4th Grade - Gateway 2

The instructional materials reviewed for Grade 4 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. Examples of how the program organizes students' engagement with texts around topics to build knowledge include the following samples:

Unit 2 Focuses on texts that build students' knowledge of history in the middle ages. Empires in the Middle Ages unit covers the history of both the Middle Ages in Europe and the Islamic Medieval Empires. The Middle Ages in Europe and Islamic Medieval Empires units have always been companions in the Grade 4 sequence because their subjects are highly related. While the Middle Ages deals primarily with the events of western Europe, and the relationship between the Christian Church and the rulers of the region, the concurrent Islamic Empires in the Middle Ages unit looks at events in another part of the world (particularly in what is now called the Middle East).

All texts and activities in Unit 3 are organized around the topic of poetry: “This unit gives students tools and strategies for approaching poetry, training them in the methods and devices poets use and equipping them to read and interpret both formal and free verse poems. It gives them continual opportunities to create poems themselves, allowing them to practice what they have learned.” (TG, Unit 3, p.1)

Unit 5 Includes texts about geology and the earth itself. Students study erosion, weather, and other geological processes via complex text that builds vocabulary and knowledge that can transfer into science coursework.

Unit 6 is centered around the novel The House on Mango Street by Sandra Cisneros, which is a "bridge between poetry and narrative text. The narratives within the chapters will engage students and build knowledge not just of the writing styles and how novels are built, but also of the progress and growth of the main character, Esperanza as she navigates school, home, and family.

Every text in Unit 7 is centered on the topic of the American Revolution. “The Road to Independence focuses on important events and people that led to the colonists’ decision to declare independence from the British government. Students will examine the sequence of events leading to the American Revolution and what happened during the war itself. Students will also read two literary selections about the time period.” (TG, Unit 7, p.3)

Unit 8 examines the fiction genre through Treasure Island by Robert Louis Stevenson. Students build knowledge of the time as well as of the written form here. Texts connected to the main novel support understanding of the plot, themes, and time period.

The instructional materials reviewed for Grade 4 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:

Unit 1

• “As you read, have students identify the events in each paragraph and record them on Activity Page 7.2. Also record the events on a class timeline or a large piece of paper. Consider keeping the class timeline up and adding events as you continue reading Small Steps.” (TG, Unit 1, p.112)
• “Discuss with students what sticks with them most about the passage. What are the most interesting and vivid details? How do they help the reader understand the narrator’s experience?” (TG, Unit 1, p.175)

Unit 2 (Parts 1 & 2)

• “Write one sentence for each of the four images to describe what the serf might be doing in each image. Refer to the text, “If You Were a Boy Serf,” to find evidence to support your response” (AB, Unit 2-pt.1, p. 32)
• “Look back at the paragraph on page 132 that begins, “Finally, there were the champions.” Based on this text, why might Vahan have been upset about the Muslims defeating so many of the Byzantine champions?” (TG, Unit 2-pt2, p. 73)

Unit 3

• “Tell students that as they listen to Alexie’s excerpt, they should pay careful attention and look for words in the poem that suggest the speaker’s tone. They might also notice if any words are emphasized.” (TG, Unit 3, p.85)
• “Explain that the effects of repetition are similar to the effects of anaphora, which is specifically the repetition of a word or phrase at the beginning of consecutive lines. However, because the words are repeated in the same place—at the start of each line—anaphora also adds structure to the poem. This kind of repetition can make a poem resemble a chant.” (TG, Unit 3, p.113)
• “Listen to the poem’s title again: ‘Words Free as Confetti.’ What literary device is Mora using in the title, and what word helps you identify it?” (TG, Unit 3, p.131)

Unit 4

The Unit 4 Quest activities focus heavily on writing, speaking, and listening. Many activities and questions, however, require that students analyze text selections. Examples of those activities include:

• “When they are done with the cards, ask students to share their research from their inventor’s biography and their completed inventor card, with their team lab. Each student should have a chance to share.” (TG, Unit 4, p.67)
• “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)

