing partner who is arguing the same side and “discuss 1-2 points you heard from the opposing side.”

  • Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Examples include, but are not limited to, the following:

    • In Unit 4, Planning the Culminating Task: Informational Presentation, students draft claims and findings in informational presentations as they respond to the prompt, “Choose one of the three topics we’ve learned about related to our changing oceans. Using your independent research, create three infographics where you: describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem.” Students create three infographics to help present findings relating to the problem, relevance, and solution. While students create these infographics, they do not present them.

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 6 meet the criteria for Indicator 1i. 

The materials provide a variety of on-demand and process writing opportunities that cover a year’s worth of instruction. On-demand writing is included throughout the reading lessons. Students pause and write about sections they have read or respond to their reading in the independent practice prompts. Each unit contains a process writing piece that includes time for planning, drafting, and editing/revising. Materials include digital resources when appropriate. Most graphic organizers or planning documents allow students to type their thinking or draft, and digital copies of checklists are included.

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

  • In Unit 1, Reading Lesson: “The Scholarship Jacket,” students read “The Scholarship Jacket” by Marta Salinas. After reading paragraphs four through seven of the text, students are prompted to pause and write about the following prompt, “How do these paragraphs develop the conflict?”  

  • In Unit 2, Reading Lesson: “Writing Lesson: Narrative Prompt,” after reading “How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium” by Matt De La Peña, students respond by rewriting a section of the text from a different perspective. Students draft using a writing checklist to respond to the narrative prompt, “Reread paragraphs 160-174 and consider that car ride from the narrator’s father’s point of view. Now, write a narrative of that scene from the father’s point of view.”

  • In Unit 4, Reading Lesson: “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It,” students read “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It” by Javier Bardem and respond to an Independent Practice writing prompt, “How does paragraph 12 develop the author’s claim that it is important to protect the Antarctic?” Students are reminded to use text evidence to support their claims.

  • In Unit 5, Reading Lesson: “Fish Cheeks,” students read “Fish Cheeks” by Amy Tan. After reading paragraphs 1-3 of the text, students are prompted to pause and write about the following prompt, “How does Tan’s word choice help the reader better understand her point of view about her culture?”

  • In Unit 6, Related Media Exploration: Where Did Recess Go?, students watch videos, analyze infographics, and read a UN article. Then, students respond to an Independent Reflection prompt, “...where did recess go, and why should it come back? Use evidence from the resources in your response.” Students are allotted ten minutes to respond to this on-demand writing opportunity. 

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 Unit 1, Planning the Culminating Task, Drafting the Culminating Task, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students write a literary analysis essay. They respond to the prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.” Over three lessons, students plan, draft, and peer review their literary analysis essay. 

  • In Unit 3, Planning the Culminating Task, Drafting the Culminating Task, Revision, and Peer Reviewing the Culminating Task: Literary Analysis Essay, students write a literary analysis essay. They respond to the following prompt, “How does Jonas’s understanding of his community change from the beginning to the end of The Giver by Lois Lowry? Remember to use relevant evidence from the text to support your ideas.” Students work on their writing for five lessons. One lesson focuses on revisions for writing introductions, and another focuses on revisions for writing conclusions. After a lesson about introductions, the materials state, “Return to the draft of your essay. Draft or revise the introduction of your essay, applying what you have learned.” 

  • In Unit 5, Planning the Culminating Task, Drafting the Culminating Task: Literary Analysis Essay, and Writing: Add Sentence Variety, students write a literary analysis essay. They respond to the following prompt, “You have read ‘Hello, My Name Is _____’ by Jason Kim and ‘Family Over Everything’ by Yamile Saied Méndez. Compare and contrast the forces that shape both Jason Kim and Ayelén. Use evidence from both texts in your response.” Students work on their writing for multiple lessons. One lesson works on revising sentences. In this lesson, students respond to the following prompt, “Reread our body paragraphs. Add or revise at least three sentences in your body paragraphs to create sentence variety.” 

  • In Unit 6, Planning the Culminating Task, Drafting the Culminating Task, Revision, and Review, students write an argumentative essay. Students respond to the prompt, “What is the perfect recess, and why should students have access to daily recess? Write a letter or email persuading school leaders about the components and benefits of an ideal recess. Support your argument with evidence from your research.” Students receive guidance from analyzing an exemplar letter, planning, drafting, several focused revisions, and formatting a work cited page. 

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

  • In Unit 2, Writing: Planning the Culminating Task: Informational Presentation, students use a digital Note-Taking Graphic Organizer to help plan and draft their culminating task. This digital resource is referenced throughout the unit for students to record the source they are reading, ingredients found that contribute to success, and evidence that supports what they found. 

  • In Unit 3, Revision: Writing Conclusions, students access a digital copy of “Revision: Writing a Conclusion” and revise their literary analysis essay conclusion by using an embedded checklist in the digital lesson materials. Besides the teacher and student digital copy of this lesson, students and teachers can access a digital Classroom Anchor Chart and a digital Student Reference Sheet. 

  • In Unit 6, students draft an argumentative essay. Students utilize two digital materials in this lesson. The student digital copy provides an email format that they complete using their previous planning. Students also access the digital argumentative essay rubric to use when drafting their task.

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 6 partially meet the criteria for Indicator 1j.  

The materials provide opportunities across the school year for students to learn, practice, and apply different genres of writing. The writing genre distribution is 7% argumentative, 86% informational/explanatory, and 7% narrative. This does not align with the grade-level writing distribution of 35/35/30 required by the standards. There are multiple opportunities for writing instruction for informational/explanatory and argumentative writing, but there is only one unit that includes instruction for narrative writing. Almost all writing connects to text or text sets. 

 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 argumentative writing: Over the course of the year, one unit addresses argumentative writing. This equates to 7% of writing opportunities over six units.

    • Unit 1: 0

    • Unit 2: 0

    • Unit 3: 0

    • Unit 4: 0

    • Unit 5: 0

    • Unit 6: 1

  • Percentage or number of opportunities for informative/explanatory writing: Over the course of the year, five units address informative/explanatory writing. This equates to 86% of writing opportunities over six units.

    • Unit 1: 4

    • Unit 2: 2

    • Unit 3: 2

    • Unit 4: 1

    • Unit 5: 3

    • Unit 6: 0

  • Percentage or number of opportunities for narrative writing: Over the course of the year, one unit addresses narrative writing. This equates to 7% of writing opportunities over six units. While other units include on-demand narrative writing prompts, there is no instruction connected with those assignments. 

    • Unit 1: 0

    • Unit 2: 0

    • Unit 3: 1

    • Unit 4: 0

    • Unit 5: 0

    • Unit 6: 0

  • Explicit instruction in argumentative writing: In Unit 6, there is one opportunity over six argumentative lessons containing explicit instructions to guide teachers. Lessons include a teacher copy for Planning the Culminating Task: Argumentative Essay, Drafting the Culminating Task: Argumentative Essay, Revision: Introducing Expert Knowledge and Research, Revision: Writing Descriptively, Revision: Using Images To Persuade, and Review: Formatting Your Works Cited Page. The Teacher Copy includes the skill focus, materials needed, and how to facilitate the lesson broken down by parts and lesson activities. Each part contains further instruction, providing teachers with example answers to the student’s tasks. 

  • Explicit instruction in informative/explanatory writing: Unit 5 contains two opportunities with three lessons where teacher copies provide step-by-step instructions. Lessons provide instruction for Writing: Transitions to Compare and Contrast, Planning the Culminating Task: Literary Analysis Essay, and Drafting the Culminating Task: Literary Analysis Essay. Each lesson overview provides teachers with the skill focus, materials needed, and how to facilitate the lesson broken down by parts and lesson activities. Each part contains further instruction, providing teachers with example answers to the student tasks. 

  • Explicit instruction in narrative writing: One unit contains explicit instruction to guide teachers. Unit 3 contains a Lesson Overview: Narrative Writing Guided Writing Practice Activities. This lesson overview provides teachers with a section called “How should I use these narrative writing activities?” The skills being taught in the lesson are shared “at a glance” and include the culminating narrative writing prompt, activities broken down by part, a description, and an overview of the time it will take to complete the activity. All eight parts of the lesson overview contain further instruction, providing teachers with example answers to the student tasks. 

Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:

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

    • Introduce claim(s) and organize the reasons and evidence clearly. Examples include, but are not limited to, the following:

      • In Unit 6, students read engaging texts, watch videos, and participate in a debate as they build an informed view of the importance of recess and take a position in preparation for their argumentative writing. The writing prompt states, “Students will write an email to their principal about the benefits of recess and make a proposal for either structured or unstructured recess at their school.” In Planning the Culminating Task, students plan their thesis and two supporting claims for the email. 

    • Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Examples include, but are not limited to, the following:

      • In Unit 6, students complete a culminating argumentative essay that asks them, “What is the perfect recess, and why should students have access to daily recess? Write a letter or email persuading school leaders about the components and benefits of an ideal recess. Support your thesis with evidence from your research.” 

    • Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Examples include, but are not limited to, the following:

      • In Unit 6, Drafting the Culminating Task: Argumentative Essay, students write an email to their principal about the benefits of recess and make a proposal for either structured or unstructured recess at their school. During the drafting process, students are directed to reference the Essay Rubric, which prompts students to “Demonstrate a general organizational structure that generally supports the thesis,” including “effective transitions that connect ideas.” 

    • Establish and maintain a formal style. Examples include, but are not limited to, the following:

      • In Unit 6, Drafting the Culminating Task: Argumentative Essay, students write an email to their principal about the benefits of recess and make a proposal for either structured or unstructured recess at their school. During the drafting process, students are directed to reference the Essay Rubric, which prompts students to ensure that “Register is clearly appropriate for the task, audience, and purpose.”

    • Provide a concluding statement or section that follows from the argument presented. Examples include, but are not limited to, the following:

      • In Unit 6, Planning the Culminating Task: Argumentative Essay, students write an email to their principal about the benefits of recess and make a proposal for either structured or unstructured recess at their school. Part 5, Reviewing Parts of Your Email, from the Planning Your Culminating Task, requires students to provide a concluding statement. Students are directed, “As you prepare to write your first draft, remember to write:...A concluding statement that reinforces the thesis.”

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

    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:

      • In Unit 2, Writing Lesson: Creating Strong Visuals, students create strong visuals for their informational presentation. Students respond to the following prompt, “What will it take to achieve success this school year? Prepare a presentation explaining how you will use the ingredients from the recipe for success to be successful this school year. Use examples from the texts and videos in this unit to support the information in your presentation.” While brainstorming what visuals they will include in their lessons, the materials state, “Consider the different sections and subsections of your outline. What headings and subheadings could you use on your slides?”

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

      • In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students plan their literary analysis essay. Students respond to the prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.” Students collect evidence from “The Medicine Bag” by Virginia Driving Hawk Sneve that helps to determine the theme. The directions ask for “2-3 pieces of evidence from each section that develops the theme,” with four sections listed. 

    • Use appropriate transitions to clarify the relationships among ideas and concepts. Examples include, but are not limited to, the following:

      • In Unit 1,  Drafting the Culminating Task: Literary Analysis Essay, students draft a literary analysis essay to the prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.” During the drafting process, students are directed to the literary analysis rubric, which prompts students to include “Transitions that show how claim, key points, and evidence connect.” 

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

      • In Unit 3, students write a literary analysis essay to the prompt, “How does Jonas’s understanding of his community change from the beginning to the end of The Giver by Lois Lowry? Remember to use relevant evidence from the text to support your ideas.” During the drafting process, students are directed to the literary analysis rubric which prompts students to “Include carefully selected academic and domain-specific words and phrases, including from the text.” 

    • Establish and maintain a formal style. Examples include, but are not limited to, the following:

      • In Unit 1, Drafting the Culminating Task: Literary Analysis Essay, students draft a literary analysis essay to the prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.” During the drafting process, students are directed to the literary analysis rubric, which prompts students to “Reflect exceptional control of conventions.” 

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

      • In Unit 3, Revision: Writing Conclusions, students write conclusions for their literary analysis essay. Students learn the triangle strategy to write strong conclusions where they reset the thesis, summarize the key ideas from the text, and connect the essay’s big idea back to the world. The students then draft their conclusion.

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

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

      • In Unit 3, Narrative Writing Guided Practice Activities, students respond to the narrative prompt, “Lois Lowry wrote this novel from a third-person point of view from Jonas’s perspective. What does it look/feel like for someone to transmit a memory instead of receiving one? Rewrite one of the training scenes in the third-person from The Giver’s perspective.” Students plan and brainstorm by listing three to four events they will include and two to three character thoughts. Students follow a rubric that guides them to create a “clear, logical, organizational structure.”

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

      • In Unit 3, Narrative Writing Guided Practice Activities, students respond to the narrative prompt, “Lois Lowry wrote this novel from a third-person point of view from Jonas’s perspective. What does it look/feel like for someone to transmit a memory instead of receiving one? Rewrite one of the training scenes in third-person from The Giver’s perspective.” Students record dialogue they might use in a chart during the planning stages. Students analyze an example paragraph in a lesson, “Analyzing Narrative Techniques,” to help them see how to use details to reveal setting, integrate precise description, and uncover what dialogue can reveal. 

    • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Examples include, but are not limited to, the following:

      • In Unit 3, Narrative Writing Guided Practice Activities, students respond to the narrative prompt, “Lois Lowry wrote this novel from a third-person point of view from Jonas’s perspective. What does it look/feel like for someone to transmit a memory instead of receiving one? Rewrite one of the training scenes in third-person from The Giver’s perspective.” As students draft their narratives, they are directed to reference the Narrative Writing Rubric. This rubric prompts students to “Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another.” 

  • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Examples include, but are not limited to, the following:

    • In Unit 3, Narrative Writing Guided Practice Activities, students respond to the narrative prompt, “Lois Lowry wrote this novel from a third-person point of view from Jonas’s perspective. What does it look/feel like for someone to transmit a memory instead of receiving one? Rewrite one of the training scenes in third-person from The Giver’s perspective.” Students are provided a list of key details from chapters 10-12 of The Giver by Lois Lowry. Students are guided to “Underline or highlight 5-7 key details in the table below that you could use in your narrative to establish the situation, setting, or character.” In addition, as students draft their narratives, they are directed to reference the Narrative Writing Rubric. This rubric prompts students to “Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.” 

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

    • In Unit 3, Narrative Writing Guided Practice Activities, students respond to the narrative prompt, “Lois Lowry wrote this novel from a third-person point of view from Jonas’s perspective. What does it look/feel like for someone to transmit a memory instead of receiving one? Rewrite one of the training scenes in third-person from The Giver’s perspective.” When drafting, students are guided to use the narrative writing checklist. One component on the checklist requires students to “Provide a conclusion that follows from what the characters have experienced, observed, or decided.”

