5th Grade - Gateway 2

The instructional materials reviewed for Grade 5 meet expectations for organization of texts around topics for building students’ ability to read and comprehend texts independently and proficiently. All student reading materials and read-aloud selections are related by topic in each unit with academic and core vocabulary words identified and emphasized throughout.

Unit 2

All texts and activities in Unit 2 are organized around the topic of "early American civilizations":

• The primary text for Unit 2 consists of 8 chapters of informational text, one chapter combining informational text with myths of the Aztecs and Incas, and two optional enrichment selections-- one including an adaptation of a letter from explorer Hernan Cortes to King Charles V of Spain, and one informational piece on a scientific discovery in the Andes Mountains.
• “The Reader for this unit, Maya, Aztec, and Inca, includes complex text and prepares students in Grade 5 for the increased vocabulary and syntax demands aligned texts will present in later grades. Maya, Aztec, and Inca focuses on the Maya, Aztec, and Inca civilizations. Students will read about each civilization’s geographic location, way of life, developments, and downfall.” (TG, Unit 2, p.4)

Unit 5

Unit 5 is organized around the topic of "the Renaissance." Students learn about the time period as they read passages and texts about the scholars, philosophers, and artists of the time. Through exposure to important figures of the time (such as Leonardo da Vinci, Michelangelo, Raphael, Donatello, Brunelleschi, Botticelli, Bruegel, Dürer, Van Eyck, Machiavelli, Castiglione, Cervantes, and Shakespeare) students learn about the history and impact of the events on Europe and beyond.

Unit 6

Unit 6 is organized around the topic of "The Reformation." In this unit, students extend knowledge from Unit 5 and learn about the history of the religious and political upheaval that happened in this time period. Students build knowledge about the intersection of the arts, science, and religion with innovation (e.g. Gutenberg's invention of the printing press) and how these led to further advances

Unit 8

Unit 8 focused on building students' knowledge around Native American history during the 1800s. Students explore history of how the policies of the American government in the 1800s affected Native American groups, and how interactions among different tribes, settlers, missionaries, and others affected the changing landscape. Students also learn about the many different indigenous peoples and some efforts to preserve native languages, story, and cultures.

Unit 9

This unit supports students' building knowledge about how the world's diversity is transformed by physical and chemical changes. Students explore texts to understand the concepts of matter, physical and chemical changes, and elements and compounds. Students work with literary and informational texts.

The instructional materials reviewed for Grade 5 meet expectations for containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Similarly structured lessons consistently present core and academic vocabulary words that are analyzed and revisited throughout each unit. Read-aloud selections paired with independent readings assist students in developing a deeper understanding of key ideas. Language lessons provide opportunities for students to explore word choices and text structure.

Examples from the program that demonstrate this include (but are not limited to) the following examples. Some questions are marked to guide the teacher's implementation (e.g. inferential, literal).

• “As a whole class, analyze the next two sentences, calling on students to read a sentence or phrase from the text and then think out loud.” (TG, Unit 1, p.25)
• “Copy a quote from the text that contains an example of personification.” (TG, Unit 1, p.60)
• “Using context clues, can you determine the meaning of the word domesticate?” (TG, Unit 2, p.23)
• “What evidence is provided in this paragraph as to why this era was called the golden age for the Maya?” (TG, Unit 2, p.45)
• “What tone does the speaker have, and what details in the poem help you recognize that tone?” (TG, Unit 3, p.31)
• “The word 'fantastic' has several different meanings. You are probably most familiar with the word meaning “great or wonderful.” The word fantastic also means “far-fetched or created by someone’s imagination.” What words in this sentence give you a clue about the way in which the author uses fantastic?”(TG, Unit 4, p.23)
• “How does the author use the phrase 'on the contrary'?”(TG, Unit 4, p.313)
• “Carlo says, 'If it doesn’t work, I’ll be history!' 'I’ll be history' is an idiom, or a phrase that does not make sense using the literal meaning of the individual words, but that has a meaning of its own. What does Carlo mean by saying, 'I’ll be history!'? (TG, Unit 5, p.102)
• “In this lesson, students read and analyze an excerpt from Act 3, Scene 2, paying special attention to strong verbs for performance, and create a director’s storyboard of the scene” (TG, Unit 7, p. 256)
• “What words, phrases, or sentences in descriptions A–D provide clues to the ways in which Native Americans were affected by the region in which they lived? Draw a circle around the words, phrases, or sentences in the descriptions that provide clues to the ways in which Native Americans were affected by the region in which they lived.” (TG, Unit 8, p. 12)
• "What words and phrases contribute to the imagery of the rainforest in these two paragraphs?” (TG, Unit 8, p. 146)
• “The word 'tan' has several different meanings. What is a common meaning of the word tan, and what is the meaning of the word as it is used here?” (TG, Unit 8, p. 150)
• “Ask students to identify the clue that Amy is still uncomfortably hot (she “edges towards” the one square of shade.) Ask students if this is a literary detail of the text, or an informational detail of the text. Students should be able to identify that this clue gives information about Amy’s character and experience and is therefore a literary detail.” (TG, Unit 9, p. 36)