Unit 5

• “Have one student read The Big Question at the beginning of the chapter. Ensure students understand the meaning of The Big Question before reading the chapter. How do tectonic plates and Earth’s layers interact to change the surface of the earth?” (TG, Unit 5, p. 41)
• “Based on the author’s descriptive language when explaining a tsunami, is a tsunami a positive or negative result of an earthquake? How do you know? Use Think-Pair-Share to have students answer this question.” (TG, Unit 5, p. 121)
• “To polish means “to make something smooth and shiny.” The author states that Agnes Nyanhongo polishes parts of her sculptures. Why might Agnes Nyanhongo have to polish her sculptures?” (TG, Unit 5, p. 221)

Unit 6

• “What quote gives you the evidence for this feeling?” (TG, Unit 6, p. 46)
• "How does Esperanza feel when she is in her own neighborhood? What does “All brown all around, we are safe” mean?" (TG, Unit 6, p. 148)

Unit 7

• Activity page 3.1 focuses on idioms used in “Trouble Is Brewing.” It gives the following directions to students “Each of the following sentences contains an underlined idiom. Follow these steps for each one: • Find the sentence in your Reader and write the page number. • Explain the idiom in your own words.” (AB, Unit 7, p.33)
• “The first paragraph says: ‘The cost of the pleasure in all this was the terror of his walk home.’ What does the cost of the pleasure mean, and what does it refer to?” (TG, Unit 7, p.260)
• “Underline the two similes used to describe Ichabod Crane in this sentence: His elbows stuck out like a grasshopper’s, and as he rode, his arms flapped like a pair of wings. What two things are compared in each simile?” (TG, Unit 7, p.277)

Unit 8

• “Casual language is often used to portray character. When the pirates speak to each other in Treasure Island, some of the dialogue includes shortened forms of words, slang, and incorrect grammar. An example of this is when Bill says, 'He’s a bad ’un, but there’s worse than him after me.' What does this casual language portray about the characters?”(TG, Unit 8, p.24)
• “A simile is a literary device that compares two different things, usually using like or as. In the last sentence of the first paragraph, a simile is used to describe the sunrise Jim sees as he arrives in Bristol. What is the simile and what does it mean? What effect does this simile have?”(TG, Unit 8, p.104)
• “Hyperbole is figurative language that describes something in a highly exaggerated way, or as better or worse than it really is. Identify an example of hyperbole on this page. What does the hyperbole portray about Silver’s character?”(TG, Unit 8, p.111)

Instructional materials reviewed for Grade 4 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. Questions and tasks frequently require students to reference the text being studied, and promote students' integrating knowledge and ideas across individual or multiple texts. As evident in the examples below, many questions and tasks focus on recall of specific information. Some questions/tasks ask students to reflect and think more deeply, and some of those offer follow-up questions/activities that require students to cite evidence or justify and defend their thinking.

Examples of text-dependent questions and activities that support students analyzing knowledge within a text include, but are not limited to, the following samples. Note some questions and activities include an indication of the type of question being asked (e.g., evaluative, inferential):

Unit 1

• “Evaluative. Who is a more important character in this essay, Lily or Sandy? Who are you more interested in?” (TG, Unit 1, p.41)
• “With your partner, reread chapter one of Extraordinary, Ordinary People: A Memoir of Family and write down all the examples of cause and effect you see in the passage.” (TG, Unit 1, p.55)
• “Condoleezza Rice’s birth made her father a feminist who believed that his daughter could do anything. Using cause and effect structure, you will write a paragraph describing how someone changed you or how you changed someone else.” (TG, Unit 1, p.56)
• “What is different about the way the firsthand account and the secondhand account support the main ideas?” (TG, Unit 1, p.143)

Unit 2 (Parts 1 & 2)

• “Answer the following questions on the lines provided. Remember to answer in complete sentences, using information from the text to support your answers. 1. Were people from different areas in the Middle Ages able to communicate easily with one another? Why or why not? Page(s). 2. Name three transforming events leading up to the Middle Ages in Europe. Page(s)” (AB, Unit 2-pt1, p. 14)
• “Answer each question thoughtfully, citing evidence from the text and page number(s) where you found evidence for each question. Answer in complete sentences and restate the question in your answer whenever possible. 1. Young men in the Middle Ages were often required to become foot soldiers or knights. What was happening in the Middle Ages that required young men to become fighters?” (AB, Unit 2-pt1, p. 35)
• “Imagine you are traveling through the medieval countryside and you see a boy about your age. Based on today’s reading, what evidence would you use to decide whether the child is a serf or a noble?” (TG, Unit 2-pt.1, p. 49)