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:

  • All narrative writing opportunities respond to prompts connected to texts. In Unit 3, students read The Giver by Lois Lowry and rewrite one of the training scenes from the text. While there are a few additional narrative writing opportunities in the program, they are not process writing pieces. 

  • All informative/explanatory and argumentative writing opportunities require students to reference and/or use the text(s) they read in that unit. 

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 6 meet the criteria for Indicator 1k. 

Materials include frequent opportunities across the school year for students to learn, practice and apply writing using evidence and include explicit instruction to guide teachers step by step. Many evidence-based writing opportunities are found in writing lessons that support the culminating task as well as the culminating final task of each unit. These writing tasks require students to access a unit text for evidence or to utilize a graphic note-taking organizer that contains evidence from texts within units. Teacher materials include how to facilitate each part of the writing lesson and notes to guide students in their writing. Evidence-based writing lessons are found across the school year and include multiple opportunities to support analysis and claims linked to unit texts. Writing prompts include requirements such as “use relevant evidence to support your response” and “explain your evidence and how it connects to the claim.”

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 Unit 1, Writing Lesson: Choosing Relevant Evidence, teachers guide students in learning about relevant evidence. Students analyze a sample piece of evidence where the evidence is misaligned. The Teacher Copy provides the following notes for this activity: “Students will learn the definition of relevant evidence and analyze an example of evidence that may at first appear relevant, but on closer inspection is not.” Next, students practice choosing relevant evidence from a text they have recently read, “The Medicine Bag” by Virginia Driving Hawk Sneve. Lastly, students find relevant evidence for claims provided in a graphic organizer. The Teacher Copy of the lesson includes the following guidance for teachers: “Students will go back into the text to find evidence to support five distinct claims. Teachers may find it beneficial to model the first round of practice.” 

  • In Unit 2, Writing Lesson: Applying Strong Reasoning, teachers guide students in learning about strong reasoning. Students analyze a sample piece of writing where the reasoning is weak. The Teacher Copy provides the following notes for this activity: “Students will review weak reasoning and explain what makes it weak.” Students learn that this particular reasoning is weak “because it repeats the evidence almost exactly. It doesn’t add anything new to the paragraph.” Next, students analyze a writing sample where the reasoning is strong. The Teacher Copy provides the following notes for this activity: “Students will read exemplar reasoning and answer two questions to reflect on what makes it strong.” Students learn that strong reasoning “explains what the evidence means” and “connects the evidence to the claim.” Last, students practice writing strong reasoning by revising weak reasoning with a prompt based on the text “A Quick Note on Getting Better at Difficult Things” by Ta-Nehisi Coates. The Teacher Copy of the lesson includes the following notes for this section: “Students apply their learning by revising weak reasoning in a sample paragraph about The Theory and Power Behind Goal Setting.” There is an optional revision task that the Teacher Copy mentions, which states, “You may choose to have students revise their independent practice from ‘A Quick Note on Getting Better at Difficult Things.’” 

  • In Unit 5, Writing Lesson: Exemplar Essay Review, teachers guide students in analyzing a sample compare and contrast essay. Students read the sample essay as a whole class and answer During Reading questions about different parts of the essay, such as: “What purpose do the bolded transition words serve? What is the purpose of this paragraph? Why is this a strong conclusion?” The Teacher Notes include exemplar responses for all During Reading questions so that teachers can guide student responses. After analyzing the writing sample, students stamp the key points by answering the question, “Based on this exemplar, what are four things you should remember to do as you plan and draft your own essay?” The Teacher Copy includes the following exemplary answer: 

    • “Include a thesis that refers to both texts and identifies key similarities and differences. 

    • Clearly organizes body paragraphs to show similarities and differences between texts.

    • Support textual evidence with strong reasoning.

    • Use transitions to compare and contrast to emphasize similarities and differences.”

Students later apply this learning in the culminating task for the unit, where they write a literary analysis comparing two texts. 

  • In Unit 6, Planning the Culminating Task: Argumentative Essay, teachers receive guidance in helping students “...draft a thesis and claims and select evidence for the Culminating Task essay.” Teachers are guided to use a PDF, “Using a Note-Taking Graphic Organizer Effectively.” This guide provides teacher tips such as, “Review the parts of the note-taking graphic organizer prior to getting started” in order to help students get past potential hurdles in the writing process. 

Writing opportunities are focused around students’ careful analysis and claims developed from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:

  • In Unit 3, students read The Giver by Lois Lowry. Students respond to the following prompt, “You have just read Chapter 2 of The Giver by Lois Lowry. How does the approaching Ceremony of Twelve affect Jonas? Use text evidence to support your response. In your response, make sure to: 

    • Explain the evidence without directly repeating it

    • Use your reasoning to connect the evidence to the paragraph’s claim

Also, make sure to incorporate relevant unit vocabulary in your writing.”

  • In Unit 3, Reading Lesson: “At a Window,” students read “At a Window” by Carl Sandberg. Students respond to the following prompt, “You have just read ‘At a Window’ by Carl Sandberg. How does the speaker’s attitude toward love and pain compare to Jonas’s feelings in Chapter 22 of The Giver? Use evidence from both Chapter 22 of The Giver and ‘At a Window’ to support your answer.”

  • In Unit 5, Reading Lesson: “Hard to Say,” students read “Hard to Say” by Sharon Morse. Students respond to the following prompt, “What is important about how Val and her grandparents communicate? Find evidence: Highlight two pieces of evidence that show how Val’s grandparents feel about her.” 

  • In Unit 5, Planning the Culminating Task: Literary Analysis Essay, students work on their culminating task. Students respond to the prompt, “You have read ‘Hello, My Name Is ____’ by Jason Kim and ‘Family Over Everything’ by Yamile Saied Méndez. Compare and contrast the forces that shape both Jason Kim and Ayelén. Use evidence from both texts in your response.” During the lesson, students collect evidence in a graphic organizer for their writing piece. The graphic organizer states, “Consider the forces you brainstormed in Part 1. In the first column, jot notes about how different forces shaped each character. Then, review each text for evidence that supports your ideas.” 

  • In Unit 6, Planning the Culminating Task: Argumentative Essay, students use a Research Note-Taking Graphic Organizer that contains evidence from the texts in this unit in order to “draft claims and evidence to support their thesis.” Students are provided instructions that guide them, which state, “Strong arguments include claims that are persuasive to their specific audience: Before outlining claims to support their argument, a writer can consider how to persuade their audience by identifying their essay’s intended audience considering their audience’s likely concerns or opinions generating claims that appeal to their audience’s concerns or opinions.”

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 6 partially meet the criteria for Indicator 1l.  

The materials provide limited explicit grammar instruction and few opportunities for students to demonstrate the application of grade-level grammar and usage skills. Practice for some grade-level standards is very limited or not addressed at all. All units, except Unit 6, contain a grammar and usage activity set and a quiz covering the concepts from the activities. The materials usually do not prompt for direct instruction of the grammar and usage activities in the curriculum. Teacher guidance prompts the teacher to “assign the activities as warm-ups, homework, or practice to prepare students for the grammar quiz.” Many of the grammar and usage activities do not contain any teacher-led instruction. There are some opportunities for students to demonstrate grade-level grammar skills in writing activities. Writing rubrics contain a section on Writing Conventions and Craft that scores on spelling and grammar usage. 

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

  • Students have opportunities to ensure that pronouns are in the proper case (subjective, objective, possessive). Examples include, but are not limited to, the following: 

    • In Unit 2, Grammar and Usage Activities, students complete a Grammar and Usage activity that focuses on using “subjective and objective pronoun cases correctly.” In Part 2 of the activity, students are provided notes on subjective and objective pronouns. In Part 3, students choose the correct subjective or objective pronoun for given sentences. Part 9 requires students to read through a paragraph, find the pronoun errors, and correct them. 

  • Students have opportunities to use intensive pronouns. Examples include, but are not limited to, the following:

    • In Unit 3, Narrative Writing Guided Practice Activities, students complete a narrative writing guided practice activity. In the activity, students break down a sample prompt where they would write a narrative in the first person point of view. Students list what pronouns they would use to indicate that point of view. Students do not actually write in response to that prompt, nor are they provided any explicit instruction on intensive pronouns, but students might use this opportunity to use intensive pronouns. 

  • Students have opportunities to recognize and correct inappropriate shifts in pronoun number and person. Examples include, but are not limited to, the following:

    • In Unit 3, Grammar and Usage Activities, students complete a Grammar and Usage activity focusing on pronoun agreement. They begin by reviewing sentences with different pronouns and deciding which sentence is clearer. Students then review notes about pronouns and practice correcting sentences for pronoun agreement. For example, one activity says, “Read the sentence. Fill in the blank with the pronoun that correctly matches the number of the noun.”  

  • Students have opportunities to recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Examples include, but are not limited to, the following:

    • In Unit 3, Grammar and Usage Activities, students complete grammar and usage activities. The materials state that the activities “contain nine activities that focus on pronoun agreement.” In Part 6 of the activities, students review notes on confusing pronoun use. The notes state, “Sometimes using a pronoun can be confusing if it’s not clear who or what the pronoun is referring to. Don’t use pronouns unless it is clear what noun it is referring to.” The materials then provide a non-example and corrected example of confusing pronoun use. Students then practice by fixing confusing pronouns in sentences.

  • Students have opportunities to recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. Examples include, but are not limited to, the following:

    • No evidence found.

  • Students have opportunities to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Examples include, but are not limited to, the following:

    • In Unit 1, Grammar and Usage Activities, students complete a Grammar and Usage activity that contains “...6 activities that focus on building better sentences by adding nonessential elements to a sentence.” In part 2 of the activity, students take notes on essential and nonessential elements and the punctuation marks used to distinguish them. Parentheses, commas, and Em dashes are listed as ways to mark nonessential elements. Students then add punctuation to sentences to correctly add nonessential information. 

  • Students have opportunities to spell correctly. Examples include, but are not limited to, the following:

    • In Unit 6, students write an argumentative essay. The Argumentative Writing Rubric provides scores for writing conventions and craft. In order to earn a 4, students must “Reflect exceptional control of grade level conventions; errors are few and minor.” 

  • Students have opportunities to vary sentence patterns for meaning, reader/listener interest, and style. Examples include, but are not limited to, the following:

    • In Unit 2, students complete a narrative writing prompt. The narrative essay rubric includes a section on writing conventions and craft. To score a 4, students must “Illustrate the effective use of varied sentence patterns and paragraph organization.” 

    • In Unit 5, Grammar and Usage Activities, students complete a grammar and usage activity set that focuses on avoiding sentence fragments and run-ons. Ten activities are included. The activities include but are not limited to, examining parts of a sentence, identifying fragments and run-on sentences, and correcting a paragraph with sentence fragments and run-on sentences. 

  • Students have opportunities to maintain consistency in style and tone. Examples include, but are not limited to, the following:

    • In Unit 5, students complete a literary analysis. The Grade 6 Literary Analysis Rubric provides a score for writing conventions and craft. To score a 4, students must “Illustrate the effective use of varied sentence patterns and paragraph organization.” The rubric also expresses how students should include and introduce strong evidence accurately. This could relate to maintaining a consistent style and tone, although there is no explicit mention of style and tone. There are no lessons or explicit teaching on maintaining consistency in style and tone. 

Indicator 1M
04/04

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

The materials reviewed for Grade 6 meet the criteria for Indicator 1m. 

The materials include a year-long plan for students to interact and build vocabulary. The materials include a vocabulary routine for the teacher, which discusses the use of the vocabulary activities, vocabulary quizzes, and word wall. Every unit includes the Grade 6 Key Terms Glossary, which focuses on academic and literary key terms. Each unit also includes unit vocabulary words and introduces them using the vocabulary activity set, the activity slide deck, word wall, and word wall teacher guidance. The slide deck is used to introduce all the new vocabulary words to the whole class at the beginning of the unit. Unit vocabulary words are listed at the beginning of every text in which they appear. Every unit includes at least one multiple-choice vocabulary quiz. The materials also include other key terms lists, such as poetry terms, when relevant to the text. Other potentially unfamiliar words or terms are listed with their definition in the footnotes of the texts. Some during reading questions use the unit vocabulary words and students are asked to incorporate vocabulary words in various writing assignments. Literary and Content terms are repeated across the school year, and Academic Vocabulary words are repeated across unit texts. 

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

  • In the Program Guide, the materials communicate the importance of vocabulary development. In this section, the materials discuss the vocabulary routines and materials, which include a Vocabulary Introductory Activity and a Word Wall. For the Vocabulary Introductory Activity, the materials state, “A slide deck guides students through the first unit vocabulary activity, supporting students in inferring the meaning of vocabulary words through the use of context clues in an example sentence.” Under Word Wall, the materials state, “The Word Wall Teacher Guidance also suggests ways for teachers to extend student practice and application of unit vocabulary throughout protocols beyond the word wall.” 

  • Each unit provides a link to the Unit Key Terms Word Wall Cards, which focus on the key terms in that specific unit. The Teacher Copy directions state, “Use these Word Wall Cards to build a classroom visual of key terms for this unit and throughout the year” to support attention to high-value academic words across the school year.

  • Each unit contains at least one Vocabulary Activity Set. This includes the Student Vocabulary Activity set, Activity Slide Deck, Word Wall, and Word Wall Teacher Guidance. The materials state, “Use the Slide Deck to facilitate the Vocabulary Activity whole-class. Flexibly assign the remaining activities as warm-ups, homework, or practice to prepare students for the Vocabulary Quiz.”

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

  • In Unit 1, the materials provide a Vocabulary Activity Set. The Activity Set will “help students master the [seven] high-impact academic vocabulary words they will see in the texts as they read.” One high-impact academic vocabulary word for Unit 1 is despair. The first vocabulary activity asks students to make an in-context prediction about the meaning of the word. The teacher then provides the correct definition. The word despair is a vocabulary word in “The Medicine Bag” by Virginia Driving Hawk Sneve and “The Scholarship Jacket” by Marta Salinas. After reading the texts, students complete Vocabulary Quiz 1, Unit 1, which checks their understanding of the word “despair” with a multiple-choice quiz. Students also respond to a narrative writing prompt about the “The Medicine Bag.” While students do not specifically need to use the word despair, the rubric states that students should “Include carefully selected academic and domain-specific words and phrases, including from the text.” 

  • In Unit 2, the materials provide a Vocabulary Activity Set that includes ten high-impact academic vocabulary words. Despite is found in three different texts. Two forms of dedicate, dedicated, and dedication, are found in three different texts, and effective and effectively are found in two different texts. For example, dedicate is found in the nonfiction text “Dedicated to the Goal” by Marty Kaminsky, and dedication is found in both “Cultivate Resilience: How to Get Back on the Horse” by Rebecca Zucker and the news article “Behind the scenes with the mind-blowing Ohio State Marching Band” by Laken Litman. Vocabulary root words and suffixes and the change in meaning are represented in the academic vocabulary of this unit. 

