3rd Grade - Gateway 1

The instructional materials reviewed for Grade 3 meet the expectations for anchor texts being of publishable quality, worthy of careful reading, and considering a range of student interests. Some primary texts exhibit characteristics of publishable quality material (including core & academic vocabulary, rich language, and multi-dimensional characters). Some extended reading supports are provided as optional or supplemental reading. One selection is a modified version of a children’s classic.

Some examples of texts that are included in the program include the following:

• Unit 1 includes an adaptation of The Wind in the Willows by Kenneth Grahame as a read-aloud used throughout the unit. Versions of Aladdin & the Wonderful Lamp and Alice’s Adventures in Wonderland, two other classic tales, are included in the student reader for Unit 1. Rewritten chapters of the modified version of The Wind in the Willows are included at the end of the student reader “for use at the teacher’s discretion” (TG, p. 1) but are not intended to be used by all.

• Unit 2 focuses on Rattenborough’s Guide to Animals (Writers: Mike Ford, Core Knowledge Staff). This is a non-fiction reader narrated by a fictional character (Rattenborough).

• Unit 3 includes a nonfiction reader about the skeletal, muscular, and nervous systems of the human body. How Does Your Body Work? (Matt Davis, Fritz Knapp)

• Unit 4 consists of collections of myths and historical nonfiction selections. The selections in this section are rich in language with examples including rich sentence variety and concepts.

• Unit 5 Adventures in Light and Sound (Writers: Core Knowledge Staff, Fritz Knapp) includes nonfiction selections on the science of light and sound. These are combined with two biographical selections about Alexander Graham Bell and Thomas Edison.

• Unit 6 includes a student reader focused on fiction via a collection of Norse myths. Gods, Giants, and Dwarves (Writer: Matt Davis) is accompanied by a separate “Quest” with a separate teacher’s guide and “...presents factual information about the Vikings” (TG, p.2)

• Unit 7 What’s in Our Universe (Writers: Core Knowledge Staff, Fritz Knapp) is a nonfiction collection of texts about the solar system. It is accompanied by two biographical selections about Dr. Mae Jemison and Nicolaus Copernicus.

• Unit 8 Native American Stories (Writer: Rosie McCormick) “...consists of selections describing the historical events and culture of Native Americans...who settled in the Greater Mississippi areas as well as in the Southwest, Northeast, Southeast, and Arctic/Subarctic” (TG, p.1). The Teacher’s Guide describes the primary text as “nonfiction”although the texts are actually realistic fictional accounts with the purpose of conveying nonfiction information about several Native American cultures. This Unit's texts include much descriptive vocabulary, varied sentence structure, and literary devices make the text rich and engaging.
  • “...like the stars in the night sky” (Reader, p. 6)
  • “...white, crisp terrain” (Reader, p. 10)
  • “The crow inched its body under the shrub and stared intently…” (Reader, p. 54)

• Unit 9- The Age of Exploration (Writer: Matt Davis)
  • The primary text for Unit 9, The Age of Exploration, “...consists of selections that will further students’ understanding of the reasons for European exploration, what exploration was like, and who went exploring” (TG, p.1) This unit also includes opportunities for students to explore independent readings more closely and interpret information.

• Unit 10 Living in Colonial America (Writers: Core Knowledge Staff, Fritz Knapp) is a collection of stories and informational texts about different colonies in early America. Texts are historical fiction and told from a child’s point of view. Activities for this unit include poetry readings (TG, p.373): “Paul Revere’s Ride” by Henry Wadsworth Longfellow, “Concord Hymn,” by Ralph Waldo Emerson, and "Benjamin Franklin: Sayings" from Poor Richard’s Almanac.

• Unit 11- Introduction to Ecology (Writer: Michael L. Ford). "Students also read a biography of John Muir” (TG, p.1).

The instructional materials reviewed for Grade 3 meet the expectations for reflecting the distribution of text types and genres required by the standards. Primary texts include a mix of informational texts and literature across the entire year, however, there are more informational texts presented, and limited text variety is provided within each unit. Supplemental texts, a potential source for greater text variety, are referenced. Materials include a "recommended trade books" list, which round out the necessary genre needs in the grade.