Instructional materials reviewed for Grade 5 meet requirements for coherently sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. While many of the questions & tasks require students to reference the text being studied, fewer opportunities are provided for students to integrate knowledge and ideas across multiple texts. In Unit 4, for example, students read an abridged version of the novel Don Quixote. Many of the related discussion questions and tasks require analysis of knowledge and ideas, but they are related to a single text. Other units focus on multiple selections of text related to the same topic. Students have opportunities to integrate knowledge from multiple readings.

Other examples of text-dependent questions and activities that support students' analysis and integration of knowledge include the following:

In Unit 1, students are asked to recall narratives and apply learning to the text at hand: “Tell students that they will now read another narrative that deals with segregation but that has a different tone from Ros Parks’s ‘My Story.’ (TG, Unit 1, p.163) “Ask students for some examples of points of view in the narratives they have already read. The teacher is provided some possible answers:

• Rosa Parks was strongly against segregation.
• Jennifer Lou, as a girl, was unhappy with her name.
• Richard Blanco thought a traditional American Thanksgiving would be better than a Cuban celebration.” (TG, Unit 1, p.227)

In Unit 3, students summarize poetry and study how the use of figurative language can affect he meaning. After students engage in this with one poem, they build knowledge of this by comparing it to another piece of poetry: "Ask students to name things that make the poem seem different from other poems they have read.” (TG, Unit 3, p.87) Some activities also support students' synthesizing skills as they use texts to compose their own poetry: “In this exercise you will plan the next poem you will write. This poem will be like Carrie Allen McCray’s ‘Strange Patterns,’ because it will compare and contrast two situations that are similar but not exactly alike.” (TG, Unit 3, p.142)

In Unit 5, students consider different information about the Renaissance and answer questions about art, politics, architecture, and more. They are then challenged with activities and questions, such as:

• What does Michelangelo’s leaving Florence tell you about the lives of artists during the Renaissance?”(TG, Unit 5, p.160)
• “Why did Machiavelli decide to write The Prince, a book about the art of politics?”(TG, Unit 5, p.220)
• “Give students a few minutes to work with a partner, rereading pages 12–15 and looking for what the text says about the techniques and features of Renaissance art and architecture. Bring students back together to share whole group, modeling looking for what the text says and writing down quotes from the text as necessary.”(TG, Unit 5, p.55)

Unit 6 provides some opportunities for Grade 5 students to synthesize new knowledge with previously learned concepts, although specific direction for the teacher to identify struggle is limited: "Compare and contrast the scientific discoveries made by Copernicus, Kepler, and Galileo with the reforms Luther and others were seeking in the Catholic Church.” (TG, Unit 6, p. 183) “Tell students they will reread parts of Chapter 5, “What Is at the Center of the Universe?” to examine how the author uses certain words, phrases, and devices to describe the relationships between Copernicus, Kepler, Galileo, and the Church during the Reformation.” (TG, Unit 6, p. 193)

Throughout the Grade 5 materials, activities and questions are provided to begin considering and building knowledge across concepts and texts, but there is limited support beyond the initial question and direction sets to ensure conceptual understanding and attend to misunderstandings and difficulties.

Instructional materials reviewed for Grade 5 meet expectations for questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening). Many tasks offer students opportunities to share information and knowledge; however not all tasks provide the opportunity for students to integrate skills learned throughout the unit. Students do have frequent opportunities to share their work with peers, although guidance for teachers to identify misconceptions is inconsistent.

Examples of culminating activities include:

Unit 1

Writing lessons support students’ development of their own personal narratives. Examples include:

• “Tell students that when writing dialogue, there is nothing wrong with using the word said. Sometimes people say things very simply, and said is the best verb to use. However, students should always think about whether or not a stronger, more specific verb would make the narrative clearer to the reader.” (TG, Unit 1, p.84)
• “Write about a time, outside of school, when you taught something to somebody or someone taught you something. Think carefully about what you said to each other so that you can include dialogue in your narrative.” (TG, Unit 1, p.85)
• “In Lesson 6, you will begin reading and writing a personal narrative about names. In order to get you thinking about names and what they mean to us, we are going to engage in a brainstorming activity called ‘free writing.’” (TG, Unit 1, p.98)
• “Using an event or time that both you and the students experienced (for example, a class trip, unusual weather, a fire drill), model telling a brief narrative with a point of view.” (TG, Unit 1, p.132)
• “Students will define tone and write in multiple tones.” (TG, Unit 1, p.155)
• “Students plan personal narratives by outlining a sequence of events.” (TG, Unit 1, p.176)
• “Have students share their event sequences with the class. Write some of their logical event sequences on the board and ask students to describe why the sequence makes sense.” (TG, Unit 1, p.181)
• “Have students rewrite their narratives on Activity Page 13.3, incorporating their revisions into their second drafts.” (TG, Unit 1, p.243)
• “Students listen to classmates’ narratives and provide positive and specific feedback.” (TG, Unit 1, p.262)