Unit 3

• “Students will identify textual evidence to determine the implicit and explicit meanings of Harryette Mullen’s ‘Ask Aden.’” (TG, Unit 3, p.25)
• Students are asked to compare two poems: “Tell students that the next poem is by Norman Ault, a British man known for his poetry and his artistic abilities as an illustrator. As students listen to the poem read aloud, they should pay attention to differences between this poem and Mullen’s poem.” (TG, Unit 3, p.29)
• “Inference. Based on the relationship Giovanni has with books as an adult, what do you imagine her feelings were about librarians as a child? Make sure to explain how you reached your answer.” (TG, Unit 3, p.43)
• “Students will identify how Whitman characterizes America and make inferences about what Whitman most values about the nation.” (TG, Unit 3, p.97)
• “Carl Sandburg’s poem ‘Fog’ uses an extended metaphor to compare the fog to a cat. Using the poem as a reference, complete the following chart to show the different parts of Sandburg’s extended metaphor.” (TG, Unit 3, p.145)
• “This poem is too complex to understand completely without hearing and reading it multiple times. However, you probably still understood a great deal from your first experience with the poem. The following questions will show just how much you understand about the poem already.” (TG, Unit 3, p.156)

Unit 4

• “Students will integrate ideas from two texts and speak knowledgeably on the best practices of collaboration.” (TG, Unit 4, p.14)
• “Students will complete close reads of several inventor biographies and will be able to summarize, refer to details, and draw inferences from these texts.” (TG, Unit 4, p.59)

Unit 5

• “Literal. 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.” (TG, Unit 5, p. 132)
• “What are rocks? Ask students to indicate to a partner where in the text they found the information that answers the question.” (TG, Unit 5, p. 192)
• “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, 79)

Unit 6

• “In the first vignette, “The House on Mango Street,” we discovered that Esperanza wanted people to have a different perception of her. In this vignette, what does Esperanza understand about the link between her own perceptions of others and others’ perceptions of her?” (TG, Unit 6, p. 222)
• “Evaluative. According to the graph, what is the same in the two vignettes? What is different in the two vignettes?” (TG, Unit 6, p. 48)
• “Evaluative. How do these actions compare with what Esperanza describes in the first paragraph? Use quotes. (TG, Unit 6, p. 148)

Unit 7

• “Sequence the following events from first to last. The first event, the French and Indian War, is already labeled. Number the remaining events 2–5.” (AB, Unit 7, p.37);
• “Tell students they will reread an excerpt from Chapter 3, ‘The Fight Begins,’ and an excerpt from the poem ‘Paul Revere’s Ride,’ by Henry Longfellow. • Have students turn to the first page of the chapter. • Tell students they will read closely to examine the author’s words, sentences, and literary devices for a deeper understanding of ‘The Fight Begins’ and the poem ‘Paul Revere’s Ride.’” (TG, Unit 7, p.90
• “In the Reader, you read that there were two ways for the British soldiers to get to Concord from Boston. What were they? Why, then, do you think the poem says, ‘One if by land, and two if by sea’?”(TG, Unit 7, p.95)
• “ Based on what you learned in the Reader about Paul Revere’s ride, do you think the poem excerpt is historically accurate, meaning all the details in the excerpt you read are exactly how they happened that night in 1775? Include examples from the Reader text and the poem to support your answer.” (TG, Unit 7, p.98)
• “In the first sentence of the fifth paragraph, what does the word limped imply about the condition the soldiers were in when they arrived at Valley Forge?” (TG, Unit 7, p.180)

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)
• “Jim seems much surer of himself in this scene than in earlier chapters. How does he show leadership on the Hispaniola?”(TG, Unit 8, p.210)

Students integrate knowledge across multiple texts is in the enrichment portion of Unit 8. Throughout the entire unit students are reading an abridged version of Treasure Island. As part of enrichment, students read a chapter from the original Treasure Island. Students then can respond to this question, “How does the language in Stevenson’s original version differ from that in the Reader?”(AB, Unit 8, p.170) As an additional enrichment piece students can read Blackbeard and answer the following prompt, “Discuss some similarities between the story of “Blackbeard” and Treasure Island.”(AB, Unit 8, p.172)

Instructional materials reviewed for Grade 4 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). Questions within lessons consistently align with or support culminating tasks. Most writing tasks provide an opportunity for students to integrate thinking and learning from primary texts.

