4th Grade - Gateway 1

Instructional materials reviewed for Grade 4 meet expectations for anchor texts being of publishable quality, worthy of especially careful reading, and considering a range of student interests. Across the year, selections should appeal to a wide range of student interests, and some materials (e.g., the Eureka! Quest in Unit 4) are presented in novel ways to enhance student engagement. Although not all text authors are highlighted, selections appear to be of publishable quality and many texts are by well-known, published authors.

Some examples representative of the program include the following:

• Unit 1 selections encompass a variety of topics that should appeal to a wide range of student interests. Selections include Extraordinary, Ordinary People: A Memoir of Family (Chapter One) by Condoleezza Rice (Rdr, Unit 1, pp.7-11), “A Girl from Yamhill The Farm” by Beverly Cleary (Rdr, Unit 1, pp.16-19), and Small Steps: The Year I Got Polio by Peg Kehret, series of excerpts (Rdr, Unit 1, pp.20-50).
• Unit 2 (Parts 1 & 2) is comprised primarily of informational texts highlighting many aspects of life in the middle ages including architecture, mathematics, medicine, and food. Excerpts from Canterbury Tales and One Thousand and One Nights are included as enrichment materials.
• Unit 3 includes poetry which represent a wide variety of time periods. The poets come from many backgrounds and nations, and the selections represent a wide range of topics, structures, and cultures. The selected poetry is worthy of careful reading and should appeal to a wide range of student interests. Selections include poems by Roald Dahl, Langston Hughes, Walt Whitman, Carl Sandburg, and Ernest Lawrence Thayer.
• Unit 4 Text selections include biographies of famous inventors such as Thomas Edison, Heddy Lamar, and George Washington Carver and informational articles about well-known inventions such as the clock, the telephone, and the radio.
• Unit 5 The Changing Earth focuses on the composition of the earth and the forces that change Earth’s surface. (TG, Unit 5, p. 2)
• Unit 6 is centered around Sandra Cisneros's The House on Mango Street
• Unit 7 The Student Reader The Road to Independence is about the events leading to the American Revolution and what happened during the war itself. Additional texts and literary texts such as The Legend of Sleepy Hollow and Rip Van Winkle (texts adapted from the stories by Washington Irving).
• Unit 8 An abridged version of Treasure Island is the primary text for Unit 8. Additionally, two enrichment selections are included in the Student Reader: a text containing the “original text by Robert Louis Stevenson” (SR, Unit 8, p.95), a biography of Blackbeard, and diagrams/illustrations showing 1700s Sailing Schooners.

Instructional materials reviewed for Grade 4 meet expectations for reflecting the distribution of text types and genres required by the standards. Across the year, student materials include a variety of informational text, stories, poetry, and dramas with selections highlighting a variety of cultures. Units also include many illustrations and diagrams related to the featured texts.

• Unit 1- Selections include “...one short essay and four excerpts from longer works...”. (TG, Unit 1, p.2).
• Unit 2- Readings are made up mostly of informative, expository text that discusses the middle ages, however, some parts include fables, narrative paragraphs. and short fictionalized passages.
• Unit 3- Student reading for Unit 3 is comprised of a variety of poetry in multiple styles.
• Unit 4- Informational and biographical selections are introduced with a play (drama). (TG, Unit 4, pp.34-37) (Rdr, Unit 4, pp.3-6).
• Unit 5- Informational text that is primarily scientific (with emphasis on geology and earth science knowledge). It also includes a narrative text about the myths surrounding volcanoes.
• Unit 6 - Includes some narrative-story poetry and contemporary fiction.
• Unit 7- Texts include nonfiction texts and a drama selection.
• Unit 8- An abridged version of Treasure Island is the primary text. There are included short fiction pieces for enrichment activities.

The instructional materials reviewed for Grade 4 meet the expectations of indicator 1c of texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. According to the Program Guide, the texts meet the text complexity criteria for the grade.

When taken in aggregate over the course of the school year, the majority of texts appear to have the appropriate quantitative and qualitative measures for students' reading in this grade level. Quantitatively, the texts within the Grade 4 materials fall within a 770-1100 Lexile level (the standards call for materials to range from 640-1010 Lexile for grades 4 and 5).

Some representative samples of how the materials attend to the quantitative measures for the grade band include (but are not limited to) the following:

• When looking at the Student Reader from Unit 4- Eureka! Files: Eureka! Student Inventor- a narrated informational text mixed with a brief section of reader’s theater-type narrative, describing the lives and accomplishments of famous inventors which has a quantitative measure of 1080L.
• The Student Reader from Unit 5- Geology: The Changing Earth, includes a traditional informational text with a Lexile of 1030L. While this title is slightly above the stretch Lexile level, a great deal of teacher support for vocabulary and unfamiliar concepts is provided alongside appropriate tasks.
• The Student Reader from Unit 8—American Revolution: The Road to Independence, is an informational text with a quantitative measure of 1010L.
• The Student Reader from Unit 11- Treasure Island—this adaptation of Robert Louis Stevenson's novel has a qualitative measure of 820L.

Qualitatively, the materials are appropriate for 4rd grade readers as well.