In Unit 2, students complete an extended writing project, using information from the Reader to compare and contrast the Maya, Aztec, and Inca civilizations and create an informative or explanatory project, called the Codex Project, which encompasses all three civilizations.” (TG, Unit 2, p.5)

• “Students will describe, compare, and contrast the key geographical features of the regions in which Maya, Aztec, and Inca civilizations developed.” (TG, Unit 2, p.19)
• Comprehension questions designed to develop student understanding of the topic accompany each reading lesson. Examples include:
  • “What evidence is provided in this paragraph as to why this era was called the golden age for the Maya?” (TG, Unit 2, p.45)
  • “The author uses the idiom a golden age to describe the success of a particular period of the Maya civilization. Gold is a valuable metal and represents wealth and prosperity. Why might this period be described as a golden age?” (TG, Unit 2, p.73)
  • “The author tells us that the two swampy islands in the middle of Lake Texcoco may seem like an unlikely choice. In what ways did this turn out to be a good place to settle?” (TG, Unit 2, p.152)
  • “Who or what do you think was ultimately responsible for the Aztec Empire’s coming to an end? Use the text to support your argument.” (TG, Unit 2, p.197)
  • “The author uses a literary device called imagery in the opening paragraph. Imagery helps the reader visualize something. The author tells the reader to ‘travel south in your mind now.’ What are some examples of the imagery used as you travel south in your mind?” (TG, Unit 2, p.239)
• “Students will gather relevant facts about the geographical features of Mesoamerica and paraphrase sentences into note format for planning and drafting a paragraph.” (TG, Unit 2, p.61)
• “Students will compose sentences from notes and construct a logical paragraph describing the geographical features of Maya civilization.” (TG, Unit 2, p.78)
• “Have students look at the Writing Process Graphic on display. Ask students to identify what stage of the writing process we are working within as we paraphrase our notes and develop our paragraphs.” (TG, Unit 2, p.80)
• “Students will revise, edit and rewrite a paragraph using the criteria outlined in a provided rubric.” (TG, Unit 2, p.107)
• “Students will identify and paraphrase key information relevant to their selected cultural aspect for the Codex Project.” (TG, Unit 2, p.127)
• “By the end of this lesson, students will have developed paraphrased information into a logical explanatory paragraph for their Codex Project.” (TG, Unit 2, p.163)
• “Students will select specific words that reflect the relationship between two different cultures and apply these word choices to their paragraph writing within the Codex Project.” (TG, Unit 2, p.228)
• “Students will differentiate between action verbs and linking verbs and use these verbs to write sentences.” (TG, Unit 2, p.248)
• “Students will synthesize the skills they have developed throughout the unit as they compose paragraphs about how their codex topic relates to the Inca.” (TG, Unit 2, p.274)
• “Students will have edited a paragraph for their Codex Project, using the editing checklist criteria.” (TG, Unit 2, p.296)
• “Refer to the Writing Process Graphic (Activity Page SR.3). Tell students that today they will edit their writing. As time allows, they will also recopy their edited paragraphs and assemble the pieces of their Codex Project. They will be able to read, look at, and learn from their classmates’ codices. Tell students that displaying finished work is a form of publishing.” (TG, Unit 2, p.296)
• “Have students who have assembled the pieces share their Codex Project with another student who is also ready to share.” (TG, Unit 2, p.297)

Unit 3 focuses on poetry, and students create multiple types of poems, using the poetry texts as models. There are directions for the writing process

• “Students will use the poetic device anaphora to create their personal poem.” (TG, Unit 3, p.49)
• “Students will write and share original rhyming poems.” (TG, Unit 3, p.79)
• “Students will revise previously written metaphors and incorporate them in an originally crafted poem.” (TG, Unit 3, p.103)
• “Students will create original list poems and peer-edit their partner’s poems.” (TG, Unit 3, p.116)
• “Students will compose their own original villanelles incorporating their personally created motto/slogan.” (TG, Unit 3, p.129)
• “Students will apply learned poetry skills to compose a final, original, ars poetica.” (TG, Unit 3, p.167)