  • In Unit 3, the materials provide a Vocabulary Activity Set that includes the word disquiet. In Chapters 4-5: During Reading Questions, students read Chapters 4-5 in The Giver by Lois Lowry. The During Reading questions provide a list of vocabulary, including Words to Know and Unit Vocabulary included in the chapters. Disquiet is used in this section of the text. In Chapters 4-5: Independent Practice, students complete an independent practice. Students respond to a short answer prompt, and the materials state, “Also, make sure to incorporate relevant unit vocabulary in your writing.” 

  • In Unit 4, the materials provide two Vocabulary Activity Sets that include a total of 15 high-impact academic vocabulary words. Habitat is a vocabulary focus before reading the texts “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It” by Javier Bardem and “Plenty of Fish in the Sea? Maybe Not” by Thomas Pool. In the text “Tiny Plastic, Big Problem” by Alison Pearce Stevens, one academic vocabulary focuses on the adjective abundant. The noun with the same root as abundant, abundance, is a focus in the text “Plenty of Fish in the Sea? Maybe Not” by Thomas Pool. Similar to Unit 2, students learn how academic vocabulary meaning changes based on added suffixes. 

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:

  • Each unit includes a Key Terms Glossary for the grade level focusing on literary-based vocabulary and a unit vocabulary list for high-frequency words used within the unit. Students complete activities with these vocabulary words and are expected to use them when responding to writing prompts. Definitions for text-specific vocabulary are included in the footnotes of every text. 

  • Each Unit includes one or two Vocabulary quizzes depending on the number of Vocabulary Activity Sets. Quizzes assess understanding of high-value academic words as they select vocabulary that best fits the scenario for each question. The words assessed are then included in the texts in the following lessons.

  • In each Unit Introduction, students are introduced to the Grade 6 Key Terms Glossary reference sheet. These key terms are almost exclusively literary or academic terms. Directions state, “These terms will appear throughout the year. Some terms may appear in more than one unit. Use this reference sheet as needed.” Sixth-grade key terms include point of view, theme, conflict, central idea, and memoir.

  • In Unit 5, students read “Adolescent Identity Development” by ACT for Youth Center for Community Action. The materials include the high-frequency words identity, internal, and external. Throughout the text, students use their understanding of the vocabulary to respond to prompts. For example, a turn-and-talk question states, “Which dimensions of identity are most often noticed by others and why?” These words are also included in a Vocabulary Activity Set List at the beginning of the unit. 

Overview of Gateway 2

Building Knowledge with Texts, Vocabulary, and Tasks

The materials are grouped around topics/themes across six units to grow students’ knowledge over the course of the school year. The sequence of texts and activities helps students build knowledge over the course of each unit. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials include research and writing activities and projects from the beginning to the end of the year. While writing lessons are included in every unit, the materials do not match the distribution required by the standards, and instruction in narrative writing is especially lacking. 

The materials spend instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Over the course of each unit, the majority of questions, tasks, and assessments are aligned to grade-level standards, and by the end of the academic year, most standards are addressed. The implementation schedules align with the core learning and can reasonably be completed in the time allotted.

Criterion 2.1: Building Knowledge

22/24

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

The texts in each unit are connected by a grade-appropriate and cohesive topic/theme. Each unit also includes a related essential question. The sequence of texts and activities helps students build knowledge over the course of the unit. Materials require students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts, using coherently sequenced, high-quality questions and tasks. Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. Learning builds throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. Culminating tasks require students to demonstrate a variety of reading, writing, and speaking and listening standards. Almost all culminating tasks require students to use evidence from texts read throughout the unit. While the culminating task is often introduced towards the end of each unit, the materials require students to record evidence from texts they read throughout each unit that will support them as they respond to prompts.

Each unit includes a unit introduction that lists unit focus standards for writing. Writing lessons are included in every unit, focusing on grade-specific skills. Most culminating tasks are writing assignments, and the unit includes writing lessons that are built to help students with their culminating tasks. Although informative/explanatory and argumentative writing standards align to grade level instruction and support writing growth over the course of the year, narrative writing instruction is minimal throughout the year and there is only one lesson with explicit instruction included in the materials. 

The materials include research and writing activities and projects from the beginning to the end of the year. Materials provide opportunities for students to complete research activities tied to topics and core unit texts. Research standards are present in the Scope and Sequence for each unit.

Indicator 2A
04/04

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 6 meet the criteria for Indicator 2a. 

The texts in each unit are connected by a grade-appropriate and cohesive topic/theme. Each unit also includes a related essential question. The sequence of texts and activities helps students build knowledge over the course of the unit. Activities and prompts throughout the materials focus on the themes, topics, and essential questions. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. 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 Unit 1, texts connect to the essential question, “How are people changed through their relationships and experiences?” The sequence of texts builds on each text students read. For example, the short story “Home” by Hena Khan follows the informational text “Do People Really Change?” by Jessica McBirney. In Notes to Teachers, the materials state, “This lesson builds on ‘Do People Really Change?’ because students learn about a character whose personality traits are changed through her experiences and relationships.”

  • In Unit 3, students read the novel The Giver by Lois Lowry and focus on the essential question, “Which matters more: safety or freedom?” The novel “considers the dangers that exist when people opt for conformity over individuality and for unexamined security over freedom.” This conflict ties closely to the essential question regarding safety and freedom.

  • In Unit 5, students read texts focusing on the essential question, “What Shapes Who We Are?” Students begin the unit with an informational text, “Adolescent Identity Development,” by ACT Youth Center for Community Action, which introduces students to the concept of identity and connects to the essential question. The theme of identity runs through this unit’s poem and short stories, building knowledge around life experiences that shape who we are.

Indicator 2B
04/04

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 6 meet the criteria for Indicator 2b. 

Materials require students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts, using coherently sequenced, high-quality questions and tasks. Multiple reading standards for this indicator are represented in each unit text. Teacher copies of lessons indicate the lesson skill focus is aligned to the standard. Independent tasks such as multiple choice and short response writing indicate standard alignment to analyzing key ideas, details, craft, and structure. Each unit guide presents the reading lessons and aligned reading standards. The 6th Grade Scope and Sequence also references all standards addressed across all six units, including RL/RI 1-6.

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

  • In Unit 1, Reading Lesson: “Do People Really Change?,” students read “Do People Really Change?” by Jessica McBirney. While reading, students highlight key details and determine the central idea of the passage. In Part 2, students answer questions about the text. One question asks, “How does the author’s discussion of the ‘Big Five’ contribute to the central idea of the article?” 

  • In Unit 2, Reading Lesson: “Dedicated to the Goal,” students read to “gain insight into Olympic soccer star Carli Lloyd’s approach toward success.” In addition, “students will analyze how key details illustrate and develop a central idea.” For example, students respond to the prompt: “You have just read ‘Dedicated to the Goal’ by Marty Kaminsky. In the article, Lloyd says, ‘If you have a goal, there will always be challenges, but if you work hard, you can do it.’ Describe how her habits support the ideas in this quote.” Students analyze how key ideas are elaborated on in the text. 

  • In Unit 4, Reading Lesson: “Tiny Plastic, Big Problem,” students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens and “...identify central ideas and track how they are developed.” In this lesson, students respond to During Reading questions like, “Find Evidence: Underline two details that show why plastic pollution in the ocean is a problem.”

  • In Unit 5, Reading Lesson: “Hard to Say,” students read “Hard to Say” by Sharon Morse. During the second read, students answer the following question: “The story ends with the line, ‘The brushstrokes are their own language.’ What theme about communication does this line reveal?” 

  • In Unit 6, Reading Lesson: “The Importance of Recess,” students consider “How can we make recess work for middle school?” While reading the text “The Importance of Recess” by Harvard Health Publishing, students respond to During Reading questions requiring the analysis of key ideas, such as “Highlight two details that show the benefits of recess and play.”

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

  • In Unit 1, Reading Lesson: “Sol Painting, Inc.,” students read “Sol Painting, Inc.” by Meg Medina. After reading the passage, students answer the following two questions: “Read the definition of ‘naive’ below. How do paragraphs 24-25, paragraph 65, and paragraphs 91-96 reveal that Merci is naive?” and “How do paragraphs 91-112 affect Merci’s naiveté?” Students determine how paragraphs contribute to the meaning of the text. 

  • In Unit 2, Reading Lesson: “Dedicated to the Goal,” students read to “gain insight into Olympic soccer star Carli Lloyd’s approach toward success.” For example, students read the text and respond to Independent Practice multiple choice questions such as, “How does paragraph 8 contribute to the development of ideas in the text?” requiring students to analyze craft and structure. 

  • In Unit 3, Chapter 3: Independent Practice, students answer questions about The Giver by Lois Lowry. For one of the questions, students read a passage from pages 28-29 and answer the following question: “How do the community’s structures and rules affect Jonas’s opinion of Lily?” Students must consider how the organization of the text contributes to meaning. 

  • In Unit 4, Reading Lesson: “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It,” students “analyze how particular details and paragraphs develop the author’s ideas.” For example, students answer a short response prompt: “You have just read ‘I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It’ by Javier Bardem. How does paragraph 12 develop the author’s claim that it is important to protect the Antarctic?” Responses must include evidence from the text. 

  • In Unit 5,  Lesson: “Family Over Everything,” students read “Family Over Everything” by Yamile Saied Méndez. After reading, students answer the following question referencing paragraph 41, “Although no one said it at the time, they left with the seed of wonder and possibility. What does the metaphor of the ‘seed of wonder and possibility’ indicate about Ayelén’s impact?”

Indicator 2C
04/04

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 6 meet the criteria for Indicator 2c. 

Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. The materials build throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials also include choice texts that provide opportunities for students to build knowledge through reading, answering questions, and responding to writing prompts. The related media explorations also provide knowledge-building opportunities. The materials provide opportunities for students to analyze across multiple texts. However, the materials do not clearly identify the appropriate standards (RL.9 and RI.9). 

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

  • In Unit 2, Related Media Exploration: “What are the characteristics of effective practice?,” students prepare for their presentation by gathering evidence about the ingredients of the recipe for success in their Note Taking Graphic Organizer.”  The Note Taking Graphic Organizer contains gathered evidence from five core unit texts, four videos, and a selection of Student Choice texts. 

  • In Unit 4, Choice Board: Texts, “...students will conduct short research and gather relevant information from multiple sources.” Students choose one of three topics studied in this unit and then choose a grouping of texts that align with the chosen topic. Students read to “...take notes on the problem and possible solutions for [their] topic.” 

  • In Unit 5, Related Media Exploration: “How do authors’ lives connect to the stories they write?,” students choose an author of one of the texts from the unit and learn more about them. For example, if they choose Margarita Engle, author of “Drum Dream Girl,” students will watch the following three videos: “Drum Dream Girl” by Margarita Engle, illustrated by Rafael López, “Poetry for Teens,” and “Writing About Freedom.” After each video, students will answer questions about the video and how it relates to her poem. For example, one question asks, “How does the idea of freedom influence Engle and her writing?” At the end, students will respond to an Independent Reflection that provides the following prompt: “Based on your research and discussions, what motivates authors to write? Use evidence from the videos to support your ideas?” 

  • In Unit 6, Related Media Exploration 1: “Where Did Recess Go?,” “students collaboratively engage with videos and infographics, build knowledge about the unit’s topic, reflect on their lives, and discuss what they’ve learned.” Students study the infographics and use the following directions: “Study the infographic “Keep Recess in Schools” from the Center for Disease Control (CDC) and others. Then, answer the questions 3-6.” One example question asks, “Based on the data in this infographic, what patterns do you notice about recess in the United States?”

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

  • In Unit 1, Reading Lesson: “The Medicine Bag,” students participate in a student-led discussion after reading “The Medicine Bag” by Virginia Driving Hawk Sneve. The discussion question asks, “Both Martin and Stevie from ‘Thrown’ transform in meaningful ways. Who learned the more valuable lesson? Explain your answer.” 

  • In Unit 3, Reading Lesson: “Censorship: For the People, or for Controlling the People?” students read “Censorship: For the People, or for Controlling the People?” by Jessica McBirney. Students respond to questions connecting this text to The Giver by Lois Lowry. One question asks, “Reread pages 92-94 in The Giver: Which details from pages 92-94 illustrate that censorship is present in Jonas’s community?” 

  • In Unit 5, Reading Lesson: “Hello, My Name Is__,” students read “Hello, My Name Is__” by Jason Kim. During Independent Practice, students respond to the following prompt: “The text ‘Adolescent Identity Development’ explains that ‘Identity Achievement is said to occur when the adolescent, having had the opportunity to closely explore an identity, chooses that identity with a high degree of commitment.’ Explain how Kim demonstrates Identity Achievement.”

Indicator 2D
04/04

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 6 meet the criteria for Indicator 2d. 

The materials provide culminating tasks for each unit. Culminating tasks require students to demonstrate a variety of reading, writing, and speaking and listening standards. Almost all culminating tasks require students to use evidence from texts read throughout the unit. While the culminating task is often introduced towards the end of each unit, the materials require students to record evidence from texts they read throughout each unit that will support them as they respond to prompts. Culminating tasks often require students to present their tasks and utilize technology in some way. Culminating tasks are varied and often try to mirror real-life situations. The culminating tasks are broken into multiple lessons with lesson copies for both the teacher and the student.

Culminating tasks are evident and varied across the year and they are 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:

  • In Unit 1, students demonstrate mastery of several different standards when completing the culminating task of writing a literary analysis essay. Students begin with Planning the Culminating Task: Literary Analysis Essay. In this lesson, students review and reread paragraphs in “The Medicine Bag” by Virginia Driving Hawk Sneve in order to gather evidence for the writing task. In the next lesson, Drafting the Culminating Task: Literary Analysis Essay, students write their essay responding to the prompt, “...explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.”  The last lesson of the writing task, Peer Reviewing the Culminating Task: Literary Analysis Essay, requires students to discuss questions relating to editing the draft. This culminating writing task requires students to demonstrate mastery of reading, writing, speaking and listening. 

  • In Unit 2, Writing: Planning the Culminating Task: Informational Presentation, students plan their culminating task and break down the following prompt, “What will it take to achieve success this school year? Prepare a presentation explaining how you will use the ingredients from the recipe for success to be successful this school year. Use examples from the texts and videos in this unit to support the information in your presentation. Your presentation must include a visual component to convey information.” A note to teachers states that they may provide a list of visual mediums “such as Google Slides, Canva, or poster paper.” While planning, students go back to review their notes from texts they have read earlier in the unit. For the organizer, students list three “ingredients” to success and list the evidence from texts in the unit that support that “ingredient.” The rubric found in the next lesson, Writing Lesson: Creating Strong Visuals, states the presentation must include “Relevant evidence [that] supports the claim and demonstrates comprehension of sources.” Students are also scored on their presentation and speaking skills. This culminating task requires students to demonstrate mastery of reading, writing, speaking and listening. 

