5th Grade - Gateway 2

The materials reviewed for Grade 5 meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently.

Module 1 contains text sets that may need extra support to link them together into one coherent topic. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) for each Module and Unit. The units in each module are built around a central topic. In each unit, the anchor text and supporting texts center around the topic. Within each unit of the module, texts are organized around the topic to help students understand vocabulary and read and understand complex text.

In Module 2, students engage in a study on the topic of “Biodiversity in the Rainforest.” In Units 1-3, students explore this topic while reading texts about rainforest, and they analyze several authors’ craft, so that they can write their own narratives about rainforests. The texts that students read within this Module include the following: The Great Kapok Tree by Lynne Cherry, Seeds of Change by Jen Cullerton Johnson, and The Most Beautiful Roof in the World by Kathryn Lasky. The Module 2 performance task gives students a chance to work in groups to compile all of their narrative writing from Unit 3 into an ebook with a front cover, a contents page, an introduction, and the three narratives, with eye-catching images/pictures selected or created that enhance the narratives.

In Module 3, students engage in a study on the topic of “Athlete Leaders of Social Change.” In Unit 1, students closely read informational texts about Jackie Robinson to determine the main idea and key details, and summarize the text. In Unit 2, students closely read informational texts, watch videos, and listen to a speaker to analyze and compare multiple accounts about which factor was most important in Jackie Robinson’s success while taking notes and summarizing. In Unit 3, students research an athlete leader of social change in expert groups and write a four-paragraph essay to compare and contrast the factors that contributed to the success of the researched athlete along with those of Jackie Robinson.

In Module 4, students engage in a study on the topic of “The Impact of Natural Disasters.” In Units 1-3, students read about natural disasters and delve deeply into the primary text, Eight Days: A Story of Haiti by Edwidge Danticat. Students research natural disasters using a variety of sources -- videos, informational texts, and websites.

As noted, in Module 1, students engage in a study on the topic of “Stories of Human Rights.” The teacher may need to supplement the discussion to link these stories to specific topics versus the overall theme of "human rights." In Unit 1, students analyze Esperanza Rising and closely read articles of The Universal Declaration of Human Rights and make connections between threats to human rights in both texts. In Unit 2, students finish reading Esperanza Rising and analyze character reactions to events in story. Students write a literary analysis essay comparing and contrasting the reactions of two characters to the same event in story. In Unit 3, students read Miguel’s Monologue and Mama’s Monologue. Students compare two monologues with the excerpt from Esperanza Rising to understand characteristics of the monologue format. This analysis supports students in writing their own monologues throughout the unit.

The materials reviewed for Grade 5 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

The instructional materials require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Throughout the units, students independently and in collaborative pairs or groups, complete questions and tasks that require analysis of individual texts. The module lessons include close reading portions with questions that are sequenced and scaffolded and the module lessons include tasks that require students to analyze the language, key ideas, details, craft, and structure of complex texts such as tasks requiring students to determine the meaning of unfamiliar vocabulary in a text and writing tasks requiring students to write informative paragraphs analyzing the message or lesson in a story. Examples of learning targets with sets of questions found in the instructional materials include the following:

• In Module 1, Unit 2, Lesson 9, students analyze the language and key details from Esperanza Rising by using a note-catcher to record metaphors within excerpts from the text and explaining what the metaphor means. For instance, students read “Las Papayas” and identify the metaphor, “In Mexico we stand on different sides of the river.” Then, they must analyze the metaphor to understand that “Esperanza and Miguel are not equal because he is the son of a peasant and she is the daughter of a wealthy landowner.”
• In Module 1, Unit 3, Lesson 2, students analyze a text for the structure of a monologue. Students are using this analysis to write their own monologue. To help students understand the structure they are asked questions: “How can examining the format of this monologue help us when writing our own monologues? What is the gist of this text? What is it mostly about? How did the narrator establish the situation in this monologue? What is happening, and what is the setting? How did the narrator introduce the characters? Who is the narrator, and what does the audience need to know about him/her?”