• Unit 3 incorporates poetry, which is not typically measured with a quantitative measure. Qualitatively, however, the selections include rich content and specifically-chosen meter and rhyme schemes.
• Unit 4's narrative selections are substantial texts for close reading with depth of information and biographies about famous inventors.
• The Teacher Guide for Unit 5 calls out the qualitative language features: “The Reader for this unit, The Changing Earth, includes complex text and prepares students in Grade 4 for the increased vocabulary and syntax demands aligned texts will present in later grades. The Changing Earth focuses on the composition of the earth and the forces that change Earth’s surface.” (TG, Unit 5, p. 2)
• In Unit 6, excerpted chapters from Sandra Cisneros's The House on Mango Street is the central text. The novel includes rich and lyrical language to support the narrative. The Teachers' Guide also provides a note about the choice of chapters used: “We have excerpted the novel for the student reader, choosing only chapters that are definitely suitable for 4th graders. You may wish to read the full book and decide if there are other excerpts you would like students to read; many are mature and difficult for students of this age.” (TG, Unit 6, p. 3) This guidance supports teachers in identifying the reader/task considerations for any extensions or differentiation.

Read-aloud texts are at appropriately accelerated quantitative and qualitative levels, while texts students read on their own and for core instruction fall at the appropriate levels. It is noted that the poetry texts are qualitatively appropriate (as they would not be measured quantitatively) and are accompanied with appropriate tasks and questions.The relationship of the texts to their associated student tasks are appropriate to the grade level, and a rationale for their inclusion is provided in the introduction of each unit.

The materials (texts and sets of texts) for Grade 4 meet the requirement of supporting students' increasing literacy skills over the course of the school year. Texts and their associated student tasks provide students with increased rigor over the course of the school year and provide a variety of non-fiction texts to help students grow in their content knowledge and their mastery of content-specific and academic vocabulary. By the end of Grade 4, students have opportunities to read and comprehend some texts at grade level, although it is noted that the majority of texts do not provide consistent opportunities for students to practice at level to gain mastery.

The materials (texts and sets of texts) for Grade 4 meet the requirements of indicator 1d, supporting students' increasing literacy skills over the course of the school year. Texts and their associated student tasks provide students with increased rigor over the course of the school year and provide a variety of non-fiction texts to help students grow in their content knowledge and their mastery of content-specific and academic vocabulary. By the end of Grade 4, students have opportunities to read and comprehend some texts that meet the requirements for the end of the Grade 4, though the levels for the texts included in the units are not specified.

Placement of texts across the year provide students with increasing challenges in content and complexity, with the first Unit beginning with a focus on five personal narratives, including works by famous authors and individuals, including Beverly Cleary and Laurel Snyder. Extraordinary, Ordinary People: A Memoir of Family, an essay by former U.S. secretary of state, Condoleeza Rice has a Lexile of 990L. Quantitatively, this text falls within the recommended stretch band (740-1010L). The text also provides a great deal of context for words from other languages with which students may be unfamiliar. There are also recommended questions the teacher should ask to help students make inferences about the text, for example pointing out that Rice’s father was excited to have a baby boy who could play sports and seems disappointed or shocked when the new baby turns out to be a girl. He gets over his disappointment of the baby being a girl by thinking about her outside of a traditional gender role. Again, while most of the readings in the first unit fall above the recommended Lexile band for Grade 4, they are brief and well-supported with questions, tasks, and scaffolding from the teacher. The Reader for Unit 2 is a nonfiction text written for the program about the middle ages. Excerpts from the reader demonstrate an approximate Lexile of 960L, again, well-within the stretch band for Grade 4.

Later in the year, Unit 6 includes, The House on Mango Street by Sandra Cisneros, which has a Lexile rating of 870L-- still within the stretch band, though somewhat lower than the non-fiction texts featured earlier in the year. The students finish the year reading an abridged version of Treasure Island by Robert Louis Stevenson. The language and subject matter may be unfamiliar to students and will add complexity. Additionally, the texts have unusual sentence structures that require students to inference some of the action that is occurring. For example, the following excerpt was taken from page 5 of the Unit 8 Student Reader: They sat down, and for a long time I could hear nothing but low mumbling. Gradually their voices grew louder until the interaction became a cacophony of unpleasant exchanges. This was followed by an explosion of crashing sounds—the chair and table went over, a clash of steel followed, and then a cry of pain. The next instant I saw Black Dog in full flight, and the captain in hot pursuit, both men with sabres drawn. Blood streamed from Black Dog’s left shoulder. At the door, the captain aimed one last tremendous blow, which would certainly have struck Black Dog had it not been intercepted by the inn’s signboard.

The materials for Grade 4 meet the expectations that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Text complexity analysis information is available for the Grade 4 texts as a whole and rationales for purpose and placement of texts are found at the beginning of each unit.

Text complexity information is provided for the grade-level or units. Beginning on page 56 of the 3-5 Program Guide (PG), there is prose describing the quantitative measures, qualitative features, and reader characteristics and task demands that were considered when selecting and creating texts for the program. According to the Program Guide, the texts for Grade 4 fall within the 770-1100L band, with the exception of poetry, which does not receive a Lexile rating. The inclusion of poetry in the Grade 4 materials gives students opportunities to grapple with “highly complex, archaic language” as well texts with more modern, straightforward language that allows them to consider the deeper message of the work.

The beginning of each Grade 4 reading unit includes an introduction that describes why the texts were chosen for the program. For example, in Unit 1, Personal Narratives, included are short stories and book excerpts from published authors including Beverly Cleary, Condoleezza Rice, Laurel Snyder, and Esmeralda Santiago. There is a full text from author, Peg Kehret, Small Steps: The Year I Got Polio. These texts are used as exemplars as students learn the process of writing a personal narrative. The texts are grade-appropriate in content and text complexity. They also meet the Common Core State Standards’ Publishers’ Criteria Guidelines by providing literature that exposes students to a broad swath of experiences from individuals who represent various cultures, races, and groups (e.g., individuals with disabilities) within American society.

Instructional materials reviewed for Grade 4 meet expectations for text-dependent questions, tasks, and assignments 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). Each unit focuses on a topic that supports students in making self-to-text and text-to-text connections. A variety of activities and questions are designed to support the development of deeper understanding of both content and literary craft.