Unit 4

• The questions students are answering after reading in their Student Reader are independent from their culminating task which states “In this unit, students will build on the practice they had in earlier units in writing paragraphs, and will write a four-paragraph persuasive essay arguing whether they think Don Quixote’s good intentions justify his often calamitous actions. Students will support their claims with reasons and evidence from the text.” (TG, Unit 4, p.4) Activities supporting successful completion of the culminating task include:
  • “In this lesson, students will answer questions to support their opinion in a group discussion. Allow students to refer to the chart when answering questions, and encourage the use of evidence and extreme words when expressing their opinions.”(TG, Unit 4, p.38)
  • “Model Distinguishing between Fact and Opinion: Have students share the definition of an opinion and how an opinion differs from a fact. Share an example of an opinion and an example of a fact, and reiterate what makes each example an opinion or a fact. Being able to distinguish (tell the difference) between what is said or written as a fact and what is said or written as an opinion is a very important skill.” (TG, Unit 4, p.62)
  • “In this writing lesson, you will be reading the Example Persuasive Essay aloud while students follow along using Activity Page 3.3. You will then point out and discuss key features of the essay’s structure while you guide students to annotate these elements in the activity book. You may find it helpful to access and display a digital version of Activity Page 3.3 in the digital components for this unit.”(TG, Unit 4, p.68)
  • “As you are explaining and pointing out the parts of the persuasive essay, point to the corresponding shapes of the essay structure you already prepared on the board/chart paper. Have students copy the image of the essay structure into their notebooks. Tell them that they will be writing inside the triangles and boxes, so the image they draw should be large and have ample space for writing.”(TG, Unit 4, p.92)
  • “Explain that the activity page contains four excerpts from Adventures of Don Quixote. Students will use each excerpt to write a one-sentence opinion about Don Quixote based on the actions and dialogue described in that excerpt. Students will provide a reason for their opinion that is supported by evidence from the excerpt.”(TG, Unit 4, p.124)
  • “Tell students that, when writing a persuasive essay, they will first need to develop a claim. In persuasive writing, a claim is a strong opinion that can be backed up (supported) with a reason and evidence from the text. A claim is introduced in the introductory paragraph. In the body paragraphs, students must defend their opinions with reasons and supporting evidence. The claim is an important part of persuading, or convincing, readers. It suggests that students have “proof” to support their ideas.”(TG, Unit 4, p.149)
  • “Tell students that today they will draft the introductory paragraph of their persuasive essays. Remind students that in the previous writing lesson they drafted an opinion stating a claim that will be argued and supported in their persuasive essays. Students will incorporate that claim in the introductory paragraph as the last sentence.”(TG, Unit 4, p.187)
  • “Tell students that in this lesson they will plan the two body paragraphs of the persuasive essay. Refer to the Example Persuasive Essay. Tell students you are going to underline the opinion (the last sentence of the introductory essay) and the two reasons given to back up the opinion (the first sentences of the two body paragraphs).” (TG, Unit 4, p.215)

Unit 8

• “Tell students they will write their own persuasive essay about the relationship between Native Americans and land using an image they choose.” (TG, Unit 8, p. 70)
• “Write a paragraph summarizing this excerpt, using the core vocabulary words remnant and scout. Remember, scout can be used both as a noun and as a verb.” (AB, Unit 8, p. 35)
• “Students will choose an image to serve as the foundation for a persuasive essay and will find and use relevant information to summarize or paraphrase information in notes.” (TG, Unit 8, p. 135)
• “Review one previous Word Work word from Lessons 1–6 (distinct, nimble, immunity, remnant, custom, tension). Ask students to turn to a partner and recall the definition. If needed, put the word into a sentence, or provide a synonym to prompt thinking. If time permits, review another word.” (TG, Unit 8, p. 180)
• “Have students share with a partner their descriptive paragraph and the three pieces of evidence they identified to support their argument on Activity Page 7.4. The listening partner should be able to identify how each piece of evidence is linked to something in the descriptive paragraph.” (TG, Unit 8, p. 209)
• “Have students turn to a partner and share their conclusion paragraphs. The listening partner should then be able to restate the argument to the presenter.” (TG, Unit 8, p. 285)
• “Wrap Up Question: Compare and contrast the way Spanish settlers interacted with Native Americans in what is now California with the way other European settlers interacted with Native Americans in other regions of the country.” (AB, Unit 8, p. 46)
• “Describe what life was like for Native Americans living in what is now known as California before European settlers arrived in the area.” (AB, Unit 8, p. 51)