• The Module 2, Unit 1, Lesson 6 task on the chronological structure of The Most Beautiful Roof in the World requires students to analyze how the way a text is structured supports our understanding of complex ideas. Students must refer to pages 17-20 of the text to list three to five events that explain what Meg does in the canopy in the order in which they occurred to understanding how the structure supports understanding of key ideas.
• Module 2, Unit 2, Lesson 3, focuses on figurative language through student analysis of text. Questions to help students analyze include: “What two things are being compared in this simile or metaphor? How does this simile or metaphor help you understand the meaning of the text? What is a simile? What is a metaphor? What is an idiom? Which type of figurative language was used in your independent reading book? What does it help you to understand about the text?”

• In Module 3, Unit 1, Lesson 1, students are exploring text in order to understand the focus of the module. Students analyze the cover of the text, “Promises to Keep”: “Now that you have heard the blurb, what do you know about Jackie Robinson?” Students then analyze the images used in the text to deepen their thinking about the purpose of the text and module. “Thinking about what you learned from the blurb, and the title of the book, what do you think this picture represents? Why do you think Jackie Robinson is in the Baseball Hall of Fame? What is one interesting photograph or idea you read in the text? What did what you read or saw in the book make you think about? Why?”
• In Module 3, Unit 2, Lesson 3, students are working to determine Jackie Robinson’s point of view on the most important factor that contributed to his success in leading social change. They are doing this through the text, “This I Believe: Free Minds and Hearts at Work”: “What do we mean by point of view? How did we determine Sharon Robinson’s point of view on which factors were important in Jackie’s success? Who is the author of this essay? Whose point of view are we describing?”
• In Module 3, Unit 3, Lesson 8, students are creating a presentation that answers the question “What are the key factors that can contribute to success in being an effective leader of social change?” The teacher guides them through understanding the purpose of a presentation and how to structure an effective presentation: “What is this presentation about? What was that section of the presentation about? What information is included on the slide? How am I presenting the information to make this an effective presentation? What am I doing?”

• In Module 4, Unit 1, Lesson 8, students are analyzing and generating criteria for an effective PSA. “What type of writing is this PSA? How do you know? How is the overall structure of this PSA similar to the informative essays we have written this year? How is it different? What is the target audience for this PSA? What in the PSA makes you think so? What key points did the writer make in this PSA?”
• In Module 4, Unit 3, Lesson 10, students are working on preparing a presentation using prompt cards. This lesson helps students understand how to create their presentation and make it effective. Students are directed to create the first prompt card by answering the questions "How and why did you make your PSA? How would you introduce your PSA? What is your PSA about? What do you know about effective presentations? What does an effective presentation look like? When delivering a presentation, what do you need to do?”

The materials reviewed for Grade 5 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Questions are asked of both single and multiple texts to integrate and build knowledge in order for students to reach the module’s learning goals. Lessons include sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge.

The Module 1 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "What are human rights, and how can they be threatened? How can we use writing to raise awareness of human rights?"

• In Module 1, Unit 1, Lesson 4, students look at two videos, “The Right to Life” and “The Story of Human Rights.” Then they discuss the following text-dependent questions with a partner based on these videos: “What is the message of this video? What does 'liberty' mean? What does security of a person mean? What is the Universal Declaration of Human Rights? Why was it written? Why do these rights matter? Why are we reading about them?” In Lesson 11, students continue to listen as A Life like Mine is read aloud. Then they make connections with Esperanza in Esperanza Rising.

The Module 2 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "Why do scientists study the rainforest? How do authors engage readers in narratives?"

• In Module 2, Unit 1, Lesson 3, students closely read, The Most Beautiful Roof in the World. They describe the text structure: “What is the structure of this excerpt? How is the information organized?” Then they read “Rainforests and Why They Are Important” to get the gist and answer questions: “What is the gist of this part of the text? What is it mostly about?”
• In Module 2, Unit 2, Lesson 6, students analyze text for concrete words and phrases and sensory details. Using the Mystery Quotes protocol to analyze quotes from the rainforest, students discuss concrete words and phrases based on a quote.

The Module 3 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual’s success in changing society?"

• In Unit 1, Lesson 4, students identify factors for success based on Promises To Keep and to determine the following: “How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual’s success in a changing society? What goal was Jackie working toward? What was the bigger goal that others were working toward during this time?”
• In Unit 3, Lessons 2 and 3, students compare and contrast the model essays of Jackie Robinson and Jim Abbott. They address the question: “What are the similarities and differences between the factors that contributed to the success of Jim Abbott as a leader of social change and those of Jackie Robinson?" Then students do internet research and answer the following question: “What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?”