Some examples of text-dependent questions, tasks, and assignments include (but are not limited to) the following. In some instances, students are required to support inferences with evidence from the text. Discussion questions often require students to cite textual evidence.

Unit 1

• Students are engaged in discussion of reading selections which includes text-dependent questions. “How did you come up with this list of character traits? The author does not write “Lily is kind” anywhere in the essay. What evidence from the text supports each character trait?” (TG, Unit 1, p.40)
• “In the left-hand column of the chart below, list four character traits that describe Lily. They may be traits listed by the class, or new traits that you have identified, but they must be supported by evidence in the text.
• “Reread the passage on Reader pages 41-42 in which Peg describes learning to play the accordion. In the space that follows, write down all the textual details you can find that relate to the accordion or how to play it.” (TG, Unit 1, p.205) (AB, Unit 1, p.119

Unit 2 (Parts 1 & 2)

• “On page 23, the text says, “Castles provided the inhabitants, or people who lived there, with a certain amount of protection from the enemy.” Find three pieces of evidence from the text that demonstrate how a castle might protect its inhabitants from an enemy siege” (AB, Unit 2-pt.1, p. 37)
• “Students will use textual evidence during the chapter discussion to support the author’s claim that the Battle of Hastings changed history” (TG, unit 2-pt1, p. 202)
• “In chapter 12, we read that because many people disliked Uthman, a belief that a relative of Muhammad’s should lead the Muslims began to resurface. How is this belief reflected in chapter 13?” (TG, Unit 2-pt2, p. 102)

Unit 3

• “Which lines of dialogue does Little Red Riding Hood speak to the wolf, and which does the wolf speak to Little Red Riding Hood?” (TG, Unit 3, p.13)
• “Based on the poem’s first stanza, what two things does this poem compare?” (TG, Unit 3, p.144)
• “This part of “Little Red Riding Hood and the Wolf ” does not explain in detail what happens to the wolf, but it does give several clues to help readers infer what happens next. Remember that when you infer something, it means that you make a reasonable conclusion based on the evidence or information provided.” (PJ, Unit 3, p.6)

Unit 4

• Activities require students to use information from provided texts.
  • “As you make inventor cards, you will gather extra information, which will come in handy. If only last year’s contestants had read the biography of Peter Cooper, the inventor of gelatin desserts, we might’ve never had that pudding disaster. . . sorry, sorry. The network producers really don’t like it when I bring up last season.” (TG, Unit 4, p.77)
  • “Review the inventor cards. Check that each student has provided complete answers and used evidence from the text. Provide prompts to encourage more details or evidence from the text.” (TG, Unit 4. p.85)
• Discussion and Activity Book questions require students to cite textual evidence.
• “Use the second approach to ensure that each group makes a choice and supports their choice with textual evidence. Correct misunderstandings or incorrect use of evidence when necessary.” (TG, Unit 4, p.78)
• “How did this invention change things? Give two examples and include quotes from the article as evidence.” (AB, Unit 4, p.19

Units 5 & 6

• “According to the text, what are some ways in which erupting volcanoes can change Earth’s surface? You may wish to have students answer this question in small groups. If you do, challenge each group to find as many ways as they can, and ask them to compare their answers with a second group’s after a minute or two. ‘Answers may vary but should include: add new land to Earth’s surface; bringminerals from deep inside the earth to the surface; flatten entire forests; release rivers of lava that can burn and bury everything in their path; and trigger earthquakes, tsunamis, and landslides.’ (TG, Unit 5, p. 132)
• “Have students read the page and identify the information in the text that relates to their specific volcano. Remind students to take notes by paraphrasing the text they just read, or writing information in their own words. Students should write key information in the shortest form possible.” (TG, Unit 5, p. 205)
• “Which places in the vignette are described with lots of details?‘Students should point to three places being described: the house on Mango Street, the Loomis flat, and the house for which the narrator had hoped (which we will call the “Imagined House” from now on).’ “ (TG, Unit 6, p. 15)

Unit 7

• “Was William Prescott, commander of the militia, right to be worried when the British launched an attack against them? Support your answer with evidence from the text.” (TG, Unit 7, p.110)
• One assignment in the Activity Book tells students “The Boston Tea Party occurred in 1773, eight years after the Stamp Act of 1765, so the colonists had been living with unfair taxation for many years. Was it right for the Sons of Liberty to take such action by dumping the tea? Be sure to include both sides of the argument. Choose words from the word bank to use in your response to the writing prompt.” (AB, Unit 7, p.16)
• “On page 39, what does the heading ‘No Simple Solution’ mean? Support your answer with evidence from the text.” (AB, Unit 7, p.24)

Unit 8

• “Make an inference about why the captain says, ‘This is the perfect place for me’ and justify your inference with evidence from the text.” (TG, Unit 8, p.19)
• “When Jim reaches the Hispaniola, what does he find?” (TG, Unit 8, p.192)
• “Of the two reasons Silver gives for protecting Jim, which do you think is more likely to be true? Support your answer with evidence from the text.” (TG, Unit 8, p.234).

Instructional materials reviewed for Grade 4 meet expectations for sets of high quality sequences of text-dependent questions and tasks building to a culminating task that integrates skills (writing, speaking, or a combination.) Each unit focuses on a specific topic. Culminating tasks integrate student learning about writing and speaking while developing a deeper understanding of the content. Some units feature smaller, more frequent tasks that assist the teacher in assessing formatively; some units feature more complex or formal tasks that stretch across many lessons and assist the teacher with summative assessment.