• Unit 1- Fiction (folktale, fantasy, adventure)- An “adaptation” (TG, p. 26) of The Wind in the Willows by Kenneth Grahame is a read-aloud used throughout the unit. Versions of Aladdin and the Wonderful Lamp and Alice’s Adventures in Wonderland, two other classic tales, are included in the student reader for Unit 1.
• Unit 2- Nonfiction (science, biography)- The text includes a variety of text features including diagrams and charts. Biographical text connecting the work of Jane Goodall to the overall theme of the unit is included in Chapter 14 .
• Unit 3- Nonfiction (science) with some components narrated by fictional characters- The text includes many charts and diagrams. Biographical text is included in Chapter 10 which relates information about the human body to famous people with disabilities (Ray Charles, Helen Keller). Elements of poetry are found in the Appendix: Dr. Welbody’s Rhymes for the Human Body Systems.
• Unit 4- Nonfiction (history) and Fiction (myth)- Stories of Ancient Rome consists of selections describing the historical events and culture of the ancient Roman civilization.
• Unit 5- Nonfiction (science) & Fiction (teacher read-clouds)- Adventures in Light and Sound consists of selections describing the science behind light and sound. Also included in the unit are biographies of two famous inventors who worked with light and sound: Alexander Graham Bell and Thomas Edison (TG, p.1). The Student Reader is entirely non-fiction and and read alouds are informational fiction.
• Unit 6- Fiction (myths) and Nonfiction (found in the separate student “Quest”)- The content of this Reader focuses on Norse mythology. "These Norse myths, which have been passed down through many generations, complement the Quest for this unit, which presents factual information about the Vikings” (TG, p.2).
• Unit 7- Nonfiction (science, biography)- The Reader for Unit 7, What’s in Our Universe?, consists of selections about our galaxy and universe, the Big Bang theory, and important figures in the history of space exploration, including Nicolaus Copernicus and Mae Jemison.
• Unit 8- Fiction (fictional narratives conveying nonfiction historical content)- The primary text for Unit 8, Native American Stories, “...consists of selections describing the historical events and culture of Native Americans...who settled in the Greater Mississippi areas as well as in the Southwest, Northeast, Southeast, and Arctic/Subarctic” (TG, p.1) The text includes a map (Reader, p. 5) used to show the locations of the Native American cultures featured in the selections. A character pronunciation key is provided (Reader, pp.2-3).
• Unit 9- Nonfiction (history)- The primary text for Unit 9, The Age of Exploration, “...consists of selections that will further students’ understanding of the reasons for European exploration, what exploration was like, and who went exploring” (TG, p.1). Read-aloud selections are also nonfiction. “Tell students that the readings and read-alouds they are going to read and hear are nonfiction” (TG, p.12). One letter (Coronado’s letter to the King of Spain) is a part of the text (Reader, pp.48-55). Numerous maps are included in the student text and on some of the image cards. One chart is included in the student reader on p.5 (“Some European Explorers”).
• Unit 10- Nonfiction (history) and Fiction (fictional narratives conveying nonfiction historical content)- “The Reader for Unit 10, Living in Colonial America, is a collection of stories and informational texts about different colonies in early America” (TG, p.xv). “Provide additional books, articles, and images about the key figures in the Revolutionary War such as Patrick Henry, Samuel Adams, George Washington, Thomas Jefferson, Benjamin Franklin, etc.” (TG, p.341). Activities include poetry readings (TG, p.373): “Paul Revere’s Ride” by Henry Wadsworth Longfellow, “Concord Hymn,” by Ralph Waldo Emerson, but the poems are not included in the materials. “Have students read additional trade books about colonial America in your classroom or from the library” (TG, p.374).
• Unit 11- Nonfiction (science, biography)- “The content of Unit 11 focuses on ecology” (TG, p.1). “Students will also read a biography of John Muir” (TG, p.1). “The nonfiction Reader for Unit 11, entitled Introduction to Ecology, consists of selections that will further students’ understanding of habitats and ecosystems, the environment, and food chains” (TG, p.4).

The instructional materials reviewed for Grade 3 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 3 materials fall within a 580-820 Lexile level (the standards call for materials to range from 420 to 820 Lexile).

Some examples of how the program attends to the quantitative measurement for the grade include (but are not limited to) the following examples:

• In the Student Reader from Unit 4, "Stories of Ancient Rome" is a narrated informational text describing the history and stories of Ancient Rome. This text has a quantitative measurement of 720L (using the Lexile measures).
• In the Student Reader from Unit 5- "Adventures in Light and Sound" is a non-fiction text which measures as 890L.
• The Student Reader from Unit 8 includes a blend of Native American Stories, some told as legends, and others as a first-person narrative. The average quantitative measure for the texts within this Unit is 850L.
• The Student Reader from Unit 11 includes "Introduction to Ecology," which is an informational text with a Lexile of 810L.

From a qualitative lens, the materials are appropriate for Grade 3 students. The following examples represent how the texts embed and are accompanied by features to support students' comprehension of the materials as they grow their literacy skills:

• Unit 2 and 3: Nonfiction texts include rich text features to support content-specific language and vocabulary. In addition to language features, charts, illustrations, and diagrams flesh out the content.
• Unit 6 includes both fiction and nonfiction, with cross-genre language to support learning about both text types. Students encounter engaging language about the Vikings and Norse mythology which is anchored in learning about geography of the setting.
• Unit 8 texts include texts around historical information of Native Americans. The narratives are accompanied by maps as well as a character pronunciation key to support students' accessing the complexity of the material.
• Unit 11 focuses on ecology, introducing students to scientific texts as well as biography of John Muir. The rigorous scientific vocabulary (e.g. around ecosystems, food chains, and the environment) is paired and supported by visual support and vocabulary practice.

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 3 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 3, students have opportunities to read and comprehend some texts that meet the requirements for the end of the Grade 3, 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 classic children’s story, The Wind in the Willows. Quantitatively, this version is approximately in the 920-1140L Lexile level--above the high end of the recommended band (580-820L). However, the text has been modified to simplify some of the language and a number of teacher scaffolds are recommended to make unfamiliar language manageable, including previewing vocabulary prior to reading. Students are also exposed to portions of the book via read aloud, with special attention paid to the British-English language words and phrases that might be confusing to students.