Unit 9

• “Ask students to Think-Pair-Share and consider how the text is presented, and what characteristics of the text–both in content and organization–identify it as informational.” (TG, Unit 9, p. 23)
• “Ask students to Think-Pair-Share and consider how the text is presented, as well as the characteristics of the text–both in content and organization.” (TG, Unit 9, p. 25)
• “Facilitate a class discussion on the similarities and differences between the two modes. First ask someone from the “scientist” half to read one of the sentences from Tess’s rules. Then ask someone from the “detective” side to comment on a similarity or difference with one of their rules. Then swap sides.” (TG, Unit 9, p. 59)
• “Using a graphic organizer, students will summarize information from the Reader.” (TG, Unit 9, p. 73)
• “Debate whether the sheriff should investigate the missing fossil, using evidence from multiple sources.” (TG, Unit 9, p. 82)
• “Pair two small groups together. Ask groups to listen to each others’ presentations and complete the rubric in Activity Page 7.4 as they listen. Remind students to listen carefully and respectfully.” (TG, Unit 9, p. 119)
• “Describe how Amy’s point of view influences how characters are described.” (TG, Unit 9, p. 132)
• “Ask students to complete the writing prompt on Activity Page 13.5 Think about Amy or Dr Forester. Do you think the reader provided a satisfying resolution for their character? Explain your answer using evidence from the text. Ask students to either choose one of the characters, direct them to write about one, or ask them to write about both.” (TG, Unit 9, p. 215)

Instructional materials reviewed for Grade 5 meet expectations for a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. A rationale for “maximizing vocabulary acquisition through contextualized, content-based, and constant exposure” is provided in the Program Guide. Some recurring strategies supporting vocabulary development are provided throughout the program, but a “cohesive, year-long plan” is not clearly evident. Information about the process and rationale for the selection of core and academic vocabulary words is not provided.

From the Program Guide:

• “In 3rd–5th grade the teacher remains central to vocabulary acquisition—fostering structured and informal discussions and helping students become accustomed to using complex vocabulary in a scaffolded and supported context. These conversations are combined with increasingly independent exposure to complex text. This combination allows students to build up an internal web of vocabulary which has both a common foundation and is unique to the individual. We continue learning words throughout our lives by linking to vocabulary we already understand. The coherent and systematic sequence of knowledge domains gives student a mental encyclopedia of vocabulary and understanding they can access and build upon throughout their lives. (Grades 3-5 Program Guide, p.26)

Highlighted vocabulary words for each unit are unique to that unit’s topic, typically content and domain specific and critical to understanding the texts. Teachers are provided with a vocabulary list at the beginning of each lesson and are typically instructed to "preview" the list. It is not always clear, however, how or to what extent the words should be previewed and reinforced. Students are encouraged routinely to use the glossary for assistance with unfamiliar core vocabulary words, although teacher support to ensure comprehension is not consistently applied.

Instructional materials reviewed for Grade 5 meet expectations for supporting students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year. Introducing and integrating writing skills is the focus of many lessons and serves as the centerpiece of some units. Students working with writing activities are frequently reminded to practice and apply skills learned earlier in the school year, and opportunities for self, peer, and teacher examination is consistently applied.

Examples illustrating how this program supports students progression of writing skills include (but are not limited to) the following:

Unit 1

Students write every day in Unit 1, often full-paragraph or multi-paragraph compositions, in a low-stakes environment. "Most of the writing assignments are connected to practicing a skill, such as writing dialogue or using strong descriptive verbs, which students will have studied in connection with the narratives they are reading.” (TG, Unit 1, p.3)

• "Choose one of the first-time experiences you outlined in the chart and write a narrative paragraph showing why it was a memorable first. Remember to include a topic sentence, supporting sentences, and a concluding sentence.” (TG, Unit 1, p.14)
• “Tell students that they will now write a narrative that shows (not tells) a brief period of time. They can call it their ‘moment’ narrative, though the moment can be more than just a few seconds.” (TG, Unit 1, p.63)
• “Students will draft the first part of a narrative about their name.” (TG, Unit 1, p.122)
• “Tell students they will now practice writing from different points of view.” (TG, Unit 1, p.132)
• “Tell students that although they will still be writing personal narratives, their writing today will also be persuasive (they will write to convince their reader of something); like Rosa Parks, they will bring evidence to support a point of view about a personal experience.” (TG, Unit 1, p.149)
• “Using full sentences, describe at least four events, in the order they happened, that were part of the surprise. Think about what happened before, during, and after the surprise. Think about how you felt inside and how you reacted outside. Think about specific moments you can describe in detail.” (TG, Unit 1, p.181)
• “Provide students with written feedback on their surprise narratives in preparation for their revision work during the Writing segment.” (TG, Unit 1, p.226)
• “Students will add showing details to classmates’ telling sentences.” (TG, Unit 1, p.269)

Unit 2

In Unit 2, students synthesize information through writing lessons, using information from the Reader to compare and contrast the Maya, Aztec, and Inca civilizations and create an informative or explanatory project, called "the Codex Project," which encompasses all three civilizations.