Examples of culminating activities include:

In Unit 1, students also complete personal narrative essays, in which they use six lessons and revise along the way. They do complete editing and revision along the way, and do "complete a final polish of their work using a self-evaluation and editing checklist.” (TG, Unit 1, p.238) They also work with peers in this unit to practice revision techniques:“ Allow students to work with a partner to review their answers to the final question and to discuss the kind of conclusion they will write.” (TG, Unit 1, p.224)

The culminating tasks in Unit 2 include writing informative paragraphs, a persuasive paragraph, and an end of the unit assessment that includes reading, grammar, spelling, and an optional fluency assessment). While there are many peer sharing opportunities that offer the students the chance to orally present and listen to others, those opportunities are limited in terms of culminating presentation in this unit. Students are supported with graphic organizers and guides throughout this process, and teacher notes indicate the through line of writing learning from the previous Unit. Students do read their work out loud to peers: “Explain that one partner will read his or her story for five minutes, and the listener will have five minutes to provide feedback (complimentary and critical). Then, the roles will switch and the other partner will share and receive feedback” (TG, Unit 2-pt2, p. 175)

Unit 3 Includes tasks that have students create original poetry and read dialogue from texts encountered in the Unit:

• “After students identify the lines of dialogue, ask them to read the dialogue in pairs, with different people playing the roles of Little Red Riding Hood and the wolf.” (TG, Unit 3, p.13)
• “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 use teacher feedback and prompts to plan revisions of their work on memory poems.” (TG, Unit 3, p.74)
• “Students will read their original poem aloud to a peer and give feedback.” (TG, Unit 3, p.95)
• “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 construct original poems containing their own extended metaphors comparing the weather to an animal.” (TG, Unit 3, p.146)
• “Students write original narrative poems, using poetic devices to engage readers.” (TG, Unit 3, p.169)

Unit 4 is a Quest that places students on a make-believe game show as they learn about the value of collaboration and the nature and need for invention. “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 1, p.1) Students write a reflection on this unit. There is minimal support for teachers to monitor and adjust support for student skills throughout the work.

In Unit 5, students write a descriptive paragraph about a rock or other item in the rock cycle. The writing includes recall to Unit 1 to support students as they build upon their skills: "Remind them that they wrote a descriptive paragraph about an object. Tell students they will write a similar piece, but this time they will focus on a type of rock or other item in the rock cycle, such as igneous rock, lava, magma, metamorphic rock, sediments, or sedimentary rock. Explain that students will write one paragraph in which they personify a rock or item in the rock cycle. (TG, Unit 5, p. 312)

In this Unit, students also use their notes to draft an informational pamphlet about tsunamis. (TG, Unit 5, p. 123). Teacher notes include: "Guide students through the process of transforming their notes into sentences by completing the “Tsunamis are caused by...” statement as a whole group. Have students read the notes they took for the first question on Activity Page 5.2. Then have students read the statement on Activity Page 5.3. Have students think of different ways to complete the sentence, keeping the audience in mind. Call on multiple students to provide possible ways to phrase the sentence. Write one or two examples on the board/chart paper. (Tsunamis are caused by earthquakes in the oceanic crust; tsunamis are caused by the seafloor shifting after an earthquake.) (TG, Unit 5, p. 125) Support for teachers to identify struggling students is limited.

Unit 6 includes speaking, listening, and acting performance as they re-create scenes from Sandra Cisneros's The House on Mango Street. The teacher is provided a plan to implement this performance task in the classroom, but support for struggling students is not explicit. The task engages students' speaking and listening skills, but is not necessarily connected to the skills practiced in the Unit itself. Directions to the teacher include:

• Arrange students in groups of three. Designate one student to be the director, and assign the roles of Esperanza and the nun to the other two. Alternatively, you can allow them to choose their assignments themselves. Instruct students they will now rehearse the scene they have been working on.
• Remind them to only say lines exactly as they appear in the text and to perform all the actions.
• Direct them to the instructions in Writer’s Journal 3.2. If you wish, go over the responsibilities of actors and director before they rehearse.
• Allow students 10 minutes to work on their scenes and practice.
• Circulate and check in with students; if some have “finished” early, encourage them to engage deeply with the text, thinking about what they are trying to convey and how to convey it.” (TG, Unit 6, p. 63)