The Module 4 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "How do natural disasters affect the people and places that experience them? How can we prepare for a natural disaster?"

• In Unit 1, Lesson 4, students closely read How Well is Your Community Prepared?. The purpose of the close read is for students to research ways to stay safe during natural disasters. They use a note-catcher to document their evidence from the reading.
• In Unit 2, Lesson 3, students watch the video and read aloud the song lyrics to “In the Water Where the City Ends” in reading triads: “Having watched the video and listened to the song, what do you think this song is about? Where is Japan on the map? Which continent do we live on?”

The materials reviewed for Grade 5 meet the criteria that the questions and tasks 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).

The curriculum addresses all literacy standards, including reading, writing, speaking, and listening throughout each individual lesson, and each unit has a mid-unit and end-of-unit assessment that build upon one another culminating in a final performance task. The final unit ultimately assesses all of the standards addressed throughout the module. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study.

At the culmination of Module 1, students develop their ability to read and understand complex text while exploring the question of what human rights are, and how real people and fictional characters respond when those rights are threatened. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students closely read the novel, Esperanza Rising by Pam Muñoz Ryan, learning about human rights and applying this learning to interpret the characters and themes in the novel. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students begin to build their understanding of human rights. Throughout the unit, students closely read selected articles from the Universal Declaration of Human Rights (UDHR) related to events in Esperanza Rising where human rights are threatened.
• In Unit 2, students finish reading Esperanza Rising, focusing on characters’ reactions and responses to events when their human rights are threatened. They write a two-voice poem with a partner, as well as a four-paragraph literary essay comparing the response of two characters to a selected event from the novel, describing how each character responds to the event.
• In Unit 3, students plan, write, and perform monologues based on events from Esperanza Rising where human rights are threatened. In groups, students write a Director's’ Note to describe their selected scene from Esperanza Rising, explain which specific articles of the UDHR relate to the event, and explain how people today are impacted by this issue. Students revise, rehearse, and perform their group’s monologues for the class, addressing CCSS ELA RF.5.4, W.5.4, W.5.5, and W.5.8.

At the culmination of Module 2, students work in pairs to create an ebook on Rainforest Adventures, assessing their competencies in standards W.5.3, W.5.4, and W.5.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, they build background knowledge on biodiversity in the rainforest and rainforest deforestation to understand why scientists study the rainforest. Students closely read excerpts of The Most Beautiful Roof in the World by Kathryn Lasky to identify text structure and practice summarizing the text. Students research several sources to identify ways they can help the rainforest and participate in a collaborative discussion at the end of the unit.
• In Unit 2, students explore how authors of narrative texts about the rainforest help the reader to understand what it is like in the rainforest by analyzing author’s use of figurative, concrete, and sensory language. In Lesson 3, students compare what the figurative language is in two texts using any two of the three texts: The Dreaming Tree, The Great Kapok Tree, or The Most Beautiful Roof in the World.
• In Unit 3, students write first person narratives, building out a scenario from The Most Beautiful Roof in the World to describe the rainforest.

At the culmination of Module 3, students work in groups to create a poster highlighting a personal quality that effective leaders of change need to have for a display titled “Be an Effective Leader of Change,” demonstrating mastery of standards RI.5.1, RI.5.9, W.5.4, W.5.8, and W.5.9b. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students explore the factors that contribute to the success of professional athletes as leaders of social change. They read about athletes who have been leaders of social change, building background knowledge about Jackie Robinson through reading Promises to Keep, written by Jackie’s daughter, Sharon. Students then think about the relationship between people and events in the text as they gather factors that led to Jackie Robinson’s success in leading social change and building on their understanding of factors that led to his success by developing an opinion on which factor(s) were most important in his success.
• In Unit 2, students participate in a text-based discussion and draw from the discussion to write an opinion essay on which factor they think was most important in Jackie Robinson’s success in leading social change.
• In Unit 3, students read about other athletes who were also leaders of social change, research, and write essays to compare and contrast the factors that contributed to the success of the athletes they study with those of Jackie Robinson. Students then read about other athletes and consider the common factors that contribute to being an effective leader of social change and then work in pairs to create a multimedia presentation highlighting three of those factors.