Appropriate challenge is found in the tasks and questions students encounter over the school year. For example, in Unit 2, students use Rattenborough’s Guide to Animals, a non-fiction text written for the program. The tasks include recording facts about animals during read-alouds, brief (15-20 minutes) writing tasks in a “field journal” that is prompt-driven, and culminating in an informational paragraph on the characteristics and classification of a vertebrate. The materials are written at a third-grade level, therefore are appropriate for students to use as they gather, evaluate, and synthesize information for a research project. Example text:

"Here’s an interesting fact: not all mammals give birth to live young. The duck-billed platypus and spiny anteater both lay eggs like birds and some reptiles, but have all the other characteristics of mammals. Good luck finding one. They are very rare! (Unite 2 Reader, Rattenborough’s Guide to Animals, p.110)

The tasks grow increasingly more demanding as the students progress through the year. In Unit 7, for example, students are required to “...plan and draft an informative piece about the day in the life of an astronaut aboard the International Space Station.” The text, though not leveled with a quantitative measure, displays a less conversational tone, and reflects the more staid tone of a traditional non-fiction text. Example text:

Interest in manned space exploration soared after Apollo 11. Other astronauts went to the moon. But scientists were also interested in exploring other parts of space beyond the moon. It was very expensive and took a lot of time to build and send spaceships into space. (Unit 7 Reader, What’s In Our Universe, p. 72)

The materials for Grade 3 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 3 texts as a whole and rationales for purpose and placement of texts are found at the beginning of each unit, and information is provided for individual texts.

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 3 fall within the 580-820L band, with the exception of poetry, which does not receive a Lexile rating. The materials indicate that most texts for Grade 3 are, “mostly literal, and clear in their language,” with most of the texts being classified as contemporary. Lexile information is not provided for individual texts. The Teacher’s Guide notes that Grade 3 texts incorporate academic and domain-specific vocabulary more frequently than what is seen in the program’s K-2 materials.

The beginning of each Grade 3 reading unit includes an introduction that describes why the texts were chosen for the program, which may be helpful to the teacher. For example, in Unit 1, classic tales, including The Wind in the Willows, “Aladdin and the Wonderful Lamp”, and “Alice’s Adventures in Wonderland,” are included to provide experiences with classic stories that include “rich language and introduce students to a variety of vocabulary words.” The Teacher’s Guide also describes story elements, literary devices, and themes of the works. Unit 2 begins with an introduction that explains that Unit 2 is comprised of entirely informational texts about animals (primarily those included in the narratives in Unit 1) and individuals who study animals (e.g., Dr. Jane Goodall). The unit is designed to build content knowledge through the use of nonfiction texts. In Unit 2, students are introduced to five groups of vertebrates, the process of animal classification, and the characteristics that determine the classifications. The nonfiction text, Rattenborough’s Guide to Animals, is narrated by Rattenborough, a fictional character who is included to, “guide students through the factual information to make the text more accessible to students”.

The instructional materials reviewed for Grade 3 meet the expectations for text dependent questions, tasks, and assignments that require students to engage directly with the text and to draw on textual evidence to support what is explicit as well as valid inferences. After each read-aloud selection, students are asked to answer a variety of inferential, evaluative, and literal questions. During whole-group reading of primary texts, students are asked to re-read to find answers to text-dependent questions. Question sets follow each chapter of primary text. Many teacher-directed tasks support students in making connections between the text and illustrations. Many activity book pages require students to reference the text.

Some examples of text-dependent questions found throughout the units:

• “How do Rat and Mole find Mr. Badger’s door?” (TG, Unit 1, p. 104)
• “Living Things: Text Features Scavenger Hunt: Text feature: Is this text feature in the chapter? (yes or no) Page: Evidence: (AB, Unit 2, p.19)
• “When students have finished reading, restate the question and have students read the sentence from page 12 that has the answer.” (TG, Unit 3, p.71)
• “Tell students to read page 4-5 to themselves to find the answer to the question: ‘Why does Charlie think the Roman civilization is like Egypt?’” (TG, Unit 4, p.23)
• “Have students read page 68 to themselves to find the answer to the question: ‘What causes sound?’” (TG, Unit 5, p.200)
• “Ask students to read pages 28-29 to themselves to find out what Thor discovered and who he blamed.” (TG, Unit 6, p. 65)
• “Why are the Sputnik 1 and the Apollo 11 trips into space considered triumphs?” (TG, Unit 7, p. 175)
• “How would you describe Alemeda now? Use words and/or sentences from the text to support your answer.” (TG, Unit 8, p.130)
• “What were some of the challenges of traveling that early explorers faced?” (TG, Unit 9, p.74)
• “What two things enabled the Pilgrims to survive?” (TG, Unit 10, p.187)
• “What do all living things need to survive? Find the text evidence for this answer.” (TG, Unit 11, p.3)

Examples of text-dependent tasks and assignments found throughout the units:

• “Why are the people of King Alfred’s land happy with King Alfred as their king? Paragraph_____” (AB, Unit 1, p. 3)
• “Write your topic sentence in the first rectangle to introduce your animal and its group. Choose three supporting details to write in the next three rectangles to support or expand your topic sentence. Write your concluding sentence in the last rectangle to conclude your paragraph” (AB, Unit 2, p.127).
• Students create a KWL chart and record “what they have learned about the various human body systems.” The chart requires students to engage with the text directly. (TG, Unit 3, p.11-12)
• “Bingo with a Twist” requires students to “find a classmate who can explain what is asked for in the box. Ask the classmate to initial your box and tell you the answer. Summarize what your peer said in your box.” An example of a question in this activity is “Who was Octavian’s ally but later became his enemy?” (AB, Unit 4, p.120)
• Alternately, unit 5 asks students to respond to the short answer question, “Finish the sentence and list the page number where you found the answer. Light is important because ____________” (AB 2).
• “What things did the gods throw at Balder that bounced off him? Page_____”AB, Unit 6, p. 85.
• “Describe what happens during an eclipse of the moon. Page_____” (AB, Unit 7, p. 13)
• “In small groups, have students list characteristics of the Native Americans of the Northeast based on today’s reading on Activity Page 8.2.” (TG, Unit 8, p.172)
• “Pretend to be a sailor on board John Cabot’s ship. Write a paragraph giving your opinion of whether or not the hardships you face are worth the adventure or glory. Use the examples from the passage that you recorded on Activity Page 9.1A.” (AB, Unit 9, p.96)
• Timeline of Early Colonization in North America: “Read the events and descriptions from the boxes in the middle. Then, number the events so that they are in chronological order. When you are done, draw an illustration of the event.” (AB, Unit 10, p.9)
• “Read the following statements, write true or false, and write the page number that has the answer” (AB, unit 11, p.75).

The instructional materials reviewed for Grade 3 meet the expectations for sets of high-quality sequences of text-dependent questions and tasks that build to a culminating task integrating skills (writing, speaking, or a combination). Although the materials provide many text dependent questions and activities that build into culminating tasks, tasks are similar across units with limited variety. Most culminating activities are comprised of group presentations and/or written responses with few alternative performance tasks. Activities integrated throughout lessons require students to process information and speak or write about it. Some unit “Pausing Points” suggest additional activities which integrate writing, illustrating, and speaking along with presentation opportunities.

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

Unit 1 includes a teacher-guided opinion paragraph activity that begins in lesson 10 and concludes in lesson 13. This culminating activity follows close reading work and questions and activities around The Wind in the Willows. “Tell students that together they are going to write an opinion paragraph based on the characters and themes in The Wind in the Willows. Ask, ‘What is an opinion?’” (TG, Unit 1, p.256) “Direct students to write a final copy using Activity Page 13.4. Tell students that after editing and deciding on a title, you will create a final copy.” (TG, Unit 1, p.338).

In Unit 4, students leverage the conversations and questions they have had while reading about historical texts and complete a culminating task essay. “Think about all of the contributions of the Roman Empire that you have learned about. Which contribution is more beneficial to you: architecture or Latin? Why? Write an essay to explain why architecture or Latin is more beneficial to you. Be sure to include reasons and facts to support your opinion.” (AB, Unit 4, p.190).

In Unit 5, students create a newspaper article which culminates with a presentation and discussion. In this instance, students practice skills alongside reading and then take their artifacts through the speaking and listening standards as well. “Students will present their newspaper articles in a group setting, speaking clearly and at an appropriate pace, and then answer questions from group members.” (TG, Unit 5, p.324)

The culminating task in Unit 6 is to write a short informational writing piece that focuses on character descriptions. The activities that lead up to this include tasks and questions such as: “Have students record the name of the character that they think will be their favorite.” (TG, Unit 6, p. 16). “Ask them if any of their favorite characters were part of today’s story. If they were, encourage students to return to their prediction from Lesson 1 and add new information they learned from today’s reading.” (TG, Unit 6, p. 70). “Have students create a new Cause and Effect Chart just for their character on a blank page of their journal or on blank paper.” (TG, Unit 6, p. 118.)

Unit 7 has a “culminating” informative writing project that describes a day in the life of an astronaut on the International Space Station in lessons 17- 20. (TG, Unit 7, p. 288 & p. 327). A sample of the support and guidance for this includes the following citations:

• “Give students the opportunity to research some of these other tribes and groups of Native Americans. You may wish to differentiate by having some students write a report, whereas others may draw and label pictures depicting key details of different cultural identities...Refer to the list of trade books and websites in the introduction as resources. Have students present their findings to a group or with the class.” (TG, Unit 8, p.160)
• “Inform students that they will have time today and in the next lesson to write a final piece of opinion writing for the unit. They will have the opportunity to conference with a partner, and then write a final draft to share with the class.” (TG, Unit 9, p.292)
• “Tell the class or a group of students that they are going to make a class book to help them remember what they have learned thus far in this domain. Have students brainstorm important information about the regions and colonies they have studied thus far. Have each student choose one idea to draw a picture of, and ask him or her to write a caption for the picture. Bind the pages to make a book to put in the class library for students to read again and again.You may choose to add more pages upon completion of the entire domain before binding the book.” (TG, Unit 10, p. 226)
• “Tell students that they will be presenting a problem and one or more solution(s) as a group to the class….At the end of the discussion, each group should have one problem and at least one solution they would like to present for their project.” (TG, Unit 11, p.147)

