The instructional materials reviewed for Grade 6 meet the expectations for texts being organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently.

Each module has texts that connect by a central topic or theme.

• In Module 1, students explore the elements of myths as they engage in close and multiple readings of narrative and informational texts about Greek mythology.
• In Module 2A, students examine the perception of "rules to live by" as they read and listen to a variety of texts and then research the topic and write an informative essay.
• In Module 2B, students explore the idea of adversity of people across time and place through multiple modes of writing.
• In Module 3A, students study how an author develops point of view and how an author’s perspective, based on his or her culture, is evident in the writing.
• In Module 3B, students study how an author develops point of view and how an author’s perspective, based on his or her geographic location, is evident in his or her writing.
• In Module 4, students consider the balance between human needs and environmental consequences as they read the novel Frightful’s Mountain and complex informational texts about the benefits and drawbacks of the use of DDT.

The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.

• All Modules include texts with quantitative measures at multiple levels within the grade band.
• All modules include graphic organizers and recording forms to engage students actively and provide scaffolding for students as needed.
• Students read texts independently, in small groups, and in whole group along with teacher read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.
  • In Module 1, Unit 1, lesson 1, teachers are directed to chunk the text for students that struggle reading on grade-level text to make it more manageable and to allow them to focus on smaller sections at a time.
  • In Module 2B, Unit 2, lesson 15 students read poems and do a second reading to determine the gist and collect evidence using a graphic organizer.
  • In Module 3, students read a chapter of a text and record new words on their word catchers. Students then use evidence flags to capture evidence and assist with answering focus questions on their structured notes.

The instructional materials reviewed for Grade 6 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.

• In Module 1, Unit 2, lesson 3, students analyze vocabulary, explore the concept of theme, and connect them across texts.
• In Module 1, Unit 2, lesson 4, students identify common elements in two mythological stories.
• In Module 1, Unit 2, lesson 16, students identify the structure, argument, and specific claims in a model literary analysis essay.
• In Module 2A, Unit 1, lessons 2-4, students analyze the interplay among author’s use of figurative language, word choice, tone, and meaning in historical fiction.
• In Module 2A, Unit 3, lesson 5, students analyze the structure and content of an essay to inform.
• In Module 2B, Unit 2, lesson 6, students read examples of figurative language, tell what they mean literally and tell how it adds to understanding of the scene or character in the text "Lowdy, the Varlet's Child."
• In Module 2B, Unit 2, lesson 8 students analyze how author’s word choice affects the tone of a monologue.
• In Module 3A, Unit 1, lesson 3 students determine author's techniques such as point of view, tone and meaning, and figurative language. Students then analyze how an author's word choice affects the tone and meaning in literary text and how an author develops narrator or speaker's point of view. Students make a claim, provide evidence, and describe word choice.
• Module 3B, Unit 1, lesson 5 students respond to text-dependent questions that require them to analyze author's craft and demonstrated understanding of the text.

The instructional materials reviewed for Grade 6 meet the expectations for materials containing 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. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.

• In Module 2A, Unit 1, lesson 7, students suggest connections between Steve Jobs and Bud on an anchor chart.
• In Module 3B, students are required to use information from multiple texts. One example of this is in Unit 1 when students analyze World without Fish and then in Unit 2, Flush. In Unit 3, students need to integrate the knowledge from both texts during their Final Performance Task when they create a "Consumer Guide: What you need to know When Buying a Fish.”
• In Module 3B, Unit 1, lesson 4, students respond to a prompt that requires them to connect the information from a food web to a text reading.
• In Module 4, Unit 1, lesson 2, students respond to a prompt that have them to use multiple texts to make connections and a prediction.
• In Module 4, Unit 2, lesson 6, students answer text-dependent questions that direct them to compare and contrast two authors' presentation of events.

The instructional materials reviewed for Grade 6 meet the expectations 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).