Some examples which represent the program's meeting this indicator include (but are not limited to) the following:

Unit 1 focuses on the development of a personal narrative and uses personal narratives by well-known, published authors to develop student understanding. Related questions and activities prepare students to create their own personal narratives including details, dialogue, etc. The entire unit focuses on the development of the personal narrative supported by lessons built around narrative texts.

• “Tell students that in this unit they will read true stories written by the people who experienced them. These authors use writing to share their most interesting, important, exciting, or fun memories. Tell students they will also write true stories about things they’ve experienced. Today they’ll begin by writing a paragraph about a memory they have about school.” (TG, Unit 1, p.21)
• “You have selected the most important character trait in a good friend. Now write a paragraph explaining why you chose it. Provide a real-life example of friends showing this trait. Explain how having a friend with this trait makes you feel and why you think it is the most important trait.” (TG, Unit 1, p.45)
• “In this activity you will prepare to write your personal narrative by telling your personal narrative story to your partner. Use the planning chart you completed on Activity Page 8.4 as guidance to tell the story. You do not need to use the exact words or all of the details you included in the chart, but you should follow the basic events in order.” (TG, Unit 1, p.159)
• “Tell students that, for the remainder of this lesson, they will share their narratives with a peer and interview one another. This gives them the opportunity to speak about their work and the choices they made in writing it.” (TG, Unit 1, p.240)

In Unit 3, students focus on poetry. They read and analyze multiple poems, looking at the incorporation of literary and poetic devices as well as the content. They use these texts to guide them to drafting their own poetry, incorporating the learned devices into their original work. "Throughout this unit, students will practice using the poetic devices exemplified by each poem. They will compose rhymes, similes, and metaphors; use repetition, anaphora, and alliteration; and plan, draft, and revise several original poems inspired by the poems studied in this unit.” (TG, Unit 3, p.5) Students self-select the content and apply the writing process practice as they draft, share, and revise their poem. Students share out loud with peers their culminating work.

In Unit 4, students learn about inventors and have options for multiple performance tasks to represent their learning. “As they go through Eureka! Student Inventor, students read a range of informational texts about inventors, inventions, and the process of creation. In addition to close readings, students analyze objects and situations in the world around them, identify problems, create evidence-based solutions, and ultimately become inventors themselves. By routinely writing informational and opinion pieces, students practice research, observation, communication, and persuasion. They also engage in a range of collaborative discussions, sharing ideas and working in teams with defined roles and agreed-upon rules.” (TG, Unit 4, p.1) Many activities include culminating tasks with integration of writing and speaking skills:

• “Write a letter to Thomas Edison extolling the virtues of the lightbulb.” (AB, Unit 4, p.20)
• “Using the evidence you pulled for “Edison’s Invention Evidence,” plan the pitch your lab will present for your invention. This pitch will explain why your invention deserves to be on the back cover of Edison’s new book! All members of your lab should participate in the pitch.” (AB, Unit 4, p.28)
• “Create a skit to demonstrate the importance of your invention.” (AB, Unit 4, p.29)
• “Now, with your group, prepare a short dance or movement that demonstrates how this simple machine works.” (AB, Unit 4, p.39)

In Units 7 and 8, after reading in the Student Reader students are asked inferential, literal, and evaluative question sets. It is unclear if every student answers every question in writing or if one or two students provide answers orally. However, the student Activity Book also contains question sets that review the material that was read in class. Every student does answer these questions in writing.

The only culminating activity for unit 7 is the Unit 7 Assessment. In the assessment “students read two selections, answer questions about each, and respond to a writing prompt…they will answer grammar and morphology questions evaluating the skills they have practiced in this unit.” (TG, Unit 7, p.329) The questions on this assessment are modeled after the ones that they have been answering throughout the unit- they are just new questions over a new text.

Unit 8 has an End of Year assessment that is to be given to students. “The reading comprehension questions pertaining to these texts are aligned to the CCSS and are worthy of students’ time to answer. Questions have been designed so they do not focus on minor points in the text, but rather, they require deep analysis. Thus, each item might thus address multiple standards. In general, the selected-response items address Reading standards and the constructed-response items address Writing standards.” (TG, Unit 8, p.336)

Instructional materials reviewed for Grade 4 meet expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Vocabulary words are identified in the teacher guides and vocabulary words are highlighted in student texts. Unit 2 (parts 1 & 2) include lesson components that focus on vocabulary understanding with emphasis on morphology. Some discussion questions accompany reading selections in the teacher guides, but few guidelines or protocols for discussion are provided.

Vocabulary words are identified in the Teacher Guide (e.g., TG, Unit 1, pp.20, 32, 48) and vocabulary words are highlighted in student texts. There are some directions for the teacher, such as:

• “Break the class into groups of three or four and assign each group one of the day’s core vocabulary words. Tell students to copy the word, part of speech, and definition at the top of Activity Page 6.1.” (TG, Unit 1, p.91) Activity Page 6.1 asks students to: “Based on your classmates’ presentations, guess which of today’s glossary words their group is presenting.” (AB, Unit 1, p.47)
• “Prompt students to use their knowledge of relevant root words when trying to read and understand an unfamiliar word. For example, if a student is struggling to interpret the word infamous, ask, “What does it mean to be famous?”(TG, Unit 2-pt1, p. 17)
• “Incorporate vocabulary words from the text when possible and use complete sentences” (AB, Unit 2-pt1, p. 32)
• “Based on what you know about the root arch, what does monarch mean?” (AB, Unit 2-pt1, p. 162)
• “Tell students that the word auspicious, which means “likely to succeed,” developed from the Latin word auspicium . Then write the following sentences on the board: ◦ A great comet appeared in the sky when the new prince was born. This was an auspicious beginning” (TG, Unit 2-pt2, p. 27).
• “Students will encounter the following word in their reading in today’s episode. Vocabulary words are listed before each lesson for your reference, bolded in the student reading at their first occurrence, and compiled in the glossary of the Eureka! Files.” (e.g., TG, Unit 4, pp.17, 57-58, 91-92, 171)

Some discussions are developed around key vocabulary, although support to engage in the discussion (protocols, support for misunderstandings, etc.) are less consistent. However, work with practicing modeling academic vocabulary is consistent over the course of the school year.