At the culmination of Module 4, students present to a live audience about preparing for a natural disaster and give the rationale for the items included, demonstrating mastery of standards for ELA SL.5.4, SL.5.5, and SL.5.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students work in groups to research a natural disaster, focusing on answering the following question: “How do natural disasters affect people and places that experience them?” As they research, they consider how authors use reasons and evidence to support particular points. Students use their research to write and record a public service announcement (PSA) explaining how to stay safe during a natural disaster.
• In Unit 2, students read and analyze literary texts about the aftermath of natural disasters.
• In Unit 3, students take action to help others prepare for a natural disaster by researching supplies to include in an emergency preparedness kit. Then, they write opinion essays on the most important items to include.
• In the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module.

The materials reviewed for Grade 5 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

Opportunities to build vocabulary are found throughout the instructional materials. Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. As texts are read multiple times, students gain new vocabulary. Materials focus on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among words, and morphology. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with. Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.

Throughout the Modules, there is intentional vocabulary building from content-based text; attention to figuring out words from context; decoding; and an emphasis on academic (Tier 2) vocabulary. The Academic Word Wall (words you might find in informational texts on many different topics) is a permanent Word Wall that will be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Teachers will record words and definitions clearly in student-friendly language. Teachers may also record translations in home languages in a different color next to the target word or invite students to write the translations.

In the Curriculum Tools, there is a section called Focus on Building Academic Vocabulary Protocols. These protocols include the following:

• Contextual Redefinition- students find unambiguous information in a text selection and synthesize it with the author’s intent. Students pay attention to other “keys” to word meaning such as grammar.
• Frayer Model- a four-part graphic approach to analyzing and understanding vocabulary.
• Word Sort- this builds upon students’ background knowledge and experiences and works to organize and synthesize that knowledge.
• Vocabulary Square- this helps students to deepen their understanding of key words.
• List/Group/Label- this includes critical thinking for identifying relationships between words.
• Semantic Webbing
• SVES (Stephens Vocabulary Elaboration Strategy)- this is a vocabulary notebook that allows students to write down any new vocabulary word that they note.

The ALL Block gives students opportunities to practice with morphology of words as it relates to word meaning and syllabication patterns and more complex spelling patterns in a variety of activities, including vocabulary games, vocabulary squares, and Frayer Models.

"Vocabulary: Explicit vocabulary instruction is a key feature of our Grades 3–5 Language Arts Curriculum. Besides this explicit vocabulary instruction, students get a great deal of implicit instruction in general academic and domain specific vocabulary through exposure to many complex (and less complex) informational texts, and some literary texts as well. In the ALL Block students have additional time to practice module-related word analysis through word study games and activities."

Language Dives are included in the EL curriculum throughout the modules and units. The purpose of the Language Dive is to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students to acquire language and deconstruct complex text. Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, teachers guide students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures (Curriculum Resources-Language Dives)

In the teacher notes for each lesson within a unit/module, there is a section titled “Vocabulary” and a Key: (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary, (W): Vocabulary Used in Writing is used to breakdown the vocabulary students come in contact with in order to help the teacher instruct the vocabulary and to help students keep track of the type of vocabulary in their vocabulary logs.

Specific examples include, but are not limited to:

• In Module 1, students begin a vocabulary log to collect new academic and domain-specific (topical) vocabulary. The vocabulary log requires that students record: Word and Pronunciation, Definition, Translation, Sketch/ Diagram. Use of this log continues throughout the entire module.
• In Module 2, students can use the same vocabulary log for this module that they began in Module 1 if they have pages left; however, they can also start a new section for the domain-specific vocabulary from this module at the back of their vocabulary log. The Module 2 Teacher Guide explains that this can be done using flags or sticky tabs for each module and teachers are advised to consider organizing both academic and domain-specific vocabulary as follows: Word and Pronunciation, Definition,Translation, and Cognate, Synonym or Antonym, Sketch/ Diagram/ Icon, and Notes. In Module 2, Unit 1, Lesson 2, teachers will distribute and display Finding the Gist and Unfamiliar Vocabulary: The Most Beautiful Roof in the World: “Out of the Shadow and into the Light.”
• In Module 3, Unit 2 , Lesson 10, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary: states, support, specific, reason, evidence, and the phrase, “use my strengths.”
• In Module 4, Unit 1, Lesson 2, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary: credible, affect, experience, and relevant.