• In Module 1 students study mythology, its purposes, and elements. Students read, write, and discuss the concept of heroes. Students build their knowledge about myths through the reading of informational texts. In the third unit of the module, student focus on narrative writing and apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories.
• In Module 2A, students focus on analyzing figurative language, word choice, structure and meaning in multiple texts. Students read excerpts of a novel to interpret “the rules to live by” that the text discusses. Students then use this knowledge to write an evidence-based claim and analyze Barack Obama’s Back-to-School Speech.
• In Module 2B, students explore the idea of adversity of people across time and place, through multiple modes of writing. Students research the Middle Ages the read and discuss literature that pertains to the Middle Ages. Students then apply this knowledge to modern poetry while taking part in small group discussions. As a culminating task, students write their own text that deals with adversity and perform their writing for a group of their peers.
• In Module 3A, students study how an author develops point of view and author’s perceptive based on his or her culture. Students closely read text to learn multiple strategies for acquiring and using academic vocabulary in writing. Students then research to gather factual information and eyewitness accounts of a topic to create their own newspaper article containing multiple perspectives about the same event.
• In Module 3B, Unit 1, students study how an author introduces, illustrates, and elaborates on an idea and how an author conveys his or her point of view. Students read, write, and discuss with a focus on the idea of fish depletion in the first half of the unit and then analyze the author’s point of view and how it is conveyed in the second half of the unit. As a culminating task, students analyze author’s point of view of a text using evidence to support their claim.
• In Module 4, students research and explore the benefits and harmful consequences of a controversial pesticide. Students read several complex texts, both print and digital, in order to collect relevant information in a structured notebook. As a final performance task, students share their findings by creating a scientific poster and presenting the paper to peers during a hosted gallery.

The instructional materials reviewed for Grade 6 meet expectations for including 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 instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples form 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.
• In Module 1, Unit 1, lesson 6, students think-pair-share on the question "What do you notice about the word unexpectedly?" The root word is discussed as well as prefixes and suffixes.
• In Module 3A, Unit 1, lesson 7, students unpack the Learning Targets. The teacher points out to the students and gives reminders of academic vocabulary meanings. Words explained and reviewed during the opening are gist, infer, and perspective.
• In Module 3A, Unit 2, lesson 2, students focus on the word entirety in the first paragraph. Students look at the base word and find meaning. Students are asked if this is a domain-specific vocabulary word, specific to earthquakes. Students are asked to find another word to replace fortunate in a sentence. Specific academic vocabulary words are addressed and discussed.
• In Module 3A, Unit 3, lesson 10, students review the terms in their word-catchers to examine domain-specific words that they will use in their own articles.
• In Module 3B, Unit 2, lesson 1, students study the meaning of point of view through explanations, discussions, text readings, word-catchers, anchor charts, and working in triads.
• In Module 3B, Unit 2, lesson 4, students are asked to identify challenging vocabulary to help them monitor their understanding of a complex text. For example, hunkered is not easily defined in context, and a dictionary is used to find meaning.
• In Module 4, students are directly instructed during lessons to locate unfamiliar vocabulary words.

The instructional materials reviewed for Grade 6 meet the expectation for materials supporting students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year.

• In Module 1 Unit 1 students read an informational article about the hero’s journey and analyze the stages of the hero’s journey. Students then write an analysis of how Percy’s experiences align with the hero’s journey.
• In Module 1, Unit 2, students work in groups to read and identify the elements and interpret theme of a single myth. Students then write a literary essay analyzing how understanding a classic myth deepens their understanding of The Lightning Thief.
• In Module 2A, students read the text Bud, Not Buddy and study his rules to live by. Students then read and gather information to support their own rule and write an essay to inform.
• In Module 2A, Unit 1, lesson 19, students work in triads to complete Forming Evidence Based Claims task cards. Students discuss and make revisions to their evidence-based claim based on what they hear from their peers.
• In Module 2B, Unit 1, students write a research-based essay about medieval times based on research.
• In Module 2B, Unit 2, students study a model of a literary argument essay, collect evidence for a literary argument essay, write an essay about adversities faced today and then participate in a peer critique to improve their writing.
• In Module 2B, Unit 3, lesson 6, students receive specific peer feedback on correct pronoun usage; clear and logical, sequenced events; and descriptive words and phrases that include sensory details.
• In Module 3B, Unit 3, students evaluate research to choose the most relevant and compelling information, analyze authentic informative consumer guides, and compile the most relevant and compelling research to write a “What You Need to Know When Buying Fish” consumer guide.
• In Module 4, Unit 3, lesson 4, students use colored pens or pencils to review and revise their actions for a position paper. Students work in teams to explain their plan to a partner, using both speaking and listening skills.

The instructional materials reviewed for Grade 6 meet the expectations 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.