• “Write “invention” on the board and facilitate a discussion about the definition.” (TG, Unit 4, p.28)
• “Read the first paragraph of ‘How to Eat a Guava’ aloud. Give students a few minutes to record verbs on Activity Page 4.1. Then ask the following discussion questions.” (TG, Unit 1, p.63)
• “Review the fundamentals of a personal narrative using the discussion questions below.” (TG, Unit 1, p.132)
• “Once students have finished the reading, facilitate a class discussion using the following questions:” (TG, Unit 1, p.187)
• “After students read the passage, facilitate discussion using the following questions.” (TG, Unit 1, p.219)

Instructional materials reviewed for Grade 4 meet expectations for supporting students' listening and speaking about what they are reading and researching, including presentation opportunities, with relevant follow-up questions and evidence. The Unit 4 "Quest" unit is particularly strong in this area, with many of the activities supporting high levels of student engagement while integrating writing, speaking, and listening. All units provide opportunities for speaking during discussion; however, some of the opportunities are limited to simple responses to teacher questions.

Examples of listening and speaking opportunities include, but are not limited to, the following:

Unit 1

• “Explain that first one student will play Peg Kehret while the other plays the role of a talk-show host. The host will ask Kehret two questions. Students will then switch roles and repeat the process with the remaining two questions.” (TG, Unit 1, p.231)
• “Ask students to respond to each of the following oral prompts by identifying which is the cause and which is the effect:” (TG, Unit 1, p.183)
• Students respond to prompts, but are not consistently asked to substantiate their answers beyond the initial responses.

Unit 2 (Parts 1 & 2)

• “Ask students to summarize what it was like to be a monk during the Middle Ages. You may wish to call on different students to summarize different parts of the text.” (TG, Unit 2-pt1, p. 196)

• “Select students to play General Vahan, General Abu Ubayda, the Byzantine soldiers, the Muslim soldiers, and the Muslim wives. Have everyone you selected come to the front of the room. Tell the selected students that you will read the text aloud again, and that when they hear their character mentioned, they should pantomime the action described in the text” (TG, Unit 2-pt2, p. 76)

Unit 3

• Students are given opportunities to share with peers.
  • “Have students work in pairs to describe in their own words what happened between the grandmother and the wolf. Have one student describe what the wolf did or said, while the other describes what the grandmother did or said. Use the Speaking and Listening Observational Checklist throughout this activity to assess student performance.” (TG, Unit 3, p.12)
• Some activities require students to listen and then paraphrase information or answer questions.
  • “Tell students that they will watch a short video showing examples of some of the creative work being done during the Harlem Renaissance. As they watch the video, they should watch for clues about what Harlem might have stood for during this time. They will answer questions about the video after watching it.” (TG, Unit 3, p.71)

Unit 4

• Students speaking with one another and collaborating effectively is a focus of the unit.
  • “Students will be able to discuss and practice collaboration, following agreed-upon rules and maintaining assigned roles. Students will integrate ideas from two texts and speak knowledgeably on the best practices of collaboration. Students will write clearly about their own collaboration experience, supporting their opinions with facts and details.” (TG, Unit 4, p.17)

Units 5 & 6

• When students have finished recording questions on their cards, have each group share its conclusions with the class, providing explanations and justifications for the questions chosen. Use the following chart as a reference when each group discusses information about its area of study, ensuring all students understand the questions. You may wish to ask students to answer the questions as well, providing support when needed. (TG, Unit 5, p. 12)
• "Give students a few moments to look back at the headings, images, and captions in Chapter 2, “Earth’s Layers and Moving Plates.” Allow students to look at the Reader as you discuss the following questions. Have students share their ideas with a partner before explaining their thinking with the whole class." (TG, Unit 5, p. 64)

Unit 7

“Think-Pair-Share. Present to students: The Sons of Liberty did not provide an accurate account of the Boston Massacre. Why do you think they changed the story? Circulate through pairs and listen to students as they develop their arguments, providing input as needed.” (TG, Unit 7, p.43)

Instructional materials for Grade 4 meet expectations for a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. Students are engaged in routine writing and have multiple opportunities throughout the course of the year to engage in the steps of the writing process from drafting to publishing. Writing tasks and projects are thoughtfully related to unit topics and support increased student understanding of literary devices and author's craft.

Examples of how the materials meet the expectations of this indicator include (but are not limited to) the following examples, which incorporate on-demand writing activities within longer-term process practice:

Unit 2 parts 1 and 2 provide opportunities for students to address writing in the areas of persuasion, informative, historical fiction, and fables. "In the writing lessons, students will review the stages of the writing process and engage in an extended writing project. In this unit, students will use a graphic organizer to take notes on information presented in the Reader; paraphrase information from a text; assess information to form an opinion; and draft a persuasive paragraph." (TG, Unit 2, pt.1, p.5)