  • In Unit 5, Planning the Culminating Task: Literary Analysis Essay, students review unit texts to find evidence and “Discuss cross-textual connections between unit texts.” Students then draft an essay. The instructions direct students to “Compare and contrast the forces that shape both Jason Kim and Ayelén. Use evidence from both texts in your response.” Students discuss two questions with a partner during this planning stage of writing. For example, “What are the similarities in the way each character is shaped?” At the end of the task, students plan and draft a thesis using the evidence collected in Part 2 of this task. The lesson requires practice in reading, writing, speaking and listening standards. 

Indicator 2E
02/04

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 6 partially meet the criteria for Indicator 2e. 

Each unit includes a unit introduction that lists unit focus standards for writing. Writing lessons are included in every unit, focusing on grade-specific skills. Most culminating tasks are writing assignments, and the unit includes writing lessons that are built to help students with their culminating tasks. The Unit Guide includes an Arc of Writing Instruction that includes all the writing lessons in the unit as well as the culminating task. Each unit includes lessons and materials with teacher copies to guide instruction. Materials include writing exemplars as models to instruct students. Teachers can access How-To-Guidance, explaining how to use writing and research tools with students. Although informative/explanatory and argumentative writing standards align to grade level instruction and support writing growth over the course of the year, narrative writing instruction is minimal throughout the year and there is only one lesson with explicit instruction included in the materials. 

  

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

  • Each unit includes an introduction that includes information about the writing skills students will learn along with the culminating writing task. Each culminating task references how each writing lesson fits into the arc of writing for the unit. Each writing lesson requires text-based evidence and aligns to grade-level standards while supporting writing growth over the course of the year. The Culminating task for each unit allows students to transfer practiced writing skills and integrate evidence from unit texts to draft a final writing task aligned to grade-level writing standards. 

  • In each unit, students complete a culminating task aligned to argumentative or informative/explanatory writing standards. There are no culminating tasks aligned to narrative writing standards; in Unit 3, there is one opportunity for students to practice narrative writing standards with instruction. All culminating tasks include a rubric that students can reference as they write. Most culminating tasks include exemplar writing samples that students analyze before beginning their planning and drafting. 

  • In Unit 2, writing lessons include an on-demand narrative and three writing lessons that prepare students to create an informational presentation for the culminating task. In order to complete this writing presentation, students must apply what they have learned from three previous writing lessons that require adding reasoning, planning with relevant evidence, and adding strong visuals. Students reflect and revise to complete the culminating task. 

  • In Unit 4, students engage in four writing lessons that provide practice in grade-level writing standards and prepare them for the final unit writing task. The culminating unit task requires students to create an informational presentation relating to the topics they have learned about from the texts in the unit. Students review traits of a strong infographic and then draft their own from their research and notes from the texts. Students practice past writing skills from earlier units and continue to learn and practice new grade-level writing standards. 

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:

  • All culminating tasks include a rubric that teachers can reference to provide students with feedback. Most culminating tasks include exemplar writing samples that teachers can analyze to align their feedback with the intended grade-level expectations. 

  • Writing lessons usually begin with the analysis of writing samples. These lessons include exemplary responses to all student questions for teachers to reference. These exemplary responses include the key knowledge students should be concluding about a writing skill or topic. Writing lessons usually include checklists that can be referenced by both teachers and students. All writing lessons include a facilitation guide for teachers. 

  • In Unit 1, Writing: Exemplar Essay Review, teachers prompt students to review an exemplar essay. Under “How do I facilitate this lesson?” in the Teacher’s Copy, the materials state, “Analyzing a Sample Essay: Students review writing skills from this unit and gain a better understanding of the expectations for their own essays by analyzing a writing sample.” The materials provide questions for the students, such as “Think & Share: What is the writer doing in the first paragraph?” and “Find Evidence: Highlight the sentence that answers the prompt. [Hint: This is the essay’s thesis statement.]” Sample answers are provided for the teacher. 

  • In Unit 3, Narrative Writing Guided Practice Activities, students complete a guided writing practice. The teacher copy states, “In CommonLit360, narrative writing activities can be used flexibly according to the needs of your classroom and students. They can be used as short, whole-class practice or homework. Students can work independently or in groups as needed.” The materials then list out the lesson activities and the estimated time they will take to complete. For example, “Planning and Brainstorming: Students create a plan for events, dialogue, and character thoughts in their story.” This part of the lesson should take 10 minutes. This is the only narrative writing opportunity with instruction in the curriculum. 

  • In Unit 6, Research Note Taking Graphic Organizer, materials include a Teacher Copy of the Research Note Taking Graphic Organizer. This provides teachers with all the media and texts included in the unit, along with exemplary notes students might take for each text. On texts relating to the benefits of recess, the Teacher Copy also includes examples of evidence along with where students can find this information within each text. Additionally, teachers have access to the PDF  How-To Guidance that provides instruction on how to use the Research Note-Taking Graphic Organizer.

Indicator 2F
04/04

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 6 meet the criteria for Indicator 2f. 

The materials include research and writing activities and projects from the beginning to the end of the year. Materials provide opportunities for students to complete research activities tied to topics and core unit texts. Research standards are present in the Scope and Sequence for each unit. The language of research standards is referenced in all Unit Guides. Research is integrated throughout the curriculum and can be found in Related Media Exploration lessons and Culminating unit lessons. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic and then record this information in a note-taking graphic organizer to be accessed in the culminating unit tasks. Materials provide opportunities for students to draw evidence from literary or informational texts to support analysis, reflection, and research. Professional development materials in PDF format, found under How-to Guidance, support teachers in guiding students to use graphic organizers to gather relevant information, writing exemplars, and understanding the Research Process. Guidance is available in the digital teacher resources found in the series of culminating tasks at the end of the unit.

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

  • Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Examples include, but are not limited to, the following:

    • In Unit 1, Related Media Exploration: Characters Who Shape the Protagonist and Plot, students gather information from seven videos relating to character types and make connections to unit texts. In Part 5: Independent Reflection, students use the evidence they gathered from multiple texts and digital sources to respond to the following prompt: “Consider the texts you’ve read in this unit. Choose two of the character types and explain how each type influences the protagonist and moves the plot forward. Use information from the unit texts and the videos in this lesson.”

    • In Unit 4, Introduction to Culminating Task, the materials state, “Each post should include research and a works cited citation to support student ideas.” In Writing Lesson: Review: Works Cited, students review how to format a works cited list. The materials state, “When using outside sources of information in your work, you must cite from where you get that information. Today, you will learn how to create a list of the sources you cite so that your readers can follow up that information on their own if they wish.”  

    • In Unit 6, Research Note-Taking Graphic Organizer, students use the note-taking tool to gather and cite relevant evidence from multiple texts. Students record reasons students should have a recess for each text and media title in the unit. Basic bibliographic information for each text is already recorded in the graphic organizer. The teacher notes indicate, “The name of the author or organization for each source is listed in case students need support with in-text citations.”

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

  • Each unit, under the Professional Development tab, includes a How-To Guidance section. This section includes a Research Process PDF for the teacher. This PDF provides an instructional practice overview on why research is important and how the research process works within the program. The PDF provides suggestions for how to help students when they have common challenges such as, “I don’t understand this research question,” “I don’t know which text(s) to choose for research,” and “I don’t know how to find evidence for this topic.” This PDF is the same for every unit.

  • In Unit 4, Choice Board: Texts, the materials provide a list of seven choice texts students can use to conduct their research for their culminating task. For each text, except “Sustainable Solutions,” the materials provide the text, paired texts, and related media for more information about that topic all in one place. 

  • In Unit 4, Introduction to the Culminating Task, the materials provide a slide deck. Teachers can use this to introduce the culminating task and talk about the steps in the research process students will be using for this task. 

  • In Unit 6, Research Note Taking Graphic Organizer, teachers are provided specific evidence found in each unit source to guide students in gathering evidence for research. 

Materials provide many 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 to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Examples include, but are not limited to, the following:

    • In Unit 4, Introduction to Culminating Task, students respond to the following prompt: “Choose one of the three topics we’ve learned about relating to our changing oceans. Using your independent research, create three infographics in which you describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem.” Students use research they’ve conducted throughout the unit to complete the culminating task. During Planning the Culminating Task: Informational Presentation, students review their research notes and write down a few ideas they can incorporate into their infographics. 

    • In Unit 6, Drafting the Culminating Task: Argumentative Essay, students respond to “What is the perfect recess, and why should students have access to daily recess? Write a letter or email persuading school leaders about the components and benefits of an ideal recess. Support your argument with evidence from your research.” Students draw on four informational texts and six media titles, including but not limited to “The Importance of Recess” by Harvard Health Publishing (Informational) and “Chinese School Principal Teaches Students Shuffle Dance During Break” by South China Morning Post. 

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

    • In Unit 1, Related Media Exploration: Characters Who Shape the Protagonist and Plot, students gather information relating to character types and make connections to unit texts. Students gather evidence from two literary texts, “Home” by Hena Khan and “Thrown” by Mike Jung, in order to find evidence relating to foil characters. For example, “Which unit texts include examples of foil characters? How do these characters contribute to the story’s plot and theme? Explain your reasoning by referring back to the text.”

    • In Unit 4, Choice Boards: Texts, students conduct research for their culminating task. Students choose from a list of seven choice texts to use for research. Texts relate to one of three topics: plastic pollution, sea level rise, and overfishing. As students conduct their research, they fill out the Research Note-Taking Graphic Organizer, where they list the text and the problems or solutions mentioned in the text. Students are expected to include examples and evidence. 

    • In Unit 6, Research Note-Taking Graphic Organizer, students use note-taking tools to draw evidence from four core unit texts, including informational, opinion, and news article sources. Using this tool, students also gather evidence from media titles, such as newspapers, magazines, videos, and online articles.

Criterion 2.2: Coherence

08/08

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

Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Aligned grade-level standards are stated clearly in the materials. Questions and tasks are aligned to reading, writing, language, and speaking and listening standards in a majority of the lessons. Grade-level standard-aligned assessments are found in vocabulary quizzes, grammar quizzes, and culminating writing tasks at the end of each unit.

The implementation schedules align with the core learning and objectives and can reasonably be completed in the time allotted. The materials contain six units, with each unit taking five to seven weeks to complete, assuming 45 minutes of instruction a day. Optional tasks include writing prompts, book clubs, and additional texts. These tasks relate to the unit’s essential questions, focus on the skills students are learning in the unit, and do not distract from core learning.

Indicator 2G
04/04

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

The materials reviewed for Grade 6 meet the criteria for Indicator 2g. 

Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Aligned grade-level standards are stated clearly in the materials. Questions and tasks are aligned to reading, writing, language, and speaking and listening standards in a majority of the lessons. Grade-level standard-aligned assessments are found in vocabulary quizzes, grammar quizzes, and culminating writing tasks at the end of each unit. Multiple reading, writing, and speaking and listening standards are repeatedly addressed within and across units to ensure mastery of grade-level standards. Although most of the standards are represented, some standards are missing or represented only once throughout the year. 

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

  • Most Common Core State Standards (CCSS) are taught throughout the school year as recorded in all Unit Guides: Unit at a Glance, Skill Focus, Arc of Reading and Writing Instruction, Vocabulary, Discussion, and Grammar Sections. Materials record standards in brackets next to skills in Reading, Writing, Speaking and Listening, and Language. Grade level standards are indicated in the teacher copy of unit lesson overviews, specifically in the skill focus and Independent multiple choice and short answer questions. 

  • In Unit 1, Writing Lesson: Writing a Complete Paragraph, students gain knowledge and apply what they learn about paragraph structure. The Teacher Copy indicates the skills and aligned grade level standards under the lesson’s skill focus, “In this lesson, students will learn to write a complete paragraph that includes a claim, evidence, and reasoning” (W.6.2). In Part 3 of this lesson, teachers lead students in analyzing an annotated paragraph and answer the question “In your own words, explain how to organize a strong, complete paragraph.” The Teacher Copy includes an exemplar student response. 

  • In Unit 2, Reading Lesson: “A Quick Note on Getting Better at Difficult Things,” the lesson’s skill focus is on how an author develops a central message through particular details (RI.6.2). Before reading, teachers guide students through an “intro deck” for the lesson. The “intro deck” reminds students of the skill focus and states, “As we read this text, we will determine how key details develop the central idea.” During the Reading questions focus on finding evidence about how the author feels about speaking French. The Teacher Copy provides exemplar student responses for all During Reading questions. The Independent Practice writing prompt states, “You have just read ‘A Quick Note on Getting Better at Difficult Things’ by Ta-Nehisi Coates. How do Coates’ descriptions of learning to speak French support his central message?” The writing prompt addresses RI.6.2. The materials provide an exemplar student response for teachers. 

  • In Unit 4, Writing Lesson: Paraphrasing the Central Idea and Selecting Supporting Evidence, the lesson’s skill focus is on how to develop the topic with relevant facts and details from sources (W.6.2.b). The lesson begins by requiring students to paraphrase the central idea and find the strongest evidence in a text. The materials provide tips for students regarding paraphrasing the central idea and selecting the best supporting evidence. The Teacher Copy includes a highlighted version of the best evidence in the passage so that they can support students. This lesson helps build skills for students to complete the culminating task, where they use evidence from a text source to “describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem” (W.6.4, W.6.7, SL.6.5). 

  • In Unit 6, Reading Lesson: “The Importance of Recess,” students analyze facts and research to gather information relating to the importance of recess for middle grades. The Teacher Copy indicates the skills and aligned grade level standards under the lesson’s skill focus, “In this lesson, students will determine central and supporting ideas in a text in order to gather evidence for their argumentative email” (RI.6.2, RI.6.3). The Teacher Notes indicate that “this lesson is designed to be a whole class lesson because it provides students with more guidance in analyzing facts and research which they will apply more independently in the next reading lessons. Use the recommended reading modalities (whole class, partner, independent) and the During Reading Questions.” The Teacher Copy provides exemplar responses in blue for all During Reading questions. 

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

  • In Unit 1, Determining a Theme, questions and tasks are aligned to grade-level standards around the theme. For example, the skill focus states, “Students will learn to determine theme by analyzing key details of a story” (RL.6.2). In the Independent Practice section, students respond to the prompt, “How does the conversation between Merci and Roli in paragraphs 125-135 convey the theme of ‘Sol Painting, Inc.?’” (RL.6.2).