• In Module 2B, Unit 1, students build background knowledge about the Middle Ages, forming expert groups around one aspect of the Middle Ages and gathering research about a particular aspect of medieval society, especially adversities faced by different people.
• In Module 3B, Unit 3, students research information about overfishing, sustainable fishing methods, case studies of depleted fish species, and suggestions for buying fish caught using sustainable methods.
• In Module 2A, Unit 2, lesson 16, students ask probing questions and choose a research topic for their “rules to live by” literary argument essay. Students participate in a fishbowl discussion to help them narrow down a research topic.
• In Module 3A, Unit 3, students analyze differing accounts of a historical disaster by researching first-person accounts and facts. Students synthesize their research to compose a newspaper article that includes multiple perspectives of the same historical disaster.
• In Module 4, Unit 3, lesson 2, students use their Research Folder, Forming Evidence-Based Claims graphic organizer, hosted Gallery Walk notecards, and Presenting a Claim and Finding teacher feedback to plan a position paper about the use of DDT.

The instructional materials reviewed for Grade 6 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

The majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.

• In Module 1, Unit 2, lesson 7 students are given a purpose for reading chapter 16 of the text, The Lightning Thief for homework, including marking references to myths and recording any new or challenging vocabulary to be discussed during the next lesson.
• In Module 2A, Unit 3, lesson 5 students participate in an Independent Reading Review to summarize what they have read so far. Students work in pairs and are then asked to paraphrase their partner’s discovery to share with the class.
• In Module 3B, Unit 3, lesson 3, students read Chapter 8 of the text World without Fish for homework and are asked to record new words on their word-catcher and mark the text to aid with answering the focus question included on the structured notes. Additionally, students are to continue reading their independent reading book.
• In Module 4, Unit 3, lesson 3, students complete the Reading Tracker and Reviewer’s Notes after reading their independent reading book for 30 minutes.

The instructional materials reviewed for Grade 6 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.

• The Grade 6 curriculum is comprised of four eight-week modules.
• Four modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.
• Within each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.
  • For example, in Module 3B, Unit 1 focuses on Author’s Point of View and Idea Development in World without Fish, Unit 2 focuses on Narrator’s point of view and evidence of Author’s Perspective in Flush, and Unit 3 focuses on Researching and Interpreting Information and "What You Need to Know When Buying Fish."
• Materials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.
• Materials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module
• A module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A Unit 3 Overview is found on pages 2-14.
• There are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.

Materials also include detailed daily lessons plans and supporting materials. Lessons are 45 minutes long for Grade 6. Teachers can download the MS Word version of the lesson plan files to modify them.

• All lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 1, Unit 1, lesson 1 has the following parts: Opening (15 minutes) which is broken down into a Quick Write (10 minutes) and Unpacking Learning Target (5 minutes); Work Time (25 minutes) which is broken down into Read Aloud (5 minutes) and Rereading for Gist and to identify Unfamiliar Vocabulary (20 minutes); Closing and Assessment (5 minutes) Exit Ticket and Homework.
• Each lesson includes the title which names the literacy skills students will work on as well as the content, long-term learning targets which name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day’s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are lesson vocabulary which lists both academic and content words being addressed in the lesson, lesson materials, a Meeting Student’s Needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.

The instructional materials reviewed for Grade 6 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.

• Each Module provides eight weeks of instruction. Four modules make up a year of instruction which provides 32 weeks of instruction. Teachers and students can reasonably complete the content within a 36-week school year.
• The total number of lessons of available for Grade 6 is 227. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select Module 2A or Module 2B and Module 3A or 3B. Therefore, the total number of lessons taught range between 151 and 154 which is a reasonable number of lessons to complete during a school year.
• This pacing allows for maximum student understanding. Additionally, time is built in for teachers to modify lessons to tailor to their student’s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.

The instructional materials reviewed for Grade 6 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, feedback forms, and writing prompts.