• “In this unit, students will practice taking notes from the informational text of the Reader, as well as practice writing an informative, explanatory paragraph and a persuasive paragraph” (TG, unit 2-pt1, p. 5)
• “Below, under “Part One,” write the first part of a story that is set in the Islamic world in the Middle Ages. Like Scheherazade, end your story at a point that will leave a reader or listener desperate to know what happens next. Then trade activity books with your partner. Under “Part Two,” your partner should write the second part of your story, and you should write the second part of your partner’s story” (AB, Unit 2-pt2, p. 117)
• “Students will draft an informative paragraph about the life of a lord during the Middle Ages that includes a topic sentence, detail sentences, transition words, and a concluding sentence” (TG, Unit2-pt1, p. 58)
• “The basic elements of an informative paragraph are identical to those students practiced in the Personal Narratives lessons. The difference is that the informative paragraphs will be written using notes taken from the informational chapters in Knights, Castles, and Chivalry. • Review the structure of an informative paragraph, using the Elements of an Informative Paragraph Poster” (TG, Unit 2-pt1, p. 74)
• “Story Elements 1. Write down the setting of one of your favorite books. If possible, include the location and time period in which the story takes place. 2. Who is the protagonist of one of your favorite books? Try to provide a physical trait and a personality trait.” (AB, Unit 2-pt2, p. 43)
• “Historical Fiction Writing Tips A. First-person vs. Third-person A story told in the first-person is narrated by a character. A story told in the third person is told by someone who is not a character” (AB, Unit 2-pt2, p. 51)
• “Remind students that the particular type of paragraph that they have practiced writing during the last several lessons was called an informative or explanatory paragraph, the purpose of which was to provide factual information about a particular topic. Explain that, in addition to providing information, yet another purpose for writing may be to persuade the reader toward a certain point of view or opinion. Tell students that they will start working today, and through the next several lessons, to learn how to write a persuasive paragraph and state an opinion” (TG, Unit 2-pt1, p. 171)
• “Students will plan a persuasive paragraph by stating their opinion and supporting it with facts from the text”(TG, Unit 2-pt1, p. 226)

Unit 3 focuses on understanding and creating poetry. While poetry is the primary format for writing in the unit, integration of language instruction focuses on literary devices that support effective student writing in other genres. "Throughout this unit, students will practice using the poetic devices exemplified by each poem. They will compose rhymes, similes, and metaphors; use repetition, anaphora, and alliteration; and plan, draft, and revise several original poems inspired by the poems studied in this unit." (TG, Unit 3, p.5)

• “Students will compose original, simile-rich poems in response to the question, ‘What happens when your teeth aren’t brushed?’” (TG, Unit 3, p.61)
• “Students use teacher feedback and prompts to plan revisions of their work on memory poems.” (TG, Unit 3, p.74)
• “Students will plan and draft original poems that use anaphora to describe a character’s many components or attributes.” (TG, Unit 3, p.123)
• “Students write original narrative poems, using poetic devices to engage readers.” (TG, Unit 3, p.169)
• “Write your own poem describing one of your memories. Make sure your poem includes a title and anaphora. You should also try to include figurative language or at least one example of alliteration. When you have completed your poem, complete the checklist table below.” (TG, Unit 3, p.189)

Unit 4

Unit 4 is a Quest unit entitled “Eureka!” that engages students in a game show format that utilizes content and activities about inventors and inventions to integrate reading, speaking, listening, and writing. “Throughout the Quest, students consistently practice informative and opinion writing. In addition to working on developing arguments and using support, the writing challenges lend themselves to adaptation and addition. You can focus on additional language standards by adding requirements to the challenge. If you have extra time, you can also take advantage of the emphasis on building collaboration skills and introduce a round of peer editing to one or more of the writing challenges.” (TG, Unit 4, p.2)

• “Students will write clearly about their own collaboration experience, supporting their opinions with facts and details.” (TG, Unit 4, p.14)
• “Students will write an opinion piece about the importance of the lightbulb, providing evidence to support their argument.” (TG, Unit 4, p.88)
• “Students will write and present a skit with dialogue to show the importance of their lab’s invention.” (TG, Unit 4, p.144)
• “Students will integrate information about prior inventions and simple machines to write a creative solution to a technical challenge.” (TG, Unit 4, p.168)
• “Using examples from history and their own experiences, students will write an opinion piece on the usefulness of failure in the inventing process.” (TG, Unit 4, p.256)
• “Students will revise or complete writing challenges from previous lessons.” (TG, Unit 4, p.276)
• “Students will write a detailed explanation of their invention, including an argument for its importance.” (TG, Unit 4, p.304)
• “Make a final presentation about their invention, evaluated with determined criteria.” (TG, Unit 4, p.322)

Unit 5 In Unit 5's writing lessons, students review the writing process practice they have employed over the school year as well as engaging in several short writing projects.

• draft an informational pamphlet about tsunamis
• write a wiki entry about a specific volcano
• "create a descriptive paragraph about a type of rock or item in the rock cycle, incorporating literary devices they have encountered in previous Grade 4 units, such as alliteration, personification, and simile." (TG, Unit 5, p.3)
• “Students will draft a descriptive paragraph based on plans from a previous lesson.” (TG, Unit 5, p. 339)
• paraphrase text in The Changing Earth to take notes on tsunamis. They will then use these notes to draft an informational pamphlet on tsunamis.” (TG, Unit 5, p. 123)

Unit 6

Throughout this unit, students will practice using literary elements they have explored in each vignette—for example the use of detailed descriptions, the building of aspiration as a theme, and the contrast between the protagonists’ perceptions and the perceptions of others. The unit asks students to compose a multi-chapter narrative; they build their stories throughout several lessons devoted to planning, drafting, and revising their work. In addition, students practice opinion writing using evidence from the text." (TG, Unit 6, p.2)