• During the first few lessons, students will plan and draft a paragraph about the Maya and practice paraphrasing and note-taking. Next students will plan and draft a paragraph about the Aztec.
• Students will practice using linking words and phrases to compare the Maya and the Aztec.
• Finally students will plan and draft a paragraph about the Inca. Students will also have an opportunity to edit their writing in all three paragraphs. Students will then integrate their writing and images to complete their Codex Project.” (TG, Unit 2, p.5)

• “Students will gather relevant facts about the geographical features of Mesoamerica and paraphrase sentences into note format for planning and drafting a paragraph.” (TG, Unit 2, p.61)
• “Tell students that today they will plan by organizing notes about geographical features of the land where the Maya civilization developed and use these notes to draft an explanatory paragraph.” (TG, Unit 2, p.80)
• “Students will revise, edit and rewrite a paragraph using the criteria outlined in a provided rubric.” (TG, Unit 2, p.107)
• “Tell students that today they will practice identifying key information and paraphrasing text related to a cultural aspect of the Maya. Refer to the SR.3 Writing Process Graphic and explain to students that taking notes and paraphrasing key information is part of the planning process as outlined in the graphic.” (TG, Unit 2, p.127)
• “Refer to the Paragraph about a Paragraph and the Codex Project Rubric as you review the three types of sentences in a paragraph. Use the three paragraph components listed below as a checklist for paragraph development.” (TG, Unit 2, p.163)
• “Tell students that noting the source for an image requires writing down the web address and the date you accessed the website to get the image. Write the web address on the board/chart paper using the format of the sample website reference written on the board/chart paper: title of the website; date accessed; web address. Point out where this information would be placed on the Reference List.” (TG, Unit 2, p.186)
• “Remind students of the paragraph they drafted in Lesson 7 about a cultural aspect of the Maya civilization. Remind students to begin by choosing words and phrases to introduce the main idea or topic of the paragraph; to then choose supporting details that go together and add information or explain the main idea; and to then think about words and phrases they want to use to state a final thought or opinion.” (TG, Unit 2, p.229)
• “Students will synthesize the skills they have developed throughout the unit as they compose paragraphs about how their codex topic relates to the Inca.” (TG, Unit 2, p.274)
• “Tell students they will use an editing checklist to edit their paragraphs and captions. Explain that editing will help them present writing that is free of errors, which would distract a reader from understanding the ideas.” (TG, Unit 2, p.296)

Unit 3

• “In the writing lessons of this unit, students work either independently or collaboratively to create original poems that model the structure and style of those studied in each lesson.” (TG, Unit 3, p.6)
• “A wide range of supplementary materials are available online. These include “Reading Poetry,” a guide to reading poetry aloud, which is accompanied by multimedia examples, critical commentary on each poem in the unit, and additional resources.” (TG, Unit 3, p.7)
• “Students will compose their own apostrophe poem.” (TG, Unit 3, p.18)
• “Students will compose their own poems with emphasis on presenting two different tones in their work.” (TG, Unit 3, p.32)
• “Students will use the poetic device anaphora to create their personal poem.” (TG, Unit 3, p.49)
• “Students will use a graphic organizer to compare and contrast two characters in a poem.” (TG, Unit 3, p.65)
• “Students will write and share original rhyming poems.” (TG, Unit 3, p.79)
• “Students will create similes and metaphors describing the movements of animals.” (TG, Unit 3, p.92)
• “Students will create original list poems and peer-edit their partner’s poems.” (TG, Unit 3, p.116)
• “Students will compose their own original villanelles incorporating their personally created motto/slogan.” (TG, Unit 3, p.129)
• “Students will create and share an original poem utilizing parallel structure to contrast scenes.” (TG, Unit 3, p.141)
• “Students will compose an original poem in which two characters respond differently to the same circumstance.” (TG, Unit 3, p.146)
• “Students will apply learned poetry skills to compose a final, original, ars poetica. (TG, Unit 3, p.167)