• Module 1, Unit 1, lesson 2 includes a graphic organizer that is organized and divided into three sections and written in bold print. The first section asks for an example of figurative language, the second section asks “What kind of figurative language is it?” and the third section asks “How does it add to my understanding of the scene or character?”
• Module 3A, Unit 1, lesson 4 includes a graphic organizer that is clearly written and divided into three sections: Claim/ Evidence/Word Choice.
• Module 4, Unit 1, lesson 1 includes a copy of a text quote and a graphic organizer to analyze perspective in two chapters of the text. Lesson 6 includes a Sidebar Task card, a glossary of words, a word wall placement for teacher reference, and a graphic organizer to analyze perspective. Lesson 12 includes a resource reference sheet, a fishbowl note taker, a fishbowl assessment document for teacher resource, and a fishbowl discussion protocol anchor chart.

Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

• In Module 3A, Unit 3, lesson 6, the Five W's Web Organizer has oral directions embedded into the lesson with modeling included through teacher directed instruction. The organizer has "Who," "What," "Angle," "Where," "When," and "Why" boxes. Students complete an example Web Organizer by contributing answers as a class and are later asked to record answers independently while the teacher circulates around the room to support. The students would need to have participated in the model portion prior to completing the Web Organizer.

Reference aids including glossaries, photographs, anchor charts and handouts are clearly labeled as such at the top and in the teacher’s materials. Reference aids are labeled correctly

• In Module 4, Unit 1, lesson 11, examples of student material reference aids can be found on pages 224-229.

The instructional materials reviewed for Grade 6 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment to the CCSS is documented in multiple places in the curriculum. CCSS standards are documented on the 6-8 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson in the form of Long Term Learning Targets. Alignment for all assessments are also provided in the Curriculum Overview.

The grade level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.

At the beginning of each module there is a Week-at-a -Glance chart as well as a Unit-at-a Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a Module Overview which includes a description of assessments which include the Performance Task, Mid-Unit Assessments, and End of Unit Assessments. This overview includes standards being assessed in each assessment and each of the tasks and assessments for each module includes alignment documentation of the standards addressed.

• In Module 4, Unit 1, the Week-at-a-Glance chart is found on pages 11-17. The Unit-at-a Glance chart is found on pages 35-39.
• In Module 3B, Unit 1, the Assessments Overview is found on pages 15-16.
• In Module 2B, Unit 3, lesson 10, the performance task long-term learning targets addressed are provided in the lesson on page 182.
• In Module 3A, Unit 1, the long-term learning targets assessed are in both the lesson and the student-facing material for the mid-unit assessment (pages 109, 115) and end-of-unit assessments (pages 187, 193).

Materials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials include a teacher’s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student “listen for” statements in lessons. These "listen for" statements provide teachers with model student answers to ensure students are on target

• Module 2A, Unit 2, lesson 5 includes a “Close Reading Guide” document which is a teacher reference and includes detailed annotations that provide time limits and include suggestions for struggling students.
• In Module 2B, Unit 2, lesson 4, the teaching notes on page 72 clearly explain the purpose of the lesson, what will happen in the lesson, and suggest that teachers consider collecting student’s graphic organizers to read through the themes of adversity they face to provide guidance for a future lesson. The notes also direct teachers to form partnership teams in advance of the lesson.
• Module 2B, Unit 1, lesson 1 includes teacher notes that provide direction regarding how the learning targets should be presented to students; the learning targets should not be displayed in advance as the activities are to build inquiry around them.
• Module 4, Unit 1, lesson 11 includes a note to the teacher to listen for student understanding of the information presented on a graph and use the information to decide on questions that can be answered with the data provided.

Technology is listed and/or suggested when appropriate in the section Resources and Links and Multimedia.

• In Module 4, Unit 1 under Resources and Links on page 25 are two bulleted points, http://search.creativecommons.org (a site to search for images with license to reuse) and http://www.cns.cornell.edu/documents/ScientificPosters.pdf (a site showing model scientific posters)
• Module 3A, Unit 2, lesson 3 includes guidance to enhance instruction and support students with auditory processing issues. In the teacher’s notes, it states, "When reviewing graphic organizers or recording forms, consider using a document camera to display the document for students who struggle with auditory processing."

Materials reviewed for Grade 6 meet the expectation of materials containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.

• The "Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.
• The "Assessment Design in Expeditionary Learning Grades 3-8 Curriculum" document outlines the step-by-step process for designing effective assessments aligned to the Common Core State Standards.
• The "Help Students Read Closely" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.
• The "Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum" document explains the how and why of Expeditionary Learning’s approach to writing instruction.

Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.