  • In Unit 2, Reading Lesson: “Behind the scenes with the mind-blowing Ohio State Marching Band,” tasks are aligned with the development of ideas in the text. The lesson’s skill focus states, “...students will analyze the development of ideas in a text and how a section of text contributes to the whole” (RI.6.3, RI.6.5). The During Reading section is teacher-led. Students answer questions such as “How does the author develop the idea that the Ohio State Marching Band is highly competitive?” and “How does this section reinforce the idea that the band’s hard work results in success?” During independent practice, students answer questions that address the reading standards. One question states, “Which of the following best represents the central idea of this passage?” (RI.6.2).

  • In Unit 4, Grammar and Usage Activities Set, students complete seven activities as warm-ups, homework, or practice. The Teacher Copy states the following under Skill Focus: “Students will learn how to vary sentence patterns for meaning and style” (L.6.3a). In the activities, students learn about sentences that show contrast and conjunctions and conjunctive phrases that show contrast. Students then create sentences using a variety of conjunctions or conjunctive phrases. 

  • In Unit 6, Related Media Exploration 2: “What does the perfect recess look like?,” students build knowledge around both structured and unstructured recess and what recess looks like in other parts of the world. This task involves reading, writing, and speaking and listening standards as students view videos and other materials while they reflect and discuss. Grade level standards addressed are noted at the beginning of the lesson, “Students collaboratively engage with videos, images, and an infographic, reflect on different types of recess and discuss what they’ve learned” (RI.6.3, RI.6.7, SL.6.1, SL.6.2, W6.1, W.6.5, W.6.7, W.6.8).

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:

  • In Unit 1, Drafting the Culminating Task: Literary Analysis Essay, students draft an essay demonstrating understanding of the theme in the text “The Medicine Bag" by Virginia Driving Hawk Sneve. Students use the Grade 6 Literary Analysis Rubric to guide their writing as they respond to the culminating writing prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme. Be sure to use relevant evidence to support your response” (W.6.2).

  • In Unit 2, Reading Lesson: “Tony Hawk and the Poetry of Failure,” students complete independent practice, a formative assessment, after reading “Tony Hawk and the Poetry of Failure” by James Surowiecki. Students answer four multiple-choice questions, each labeled with a grade-level standard. For example, question four asks, “Which of the following statements best expresses the central idea of the article?” This question is labeled with the standard RI.6.2. This entire lesson is meant to be completed independently by students. 

  • In Unit 4, Planning the Culminating Task: Informational Presentation, students plan for the following culminating task: “Choose one of the three topics we’ve learned about related to our changing oceans. Using your independent research, create three infographics where you: describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem.” This culminating task is labeled with standards W.6.7 and SL.6.4. The materials also provide a rubric that grades on claim, evidence, reasoning, visual design, and presenting and speaking. However, grade-level standards are not listed on the rubric. 

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

  • In Unit 2, Reading Lesson: “The Theory and Power Behind Goal Setting,” students read “The Theory and Power Behind Goal Setting” by Otylia Benson. During the Independent Practice, students answer the question, “Which statement best expresses the central idea of the passage?” This addresses standard RI.2. In Unit 4, Reading Lesson: “Tiny Plastic, Big Problem,” students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens. While reading, students answer “During Reading Questions,” such as “Underline two details that show why plastic pollution in the ocean is a problem.” Then, during Independent Practice, students answer the following question, “What is the central idea in the article?” These questions also address RI.2.

  • In Unit 4, Reading Lesson: “Sea Level Rise,” students read “Sea Level Rise” by the Smithsonian Institution. During reading, students respond to the following prompt: “Underline two details that show the specific causes of rising sea levels.” During Independent Practice, students answer the following question: “Which statement best describes the relationship between fossil fuels and sea level rise?” which addresses standard RI.3. Then, in Reading Lesson: “Plenty of Fish in the Sea? Maybe Not,” students read “Plenty of Fish in the Sea? Maybe Not” by Thomas Pool. After reading, the students respond to the following Independent Practice question: “What is the relationship between overfishing and bycatch?” This question relates to standard RI.3. 

  • In Unit 6, RI 6.2 - RI 6.3 are repeatedly addressed within the unit but also across a majority of the units to ensure students master the full intent of the standard. Standards RI 6.2 and RI 6.3 are the focus standards for three reading lessons: Reading Lesson: “Why Kids Need to Spend Time in Nature,” Reading Lesson: “The Importance of Recess,” and Reading Lesson: “Why Kids Need Recess.” In each of these lessons, students determine “...central and supporting ideas in a text in order to gather evidence for their argumentative email” (RI.6.2, RI.6.3). Each lesson builds on the next as students continue to practice “analyzing facts and research with more independence.”

  • The following standards are missing or only taught once throughout the school year: RL.6.9. RI,6.8, RI.6.9, W6.6, W.6.9, L.6.1, L.6.3, L.6.4, L.6.5, SL.6.3, SL.6.4 and SL.6.6. 

Indicator 2H
04/04

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 6 meet the criteria for Indicator 2h. 

The implementation schedules align with the core learning and objectives and can reasonably be completed in the time allotted. The materials contain six units, with each unit taking five to seven weeks to complete, assuming 45 minutes of instruction a day. The pacing guide includes flextime for teachers to utilize for completing previous activities, independent reading, supplemental text activities, or additional unit writing options. Optional activities are provided. They do not distract from learning, and they enhance core instruction. Most optional tasks can be found under the Additional Materials tab. Optional tasks may include writing prompts, book clubs, and additional texts. Optional tasks relate to the unit’s essential questions and focus on the skills students are learning in the unit.

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

  • The resource Scope and Sequence outlines materials for the units over the course of the year. There are six units: two thematic units, one nonfiction, one research, one novel, and one argumentative. Each unit includes focus skills for reading, writing, and speaking and listening. The pacing guide suggests a 5-7 week timeframe for instruction (6-9 weeks for the novel unit). When viewing all 6th grade units at a glance, under CommonLit 360 Curriculum, the teacher can see each unit title and the type of unit. The Pacing Guide for each unit also provides some options for flex time. The materials say, “Research texts, vocabulary activities, and grammar activities can often be assigned as homework or completed during flex time. Teachers should expect to revise pacing as needed.” 

  • In each Unit Guide, core learning can be seen under the Unit at a Glance. The guide provides an essential question, the length of the unit with the link to the pacing guide, unit texts, and focus skills tied to grade-level standards addressed for all core learning and objectives. 

  • Each Unit Guide provides a suggested implementation guide broken out week by week. For example, Unit 1, Week 1 suggests an optional baseline writing assessment on Monday, an introduction to the unit and vocabulary set for Tuesday, a reading lesson with independent practice on Wednesday, another vocabulary activity set on Thursday, and a reading lesson on Friday. Week 1 aligns with core standards in reading, writing, language, and speaking and listening skills.  

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

  • In Unit 3, Chapter 1: During Reading Questions, the suggested pacing for lesson activities is broken into three parts; part one involves a teacher-led session of responding to six during reading questions. Students have 35 minutes to respond to these questions that address thirteen pages of text. One example question asks, “Consider the example of the Pilot on pages 1-3. Based on this, which word best describes the community: strict or forgiving? Why?”

  • In Unit 4, the pacing guide provides suggestions for what to include in a daily lesson. For example, on Thursday of Week 1, the pacing guide suggests the following activities: “Vocabulary Activity Set List: 1: Activities 4 & 5, ‘Tiny Plastic, Big Problem’- Day 1, and ‘Tiny Plastic, Big Problem’-Independent Practice.”

  • In Unit 5, Reading Lesson: “Adolescent Identity Development,” students have a suggested five minutes to respond to four independent multiple choice questions and fifteen minutes to respond to a short writing prompt that requires a claim, a piece of evidence, and reasoning. The completion of both tasks based on suggested time allotments is reasonable.

  • In Unit 6, the pacing guide suggests students spend two days on “The Importance of Recess” by Harvard Health Publishing. On the first day, students complete “The Importance of Recess” slide deck, read “The Importance of Recess,” and complete “The Importance of Recess” Research Note Taking Graphic organizer. On the second day, students complete Vocabulary activity Set: Activity 2 and 3, and “The Importance of Recess” Independent Practice that contains ten multiple choice questions and a short writing response. The allotted time for this reading lesson is about 60 minutes; therefore, students should be able to complete the reading lesson and the vocabulary activity in two 45-minute class periods. 

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

  • In Unit 1, the materials include an Additional Materials tab that includes Supplemental Texts and Lessons. These texts have a user guide for teachers and are meant to “provide an opportunity for remediation and extension within each unit.” These optional texts should not distract from core learning but may help provide alternative texts to meet the needs of all students. One example of a supplemental text is “The Stray” by Cynthia Rylant, which provides direction and practice in finding the best evidence.

  • In Unit 2, Supplemental Texts and Lessons under Additional Materials, the materials provide a Guidance for Supplemental Text Sets document. Under the heading “Why use supplemental texts?” the materials state, “...teachers can use the texts to support and challenge a wide range of learners.” The materials also provide four suggestions for how to implement the texts: Independent In-Class reading, Small Group or Partner In-Class Reading, Homework, or Student Choice. 

  • In Unit 5, the materials include an Additional Materials tab that includes Additional Unit Writing Options. The guidance states, “These optional prompts are meant to be used in addition to the Culminating Task. You may choose to incorporate one or more of these prompts throughout the unit in a way that best aligns to the needs and interests of your students.” The optional writing aligns with grade-level writing standards and does not distract from core learning. One example includes, “Write an original short story that expresses a similar message through the use of a metaphor.” Students refer to two of the core unit texts from this unit when writing a short story. 

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

  • In Unit 1, the materials include an Additional Materials tab that includes a Writing Baseline Assessment. Students respond to the prompt, “In your opinion, do people truly change who they are throughout life, or do their personalities and habits mostly stay the same? Answer the question in the form of a full-length essay. Be sure to support your response with evidence from stories, movies, real-world events, or experiences from your life.” This task should not distract from core learning as it provides practice in writing an essay that relates to the theme of the unit about how people are changed through relationships and experiences. The suggested time facilitation is one class period, and teachers can use this tool for 1:1 student conferences, feedback, and goal setting. 

  • In Unit 2, Independent Reading and Book Club Resources under Additional Materials, the materials provide the Independent Reading Materials Unit 2: Recipe for Success Independent Reading Teacher Guide. The materials provide general questions and unit-specific questions. Unit-specific questions relate to what students have been learning about over the course of the unit. One question asks, “Consider the characters in your book and the people you have read about throughout this unit. What similarities do the characters or people in your book share with the people in the unit’s texts? Which figures are more similar to the character(s) in our book?” 

  • In Unit 5, the materials provide an Additional Materials tab that includes Independent Reading and Book Club Resources. This provides students the opportunity to read a novel that aligns thematically with the unit. Students have access to a list of ten novels that include length, Lexile level, genre, and a description to guide the reader in choosing a book that meets their reading and interest level. The materials provide resources for teachers to implement both independent and student-led book clubs. The extra reading practice aligned with the theme of the unit should enhance core instruction. 

Overview of Gateway 3

Usability

The materials meet the expectations for usability. The materials provide comprehensive teacher guidance and correlation information to the ELA standards. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies. 

There is a clear assessment system that provides multiple assessment opportunities to determine students’ learning. The standards assessed in each assessment are indicated, and the materials offer some accommodations for assessments that allow students to demonstrate their knowledge and skills.

The materials provide some strategies, supports, and resources for students in special populations. While general guidance is provided across special populations, lesson-specific guidance is lacking.

The materials integrate technology in ways that engage students in grade-level standards. The materials provide teacher guidance for using embedded technology in the Program Guide. The visual design of the materials supports learning. The design is not chaotic and easy to navigate, as student materials mimic teacher materials.

Criterion 3.1: Teacher Supports

09/09

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

The materials provide comprehensive teacher guidance and correlation information to the ELA standards. In addition, the materials include explanations of the instructional approaches and include and reference research-based strategies. The materials do not include strategies or suggestions for stakeholders to use to support student progress.

Indicator 3A
02/02

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3a. 

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students’ literacy development. The home page clarifies available resources to assist teachers with the variety of different lessons in each unit. Videos guiding teachers through the unit lessons and tasks are available in each unit. Unit guides break the unit into parts, guiding the teacher through each step and providing facilitation of lessons and suggestions for implementation. Lessons include Notes to the Teacher sections, and guidance within lessons provides suggestions for During Reading questions and Independent Practice addressing specific learning objectives. 

Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include, but are not limited to, the following:

  • Materials provide teachers with overviews and highlight instructional supports and instructional routines. The home page provides an overview of what is available in the ELA curriculum, including reading and writing lessons, vocabulary and grammar lessons, and related media exploration. Materials also provide three PDFs and a video to assist teachers in presenting to students and ancillary materials. The PDFs include access to the Scope and Sequence, Program Guide, and Research-Based Evidence. The video provides navigation information and a tour of the curriculum units. 

  • Materials provide teachers with an About this Unit section. In this section, teachers can access a five-minute video that provides general information about the unit lessons and tasks. In addition, the culminating task is identified and outlined, a list of skills students should be able to do is outlined, and reasons students might love the unit are identified. 

  • Each unit provides a Unit Guide that reveals the unit at a glance. Teachers can find the unit’s essential question, pacing guide, unit texts, focus, writing, and language skills for each specific unit. Both the Arc of Reading Instruction and the Arc of Writing Instruction are detailed and explained in the unit guide, along with the Culminating task prompt, vocabulary, discussion, and grammar focus, which are all aligned with identified grade-level standards.

  • Each unit is broken down into reading, writing, vocabulary, related media exploration, discussion, and culminating task lessons. Pacing time allotment for each lesson is evident before opening each lesson. Upon opening the lesson, teachers have access to a description of the lesson. The material provides a Teacher Copy that demonstrates how each specific lesson fits in with the entire unit, outlines the skill focus, provides notes to the teacher, breaks down the lesson activities, and provides suggestions for facilitation of the lesson. 

Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:

  • Materials provide many useful annotations and suggestions within each lesson of each unit. One example is the Notes for Teachers component found in every lesson. For example, in Unit 5, Reading Lesson: “Adolescent Identity Development,” the Teacher Copy provides one of three teacher notes that states, “This lesson introduces students to key unit knowledge about identity. Students will learn the difference between self- and social identity and how internal and external factors contribute to identity.”

  • Materials provide annotations and suggestions found in the During Reading Questions within each reading lesson of every unit. For example, in Unit 5, Reading Lesson: “Adolescent Identity Development,” in blue italicized writing, directions to the teacher state, “Answers in blue. To help us ensure assessment security, please do not post or circulate these answers online.” Suggestions for During Reading Questions can be found in blue below the student question. Also, the Independent Practice section of the lesson provides guidance and states, “Note: To ensure test security, the following assessment items are viewable only on commonlit.org for verified teacher accounts. Navigate to the Answer Key tab on the text page to access it.”

Indicator 3B
02/02

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.

The materials reviewed for Grade 6 meet the criteria for Indicator 3b. 