In Unit 8, students write their own adventure story. As they are planning and drafting their story, they are using what they are reading, Treasure Island, as a model for how adventure stories work. The reading and the writing are integrated together throughout Unit 8. There are specific directions for teachers to guide students through this process, but little support if students miss a step or need extra help. A sample of the directions for the teacher:

• “Tell students that today they will begin planning their adventure story. Explain that all stories have a shape or structure. Explain that you will use Treasure Island to model how a story is organized… Explain that a story starts off flat, with minimal suspense, and gradually increases in suspense until the end, when the problem in the story is resolved… Have students recall what happens in the introduction to Treasure Island… Explain that the second part of a story is the problem or conflict. Have students identify the problem or conflict at the beginning of Treasure Island. Explain that the third part of a story is called Rising Action. Tell students that Rising Action occurs as the story becomes more exciting or the problem worsens. Explain that Treasure Island is a relatively long story, so there are many points of Rising Action. Shorter stories, like the one they will write, will have fewer points of Rising Action… Have students turn to Activity Page 7.2 and begin creating the shape of their adventure story.”(TG, Unit 8, p.154-156)

• Instructional materials reviewed for Grade 4 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 and some recurring strategies supporting vocabulary development are provided throughout the program. While the selected vocabulary words appear to be of value to build knowledge, information about the process and rationale for the selection academic vocabulary words is not provided.

Excerpts 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.
• Lesson introductions include a list of literary and/or core vocabulary words that are included in the text materials. Definitions and parts of speech are provided, but there is no guidance for the teacher about how to address the words. Some lessons highlight vocabulary words, but those highlighted words are typically literary vocabulary necessary for understanding the lesson focus. (e.g., pp.20, 32, 48, 62, 76, 90, 108, 130, 152, 166, 182, 200)
• Most lessons include word work and activities that focus on all of the highlighted vocabulary words for a particular text. Some of the vocabulary activities are more engaging including movement and drawing, while others involve students transcribing words and definitions. Examples of these activities include (but are not limited to) the following:
• “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)
• “Write the first vocabulary words, which are from the first selection from Small Steps (‘The Diagnosis (Part 1)’), on the board. Assign partners and have pairs copy the definitions from their glossary onto the board. One can read while the other writes. Then ask the remaining students to read the definitions aloud before moving on to the first activity. Tell students this vocabulary includes words from both texts they will read today.” (TG, Unit 1, p.109)In the introduction to Unit 4, challenging academic vocabulary words are “flagged” for each lesson.
• “Before reading aloud, review the bold vocabulary words of this biography. Explain to students that definitions for bolded vocabulary can be found in the glossary of their reader. Ask students to look up definitions for the three vocabulary words on page 7 of their reader (patented, humble, deterred).” (TG, Unit 4, p.62)
• “Before reading page 8, ask students to look up definitions for the three vocabulary words on this page.” (TG, Unit 4, p.62)
• “Before reading, inform students that today’s research will introduce some technical language related to the inventions. Go over bold vocabulary words in the text and ask students if they are familiar with these terms. If not, find definitions in the glossary.” (TG, Unit 4, p.94)

Each Word Work lesson focuses on a core vocabulary word and follows a structure as noted in this example from Unit 5:

• “In the chapter you heard and read, 'Basalt is a heavy, dense rock formed from cooled, hardened lava.' Say the word dense with me. Dense means 'thick or heavy.' The dense fog blocked our view of the mountaintop. What are some other examples of dense? Be sure to use the word dense in your response. Ask two or three students to use the target word in a sentence. If necessary, guide and/or rephrase students’ responses to make complete sentences: '___ is dense because ___.' What part of speech is the word dense? Use a Making Choices activity for follow-up. I am going to read several sentences. If the sentence I read is about something that is dense, say, 'That is dense.' If the sentence I read is not about something that is dense, say, 'That is not dense.'"(TG, Unit 5, p. 33-34)

Instructional materials reviewed for Grade 4 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. Lessons progress over the year, and students are guided to utilize skills learned in previous lessons and apply them to new situations.

Evidence of writing skill progression includes, but is not limited to, the following sample activities and assignments:

Unit 1 focuses on developing student understanding of the personal narrative and teaching students to use a variety of literary devices in writing their own personal narratives.