The materials reviewed for Grade 5 meet the criteria that materials support 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.

Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are encouraged to develop writing stamina by writing frequently and for various purposes. Students engage in activities that include reading and discussing writing similar to that which they are planning to write, examine, and identify a range of text structures, and they are guided to assess the effectiveness of their own and others’ writing. Students are supported through the writing process with mentor text.

Each unit lesson contains a section, titled “Down the Road,” that outlines the writing structure of the module units. Feedback is provided through peers, the teacher, and self-evaluations to ensure that students’ writing skills are increasing throughout the year. Within each module, students produce, present, and publish writing pieces as part of a final project. Module units are scaffolded to provide increasing support and build students’ writing abilities culminating with the most advanced writing happening in the final module unit. At the end of each module, students complete a performance task, which is a writing piece.

Examples from each Module include, but are not limited to:

• In Module 1, Unit 2, Lesson 12, students analyze a model literary essay that compares the character reactions of Miguel and Esperanza to the fire, using the Painted Essay structure in order to create criteria for their own essays. The teacher models the essay to show what students are aiming for and what makes a high-quality essay.
• In Module 2, Unit 1, Lesson 6, students analyze the concrete words and phrases and sensory details in the excerpt of The Most Beautiful Roof in the World. Students begin to write a focus statement for the essay that they will begin to write in Lesson 7 to answer the question: “What does the author’s use of concrete language and sensory detail help you understand about the rainforest?”
• The Module 3, Module Overview in the Teacher Guide explains that students will build their writing skills over the course of the units.
  • In Module 3, Unit 1, students closely read informational texts and watch videos to analyze and compare multiple accounts about which factor was most important in Jackie Robinson’s success and listen to a speaker and watch videos, taking running notes and using these notes to summarize the points made. As the unit moves forward, they are asked to look more closely for factors that occurred in Jackie’s life that led to successes.
  • In Module 3, Unit 2, students write a four-paragraph essay stating an opinion about which factor was most important in Jackie Robinson’s success in leading social change. Students analyze the craft and structure of the writing, looking at the author’s point of view and comparing author’s perspective. After analyzing how others felt about the impact of Jackie Robinson, students begin to develop their own opinions on what was the most important factor in Jackie Robinson’s success in breaking the color barrier in baseball.
  • In Module 3, Unit 3, students put together everything they have learned and researched to write an informational essay comparing and contrasting athletes that broke barriers.
• In Module 4, Unit 3, students combine what they have learned through informational text about natural disasters and what they learned about the impact on humans through literature, and write an opinion piece about “Which two items do you think are most important to include in your emergency preparedness kit? Why?”

The materials reviewed for Grade 5 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Modules are divided into three units that build knowledge of a topic using multiple texts. Each module is designed for students to act as researchers and to gather details or ideas from texts throughout the unit to build a body of evidence for the culminating task. Students began each module with more whole class research and then an individual research project. By the end of each module, students write a piece demonstrating their increased knowledge about their selected topic. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Examples include, but are not limited to:

In Module 2, students read to build knowledge about the rainforest.

• In Unit 1, students develop background knowledge on biodiversity in the rainforest and rainforest deforestation. Students close read multiple texts, and they research using several print and digital sources to identify ways they can help the rainforest and the challenges associated with being an ethical consumer.
• In Unit 2, students analyze texts about the rainforest by considering the author’s use of figurative, concrete, and sensory language.
• In Unit 3, students write first person narratives by building out a scenario from The Most Beautiful Roof in the World using concrete and sensory language to describe the rainforest.

In Module 3, students research a professional athlete who became a leader for social change.

• In Unit 1, students began by doing a research project on Jackie Robinson by considering some of the factors that contribute to his success as a professional athlete who became a leader for social change.
• In Unit 2, students continue to develop this research by determining which factor was most important. During this unit, they also engage in discussions about the most important factor.
• In Unit 3, students build upon their knowledge by researching other athletes.