The instructional materials reviewed for Grade 3 meet the expectations for frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax (small group and all-class). Tiered vocabulary charts are included in each unit. Students encounter a wide variety of core and academic vocabulary words; lessons provide limited opportunities, however, for students to use the words in order to gain true mastery. Literal, inferential, and evaluative discussion questions are provided in the teacher’s guide following each read-aloud selection. Questions require students to answer with academic vocabulary, but no specific protocol (whole group, small group, partner, etc.) is suggested for addressing the questions. Suggested answers in the Teacher Guide do not provide recommendations for extending discussion beyond basic student responses. “Word Work” is a consistent feature of the speaking and listening component of each lesson with the teacher guiding students in discussing and correctly using vocabulary related to the lesson content. The Teacher Guide, however, lacks suggestions for fostering deeper conversation using the cited lesson vocabulary.

Examples of opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax include:

• “Have you ever meandered, or have you ever seen someone else who meandered? Where were you? Be sure to use the word meandered when you tell about it. (Ask two or three students. If necessary, guide and/or rephrase students’ responses to make complete sentences: ‘I meandered . . .’ ) (TG, Unit 1, p.35).
• “Tell students that in today’s read-aloud, they will learn more about birds. Explain that throughout the read-aloud, the class will pause to discuss key vocabulary and unique bird characteristics.” (TG, Unit 2, p. 214)
• Many questions require students to answer with academic vocabulary. In response to the question “What are organs?,” students are supposed to respond with “Organs are parts of the body that have specific functions and form systems; organs include the heart, lungs, stomach, etc.” (TG, Unit 3, p.21).
• After prompts from the teacher “Italy is called a peninsula. What does that mean?,” students are to respond with “It is an area of land surrounded on three sides by water.” (TG, Unit 4, p.17)
• “Tell students that for the first round of discussion, each student will read their headline. After each student reads their headline, other group members may ask questions or make comments. Remind students to use the prompts on the Have a Great Conversation! Chart if they get stuck.” (TG, Unit 5, p.327)
• “Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters.” (TG, Unit 6, p. 130)
• “Turn to your partner and take turns sharing a question you have about our universe. Then I will call on one or two of you to share your partner’s question with the class. Be sure to use the word universe in a complete sentence as you share.” (TG, Unit 7, p.23)
• “How would you describe the environment in our classroom? Be sure to use the word environment when you tell about it. (Ask two or three students. If necessary, guide and/or rephrase the students’ responses to make complete sentences: ‘The environment in our classroom is ___.’) (TG, Unit 8, p.45)
• “Remember to use academic vocabulary when appropriate: decide and recommend. Remind students that in the previous lesson, they learned that ecology is the study of relationships among living things. Briefly review the two relationships they read about.” (TG, Unit 11, p.31)

In these examples, students are provided some access to practicing academic vocabulary; however, follow up to support the teacher in next steps is minimal. When students are asked to share information, the materials do not consistently follow through with what happens after that initial share-out. Additionally, there is minimal support for the teacher to address any misconceptions or identify comprehension problems that may occur throughout the study and development of this components.

The instructional materials reviewed for Grade 3 meet the expectations for materials that support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence. Each lesson includes opportunities for students to engage in speaking and listening activities that support student engagement. Read-aloud selections provide comprehension questions throughout and following reading, discussion is sometimes limited to simple student responses and in other lessons, students are prompted to go deeper with their responses. Speaking and listening activities consistently support students in referencing evidence from the text to support their answers. Some activities do provide teacher/student protocols for supporting enhanced discussion skills. Opportunities for students to present are occasionally included, but are not typically a lesson emphasis; the teacher may need to provide additional support from other resources to attend to the learning needs of students who struggle.

While opportunities for student presentations and discussion exist, far more activities emphasize information recall rather than extended thinking and discussion. Some examples of activities supporting students’ listening and speaking about what they are reading and researching include (but are not limited to) the following:

Units 1 & 2

• “Think Pair Share: In previous lessons, you learned about the themes for friendship/loyalty, and responsibility, and irresponsibility. What are some examples of these themes in this chapter?” (TG, Unit 1, p. 104)
• “Tell students that in today’s read-aloud, they will hear about five groups of animals, and that they should listen to find out the names of these animal groups and why scientists group them as they do” (TG, Unit 2, p. 38)
• “Guess the Main Idea: Explain that during today’s read-aloud, students are going to listen for the main idea. However, before listening to the read-aloud, the class will play a game called “Guess the Main Idea.” Explain that students will be given one clue at a time. After each new clue is given, students may guess the main idea.” (TG, Unit 2, p. 76)