• “Explain that today, students will apply their close reading of this scene to write an opinion statement. (TG, Unit 6, p. 65)
• “Students write a personal reflection piece based on the day’s reading.” in their writer’s journal. (TG, Unit 6, p. 72) “Think about whether other people’s views are holding you back or whether they make you want to work harder and do more. In the space below, write how you think you respond to other people’s opinions and whether you would like that to change.” (WJ, Unit 6, p. 84, 85)
• “Students create their own characters and dialogue, with a focus on describing characters from multiple perspectives.” (TG, Unit 6, p. 149)

Unit 7

"In the writing lessons, students will review the stages of the writing process and engage in an extended writing project. In this unit, students will enact and record key information from vignettes corresponding to the causes of the American Revolution. These activities will lead to the development of a five-paragraph cause and effect essay." (TG, Unit 7, p.3)

• Students participate in opinion writing with the following “Writing prompt: The Boston Tea Party occurred in 1773, eight years after the Stamp Act of 1765, so the colonists had been living with unfair taxation for many years. Was it right for the Sons of Liberty to take such strong action by dumping the tea? Be sure to include both sides of the argument.” (AB, Unit 7, p.60)

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 begin by drafting a character sketch and then will write, publish, and share an original adventure story. While working on the adventure story, students will focus on character development, dialogue, verb choice, and revision methods." (TG, Unit 8, p.3)

• Unit 8 focuses on narrative writing with the writing of an adventure story. The following prompt is given to students “Imagine a character gets lost in a remote, isolated area like the jungle, the desert, the mountains, the forest, the tundra, or an island. Choose a specific place for the setting of your story. Write a one- to two-page story in which you show how the character survives.” (TG, Unit 8, p.36)

Instructional materials for Grade 4 meet expectations for providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Daily writing tasks integrating language review and instruction engage students in a variety of writing genres including personal and fictional narratives, persuasion, opinion informative, historical fiction, fables, and poetry.

Unit 1 writing is mostly focused on developing personal narratives. Students practice component parts, using texts as mentor guides.

• “In this activity you will write a paragraph describing a school memory. It could be exciting, funny, scary, or surprising, but it must be true.” (AB, Unit 1, p.1)
• “Tell students that, now that they have organized and brainstormed the events and details to make a complete food narrative, it is time to put them all together in two paragraphs. Direct them to Activity Page 6.6 and review the instructions.” (TG, Unit 1, p.104)
• “Tell students that today they will begin to write their personal narratives. Remind them that they will do this over the next six lessons, and they will have time to revise at the end.” (TG, Unit 1, p.161)

Unit 2 provides opportunities for students to address writing in the areas of persuasion, informative, historical fiction, and fables. "In the writing lessons, students will review the stages of the writing process and engage in an extended writing project. In this unit, students will use a graphic organizer to take notes on information presented in the Reader; paraphrase information from a text; assess information to form an opinion; and draft a persuasive paragraph." (TG, Unit 2, pt.1, p.5)

• “In this unit, students will practice taking notes from the informational text of the Reader, as well as practice writing an informative, explanatory paragraph and a persuasive paragraph” (TG, unit 2-pt1, p. 5)
• “Reread the section “Knowledge in the Classical Age,” on page 155. Write an informative paragraph describing similarities between Baghdad and Timbuktu as centers of learning” (AB, Unit 2-pt2, p.114)
• “Students will draft an informative paragraph about the life of a lord during the Middle Ages that includes a topic sentence, detail sentences, transition words, and a concluding sentence” (TG, Unit2-pt1, p. 58)
• “The basic elements of an informative paragraph are identical to those students practiced in the Personal Narratives lessons. The difference is that the informative paragraphs will be written using notes taken from the informational chapters in Knights, Castles, and Chivalry. • Review the structure of an informative paragraph, using the Elements of an Informative Paragraph Poster” (TG, Unit 2-pt1, p. 74)
• “Draft a persuasive paragraph about lords and serfs” (TG, Unit 2-pt1, p. 294)
• “Remind students that the particular type of paragraph that they have practiced writing during the last several lessons was called an informative or explanatory paragraph, the purpose of which was to provide factual information about a particular topic. Explain that, in addition to providing information, yet another purpose for writing may be to persuade the reader toward a certain point of view or opinion. Tell students that they will start working today, and through the next several lessons, to learn how to write a persuasive paragraph and state an opinion” (TG, Unit 2-pt1, p. 171)
• “Students will plan a persuasive paragraph by stating their opinion and supporting it with facts from the text”(TG, Unit 2-pt1, p. 226)

Unit 3 focuses on work with poetry. While poetry is the primary format for writing in the unit, integration of language instruction focuses on literary devices that support effective student writing in other genres.

• “Students will compose questions and assemble them into an original poem.” (TG, Unit 3, p.32)
• “Students will record information about one of their own experiences and plan a memory poem that includes sensory detail and rich description.” (TG, Unit 3, p.48)
• “Students will compose original, simile-rich poems in response to the question, ‘What happens when your teeth aren’t brushed?’” (TG, Unit 3, p.61)
• “Students use teacher feedback and prompts to plan revisions of their work on memory poems.” (TG, Unit 3, p.74)
• “Students will draft a memory poem, compiling specific important details, organizing information, and selecting a method of repetition to emphasize tone.” (TG, Unit 3, p.89)
• “Students will plan and draft original poems that use anaphora to describe a character’s many components or attributes.” (TG, Unit 3, p.123)
• “Students write original narrative poems, using poetic devices to engage readers.” (TG, Unit 3, p.169)
• “Write your own poem describing one of your memories. Make sure your poem includes a title and anaphora. You should also try to include figurative language or at least one example of alliteration. When you have completed your poem, complete the checklist table below.” (TG, Unit 3, p.189)