Materials contain adult-level explanations and examples of the more complex grade/course-level concepts, such as resource-based instructional strategies found in the How-To Guidance section. The Program Guide provides implementation guidance for teachers, and the Professional Development Portal includes target lessons to improve students’ success. The materials provide concepts beyond the current course so that teachers can improve their own knowledge of the subject. Guides are provided that include content that challenges a wide range of readers. Videos are provided to engage in best practices, such as teaching digital writing lessons. Links to building classroom libraries and reading across contents can be accessed under Independent Reading and Book Club Resources. 

Materials contain adult-level explanations and examples of more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:

  • Every unit provides a How-To Guidance section found under the Professional Development tab. This section states, “These free resources provide teachers research-based instructional strategies and time-saving tips to get the most out of CommonLit 360 lessons.” Teachers can access multiple PDFs addressing four ELA categories: Reading, Writing and Research, Speaking and Listening, and Assessments. 

  • The 360 Program Guide provides implementation guidance for using the common program tools and for implementing the different types of lessons in each unit, such as Reading, Writing, Discussion, Vocabulary, and Related Media Exploration. 

  • On the home page, the materials provide a Professional Development Portal that provides 60+ self-paced training modules. One example module includes Target Lessons: Engaging and Scaffolding Lessons to Support Your Students.

Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:

  • Each unit provides a link to Guidance for Supplemental Text Sets. The materials explain the purpose of these texts, “Because the texts vary in complexity, teachers can use the texts to support and challenge a wide range of learners. The texts provide an opportunity for remediation and extension within each unit.” The guide also educates teachers on a variety of ways to use supplemental texts. 

  • Each unit provides self-paced training under the Professional Development tab. One section, 360 Best Practices, provides seven training videos. A few examples include Best Practices for Essential Reading Lessons, Scaffolding Instruction to Support All Readers, and Best Practices for Digital Writing Lessons.

  • Under Lesson and Materials, teachers can access Independent Reading and Book Club Resources for most units. Teachers are provided a guide to Best Practices for Independent Reading. The guide includes a link to “build your classroom library on the cheap.” The guide leads to other posts related to reading in the classroom. 

Indicator 3C
02/02

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3c. 

Materials include standards correlation information that explains the role of the standards in the context of the overall series. Correlation information is present for the ELA standards addressed throughout the grade level/series. The Scope and Sequence provides ELA standard focus skills tied to every unit at all grade levels. The Library provides specific reading standards correlated to over 1100 texts. Explanations of the role of specific grade-level/course-level ELA standards are present in the context of the series. Each Unit Guide for every grade level provides the focus standards in clear language correlating to specific standards across core ELA standards in Reading, Writing, Speaking and Listening, and Language. Reading, Writing, and Culminating Tasks across all units and grade levels explain the skills and tasks the students will focus on and the correlating standards associated with those skills and tasks. 

Correlation information is present for the ELA standards addressed throughout the grade level/series. Examples include, but are not limited to, the following:

  • The Scope and Sequence can be accessed on the home page and also on each grade level tab. For every grade level and every unit, the Scope and Sequence provides the unit title. Essential questions and knowledge-building texts are tied to the focus skills and the ELA standards addressed. 

  • The Library, found under the Browse Content tab, contains over 1100 texts. The materials have a Reading Standard tab for information and literature. Users can click a specific reading standard to find text titles that contain specific reading standards across all grade levels.

  • The Reading lessons for each unit contain an Independent Practice section that includes multiple-choice and short-response questions that identify the assessed grade-level standard.

Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series. Examples include, but are not limited to, the following:

  • Each Unit provides a Unit Guide that explains the role of specific grade-level standards present in the context of the series. At the beginning of each guide, the Unit at a Glance provides the focus skills that are addressed throughout the unit in Reading, Writing, Language, and Speaking and Listening, along with the correlating ELA standard. The Skill Focus provided in the Unit Guide shows the correlation between the previous grade standard and the shift to the current grade standard. 

  • Each Reading, Writing, and Culminating Task lesson includes a skill focus section. The skill focus explains what the students will be doing and learning and directly indicates what standards those activities and learned skills address. 

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.

The materials do not provide strategies or suggestions for stakeholders to use to support student progress. The materials do include an FAQ section, and there is a section for parents/guardians. The FAQ section gives a brief overview of CommonLit but does not provide strategies or suggestions for how to help students progress.

Materials contain strategies for informing students, parents, or caregivers about the ELA program. Examples include, but are not limited to, the following: 

  • In the FAQ section of the CommonLit Support Center, there is a section for Parents & Guardians. In this section, one question states, “I am a parent. What is CommonLIt 360?” The materials provide a quick explanation of CommonLit and how it began, as well as a short video titled “Welcome to CommonLIt 360.” This section also includes the question, “I am a parent. Can I create an account on CommonLit?” The response is that parents cannot create an account, but they may browse the library resources and learn about CommonLit. 

Materials contain suggestions for how parents or caregivers can help support student progress and achievement. Examples include, but are not limited to, the following:

  • No evidence found.

Indicator 3E
02/02

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3e. 

The materials explain the instructional approaches to the program. In the Research and Evidence Base PDF, the materials list sections including, but not limited to text selection, knowledge building, repeated reading, annotation and note taking, on-demand and process writing, and academic discussions. In each of these sections, the materials provide the research that supports that strategy and then explain how CommonLit360 aligns with the research. The document cites the research throughout and includes a Works Cited page. Throughout the course of the year, the materials include these research-based strategies. Examples are given throughout the PDF so teachers know what the materials will look like.  

Materials explain the instructional approaches of the program. Examples include, but are not limited to, the following: 

  • In the Research and Evidence Base PDF, the materials explain how their materials are research and evidence-based. For example, under text selection, the document says, “Research has shown that the ability to comprehend complex texts is a key factor in determining college readiness among students (ACT, 2006; Nelson et al., 2012).” The materials then state, “CommonLit360 immerses students in rich, engaging, grade-appropriate complex texts across a wide range of genres and modes.”

  • In the Research and Evidence Base PDF, the materials state the research behind text-centered questions and tasks. The materials state, “Teachers should adopt approaches that enhance academic rigor, such as asking targeted text-dependent questions that contribute to students’ comprehension (Fisher & Frey, 2012).” The materials then say, “Questioning makes up the heart of the CommonLit360 curriculum.”

  • In the Research and Evidence Base PDF, the materials state, “Studies have shown that specific feedback can significantly improve students’ writing quality and ability to revise their work. Graham and Hebert (2010) found that feedback that focuses on both the content and process of writing is most effective in helping students identify areas for improvement.” 

  • In the Research and Evidence Base PDF, the materials elaborate on the use of repeated reading. The materials state, “Through repeated engagement with complex sections of a text, close reading supports students in developing their vocabulary and analyzing text structure and sentence structure (Goff et al., 2005; Ericsson, 1993).”  

Materials include and reference research-based strategies. Examples include, but are not limited to, the following: 

  • The materials include a Professional Development tab, which includes a How-To Guidance section. This includes a variety of topics, including, but not limited to, Checking for Understanding During  Reading Lessons, Using a Note-Taking Graphic Organizer Effectively, and Giving Meaningful Feedback. 

    • The materials provide suggestions for implementing this strategy in the Checking for Understanding During Reading Lessons PDF. One suggestion states, “Teach student fix-up strategies like Rewriting the question in their own words. Defining Key terms in the question.” 

    • In the Using a Note Taking Graphic Organizer Effectively PDF, the materials share why it is important and offer teacher tips. The materials also include a section titled “What the Research Says.” This section references Knipper & Duggan 2006 and says, “The act of writing content improves students’ abilities to process and comprehend new and complex ideas, and connect new information for prior knowledge and lived experiences.” 

    • In the Giving Meaningful Feedback PDF, the material provides examples of one-dimensional feedback and meaningful feedback and what the potential student outcomes could be based on the feedback. The PDF provides a rubric example and sample feedback responses. 

Indicator 3F
01/01

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3f. 

The materials provide a list of materials for lessons throughout each unit. Each unit begins with a Unit Guide, which lists everything included in the unit. Each unit has a Lessons & Materials tab, which includes everything needed to complete the lessons within the unit. Most reading lessons do not include a materials list, but the materials needed are included within the assignment as students click through the resource. Most writing lessons include a “Materials Needed” section since they often use materials from previous lessons. 

Materials provide a comprehensive list of supplies needed to support instructional activities. Examples include, but are not limited to, the following:

  • In Unit 1, Unit Guide, the materials list what’s included in the unit. The list includes but is not limited to, A Unit Introduction Activity, 7 Reading lessons, A Writing Baseline Assessment, and 5 Writing Lessons. The materials then state, “All lessons can be accessed through the Lessons & Materials page.” 

  • In Unit 3, Related Media Exploration: Characteristics of a Dystopian Genre, the Teacher Copy provides a Lesson Overview that states how to facilitate this lesson. The materials state, “Use the paired slide deck to guide students through the handout. Videos are linked in the slide deck.” The materials then list the parts of the lesson and link the videos used throughout the lesson. 

  • In Unit 5, Writing Lesson: Transitions to Compare and Contrast, the Teacher Copy Lesson Overview provides a “Materials Needed” section. This section lists items “You will need” and items “Your student will need.” Under “You will need,” the materials list: This lesson handout, “Fish Cheeks” (Teacher Copy), and “Drum Dream Girl” (Teacher Copy). Under “Your students will need” the materials list: “Transitions to Compare and Contrast” (Student Copy), “Fish Cheeks” (Student Copy), and “Drum Dream Girl” (Student Copy).

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

10/10

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.

The materials provide a clear assessment system that provides multiple assessment opportunities to determine students’ learning. Assessments include grammar and usage quizzes, vocabulary quizzes, independent in-class assessments, and final culminating unit assessments. Every unit contains a culminating task that incorporates reading, writing, and speaking and listening skills. The materials include a rubric for the teacher to use to grade the culminating tasks. Materials also include an Independent Practice component throughout each unit, typically with each reading lesson. This is similar to an exit ticket that allows the teacher to assess student understanding frequently over the course of the year. During Reading questions and tasks allow teachers to check in with students during the lessons. Throughout the program, the materials identify the standards and practices assessed in formal assessments. In addition, the materials offer some accommodations for assessments that allow students to demonstrate their knowledge and skills.

Indicator 3I
02/02

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3i. 

The materials identify the standards and practices assessed in formal assessments throughout the program. Independent reading questions and culminating task prompts always have the standards addressed listed beside the question or the prompt. The grammar quizzes and vocabulary quizzes do not list the standards by the questions, but the standards are listed in the Unit Guide for teachers. 

Materials consistently identify the standards and practices assessed for formal assessments. Examples include, but are not limited to, the following:

  • Most units include a grammar quiz. The grammar quiz includes a scoring chart at the bottom to help determine a student’s score. The grammar instruction standards addressed for each unit are listed in the Unit Guide, and those are the standards addressed in the quiz. 

  • Each unit includes at least one vocabulary quiz. The Unit Guide lists the Vocabulary standards addressed within each unit, and the quiz addresses those same standards.

  • The culminating task for each unit includes the standard(s) addressed on the task prompt. Each culminating task also includes a rubric teachers can use to score the task. The rubrics used are a 4-3-2-1 scale, and each section contains clear expectations that students must include to receive that score. 

  • Independent Practice questions are included at the end of almost every reading lesson. Each question is marked with the corresponding standard or standards that the question addresses. 

Indicator 3J
04/04

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.

The materials reviewed for Grade 6 meet the criteria for Indicator 3j. 

The materials provide multiple opportunities for assessments. Every unit contains a culminating task that incorporates reading, writing, and speaking and listening skills. The materials include a rubric for the teacher to use to grade the culminating tasks. Materials also include an Independent Practice component throughout each unit, typically with each reading lesson. This is similar to an exit ticket that allows the teacher to assess student understanding frequently over the course of the year. During Reading questions and tasks allow teachers to check in with students during the lessons. The materials provide possible answers, as well as optional during reading questions the teacher can use if they choose. 

Assessment system provides multiple opportunities to determine students’ learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:

  • Each unit contains a multifaceted culminating task. Students typically include reading, writing, and speaking and listening skills to complete the culminating task. Each culminating task includes a rubric for the teacher to use to assess the students. The task for each unit differs to provide some variety over the course of the year. For example, the Unit 1 culminating task is a literary analysis essay, while the Unit 4 culminating task is an informational presentation. 

  • Independent Practice is a form of formative assessment used throughout each unit. Independent practice may include a short written response question, an application question, and multiple choice questions. 

  • The materials provide During Reading questions that allow the teacher to check in with students while reading. These questions may be Turn & Talk, highlight evidence, written response, or Think & Share. The Teacher Copy provides possible answers, as well as providing information on optional During Reading Questions that the teacher can choose to use. 

Assessment system provides multiple opportunities to determine students’ learning and suggestions to teachers for following-up with students. Examples include, but are not limited to, the following:

  • In the Program Guide, the materials state the following under the rubric section, “Rubrics enable teachers to provide constructive feedback that helps students recognize their strengths, identify areas for improvement, and set goals for future growth.” 

  • Formative assessments are included throughout the units within the Independent Practice sections of the lessons. The program guide states, “Teachers are able to monitor students’ comprehension, analysis, and skill building through frequent review of these formative assessments, allowing them to adjust their instructional practices and improve student learning outcomes.” 

Indicator 3K
04/04

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

The materials reviewed for Grade 6 meet the criteria for Indicator 3k. 

Materials provide opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series through formative and summative assessments, such as grammar and usage quizzes, vocabulary quizzes, independent in-class assessments, and final culminating unit assessments. The assessment item types in the program are varied. 

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series. Examples include, but are not limited to, the following:

  • All grade-level units include a writing baseline assessment. This argumentative prompt connects to the major unit themes. Facilitation suggestions include instructions to “Use the Grade 6-10 Argumentative Writing Rubric to score student essays. Provide direct feedback to students on their essays using the Student Feedback Form. Have students reflect on their writing and set writing goals using the Writing Baseline Assessment Goal-Setting Tool. You may use this tool to kick off 1:1 conferences with students.” This writing baseline assessment is a constructed response. 

  • Each unit includes one to two Vocabulary quizzes that assess the “10 high-impact academic vocabulary words they will see in the texts they read.” Vocabulary quizzes are multiple-choice. 

  • Most units include one Grammar and Usage quiz that assesses students’ knowledge of the unit’s grammar skill that correlates directly to grade level language standards. Grammar and Usage quizzes vary in structure, including short answer and open-response. 

  • Each unit includes a culminating task with instructions that state the following: “To measure student understanding, each unit culminates in a task that assesses student understanding of core unit knowledge and skills. Throughout the unit, students engage in the writing process to refine this task so that they have a published product by the end of the unit.” Culminating tasks vary in structure, including process writing and presentations. 