• Module 1, Unit 2, lesson 2 includes explanation of the importance of paraphrasing: "Paraphrasing helps all students understand what they read. It is useful for all learners, but particularly for ELLs or other students who struggle."
• Module 3B, Unit 3, lesson 10 includes an explanation of the importance of debriefing after an assessment: "The debrief after the assessment can help build a culture of achievement in your classroom."
• Module 4, Unit 1, lesson 4 includes a rationale for posting sentence starters: "Posting sentence starters for class discussions gives students an entry point for clearly conveying their responses."
• In the Module 4 Overview: Week at a Glance in the section "Preparation and Materials," an explanation is provided to help the teacher improve his/her knowledge of the subject by suggesting that the teacher do some further research that can be used to provide some examples of how students have used this process in a science curriculum. The manual states, "In advance: Read the article about Stakeholder Consequences Decision-Making (SCDM) process to build your own background knowledge about it. You can download the article "Learning to Make Systematic Decisions."

The materials reviewed for Grade 6 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Materials include a document, “Preface to the Modules” found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.

• The introduction to the preface states, “Expeditionary Learning’s Grades 3–8 ELA curriculum has been designed by teachers for teachers to meet the needs and demands of the CCSS-ELA: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.”

Each module contains a module overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.

• In Module 2B, the overview states, “In this eight-week module, students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They read informational articles about various aspects of medieval life, learning and practicing the skills of summarizing an article, analyzing how ideas are developed across a text, and describing how a part of a text contributes to the whole. Students then break into expert groups to read closely about one demographic group. They practice the informational reading skills they have learned and explore the adversities faced by that group. In the second half of Unit 1, students write an informational essay based on their research as their end of unit assessment. In Unit 2, students use their background knowledge built during Unit 1, but move to reading literature: Good Masters! Sweet Ladies! Voices from a Medieval Village. This is a book of monologues told from the perspective of children living in the same village during the Middle Ages. Students have dual tasks: First, they identify the various adversities faced by this cast of characters; secondly, they examine the author’s craft, specifically by identifying and interpreting figurative language in the monologues as well as analyzing how word choices affect the tone of the text. In the second half of Unit 2, students write a literary argument to address the question “Do we struggle with the same adversities as the people of Good Masters! Sweet Ladies!?” In Unit 3, students move into modern voices of adversity by reading concrete poems in the books Blue Lipstick and Technically, It’s Not My Fault. These concrete poems highlight adversities faced by the speakers of the poems, an adolescent girl and her younger brother. Students apply the same reading skills they learned in the reading of Unit 2, but this unit is discussion-based, allowing teachers to assess students’ speaking and listening skills in small group discussions about the texts. For their performance task, students choose a writing format—narrative, like the monologues of Good Masters! Sweet Ladies!, or concrete poem—and write their own text about adversities faced by students in Grade 6. Students then perform their writing for a group of their peers. This task addresses NYSP12 ELA CCLS W.6.3, SL.6.4, SL.6.6, L.6.1, L.6.3, and L.6.6.”

Materials reviewed for Grade 6 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.

• The “Introduction to Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, “Some structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students’ skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.”
• The “Preface to the Modules: Introduction to Grades 3–8 ELA Curriculum” document states, "Expeditionary Learning’s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences."
• Materials provide links to other resources websites that include a research document, “The Importance of Increasing the Volume of Reading.” This document explains research that supports increasing the volume of reading as well as rigor and relevance.

MMaterials reviewed for Grade 6 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.

The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.

• Mid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher’s progress to the second half of the unit, and usually emphasize reading.
• End-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.
• Culminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always requires research to build and present knowledge.
  • In Module 2B, Mid-Unit Assessments include: Unit 1 Research Reading: Medieval Times; Unit 2 Finding Theme and Interpreting Figurative Language: Monologues from a Medieval Village; and Unit 3 Small Group Discussion: How Do Modern Poems Portray Modern Adversities. The End-of-Unit Assessments include Unit 1, Writing About Medieval Times; Unit 2, Argument Essay: Do We Face the Same Adversities as the Voices of Good Masters, Sweet Ladies?; and Unit 3, Giving Voice to Adversity: Drafting a Modern Narrative of Adversity. The Culminating Performance Task that takes place in Unit 3 is the Informational Consumer Guide: What Do People Need to Know About Overfishing and Fish Depletion When Buying Fish?

Daily formative assessment opportunities are included in lessons as well as the unit overviews.