• “Students read five personal narratives, identifying the elements of the genre and, throughout the unit, using these elements in writing a variety of their own personal narratives. These elements include events proceeding in a logical sequence, dialogue that shows character, vivid descriptive language, characters with defining traits, sensory details, figurative language, and writing strong introductions and conclusions. Examining the genre in this way will help students build their knowledge of descriptive writing.” (TG, Unit 1, p.1)
• “Model and work with the class to compose a paragraph about the first day of fourth grade, using the firstperson plural (we). Include an introductory sentence, two or three supporting sentences, and a concluding sentence.” (TG, Unit 1, p.23)
• “Tell students that in the next lesson they will complete a longer piece of writing about the food experience they just described to a partner, and that the chart on Activity Page 5.3 will help prepare them to write it.” (TG, Unit 1, p.86)
• “Tell students that today they will have a chance to write some dialogue for their food narratives, but first they will review some basic rules of capitalization, punctuation, and paragraphs for dialogue.” (TG, Unit 1, p.99)
• “Students listen to one another’s narratives and provide constructive and specific feedback.” (TG, Unit 1, p.159)
• “Students include similes or metaphors in their personal narratives.” (TG, Unit 1, p.177)
• “In this activity, you will work with your partner to find places to strengthen your writing. You will also help your partner strengthen his or her writing. As you read and listen, remember to think about showing rather than telling by using specific language and strong details.” (TG, Unit 1, p.233)
• “Students complete a final polish of their work using a self-evaluation and editing checklist.” (TG, Unit 1, p.239)

Unit 2 continues to engage students in the writing process. “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-pt1, p. 5)

• “Have students trade their papers with a peer and check their peer’s work against the Elements of an Informative Paragraph Poster. Ask them to label the topic sentence, detail sentences, transition words, and concluding sentence. The teacher will schedule a writer’s conference with the students who did not (or did not accurately) include all necessary elements in their paragraph” (TG, Unit 2-pt1, p. 77)
• “Using facts from the passage, write a paragraph in the first-person describing the experience of a person traveling with a caravan.” (AB, Unit 2-pt2, p. 7)
• “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)
• “Unique Voices Everyone has his or her own way of speaking. When you are writing dialogue for a character, think about that character’s unique voice” (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)
• “Emphasize the importance of writing key information in the shortest form possible, and of paraphrasing, or writing the information in their own words. Remind students that images and captions can provide details as well. Students should write the page numbers of where they found each piece of evidence next to their paraphrased notes” (TG, Unit 2-pt1, p. 173)
• “Explain that in a persuasive paragraph, the writer states an opinion and gives the reader reasons for that opinion. When a writer states an opinion, he or she is taking a stand and saying what he or she believes about a topic. The writer is prepared to explain why he or she is taking that particular stand. When a writer explains the reasons for his or her opinion, the writer often uses the word because to link an opinion with the reason for that opinion” (TG, Unit 2-pt1, p. 238)

Unit 3 focuses on poetry and provides lessons that support student understanding of of use of a variety of poetic devices.

• “A key aspect of the Poetry unit is encouraging and equipping students to write original poems.This allows for creative and imaginative expression, but it also affords students the opportunity to implement the poetic devices they have learned in the reading components of each lesson. The writing portion of the unit allows students to apply their new poetry knowledge, further solidifying their understanding of the craft of poetry. 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 define the terms repetition and alliteration and create original work using alliteration.” (TG, Unit 3, p.27)
• “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 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 construct original poems containing their own extended metaphors comparing the weather to an animal.” (TG, Unit 3, p.146)
• “Students write original narrative poems, using poetic devices to engage readers.” (TG, Unit 3, p.169)

Unit 4 is a Quest unit that engages students in activities supporting collaboration and developing an understanding of inventors and inventions. Students write routinely during the unit. Examples of writing activities supporting increasing writing skills include:

• “Over the course of the Quest, students write routinely in opinion, informational, and narrative modes, adjusting style for the task and audience indicated.” (TG, Unit 4, p.1)
• “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)
• “Review Collaboration Wedge Challenge letters. Check for coherence and use of details and facts to support each response. Identify unanswered prompts and provide guiding questions to gain more detail where necessary.” (TG, Unit 4, p.52)
• “Students will draw evidence from inventor biographies to support their own research.” (TG, Unit 4, p.54)
• “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)
• “Write a letter to the network explaining how failure can be a useful tool in invention.” (AB, Unit 4, p.62)
• “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 create explanatory texts to document their inventions, including diagrams (and domain-specific vocabulary) to convey information.” (TG, Unit 4, p.220)
• “Students will revise or complete writing challenges from previous lessons. Students will write two short, informative pieces describing their own invention idea, the problem it solves, including its purpose and function.” (TG, Unit 4, p.276)
• “Students will write a reflection on their experiences during this unit, including a description of their invention and reflection on a challenge they faced and overcame.” (TG, Unit 4, p.322)