Unit 4 is a Quest unit entitled “Eureka!” that engages students in a game show format that utilizes content and activities about inventors and inventions to integrate reading, speaking, listening, and writing. “Throughout the Quest, students consistently practice informative and opinion writing. In addition to working on developing arguments and using support, the writing challenges lend themselves to adaptation and addition. You can focus on additional language standards by adding requirements to the challenge. If you have extra time, you can also take advantage of the emphasis on building collaboration skills and introduce a round of peer editing to one or more of the writing challenges.” (TG, Unit 4, p.2)

• “Students will write clearly about their own collaboration experience, supporting their opinions with facts and details.” (TG, Unit 4, p.14)
• “Students will write an opinion piece about the importance of the lightbulb, providing evidence to support their argument.” (TG, Unit 4, p.88)
• “Students will write and present a skit with dialogue to show the importance of their lab’s invention.” (TG, Unit 4, p.144)
• “Using examples from history and their own experiences, students will write an opinion piece on the usefulness of failure in the inventing process.” (TG, Unit 4, p.256)

Unit 5 continues process work with informational and descriptive writing in forms such as paragraphs, pamphlets, wiki entries.

• "In the writing lessons, students will review the stages of the writing process and engage in several short writing projects. In this unit, students will examine and explain similes; draft an informational pamphlet about tsunamis; write a wiki entry about a specific volcano; and create a descriptive paragraph about a type of rock or item in the rock cycle, incorporating literary devices they have encountered in previous Grade 4 units, such as alliteration, personification, and simile." (TG, Unit 5, p.3)
• “Students will draft a descriptive paragraph based on plans from a previous lesson.” (TG, Unit 5, p. 339)
• “Students will use a graphic organizer to take notes by paraphrasing text and will also draft a wiki entry.” (TG, Unit 5, p. 205)

Unit 6 focuses on narrative prose, opinion and reflection writing, and development of character. Throughout this unit, students will practice using literary elements they have explored in each vignette—for example the use of detailed descriptions, the building of aspiration as a theme, and the contrast between the protagonists’ perceptions and the perceptions of others.

• “Explain that today, students will apply their close reading of this scene to write an opinion statement. (TG, Unit 6, p. 65)
• “Students write a personal reflection piece based on the day’s reading.” in their writer’s journal. (TG, Unit 6, p. 72) “Think about whether other people’s views are holding you back or whether they make you want to work harder and do more. In the space below, write how you think you respond to other people’s opinions and whether you would like that to change.” (WJ, Unit 6, p. 84, 85)
• “Students create their own characters and dialogue, with a focus on describing characters from multiple perspectives.” (TG, Unit 6, p. 149)

Unit 7 Students work with opinion writing connected to the texts read and collected information.

• Students participate in opinion writing with the following “Writing prompt: The Boston Tea Party occurred in 1773, eight years after the Stamp Act of 1765, so the colonists had been living with unfair taxation for many years. Was it right for the Sons of Liberty to take such strong action by dumping the tea? Be sure to include both sides of the argument.” (AB, Unit 7, p.60)

Unit 8 engages students in an extended writing project, focusing on story:

"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 begin by drafting a character sketch and then will write, publish, and share an original adventure story. While working on the adventure story, students will focus on character development, dialogue, verb choice, and revision methods." (TG, Unit 8, p.3)

The instructional materials reviewed for Grade 4 meet the expectations for materials including frequent opportunities for evidence-based writing to support their thinking. Students have frequent opportunities to provide evidence from the texts. Writing tasks that are not explicitly connected to texts are often still connected as texts provide models and components form which students learn and apply their knowledge. Some examples that represent how the program supports this include (but are not limited to) the following:

• Students are presented with questions to assist them in making careful choices for writing. "1. What facts, events, and details did you include from your longer paragraph? 2. Why did you choose to include these facts, events, and details? 3. What did you leave out? Why did you choose to leave it out? 4. What do you think a reader will be able to infer from your six-word memory?" (TG, Unit 1, p.28)
• “For each reason, students must list evidence from the text and the page number where they found the evidence. Students should then write the reason in a complete sentence in their own words. They will include a transition word or phrase at the beginning, if possible, and use the word because to introduce the evidence for the reason” (TG, Unit 2-pt1, p. 239-240)
• “Have paper available for use as an exit slip when students respond to the following two-part question: What was the most positive effect King Henry II had on England? What was the most negative?” (TG, Unit 2-pt1, p. 272)
• “Today’s lesson included Nikki Giovanni’s poem “My First Memory (of Librarians),” a poem in which the narrator remembers an event from her childhood and describes it with lots of detail. In this exercise, you’ll think about a memory of your own, then answer some questions. If you don’t finish during class time, you may complete your work at home.” (TG, Unit 3, p.48)
• “Answer each question thoughtfully, citing the page number(s) where you found evidence for each question. Answer in complete sentences and restate the question in your answer whenever possible.” (AB, Unit 5, p. 43-44)
• “Can you find any evidence in the text that helps you to infer how many bedrooms there are?” (TG, Unit 6, p. 16)
• “Based on the scene with the nun, what is the most likely reason for Esperanza’s aspirations? Provide evidence.” (TG, Unit 6, p. 68)
• Some of the questions that follow a reading excerpt also provide opportunities for students to participate in brief evidence-based writing. “Did the colonists express their unhappiness with the Stamp Act in peaceful or violent ways? Cite evidence from the text.” (TG, Unit 7, p.27)
• “Review directions for the writing prompt on Activity Page 5.3. Direct students to quote text from Activity Page 5.2 or another source, using quotations with commas. Individualize expectations as appropriate. Make additional sources available for students who wish to look deeper or to argue against the Sons of Liberty.” (TG, Unit 7, p.101)