• In Module 3A, Unit 2, lesson 11, students self-assess expository writings using a rubric. The teacher collects first drafts of writing and self-assessments to review.
• In Module 4 Unit 2, the Unit Overview on pages 6-12 includes an ongoing assessments chart that lists assessment opportunities in lessons. For example, lesson 10 on page 11 lists a researcher’s notebook, Harmful Consequences Cascading Consequences Chart, Benefits of DDT Cascading Consequences Chart, and an Exit Ticket: Reflecting on My Believes about DDT.
• In Module 2A, Unit 1, lesson 2, students are provided with exit tickets which will be used to evaluate their understanding of figurative language and to determine instructional implications and next steps.
• In Module 2B, Unit 2, lesson 4, students complete a graphic organizer as they respond to a question around themes of adversity. This organizer is used to determine the students in need of additional supports.
• In Module 3A, Unit 1, lesson 2 students use a word catcher to identify unknown words; this form is used to aid in monitoring the understanding of complex text.

Materials reviewed for Grade 6 meet the requirement for assessments clearly denoting which standards are being emphasized.

Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.

• In Module 1, Unit 1, lesson 7 the Mid-Assessment asks students to make inferences about Percy assessing CCSS ELA RL.6.1 and RL.6.3. Standards are denoted on the Assessment Overview page, in lesson 7 as long-term targets, and on student-facing supporting materials.
• In Module 2A, Unit 3, lesson 9, the Performance Task has students write a final draft of essay to assess CCSS ELA W.6.2, W.6.5, W.6.9, L.6.1, and L.6.2. Standards are denoted on the Assessment overview and in lesson 9 as long term targets.
• In Module 3A, lesson 6, the Mid-Assessment has students write a short response analyzing point of view of Relief Camps assessing CCSS ELA RI6.3, RI.6.6, and RI6.4. Standards are denoted on the Assessment Overview, in lesson 6 as long-term targets, and on student-facing supporting materials.
• In Module 4, Unit 2, lesson 15 the End-of-Unit Assessment is a hosted gallery walk and assesses CCSS ELA RI.6.9, SL.6.4, SL.6.5, and SL.6.6. Standards are denoted on the assessment overview, in lesson 15 as long term targets, and on student-facing supporting materials.

Materials reviewed for Grade 6 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Materials provide sufficient guidance to teachers for interpreting student performance.

• In Module 1, Unit 1, lesson 12, the teacher’s notes include a note for the teacher “to be prepared to return students’ mid-unit assessment mini-essays in Lesson 14. In your scoring, focus on rows 1 and 2 of the NYS Writing Rubric, as those are the most important rows in terms of helping students begin to write effectively with evidence. Students will be familiar with both of those rows by Lesson 14.”
• In Module 2B, Unit 1, lesson 9, teachers are directed to use the NYS Grades 6-8 Expository Writing Evaluation Rubric to evaluate student writing. The rubric is included in student-facing supporting materials (pages 196-198).
• In Module 3B, Unit 2, lesson 3, the teacher reference provides teachers with completed Noah’s Point of View Graphic Organizer to ensure teachers can interpret students’ performance as they complete the organizer in triads.
• In Module 3A, Unit 3, lesson 10, students review writing that was completed as part of End-of-Unit Assessment and answer the following questions: “How do you think you have done? What went well in your drafting? Why? What didn’t go so well? Why not? What do you think you could improve upon? Why?”
• In Module 3, Unit 3, lesson 6 teachers are provided with guidance around scoring student responses on the Mid-Unit Assessment: “Assess students’ responses using the Unit 3 Mid-Unit Assessment: Part 2 Rubric provided in the supporting materials.”

Materials provide suggestions for follow-up.

• In Module 2A, Unit 3, lesson 8 materials provide mini-lessons in the Teaching Notes section for addressing common errors students make while drafting and working toward completion of Performance Tasks. Teaching Notes prompt, "This lesson includes 5 minutes to address common mistakes you may have noticed while reviewing some of the student essays. A sample structure is provided here. Focus the lesson on one specific common conventions error you noticed as you assessed students' drafts." During work time, a bulleted lesson format is provided for addressing common errors in writing.
• In Module 1, Unit 2, lesson 14, students receive teacher feedback from their Mid-Unit Assessment to identify their individual writing strengths and set goals.