Units 3 & 4

• With the first Read Aloud in Unit 3, students created a KWL chart. After they have listened, “then ask students to share what they have learned now that they have heard one read-aloud. Record these answers under the ‘L’ portion of the chart. As students listen to the upcoming read-alouds, remind them occasionally of the ‘W’ to see if they can find answers to some of the questions as the read-alouds are shared.” (TG, Unit 3, p.23)
• “Why do you think it is more common to break an appendicular bone than an axial bone?” “Appendicular bones are more vulnerable because they are more exposed, used often to move about and play, etc.” (TG, Unit 3, p.67)
• In Unit 4 students participate in a debate. First they have to decide on their position to the question, “Do you think Julius Caesar is a traitor or a hero?” Next they have to “give three reasons that support your position.” Then students have to “list all the topics that someone on the other side of the argument might say.” Finally “students individually present their arguments using Activity Page 9.3 during their presentation.” (TG, Unit 4, p.226)
• “You may wish to have students work independently, in groups, or with a partner to discuss, explain, research, and/or illustrate these sayings and phrases and their literal and figurative meanings.” (TG, Unit 4, p.309)

Units 5, 6, & 7

• “Hold the image cards you have used so far fanned out like a deck of cards. Ask a student to choose a card, but not to show it to anyone else in the class. The student must then give a clue about the image she is holding. The rest of the class will guess what the image is or what light concept is being described. Proceed to the next card when the correct answer is given.” (TG, Unit 5, p.171)
• “Have students create and exchange riddles to review everything they’ve learned about light so far.” (TG, Unit 5, p.171)
• In Unit 5 students spend several lessons writing a newspaper article. This activity culminates when “students will present their newspaper articles in group settings, speaking clearly and at an appropriate pace, and then answer questions from group members.” (TG, Unit 5, p.324)
• “Ask students to read pages 56-57 to themselves to locate an example of cause and effect. When students have finished reading, ask them to share an example they found. “ (TG, Unit 6, p. 112)
• Students asked to put sentences in order about the space shuttle. “When all the groups have finished, have all the #1 groups read their paragraph and explain why they put the sentences in that particular order.” (TG, Unit 7, p. 250)

Units 8 & 10

• “Tell students to listen carefully to hear more about where the early settlers of North America came from, how it is believed they got to this continent, how the ice age is related to their migration, and how they lived when they first arrived.” (TG, Unit 8, p.12)
• “In partners, have the students silently read a paragraph in the text. Next, the students will turn to their partners, cover up what they read, and try to remember and retell what they read. Their partner will listen and fill in any missing information” (TG, Unit 10, p. 369)

The instructional materials reviewed for Grade 3 meet the expectations for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects incorporating digital resources where appropriate. Lessons provide varied and frequent opportunities for on-demand and everyday writing, many of which are included in the student Activity Book. Many on-demand tasks incorporate responses that assess student comprehension of primary student and read-aloud texts. Several opportunities for process writing are distributed throughout the year. Students engage in pre-writing with graphic organizers that assist with information gathering and categorizing. Frameworks are provided to support student collaboration for sharing feedback and engaging in peer editing. Supplemental resources, including digital content, are suggested for student research in some lessons.

Students have many opportunities to complete “quick-write” activities:

• “Comparison Quick Write- Compare and contrast the cultural identity of your generation in your neighborhood with the cultural identity of one of the groups of Native Americans you heard about today. Consider things such as your environment, beliefs, dwelling, clothing, and the food you eat as you discuss this.” (AB, Unit 8, p.21)
• “Compare and Contrast Quick Write- Think-Pair-Share. Have students brainstorm the following prompt independently on Section 1 on Activity Page 2.4. Have students partner up and share their responses. Have students write new ideas shared from their partner on Section 2 on Activity Page 2.4. In Section 3, have students write their response. If time allows, have students share their quickwrites.” (TG, Unit 8, p.47)

Students are provided with some tools for planning and evaluating their writing. “Direct students’ attention to the Story Retelling Anchor Chart used in the beginning of the lesson. Explain to students that this chart can be used for retelling a story and planning to write a narrative story. Review the key components of the chart: Character, Setting, Problem, Plot (Beginning, Middle, and End), and Solution. Explain that when writing a narrative piece, each of these key components should be included in their writing” (TG, Unit 10, p. 39-40)

• Students use logs and journals to integrate knowledge and enhance writing skills. “In this unit, students will create Ecology journals with a partner to summarize, respond to, and apply the knowledge they learn from the readers for the first seven days of the unit. For the last five days, students will work in groups, using information from their journals, to create a presentation on solutions to problems in the environment.” (TG, Unit 11, p. 10)

Examples of on-demand/everyday writing include:

• “Have students work with a partner to rewrite the part of the story in which Mole steals the oars. They should rewrite this from Rat’s perspective, making sure to include details about Rat’s thoughts and emotions.” (Unit 1 TG p. 58)
• On-demand tasks include opportunities for student journaling. “During the unit, you will be stopping to record your thoughts as animal researchers. Each journal entry will have a prompt for writing” (TG, Unit 2. P. 20)
• Following a series of lessons on writing topic, supporting, and concluding sentences, students are asked to independently write a “good” paragraph. “Write a good paragraph. Remember to include a topic sentence, 3 or 4 supporting sentences, and a concluding sentence. Add a title.” (AB, Unit 3, p.89).
• Unit Pausing Points provide additional on-demand writing prompts. “Some things I wonder about the ancient Roman civilization are ___. (You may wish to have students conduct research on their remaining questions.)” (TG, Unit 4, p.187)
• “Students will take notes and record observations about cause and effect from an experiment about light and different surfaces and write a reflection.” (TG, Unit 5, p.45). Students will complete activity page 3.2 to complete this on-demand writing.
• “Have students record the name of the character that they think will be their favorite. Below the name of their favorite character, student should explain the following using complete sentences: This is my favorite character because…” (Unit 6 TG p. 16)
• Students collaborate to write a narrative script based on informational text about Nicolaus Copernicus. “Explain that they have to figure out how to bring the text to life with characters and dialogue.” (Unit 7 TG p. 235)
• “Compare and Contrast Quick Write- Think-Pair-Share. Have students brainstorm the following prompt independently on Section 1 on Activity Page 2.4. Have students partner up and share their responses. Have students write new ideas shared from their partner on Section 2 on Activity Page 2.4. In Section 3, have students write their response. If time allows, have students share their quickwrites.” (TG, Unit 8, p.47)
• “Expedition Log- Directions: Draw and/or write in sentences what you have learned about Francisco Vasquez de Coronado and his voyages. Remember to write complete sentences that begin with a capital letter and end with the correct punctuation.” (AB, Unit 9, p.63)
• Students frequently provide written responses related to topics being taught. “In summary, compare and contrast the Puritans and the Pilgrims.” (AB, Unit 10, p.109).
• “Students will create Ecology journals with a partner to summarize, respond to, and apply the knowledge they learn from the readers for the first seven days of the unit. For the last five days, students will work in groups, using information from their journals, to create a presentation on solutions to problems in the environment” (TG, Unit 11, p. 10).

Examples of process writing include:

• In Unit 1, students are asked to compose an opinion paragraph over the course of three lessons. In Lesson 10, students are asked to complete a graphic organizer. Students are reminded of the writing process. “Explain to students the steps of the writing process-- plan, draft, edit, revise and publish-- and tell them that today they will complete the first step…” (Unit 1, TG p. 257) Lesson 11 is the draft, Lesson 12 is the revision, and Lesson 13 is the final draft.
• “The formal writing piece for the Animal Classification unit is a short, informational writing piece that focuses on organizing and communicating characteristics and classification of one specific vertebrate. Students learn to introduce a topic, group related information together, and provide supporting ideas, facts, and details. The project can be done with or without the use of technology, but having students use computers to research, write, and publish their projects is highly recommended.” (TG, Unit 2, p. 3)
• Some unit Pausing Points offer optional process writing activities that the teacher may choose to assign. “Have students take out Activity Page PP2 and PP3. Remind them that they have completed the editing step of the writing process for their narratives, including the substep of creating the final copy. Tell students that they will now complete the publishing step of the writing process. Explain that this means they will create a presentation of their narratives to share.” (TG, Unit 3, p.303).
• In Lesson 13 of Unit 5, “...students will begin planning for researching and writing a newspaper article on the invention of the telephone or the incandescent light bulb...” (TG, Unit 5, p.282). Students will continue to use the writing process for this assignment through Lesson 17 when they present their final newspaper articles to the class.
• Students will compare and contrast two characters from Norse mythology and plan a short narrative about one character. They will complete this task over the course of Lessons 6 -10. They will complete a Venn Diagram, work with a partner, share ideas, draft, revise, and prepare a final draft. (Unit 6 TG p. 100,118, 130,142,148)
• “Remind students that today most of them will be conferencing and then writing a final draft of their paragraph. Display the Guidelines for Conferencing and Peer Editing or project Digital Projection DP.U9.L9.1.” (TG, Unit 9, p.305)
• The narrative writing process is addressed in Unit 10 and includes lessons on developing characters. “Today, during the writing portion of class, students will develop characters using description and actions and learn about interaction and dialogue and their role in characterization.” (TG, Unit 10, p. 101)

The instructional materials reviewed for Grade 3 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. For Grade 3, the standards require a mix of opinion, informational/explanatory, and narrative writing. Although most lessons emphasize informational/explanatory writing, students have an opportunity to engage in other types of writing throughout the year. Units also include embedded activities for poetry writing, journaling, drafting letters, writing with dialogue, and creating posters and charts.

Examples of informational/explanatory writing include:

• “Students will write a short reflection about an interesting animal to further research.” (TG, Unit 2, p.93)
• “Tell students to look at the ‘W’ section and pick out one or two items they find the most interesting. Then have students write letters to Dr. Wellbody and/or Ricardo, asking her/him for information or advice on their chosen items from the ‘W’ section. Students may also share with Dr. Wellbody or Ricardo a fact or two they think is interesting.” (TG, Unit 3, p.161).
• “Explain that they’ll be combining the research they did about light with the observations they made during the experiments to write a research summary” (TG, Unit 5, p.150).
• Students will write a paragraph to describe a character from a Norse myth. They will draft the paragraph in Lesson 7 and complete it in Lesson 8. (TG, Unit 6, pp.118 & 130)
• Students will plan and draft an informative piece about a day in the life of an astronaut aboard the International Space Station. “Tell students that they will write their drafts, making sure that they are following the text structure they decided on (descriptive or chronological), have at least three paragraphs, include key ideas and details from their notes and graphic organizer, and finish with a concluding sentence.” (TG, Unit 7, p.309)
• “Compare and Contrast the Northeast and Southeast Tribes- On your own, list the most important points about the Northeast and Southeast Tribes. Using that list, write a compare-and-contrast paragraph about the two tribes.” (AB, Unit 8, p.97)
• “Expedition Log- Directions: Draw and/or write in sentences what you have learned about Christopher Columbus and his voyages. Remember to write complete sentences that begin with a capital letter and end with the correct punctuation.” (AB, Unit 9, p.23)
• “Tell students that today they will write a letter to a Grade 4 teacher. They should include details about themselves and what they are hoping to learn in Grade 4, review with them the parts of a letter (heading, greeting, body, closing, signature)” (TG, Unit 11, p.160).