Unit 5 includes writing tasks for students to practice for different audiences as they engage in learning scientific concepts:

• "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 describe an informational pamphlet and identify a specific pamphlet’s purpose and intended audience." (TG, Unit 5, p.105)
• "Students will use their paraphrased notes to draft an informational pamphlet about tsunamis." (TG, Unit 5, p.123)
• "Students will plan for writing a descriptive paragraph about a rock or other item in the rock cycle." (TG, Unit 5, p.312)

Unit 6

"A key objective of the unit is teaching students to write narrative prose. This allows for creative and imaginative expression but also affords the opportunity to implement the skills students have learned in the reading components of the lessons. 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)

Throughout Unit 7, students are writing a cause and effect essay. The writing of this essay is scaffolded so that students do not become overwhelmed. Instruction is provided to help students learn how to write an effective introduction, body, and conclusion.

• “Remind students they will write an essay about the causes and effects leading up to the American Revolution and that they have already written a draft about early disagreements between the British and the colonists for the introductory paragraph.
• Tell students that today they will plan the first of three body paragraphs, each paragraph detailing additional causes of the Revolutionary War.
• Explain that most of the content for each of the three body paragraph drafts will come directly from chapters 2 and 3 of The Road to Independence, but that students are encouraged to use additional sources to add details as they revise. In preparation for drafting their first body paragraph, they will review the content by performing a vignette, or short scene, from history. Explain that after students perform the vignette, they will record key information from the vignette in a graphic organizer and respond to a writing prompt.” (TG, Unit 7, p.100)
• “Have a student read the “Exemplary” column of the “Body” section for paragraph 1 on the rubric. Tell students that this is the goal of their first body paragraph. Tell students that they will reach the goal of exemplary status if they follow what you model for them today.”(TG, Unit 7, p.196)
• “Have students follow the same process to review and revise the remaining body paragraphs. Remind students to use the rubric on Activity Page SR.2 and the word banks on the planning activity pages (Activity Pages 7.3 and 8.3) as they write their paragraphs.”(TG, Unit 7, p.249)

Unit 8 Several mini-lessons on writing are included in Unit 8 to help them achieve success in writing an original adventure story.

• “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. Use the following questions to guide your thinking and writing:
  • What is the setting like?
  • What challenges must the character overcome? What kinds of problems must the character solve?
  • What traits and values, or characteristics, does the character display? What thoughts and feelings does the character have?
  • What elements of danger are present?
  • What people or animals does the character meet?
  • Does the character return home?
  • How does the story end?” (TG, Unit 8, p.36)
• “ …have students brainstorm the setting for their adventure story using the prompt. Encourage students to continue thinking about a setting for their adventure story on their own.”(TG, Unit 8, p.60)
• “Choose one setting from the list and ask students what types of characters might populate a story about that location. (For example, if the jungle is the setting, students might list animals, such as a snake, monkey, or tiger, as possible characters.) Tell students to select a setting that they would like to use for their adventure story, keeping in mind that the setting will help determine the kind of characters they will create. Remind them that their character will be stranded in this location.”(TG, Unit 8, p.68-69)

Instructional materials reviewed for Grade 4 meet expectations for including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic and using multiple texts and source materials. The structure of units focusing on one topic each supports enhanced student understanding and knowledge development around the unit materials. There is a consistent, clear progression of research projects to support students' developing research skills and the ability to transfer this to other projects and activities. There is guidance for teachers to identify supports needed for students should they struggle with the research activities.

Examples of activities involving aspects of research include, but are not limited to, the following:

Unit 1: Components of the research process are available for students to practice, such as:

• “List your supporting evidence in the right-hand column. Supporting evidence may be a quote from the text or a description of what is happening in the text in your own words. If you use exact words from the text (for example, ‘I was distracted’), remember to put them in quotation marks.” (TG, Unit 1, p.141)
• “Direct students to Activity Page 8.3. Tell them that both ‘Introduction to Polio’ and ‘The Diagnosis’ introduce and provide evidence of facts about polio, but they do it in very different ways. Tell them they will compare the kind of evidence each piece of writing uses.” (TG, Unit 1, p.142)

Unit 2: Includes many mini-activity lessons that allow for research-based learning.