  • Students are assessed using many different types of rubrics such as “Writing: informative, argumentative, narrative, literary analysis, Listening and speaking, and Presentation.” “Culminating tasks are assessed using the associated rubric, which allows teachers and students to track and understand how students are performing in relation to the focus standards in the unit.”

  • Formative Assessments found in many of the reading lessons include in-class Independent Practice activities that “require students to answer a short written response question, an application question, and/or multiple-choice assessment questions.” 

Indicator 3L
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Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

The digital versions of Vocabulary, Grammar, and Usage Assessments and Culminating Unit Tasks provide some universal accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment. Those accommodations include document translation to other languages and font size adjustments. No evidence was found that demonstrates guidance for teachers on the use of provided accommodations.

Materials offer accommodations that ensure most students can access the assessment (e.g., text to speech, increased font size) without changing the content of the assessment. Examples include, but are not limited to, the following:

  • Materials offer accommodations that ensure all students can access the assessment without changing the content of the assessment. Students have access to document translation to other languages and font size adjustments.

  • Reading lessons for all units and grade levels provide a translate button and a read-aloud link. Translate allows access to the texts in 41 different languages. The Read-Aloud option reads the text back in English. 

Materials include guidance for teachers on the use of provided accommodations. Examples include, but are not limited to, the following:

  • No evidence found. 

Criterion 3.3: Student Supports

03/06

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

The materials provide some strategies, supports, and resources for students in special populations. While general guidance is provided across special populations, lesson-specific guidance is lacking. Some of the How-To Guidance PDFs provided for teachers in the materials provide guidance for helping students who are struggling, including examples and strategies to guide teachers. The materials provide some strategies and supports for students who read, write, and/or speak a language other than English. The Program Guides provide a list of supports for English Learners, including a list of teacher-led strategies and explanations for how CommonLit 360 tools and resources can be used to help. The materials provide some suggestions and strategies for using home language to support students in learning English Language Arts. The Program Guide suggests that teachers use the students’ first language skills to help them better understand vocabulary and comprehend text. There is guidance for grouping students in a variety of ways across each unit. Types of interactions among students include Whole Class Partner Work, including Think Share, Turn and Talk, Student-Led Discussions, Further Analysis responses, and Independent work. Materials provide varied approaches to learning tasks over time. Opportunities for students to demonstrate and monitor their learning are also varied.

The materials, including texts and assessments, depict characters and individuals of varying ages, genders, races, and ethnicities and typically present diversities in a positive light. The materials do not include teacher guidance on how to engage culturally diverse students in the learning of ELA.

Indicator 3M
01/02

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.

The materials reviewed for Grade 6 partially meet the criteria for Indicator 3m. 

The materials provide some strategies, supports, and resources for students in special populations. The materials include PDFs under the How-To Guidance section within the professional development tab for each unit. These PDFs cover topics regarding reading, writing, research, speaking and listening, and assessments. Some of these PDFs provide guidance for helping students who are struggling, providing examples and strategies to guide teachers. The examples and strategies are general and not specific to particular lessons. Individual lessons include optional During Reading Questions that teachers can use, but lessons do not include specific guidance on strategies and supports to use with students in special populations. The materials provide a variety of texts for students to use during the Choice Board lessons, but there is no guidance for the teacher on how to use these to support special populations.

Materials regularly provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:

  • The materials provide How-To Guidance PDFs under the professional development tab for each unit. These PDFs provide suggestions for the teacher to use in a variety of situations, including, but not limited to, annotating effectively, checking for understanding during reading lessons, facilitating a productive discussion, and giving meaningful feedback. The PDFs typically provide suggestions for students who are struggling. For example, in the “Checking for Understanding During Reading Lessons” PDF, the materials provide suggestions for students who are struggling to comprehend the content. The materials state, “Teach students fix-up strategies like: 

    • Rereading

    • Breaking down the existing question

    • Asking an additional question.”

The materials provide an example for the teacher as well. 

  • In the Teacher Copy of Reading Lessons, the materials provide a suggested reading modality based on the amount of support students may need with the topic. The materials provide During Reading questions, but certain questions are optional. The materials state, “During Reading Questions that are marked with an asterisk (*) are optional questions. Teachers can choose to use the questions with students needing more support.”

  • In Unit 4, Choice Board: Texts, the Teacher Copy provides notes for teachers. Part of the notes state, “This lesson is designed to be an ‘Independent Research’ to provide students with additional research without releasing them to conduct their own research on the web. Students will not read all these texts; instead, they will read a grouping based on their chosen subject on ocean conservation for their culminating task presentation.” Although this task is designed as an Independent Research activity, the materials do not provide guidance for the teacher on how to assist students in special populations, or information regarding which grouping of texts might be best for students in special populations. 

Indicator 3N
01/02

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.

The materials reviewed for Grade 6 partially meet the criteria for Indicator 3n. 

The materials provide some opportunities for advanced students to investigate grade-level content at a higher level of complexity. The materials contain a Beyond the Wall section in the Word Wall Teacher Guidance that provides a variety of activities that the teacher can incorporate for advanced students. The materials also provide Reading Responses for Advanced Analysis as options for the questions/responses in the Independent Reading and Book Club Resources. There are also opportunities for students to choose to read more challenging texts during choice text lessons. 

Materials provide some opportunities for advanced students to investigate the grade-level content at a higher level of complexity. Materials are free of instances of advanced students doing more assignments than their classmates. Examples include, but are not limited to, the following:

  • The materials provide a Word Wall Teacher Guidance document for the Vocabulary Activity Sets. This document provides best practices for using word walls, as well as a Beyond the Wall section. The Beyond the Wall section says, “Here are additional creative ways to support students to do higher-level thinking with target words. These activities can be beneficial for reinforcing key ideas and making cross-curricular connections.” One example activity is Word Relationships. The materials state, “In pairs, each student has a target word on a card. Sharing their words with each other, students discuss similarities between their words. Ask pairs to form groups of four to see if students can find similarities among the four words.” The teacher directions for this page state, “Here are additional creative ways to support students to do higher-level thinking with target words. These activities can be beneficial for reinforcing key ideas and making cross-curricular connections.” 

  • In Unit 5, the Additional Materials tab provides Independent Reading and Book Club Resources. The materials provide reading responses students can use for their independent reading log. The materials contain a section called Reading Responses for More Advanced Analysis. An example of a response is, “Significant Passage: Describe or quote from a passage that you feel is most important to the meaning of the whole text or a part of the text. Explain what makes this passage especially meaningful to the other parts of the text. Which words and phrases stand out as particularly important? Why might the author have chosen to include this passage, or particular words, phrases, and lines from the passage?” There are no clear teacher directions on when to use these questions.

Indicator 3O
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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.

Materials provide varied approaches to learning tasks over time. Opportunities for students to demonstrate and monitor their learning are also varied. Research units and Related Media projects provide inquiry opportunities for students. Every unit ends with a culminating task that provides evidence of student thinking over time. Materials provide a variety of approaches for ongoing review, reflection, and feedback through During Reading questions, comprehension checks, rubrics, and peer review. Students monitor and set goals for their learning through Unit Introduction self-checks, beginning-of-the-unit writing assessments, and rubrics for culminating tasks. 

Materials provide multi-modal opportunities for students to question, investigate, sense-make, and problem-solve using a variety of formats and methods. Examples include, but are not limited to, the following:

  • Every grade level has one assigned research unit in which students investigate and gather information to support a claim. Students “engage in a cyclical process of inquiry to explore important issues and topics and present their findings in various forms. The program provides students opportunities to engage in informal and formal research projects…” Related Media lessons provide opportunities for students to complete short inquiry-based research projects. These projects support students “in gathering and synthesizing information from various multimedia and multimodal texts (videos, podcasts, graphs, charts, and infographics) in order to present their learning through writing and/or speaking.”

Students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts. Examples include, but are not limited to, the following:

  • Every unit ends with a culminating task in which “Students take their culminating tasks through the writing process, developing and refining their ideas, conveying them clearly, and showcasing their mastery of the unit’s content and skills.” One example of a task and prompt that requires students to demonstrate changes in thinking and apply understanding of new contexts is the Unit 2 culminating task, which asks, “What will it take to achieve success this school year? Prepare a presentation explaining how you will use the ingredients from the recipe for success to be successful this school year. Use examples from the texts and videos in this unit to support the information in your presentation. Your presentation must include a visual component to convey information.”

Materials leverage the use of a variety of formats and methods over time to deepen student understanding and ability to explain and apply literacy ideas. Examples include, but are not limited to, the following:

  • Materials offer a variety of formats and methods over time to deepen student understanding. Students participate in formats such as Teacher-Led that may entail reading modalities that are whole class, partner, or independent. Students participate in Independent work, which requires longer chunks of independent reading. Students participate in Student-Led small groups where students work in groups of three to five and “answer the During Reading Questions and alternate readers to read sections aloud.” Students also work with partners for Turn and Talk and Think and Share.

Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection. Examples include, but are not limited to, the following:  

  • Materials provide opportunities for ongoing review. Reading lessons include During Reading questions, which provide review and practice while reading texts. Reading lessons also contain independent practice opportunities that assess comprehension of the text and standards taught in the lesson. 

  • Materials provide opportunities for self-reflection. In Unit 2, Related Media Exploration: What are the characteristics of effective practice?, students complete the lesson with Independent Reflection. For example, students are directed to “Think about how this exploration adds to your understanding of what it takes to achieve success.” All Related Media lessons contain an independent reflection opportunity. 

  • Materials include lessons for Peer Review for culminating tasks. These lessons include checklists for feedback and provide peer feedback based on the checklists that include required elements. 

Materials provide a clear path for students to monitor and move their own learning. Examples include, but are not limited to, the following:

  • Materials provide opportunities for students to monitor and set goals for their own learning. Unit Introduction lessons include opportunities for students to rate how they feel about unit themes and topics under Exploring the Unit’s Big Ideas. Students rate their confidence level in reading, writing, and speaking and listening skills. They rate themselves on their skills and monitor themselves as they complete tasks.

  • Materials provide access to student performance. Although the materials provide a limited exploration of the student performance tool, it appears that once students complete an assessment, they are able to view assignment averages, highest performance, and areas that need improvement. 

  • Materials provide rubrics for culminating and writing tasks. Students can use these rubrics to monitor and improve their culminating tasks and writing within the unit and throughout the year. 

Indicator 3P
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Materials provide opportunities for teachers to use a variety of grouping strategies.

Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Types of interactions among students include Whole Class Partner Work, including Think Share, Turn and Talk, Student-Led Discussions, Further Analysis responses, and Independent work. Little guidance is found around how students might best interact when paired or working in small groups. Materials provide guidance for teachers in Reading and Related Media lessons that suggest grouping strategies and explain why the strategy was chosen for the specific lesson. Teachers find guidance under the Notes for Teachers and How do I facilitate this lesson? Sections. 

Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Examples include, but are not limited to, the following:

  • The materials provide a variety of grouping strategies for reading and discussion. Whole class reading involves all students receiving shared guidance on the same text. Collaborative reading includes student-led partner or small group reading. Two or more students work together on the same text and share task responsibilities. Independent reading involves no support from peers or teachers. During Reading grouping strategies include Think and Share and Turn and Talk in order to clarify understanding and establish new ideas. 

  • In Unit 4, Reading Lesson: “Plenty of Fish in the Sea? Maybe Not,” students begin the lesson with whole class reading. While reading, students turn to a partner for Think and Share to respond to questions for paragraphs 1-3. For example, instructions state the following: “Think & Share: How did refrigeration affect the amount of fish that humans consume?” In the same lesson, students engage in a student-led discussion with a partner, responding to three questions with one example asking, “Do you find it surprising that, in 30 years, we could have a world without seafood? How do you think that humans could adapt to this drastic change?”

  • In Unit 6, Related Media Exploration 2: “What does the perfect recess look like?” students engage in Partner Exploration. The lesson requires students to “collaboratively engage with videos, images, and an infographic, reflect on different types of recess, and discuss what they’ve learned.” Throughout the lesson, students engage in Turn and Talk and respond to questions such as, “What planning might be required to have a recess like this?”

Materials provide guidance for the teacher on grouping students in a variety of grouping formats. Examples include, but are not limited to, the following:

  • Two areas in Reading and Related Media lessons provide guidance for grouping consistently across units and grade levels. Each of these lessons provides Notes to Teachers, which outlines how to group students for each particular lesson. Each of these lessons includes a How do I Facilitate this lesson? Section, which provides three options for grouping students for that particular lesson. 

  • In Unit 1, Reading Lesson: “Do People Really Change?,” guidance on grouping is found in the Notes to Teachers section. Guidance suggests, “This lesson is designed to be a whole class lesson because it introduces the thematic focus of character change, which students will further develop in the following reading lesson. Use the recommended reading modalities (whole class, partner, independent) and the During Reading Questions.”

  • In Unit 1, Reading Lesson: “Do People Really Change?,” teachers are provided three options under the How to Facilitate the lesson section. The recommended option is teacher-led, scaffolded, and supportive, with guidance that states, “Use the recommended reading modalities (whole class, partner, independent).” Option two suggests Independent work and provides suggestions for facilitation. Option three suggests a group activity and provides suggestions for facilitation.

Indicator 3Q
01/02

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.

The materials reviewed for Grade 6 partially meet the criteria for Indicator 3q. 

The materials provide some strategies and supports for students who read, write, and/or speak a language other than English. The Program Guides provide a list of supports for English Learners. The Program Guides also provide a list of teacher-led strategies and explanations for how CommonLit 360 tools and resources can be used to help. The materials include resources in written and audible modes and provide many During Reading questions teachers can use to check for understanding. Discussion stems are also provided for all discussion lessons. While the materials provide some strategies and materials, they do not provide information within the lessons to help teachers utilize those resources to help English Language Learners. All guidance is provided for the teachers in the Program Guide and is not specific for each unit or lesson.  

Materials consistently provide some strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:

  • The Program Guide contains a section titled Support for English Learners. The guide lists the practices that the materials include. The practices include Use Background Knowledge, Engage in Meaningful and Intellectually Challenging Interactions, Build Academic English and Content Knowledge, Utilize Scaffolds, and Accommodations for English Learners. 

    • Under Accommodations for English Learners, the strategies include, but are not limited to, “pointing out cognates to key vocabulary to leverage first-language skills,” “breaking down routine and directions into shorter, more manageable segments,” and “using flexible grouping by strategically grouping students according to home language.” 

    • Under Use Background Knowledge, the materials state, “At the beginning of each unit, teachers are provided with unit introductions, which create opportunities to connect students’ prior knowledge to the new content in order to leverage students’ languages, literacy, culture, and other experiences…” There are no further teacher prompts or directions in the Unit introductions on how to utilize the introductions to support English Language Learners. 