In Module 4, students read multiple literary and informational texts on the impact of natural disasters and places and people.

• In Unit 1, the work in expert groups to answer the question: “How do natural disasters affect the people and places that experience them?” As they are researching, they consider how the authors use reasons and evidence for supporting claims.
• In Unit 2, students read and analyze literary texts including poems and songs to determine how illustrations and visuals contribute to meaning.
• In Unit 3, students research supplies to be included in an emergency preparedness kit.

The materials reviewed for Grade 5 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

In the Modules, students engage in an independent reading protocol with independent research reading books that relate to the topic they are studying. Additionally, most homework assignments include independent reading and tasks that require students to produce evidence of reading. One of the five components of the weekly ALL Block includes Accountable Independent Reading/Volume of Reading. This is designed for students to have free choice in reading and to read content-related texts at their independent reading level. During this time, they have student tasks card that they are required to complete and also share their books to the group. Students are also accountable to independent reading through nightly homework. Examples include, but are not limited to:

• Throughout all the modules, there are 5 components of the ALL Block, and Independent Reading is one of the components. Accountable Independent Reading includes research reading books related to the topics of the units and free choice reading. Through research reading, students build background knowledge and vocabulary, both domain-specific and academic. Free choice reading builds knowledge and vocabulary, but primarily builds students’ motivation and love of reading. The ALL Block gives students additional time for both research and free choice reading.
• Each day in the ALL Block, students spend 20 minutes engaged in Accountable Independent Reading. The goal of this time is to provide additional time for independent reading at a range of levels, build more content- and domain-specific knowledge, give some free choice reading (every other week), and build on students’ motivation and interests in hopes of creating a love of reading.
• During independent reading time, students read both research texts (related to the topic of learning challenges) and free choice texts (on any topic of their interest), and they practice completing Student Task Card. They work with partners and in small groups to share new vocabulary and learning from their texts.
• During the Module lessons, students practice Accountable Independent Reading and read through 20 minutes of nightly homework where they not only read, but also respond to a prompt in their reading journal. In addition to responding in their reading journals, students are held accountable through peer and teacher discussions of their reading journals.
• Module homework includes both research reading and choice reading. Research reading is where the student is expected to independently research a topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. Choice reading is for students that would also like to independently read and respond to a book of free choice, using the back of the independent reading journal.
• In Module 1, Unit 1, Lesson 2, an independent reading program is launched. Students choose independent research reading books and discuss why they chose those particular books in small groups. They continue to read different books throughout the lessons. The daily independent reading homework requires students to read and write in a journal answering different prompts.
• In Module 1, Unit 1, Independent Research Reading is launched. Students receive independent reading journals to record information about the time they spend reading, as well as to respond to prompts about their reading. They are given vocabulary logs for recording new vocabulary. For Modules 1, Module 3 and Module 4, students respond to the following reading research prompts: “What is the main idea of the text you read? What are some of the key details, and how do they support the main idea?”
• Throughout the Units in Module 2, students follow the independent reading routines set in Module 1. They select new texts based on the new topic for the Module, read them independently for homework, and engage in frequent research reading shares during the Module lessons for accountability. After every lesson, students’ homework is to select a prompt to respond to in the front of their independent reading journal.
• In Module 2, Unit 1, Lesson 2, ALL Block, students follow a task card to independently read research texts (Module-related) for 10 minutes and log their reading in their independent reading journals.
• In Module 2, Lessons 1–7, homework focuses on research reading and determining the meaning of unfamiliar words using context and reference materials. In Lessons 8–12, homework focuses on finding connections between sentences and paragraphs of text in independent research reading texts. For example, research reading prompts in Module 2, Unit 2 include the following instructions: “From the pages you read in your research reading book, choose two paragraphs next to each other. Respond to this question: What questions do you have about frogs or frog adaptations after reading?” Examples of independent reading prompts throughout all 4 modules include: “What challenges are faced? How are they overcome? What is the main idea of the text? What are some of the key details and how do they support the main idea? What do the illustrations (photographs, maps) tell you? How do they help you to understand the words? What questions do you now have after reading? What would you like to learn more about? Why?”