• “Explain that “Medieval Musings” boxes appear throughout this unit and present an opportunity for students to conduct independent research to learn more about the Middle Ages. As time permits throughout the unit, ask students to use both books and Internet resources to learn the answers to these questions” (TG, Unit 2-pt1, p. 27)
• “Have students read the section titled “Medieval Musings.” Remind students that to muse over something is to think about it. If time permits, have students conduct research independently, in pairs, or in small groups, to learn the answers to these questions. Otherwise, consider allowing students to complete the activity at a different time during the day” (TG, Unit 2-pt1, p. 47)
• “As time permits, you may have students conduct independent research to find the answers to the questions posed in the Medieval Musings. They may also find the hidden letter in the Letter Quest and record it on Activity Page 2.3” (TG, Unit 2-pt2, p. 98)
• Unit 3

Unit 4: The nature of the Eureka! Student Inventor Quest lends a research aspect to many of the student activities. There are many research-oriented activities that are incorporated within this unit, including the following:

• “Episode 2: Research- Contestants open the Eureka! Files to read biographies of the judges. They use their research to complete inventor cards, until the episode is interrupted by a cranky Thomas Edison.” (TG, Unit 4, p.3)
• “Episode 3: Research/Introduction to Pitching- Contestants delve further into the Eureka! Files to research the lightbulb and write a persuasive piece for Thomas Edison. Next, they use their research skills to gather evidence on other important inventions. The host previews pitching, the next skill they’ll need to share that research.” (TG, Unit 4, p.3)
• “Students will draw evidence from inventor biographies to support their own research.” (TG, Unit 4, p.59)
• “In future episodes you will read about additional inventors and complete more inventor cards for bonus points. I also encourage you to practice your research off-camera! Find a book or a good article (online or in print) about an inventor or invention. I will give you extra blank inventor cards.” (TG, Unit 4, p.77)
• “Students will describe the chronology, causes, and effects of the Louis Braille’s invention, in order to understand that ‘invention breeds invention.’ Students will read technical texts and interpret diagrams about simple machines. Students will integrate information about prior inventions and simple machines to write a creative a solution to a technical challenge.” (TG, Unit 4, p.172)

Unit 5: Students are encouraged to do independent research. Students are directed to respond to one from a group of writing prompts, conducting the independent research necessary to support their responses:

• Describe the steps that would change igneous rock into sediments; sediments into sedimentary rock; sedimentary rock into metamorphic rock; metamorphic rock into igneous rock; metamorphic rock into sedimentary rock; and/or igneous rock into metamorphic rock.
• If I witnessed a volcanic eruption, I would ___.
• Compare and contrast what happens above and below Earth’s surface to cause a specific volcanic activity (formation of a volcano, a volcanic eruption, formation of an island chain, etc.) and how that specific volcanic activity is explained in a volcano myth.
• Write a letter from the perspective of a scientist who is going on an underwater expedition to explore hydrothermal vents.
• Write a myth about ancient ocean fossils on Mount Everest (TG, Unit 5, p. 397)."

Optional Pausing Point activities provide more structure, practice, and application of research skills. Following is an example from Unit 7:

• “Students may respond to any of the following writing prompts, conducting independent research necessary to support their response:
  • Create a vignette with two enslaved Africans in the 1770s. Include the following characters: an enslaved boy who is offered his freedom if he fights with the British and an enslaved man who decides to fight for the colonists alongside his master. Their dialogue should describe reasons for the two differing points of view.
  • If I had lived in Boston in 1775, I would ___. (Describe who you are and state your point of view regarding American independence, citing three reasons that influence your point of view.)
  • List in sequential order the steps for operating a six-pound field cannon. Provide instructions for how to perform each step, including the correct use of terminology.
  • Pretend you are a young soldier responsible for lighting the field cannon in battle. Describe the scene as you wait for your commanding officer’s orders to “Give fire!” Include how you perform your duties and what happens once the cannonball is launched.” (TG, Unit 7, p.343)