Examples of opinion writing include:

• Students are asked to compose an opinion paragraph over the course of Lessons 10-13. (Unit 1 TG p256, 292, 310 & 338)
• “If you could be one animal in the reading or read-aloud you read today, what would you be? Give three reasons why.” (TG, Unit 3, p.93)
• “Think about all of the contributions of the Roman Empire that you have learned about. Which contribution is more beneficial to you: architecture or Latin? Why? Write an essay to explain why architecture or Latin is more beneficial to you. Be sure to include reasons and facts to support your opinion.” (AB, Unit 4, p.185)
• Students are asked to complete entries in their journals. “Have students record the name of the character that they think will be their favorite. Below the name of their favorite character, student should explain the following using complete sentences: This is my favorite character because…” (Unit 6 TG p. 16)
• Students are asked to compose an opinion piece about a famous quote by Mae Jemison. “The best way to make dreams come true is to wake up.” Mae Jemison. “Explain to students that you want them to think about the quote. Ask, “What does the quote mean to you?” (Unit 7 TG p. 281)
• “Opinion Writing: Life as a Sailor- Assignment: Pretend to be a sailor on board John Cabot’s ship. Write a paragraph giving your opinion of whether or not the hardships you face are worth the adventure or glory. Use the examples from the passage that you recorded on Activity Page 9.1A.” (AB, Unit 9, p.96)

Examples of narrative writing include:

• Students are asked to compose a narrative piece. “…Make sure that the students include details of the summer season in their alternative endings.” (TG, Unit 1, p.105)
• In an optional Pausing Point activity, students are given the following directions, “Using as a model the myth and figurative expression you learned about Achilles and the Achilles tendon, write a myth that explains the funny bone.” (TG, Unit 3, p.165).
• In an optional Pausing Point activity, the teacher may choose to “Tell students that as a class they will be writing a short myth based on Roman beliefs. Ask students to think of an event in nature they could explain in a myth. Examples may include why lightning occurs, why apples grow on trees, why it snows, etc.” (TG, Unit 4, p.189).
• Students will create comic book page based on a literary text. (TG, Unit 6, p.156)
• Students will collaborate to write a narrative script based on informational text about Nicolaus Copernicus. “Explain that they have to figure out how to bring the text to life with characters and dialogue.” (TG, Unit 7, p.235)
• “Students will use dialogue in their writing to show the thoughts, feelings, and actions or reactions of characters.” (TG, Unit 10, P. 149)

The instructional materials reviewed for Grade 3 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 and practice eliciting evidence to support what they are learning and discovering.

Some examples from the program demonstrating this include:

• “Describe the plan that Aladdin and his wife made to get the lamp back from the magician. Page____ “ (AB, Unit 1, p.84)
• “The most interesting thing I’ve learned in the unit about Rome is ____________ because_____________”. (AB, Unit 4, p.198)
• “Opinion Writing: Life as a Sailor- Assignment: Pretend to be a sailor on board John Cabot’s ship. Write a paragraph giving your opinion of whether or not the hardships you face are worth the adventure or glory. Use the examples from the passage that you recorded on Activity Page 9.1A.” (AB, Unit 9, p.96)
• Some writing prompts require analysis of text and ask for clear responses to show knowledge, “The saying ‘beat around the bush’ relates to John Smith and the Jamestown colony because . . . The saying ‘beggars can’t be choosers’ relates to British debtors and the colony of Georgia because . . . Some of the challenges the colonists faced in the New World were . . .” (TG, Unit 10, p. 226)
• The activity books present multiple opportunities for students to provide written responses to questions based upon the lessons being learned. At times, they require the student to write the pages down where they found their answer or it will ask them to explain their reasoning. “What happens to the acorns that aren’t eaten by the animals in the forest? Page____ .“ (AB, Unit 11, p. 25)
• Some informational writing requires students to analyze information, and use evidence in their writing, “Write your topic sentence in the first rectangle to introduce your animal and its group. Choose three supporting details to write in the next three rectangles to support or expand your topic sentence. Write your concluding sentence in the last rectangle to conclude your paragraph.” (TG, Unit 2, p.205), “What would happen to the forest ecosystem if all of the bacteria disappeared?” (AB, Unit 11, p. 38) “What would happen to the Mara National Reserve ecosystem if all of the cheetahs were hunted to extinction?” (AB, Unit 11, p. 65)