Unit 5

• “In the writing lessons, students will engage in an extended writing project. In this unit, students will conduct research using two sources about a famous Renaissance artist to compose a biography. The writing project includes a diary entry that will be revised, edited, published, and presented during Lessons 16–19. These lesson days are unique to this unit as days devoted exclusively to writing instruction.”(TG, Unit 5, p.3)
• Since the writing in this unit is research based, the unit begins by teaching students how to paraphrase information. “Explain to students that they will now paraphrase the information they collected about the techniques and features of Renaissance art and architecture. Tell students they will do this by putting the quotes about these techniques and features into their own words.”(TG, Unit 5, p.57)
• “Explain to students that they will now use their Informational Paragraph Plans to write a paragraph about Leonardo da Vinci’s ideas and accomplishments. Tell them that before they begin writing, they must first review how strong informational paragraphs are structured. Have students turn to Activity Page SR. 2. Remind them they used this paragraph during their Codex Project in Unit 2, Early American Civilizations.”(TG, Unit 5, p.113)
• “Remind students of the informational paragraph they planned and wrote in Lessons 3 and 4 about Leonardo da Vinci’s ideas and accomplishments, and share that they will write another informational paragraph about a piece of art they have seen in the Reader—The School of Athens, by Raphael. Review how to compose an effective informational paragraph by reviewing the Paragraph about a Paragraph.”(TG, Unit 5, p.146)
• “Tell students they will choose one of their informational paragraphs composed in Lesson 4 and Lesson 5 to present to a small group. They will listen to each other and identify the points a classmate makes in his or her paragraph, and explain how the points are supported by reasons and evidence.”(TG, Unit 5, p.208)
• “Tell students they will be using what they have been learning about the artists of the Renaissance to research and write a longer informational piece. Tell students they will choose from one of the artists they have been learning about to research further: Brunelleschi, Leonardo, or Michelangelo.”(TG, Unit 5, p.233)
• “Display the Chapter 4: “Michelangelo and Raphael” from the Reader and model searching for information for each note-taking category. Underline or highlight relevant information in the text and think aloud about which category the information falls under.”(TG, Unit 5, p.235)
• “Tell students they will begin drafting their biography by referring to the completed Biography Notes Chart from Activity Page 8.4.”(TG, Unit 5, p.318)
• “Tell students they will write a historical fiction narrative using what they have been learning about artists in the Renaissance. Explain to students that the format of the narrative will be a diary entry to include at the beginning of their biography about Brunelleschi, Leonardo, or Michelangelo. Explain that a diary entry is writing people do, usually just for themselves, to record life experiences and includes their own thoughts and feelings. Remind students they focus on a piece of writing by selecting one specific moment, object, or idea and use precise details to write about it. The focus of the diary entry will be what the subject of their biography experienced while completing one of his famous projects.”(TG, Unit 5, p.396)
• “Tell students they will follow the same process they did for their biography writing by taking notes and then referring to those notes to compose their writing. However, students will write the diary entry from the perspective of the artist who is the subject of their biography. That is, the diary entry will be written from the first-person point of view, using words like I, me, and my.” (TG, Unit 5, p.397)
• “Tell students they will work in the revising stage of the writing process to expand on important and interesting details in their biography writing.”(TG, Unit 5, p.404)
• “As students complete the detail expansion portion of Activity Page 17.2, pair them to share their biography writing with each other. Tell students they may read each other’s writing silently or take turns reading aloud. Explain that they should give each other at least one compliment and ask at least one question to help the writer evaluate his or her own writing. Remind students that they should be giving feedback to their partners based on expanding ideas and details in his or her writing.”(TG, Unit 5, p.407)

Unit 7

• “Finally, students are introduced to a recurring writing activity in which they take on the role of an advice columnist to the A Midsummer Night’s Dream characters. These informal writing activities are generally freestanding, so you should feel free to collect them at the end of the lessons in which they appear and to take a couple of days to review them” (TG, Unit 7, p. 32)
• “In this lesson, students read the Act 3, Scene 2 summary and track the many times “true love” changes in this play. Students learn the definitions of comedy and tragedy. They apply their knowledge of character and these definitions to write from the perspective of one of the young Athenians” (TG, Unit 7, p. 232)
• Have students work individually to write a short, first-person paragraph describing what happened in the story in the previous lesson from the perspective of the character. • Tell them to make sure their character discusses how he or she felt about what was happening and who has made him or her feel angry or happy. • After five minutes, have students stop writing and share their paragraphs within their groups. Tell students they are allowed to add to their paragraph based on their group conversation.” (TG, Unit 7, p. 54)
• “Read the prompt and have students write their responses. Remind students that the “course smoother” provides advice to characters in the play. • Consider collecting students’ “course smoother” assignment for a review of student writing.” (TG, Unit 7, p. 90)
• “Students will write a journal entry from the perspective of a character using evidence from Act 3, Scene 2.” (TG, Unit 7, p. 230)
• “The writing assignments in this unit appear in the Activity Book. In general, they ask students to use both creative and analytical skills to reflect on character. In a recurring activity, students take on the role of “Dear Course Smoother,” an advice columnist assigned to respond to characters facing sticky situations.” (TG, Unit 7, p. 4)
• “Read this letter and respond with a one-to-two-paragraph letter to Hermia. What clues from the text help you think about how Egeus might react if Hermia runs away? Use these details to support your advice.” (AB, Unit 7, p. 18)
• “Write a paragraph describing the physical appearance of Oberon, Titania, or one of their fairy followers. Think about the adjectives you have used to describe them and what you know about them from the summary.” (AB, Unit 7, p. 38)
• “Read Titania’s letter to the Course Smoother, then compose a one-to-two-paragraph answer. Use one to two details from the play to help you think about your answer. Underline any parts of your answer that relate to those details from the play.” (AB, Unit 7, p. 48)
• “In the first paragraph, imagine what the woods outside Athens might look like. Use descriptions in the text as guidelines, but add details. Your forest does not have to be realistic—after all, this is the home of the fairies. What might you see there? What kinds of plants and flowers grow there?” (AB, Unit 7, p. 68)
• “Put yourself in the place of one of the four young Athenians: Hermia, Helena, Demetrius, or Lysander. Imagine that before you fall asleep, you stop to write a diary entry. Write one to two paragraphs answering the questions below. 1. Does your life feel like a comedy or a tragedy? Why? What do you think is going to happen to you next? Do you have any hope? (AB, Unit7, p. 74)