  • In Unit 1, Discussion Lesson, the materials provide a Discussion Preparation Student Copy document. This document includes a list of Discussion Sentence Starters. This list includes: 

    • “An Idea I have is… 

    • I noticed that…

    • I can’t stop thinking…

    • I’m wondering…

    • A thought I’m developing is…”

The Program Guide states, “Carefully constructed questions promote extended discussion about academic content using supports such as sentence stems.” There is no further guidance for the teacher within the discussion lesson on how to help English Language Learners. 

Indicator 3R
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Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

Materials, including texts and assessments, depict characters and individuals of varying ages, genders, races, and ethnicities. Materials typically present diversities in a positive light. Materials do not include images that contain people of various demographics or people of various physical characteristics. Depictions include, but are not limited to, cultural acceptance of a Sioux grandfather and the positive aspects of failure, as expressed by Michael Jordan. Materials avoid stereotypes and offensive language, celebrate cultural differences and share a fictional setting of a gender-free society. 

Materials and assessments depict different individuals of different genders, races, ethnicities, and other physical characteristics. Depictions of demographics or physical characteristics are portrayed positively across the series. Examples include, but are not limited to, the following: 

  • In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students write an essay and cite evidence from the text, determining and stating the theme of “The Medicine Bag” by Virginia Hawk Sneve. The author, a member of the Rosebud Sioux tribe, focuses her stories on Native Americans. The main character, a young boy of ten, grapples with his Sioux grandfather’s culture and traditions as he accepts a medicine bag and the tradition that comes with it. 

  • In Unit 2, students plan for an informational presentation as they gain knowledge from unit texts about the recipe for success in life. These texts include depictions of different genders, races, and ethnicities, such as “Michael Jordan: A Profile in Failure,” which tells the story of a legendary African American basketball player who must fail to succeed. Another text used for this assessment is “Life’s Work: An Interview with Yo-Yo Ma.” Yo-Yo Ma is an American Cellist born to Chinese parents. The reader learns about the habits of a successful string musician of a different ethnicity. “Spelling Their Way to Access” expresses the success of immigrants in the United States in the Scripps National Spelling Bee. The text states, “Dr. Natarajan, who hailed from Bolingbrook, Ill., was the first South Asian-American to win the contest. He was 13, and it was his third appearance at the national bee.”

Materials and assessments balance positive portrayals of demographics or physical characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:

  • In Unit 1, Planning the Culminating Task: Literary Analysis Essay, students read “The Medicine Bag” by Virginia Hawk Sneve, which highlights the differences between the American and Sioux Tribe cultures. The grandfather dresses differently than the main character’s culture, yet the short story portrays the boy’s understanding of his ancestry and longing to carry out the traditions. 

  • In Unit 2, students read texts that address the trials and tribulations of different ethnicities, ages, and genders. The message is the same throughout the unit, addressing how failure may lead to success and that everyone, no matter age, race, or gender, can achieve success and learn the recipe to success. 

  • In Unit 3, Planning the Culminating Task: Literary Analysis Essay, students respond to, “How does Jonas’s understanding of his community change from the beginning to the end of The Giver by Lois Lowry?” The Giver, by Lois Lowry, creates a society that is described as gender-free and post-gender. Male and female characters are portrayed as equals, breaking the gender barrier. 

Materials provide representations that show students that they can succeed in the subject, going beyond just showing photos of diverse students not engaged in work related to the context of the learning. Examples include, but are not limited to, the following:

  • Photos do not depict people throughout all grade levels. Most often, photos represent hands or feet or distant photos that cannot be analyzed beyond the vague depiction. Students do view videos that depict diversity in the Related Media Lessons throughout each grade level.

Indicator 3S
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Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

The materials provide some suggestions and strategies for using home language to support students in learning English Language Arts. The Program Guide suggests that teachers use the students’ first language skills to help them better understand vocabulary and comprehend text. There are no specific examples within the materials on how teachers can facilitate this. The materials, including text, directions, and questions/prompts, can be translated into a wide variety of languages. The Program Guide provides research that shows the benefits of building on students’ cultural and language diversity; however, there are no specific directions and examples on how to use this within the materials. 

Materials provide some suggestions and strategies to use the home language to support students in learning ELA. Examples include, but are not limited to, the following:

  • The Program Guide contains a section titled Support for English Learners. Some of the suggestions include:

    • “pointing out cognates to key vocabulary to leverage first-language skills.

    • encouraging students to leverage cognates in their native language to facilitate comprehension of text.”

  • The online materials will translate directions, texts, and questions/prompts into a wide variety of languages. This feature is available on the student view for students to utilize. 

Materials present multilingualism as an asset in reading, and students are explicitly encouraged to develop home language literacy and to use their home language strategically for learning how to negotiate texts in the target language. Teacher materials do not include guidance on how to garner information that will aid in learning, including the family’s preferred language of communication, schooling experiences in other languages, literacy abilities in other languages, and previous exposure to academic or everyday English. Examples include, but are not limited to, the following:

  • The Program Guide contains a section titled Support for English Learners. In this section, the materials state, “English Learners benefit from access to language development in an environment that values their linguistic and cultural diversity as they engage in content work at grade-level expectations.” 

  • The Research and Evidence Base document states the following about English Learners: “Teachers benefit from being trained on best practices for teaching ELs, including strategies for building on students’ prior knowledge and designing language learning with attention to the sociocultural context. (Valdés, Bunch et al., 2005; Lucas & Villegas, 2011; Bunch et al., 2012; Walqui & Heritage, 2012; Gandara & Santibanez, 2016).”

Indicator 3T
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Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

The materials do not include teacher guidance on how to engage culturally diverse students in the learning of ELA. The materials do not include equity guidance and opportunities. Materials do not include prompts that allow students to share personal experiences. The materials provide the ability to translate reading lesson texts into other languages. 

Materials make connections to the linguistic, cultural, and conventions used in learning ELA. Materials make connections to the linguistic and cultural diversity to facilitate learning. Examples include, but are not limited to, the following:

  • No evidence found

Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Examples include, but are not limited to, the following:

  • No evidence found

Materials include equity guidance and opportunities. Examples include, but are not limited to, the following:

  • No evidence found

Materials rarely include opportunities for students to feel “acknowledged,” such as tasks based on customs of other cultures; sections provided in multiple languages such as the glossary, digital materials, family letters; etc. Examples include, but are not limited to, the following:

  • The digital reading lessons have a drop down menu allowing the text to be translated into other languages.

Materials include prompts where students are encouraged to share how they (or their parents) do things at home or use information to create personal problems, etc. Examples include, but are not limited to, the following:

  • No evidence found

Indicator 3U
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This is not an assessed indicator in ELA.

Indicator 3V
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This is not an assessed indicator in ELA.

Criterion 3.4: Intentional Design

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

The materials integrate technology in ways that engage students in grade-level standards. Materials include digital technology and interactive tools like annotation, highlighting, increased and decreased font size, text and question translation, and text and question read-aloud options. Graphic organizers, worksheets, or other documents that students fill in are Google Docs, allowing for customization as needed. Opportunities for collaboration are possible in the Google Doc format.

The materials provide teacher guidance for using embedded technology in the Program Guide. The Program Guide explains how lessons can be assigned and how some lessons provide the option to download a PDF or a Google Doc. The Program Guide provides guidance for sharing multimedia resources linked through an external website.

Materials have a visual design that supports learning. The design is not chaotic, nor does it distract from student learning. The layout and structure of the teacher materials make navigating units and lessons easy. Student handouts and materials mimic Teacher versions.

Indicator 3W
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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.

Materials include digital technology and interactive tools like annotation, highlighting, increased and decreased font size, text and question translation, and text and question read-aloud options. Students can access During Reading questions and tasks by clicking on icons within the text, or accessing them at the bottom of the page. Related Media Explorations provide engaging videos and content within the materials. Graphic organizers, worksheets, or other documents that students fill in are Google Docs, allowing for customization as needed. 

Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools are available to students. Examples include, but are not limited to, the following:

  • The Student View for most of the lessons includes a Read Aloud feature, where students can have all parts of the text and questions read aloud to them. The materials also provide a translate feature that translates the texts and questions to a variety of different languages. Students can also change the font size between small, medium, large, and extra large. 

  • The Student View has activities listed in a button after each paragraph or groups of paragraphs where students can click to see the questions or tasks. Students can also click on a tab at the bottom of the page to see all the questions and activities. 

  • The Student View includes an annotate feature on some lessons, such as writing lessons. According to the materials, “Students can either import previous annotations from texts they’ve been assigned or add new annotations.” 

  • The My Classes tab includes an opportunity for teachers to view student performance. Teachers may view student data collected through the materials. This includes submitted assignments, assignment performance by standard, and individual standard analysis.

Digital tools support student engagement in ELA. Examples include, but are not limited to, the following:

  • The materials include all mentor texts (other than novel sets) in an interactive online setting. Reading passages contain notes at the bottom, often to provide definitions and other footnotes. 

  • During Reading questions and tasks can be accessed throughout the text or at the bottom of the page. Students can type their responses to questions in the boxes provided. Students can also highlight sections of the text and annotate the text to help with answering questions and responding to tasks. 

  • Slide decks are included in many lessons to introduce the topic and provide explanations. For example, Related Media Exploration lessons include slide decks with videos included in the slide deck for students to access.

Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:

  • Most documents that ask for students to type in can be opened as a Google Doc or Google Slide. This allows the teacher to edit the documents as needed to customize them. 

Indicator 3X
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Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

Materials include digital technology throughout the unit. Digital collaboration is not clear. Opportunities for collaboration are possible in the Google Doc format; however, no reference or guidance is suggested in the materials besides indirectly in the Student-Led Discussions found in some reading lessons. 

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. Examples include, but are not limited to, the following:

  • Materials include digital student copies they can use to collaborate. Many of the lessons include Student-Led discussions. Directions state, “Discuss the questions with a partner. Record both of your answers to the questions. Practice speaking with academic language by using the discussion sentence starters.”

  • Students and teachers use digital materials in every lesson. Although digital technology collaboration is not specifically referenced, students have opportunities to use their digital copies to collaborate with their peers. Digital copies are also submitted to teachers.

Indicator 3Y
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The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

Materials have a visual design that supports learning. The design is not chaotic, nor does it distract from student learning. The layout and structure of the teacher materials make navigating units and lessons easy. Student handouts and materials mimic Teacher versions. One page smoothly links to the next, starting with the overview of the grade down to the individual lessons of units. Materials appear to be free from errors.

Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:

  • Teacher materials use icons to identify instructional approaches such as Teacher-Led, Independent Work, and Group Activity. Other icons, such as a computer screen, pencil, desk, and speech bubbles, indicate the type of activity students will engage in for each part of the lesson. 

  • Student materials include green information and access buttons, arrows with labels, a world icon for language access, and a volume icon for read-aloud access. There may be more features available as evidence is based on access to one reading lesson.

  • The digital facing of the Teacher materials for each grade level includes a small, colorful image that ties to the theme/concept of each unit. Six units are simply represented with unit title and number, image, type of unit, and length of unit. 

  • Each unit is simply identified by lesson number and title of the lesson, allowing easy navigation throughout the unit. All units begin with a Unit Introduction lesson that includes a slide deck that “introduces students to the unit’s topics and texts through engaging discussion!” 

Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:

  • Materials appear to be consistent between teacher and student materials. The student materials are assigned by the teacher. Students view assigned lessons, completing them one part at a time. The student view mirrors the components found in the teacher’s student copy lessons. Students do not see the entire lesson at one time as viewed in the Teacher Copy but instead view the lesson one task at a time. 

  • Most lessons provide a student and teacher digital copy. Those digital copies are identical in layout and design. Students do not view the same copy as the teacher but instead view the lesson part by part. The teacher copy differs in that it provides information about the lesson and how it ties into the entire unit, standard information, guidance for facilitating, and possible answers to During Reading questions and other independent and paired student tasks. 

  • The overview page for the entire curriculum allows access to all grade levels by clicking on the grade level tab. A brief summary of all that is included in the ELA curriculum can be found here. Curriculum essentials such as Scope and Sequence PDF, Introductory Webinar, Program Guide PDF, and Research and Evidence PDF are linked on this page. 

  • Each grade level page contains digital access to all six units divided in rectangles with information for each unit that includes Unit number and title, type of unit, and suggested pacing for unit. There is another link on this page to Scope and Sequence. 

  • Unit pages provide access to separate page tabs, such as Unit Overview. This tab provides access to three links: About this Unit, Text Lists, and Writing Lessons At-A-Glance. Unit Overview provides a Unit Introduction video, a description of the Culminating Unit task, a checklist of what students will be able to do at the end of the unit, and a checklist as to why students will love this unit. The Text list lists all the text titles, authors, Lexiles, and descriptions of the text. Writing Lessons-At-A-Glance lists the writing lessons and describes the lesson focus. The materials do not provide a student view of the entire student text. 

  • Lessons and Materials provides a vertical list of lessons that includes estimated time frames to facilitate the lesson and a drop-down show more tab. The drop-down list leads to a description of the lesson and a link to preview or assign the lesson. This link opens up a new window that allows downloading of the teacher and student copy of the lesson. The materials do not provide a clear view of what students see beyond the lesson assigned. 

  • Professional Development has two links: Self-Paced Training and How-To-Guidance. Self-paced training provides a PDF and slideshow that is not accessible without a paywall. The How-To-Guidance section includes access to free resources that “provide teachers research-based instructional strategies and time-saving tips to get the most out of CommonLit 360.”

Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:

  • Materials appear to be free from errors. Some links are not accessible to review without a paywall. A full unit view was not found in the student version. 

Indicator 3Z
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Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

The materials provide teacher guidance for using embedded technology in the Program Guide. The Program Guide explains how lessons can be assigned and how some lessons provide the option to download a PDF or a Google Doc. The Program Guide provides guidance for sharing multimedia resources linked through an external website.

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:

  • In the Program Guide, under the section titled Lessons and Materials in 360 Units, the materials state, “All texts can be assigned digitally, and most can be downloaded as a PDF or used as part of a hybrid lesson (combined digital and PDF).” 

  • In the Program Guide, under the section titled Lessons and Materials in 360 Units, the materials state the following about multimedia resources that are linked through an external website: “When assigning such materials, teachers should review each source and its associated website beforehand to evaluate its content for their students. Teachers can make instructional decisions based on their students’ needs and backgrounds.” 

  • In the Program Guide, under CommonLit360 Implementation Guidance, the materials provide suggestions for implementing the materials, including how to use the digital resource. One example under Annotation Tasks states, “On the Digital Platform: CommonLit’s digital platform contains an annotation tool that students can use to highlight text and make notes as they read. You may wish to model the use of this tool using a smartboard or projector before releasing your students to independent work. Please note that teachers can also review and respond to student annotations through the digital platform.”