Unit 8

• “In the writing lessons, students will engage in an extended writing project while continuing to practice the various stages of the writing process. They will write a persuasive essay in which they convince the reader that a chosen image best shows the connection between Native Americans and the land. Students will focus on note-taking, incorporating evidence, and crafting an argument. Students will also revise, edit, and share their writing.” (TG, Unit 8, p. 4)
• “Help students identify and describe the purpose of each of the paragraphs in the persuasive essay using the following chart to guide discussion. Have students follow along using Activity Page 2.6.” (TG, Unit 8, p. 70)
• “Have students turn to the Sample Persuasive Essay on Activity Page 3.4. Have students work in partners to first reread the persuasive essay and then underline any sentences or phrases that contain the writer’s argument. From these phrases and sentences, have partners discuss what the writer’s argument is.” (TG, Unit 8, p. 80)
• “Support, Model how to record the evidence as bulleted notes and phrases in the correct column on Activity Page 3.5 by projecting the digital version.” (TG, Unit 8, p. 80)
• “Have students turn to Activity Pages 3.4, 3.5, and SR.2, and refer to the Persuasive Essay Rubric you prepared in advance. Explain that the Persuasive Essay Rubric is a guide that shows what should be included in the persuasive essay and how the essay will be assessed.” (TG, Unit 8, p. 112)
• “Tell students that because this image refers to a Native American from the Great Plains, you will look at the table of contents in the Reader to find a chapter on the Great Plains. When you determine that Chapter 2 includes information about the Great Plains, you will skim the chapter to find information that might add additional evidence to your argument. Have students follow along in their Readers, beginning on page 12, as you model how to collect relevant information from the Reader.” (TG, Unit 8, p. 136)
• “In their writing journals (or using a word processor), have students draft an introduction, incorporating a lead/hook and the argument.” (TG, Unit 8, p. 182)
• “Feedback. If the listening partner is not able to link the evidence to something in the descriptive paragraph, the presenting student may wish to revise his or her descriptive paragraph to include evidence from the descriptive paragraph.” (TG, Unit 8, p. 209)
• “Feedback. On the “Glow and Grow” Feedback Form that was created in advance, provide reinforcing (Glow) or corrective (Grow) feedback for body paragraph drafts, such as the following:
  • I like how you have focused on one piece of evidence in each paragraph.
  • I see that you are writing about two different pieces of evidence in one paragraph. Which piece of evidence do you want to be the focus of this paragraph? Which piece of evidence is different and can go in a separate paragraph?
  • I like how you are using your notes from the activity pages to help you write your body paragraphs.” (TG, Unit 8, p. 239)

Unit 9

• “As with other literary units in Grade 5, writing is integrated with the reading process in these lessons. Students use the insights they have gained from close reading and apply them to a variety of writing tasks. Because the unit is both literary and informational, writing tasks vary accordingly.” (TG, Unit 9, p. 3)
• “The culminating writing task for this unit asks students to write Amy’s next case: another detective story which uses scientific content to solve a mystery. This is a deliberately open ended task, asking students to apply the skills they have learned through Grade 5 (and before). It is also intended to be an enjoyable final task of the year.” (TG, Unit 9, p. 3)
• “Writing lessons include multiple opportunities for peer collaboration and teacher scaffolding. Additionally, when students write, you should circulate around the room and check in with students to provide brief, targeted feedback.” (TG, Unit 9, p. 3)
• “Tell students their task is to describe the matter just as a scientist would: by presenting factual information clearly and accurately. Point out that scientists only describe what they can observe or measure.” (TG, Unit 9, p. 21)
• “If time allows, ask a couple of volunteers to share out their work. Remind the rest of the class how to listen and respond respectfully and constructively.” (TG, Unit 9, p. 31)
• “Model this by asking for a volunteer to read their piece aloud to the class. (Or, read an example you created.) Praise the strengths of the work, focusing particularly on organization, concise summaries of events, using facts rather than opinions and evidence from the text. Model asking respectful questions of the volunteer and making concrete suggestions for revision.” (TG, Unit 9, p. 81)
• “Students will use textual evidence to distinguish between mixtures, solutions, and compounds, and then organize their writing to allow others to make the same distinctions.” (TG, Unit 9, p. 107)
• “Ask students to turn to Activity Page 10.2 and write a letter to the Sheriff explaining Amy’s plan, and why it is a good way of identifying the culprit. Remind students that the Sheriff is not a chemistry expert so he will need help understanding the plan. There is an optional graphic organizer below to help students work.” (TG, Unit 9, p. 165)