Materials reviewed for Grade 6 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.

Materials include an "Appendix: Protocols and Strategies" that includes multiple opportunities to monitor student progress. Protocols and strategies that focus on checking for understanding and ongoing assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.

Materials include routine checks embedded in lessons to help teachers monitor student understanding.

• In Module 2A, Unit 3, lesson 6, Work Time notes direct teachers to "Again, check for understanding by asking the rest of the class for thumbs-up or thumbs-down if they agree. Address any students who have thumbs-down, refer back to the green box statement that says: Explain the evidence and the topic in your own words."
• In Module 3A, Unit 3, lesson 3, teachers return students' Unit 2 End-of-Unit Assessment and invite students to spend time reading their feedback. Students are invited to write their names on the board if they have questions that need to be addressed. Teacher is directed to address as many students as possible in the next lessons.
• In Module 3B, Unit 2, lesson 3, the teacher is directed to collect students’ organizers to allow for a quick check for understanding of the learning targets so that instruction can be adjusted or tailored to students' needs during the lesson or before the next lesson.
• In Module 4, Unit 3, lesson 8, teachers are directed to circulate and support students who need help identifying clues and word meanings.

Materials reviewed for Grade 6 meet the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.

• In Module 2A, Unit 1, lesson 11 students discuss the learning targets that are posted to allow all students to reference them and check understanding throughout lesson.
• In Module 2B, Unit 1, lesson 9, the Meeting Students’ Needs column suggests that teachers consider providing select students with a pre-highlighted version of the rubric that highlights the “3” score column to guide students toward the level you would like them to focus on.
• In Module 3B, Unit 2, lesson 6, the Meeting Students’ Needs column suggest that asking students to identify challenging vocabulary helps them monitor their understanding of a complex text. When students annotate the text by circling these words, it can also provide a formative assessment for the teacher.
• In Module 3B, Unit 2, lesson 9, the Meeting Students’ Needs column suggests that asking students to discuss prompts before recording their answers helps to ensure that all students have an idea about what to write and can give students confidence in their responses.
• In Module 4, Unit 2, lesson 3, the Meeting Students’ Needs column notes that research indicates that cold calling improves student engagement and critical thinking. The materials suggest that the teachers should prepare students for the strategy ahead of time by discussing the purpose, giving appropriate think time, and being intentional by indicating that this strategy will be used before they begin asking questions.
• At eleducation.org the document "Common Core Interventions for Adolescent Reader" suggests interventions for students who are struggling.

Materials reviewed meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade-level standards.

Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade-level text and meet or exceed grade-level standards.

• The "Common Core Interventions for Adolescent Readers" document located on eleducation.org suggests interventions for students who are struggling.
• The "A Guide to Support English Language Learners" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.

Materials provide supports noted within the lesson and also in the Meeting Students’ Needs column to provide teachers with multiple strategies for supporting all learners.

• In Module 2A, Unit 3, lesson 5, the Meeting Student’s Needs column notes that allowing students to discuss their thinking with their peers before writing helps to scaffold student comprehension as well as assist in language acquisition for ELLs.
• In Module 3A, Unit 2, lesson 6, the Meeting Students’ Needs column notes that for some students, this assessment may require more than the 30 minutes allotted and that teachers should consider providing students time over multiple days if necessary.
• In Module 3A, Unit 3, lesson 1, the Meeting Students' Needs column notes that if students had been grouped homogeneously, focus your attention on those triads who need additional support reading the text.
• In Module 3B, Unit 2, lesson 8, the Meeting Students’ Needs column notes that some students may benefit from having access to “hint cards,” small slips of paper or index cards that they turn over for hints about how/where to find the answers to text-dependent questions. For example, a hint card might say, “Look in the third paragraph.”

Materials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.

Grouping strategies are explained in detail in the document "Appendix: Protocols and Strategies."

• The Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Café.

Lessons include grouping strategies regularly during instruction.

In Module 2B, Unit 2, lesson 5, students work in partners to complete a task.

• In Module 3A, Unit 1, lesson 1, students participate in the "back-to back, face-to-face" protocol to unpack the lesson's learning targets.
• In Module 4, Unit 1, lesson 2, students are grouped into triads where they jigsaw excerpts from chapters.
• In Module 4, Unit 2, lesson 5, students "Think-Pair-Share" to discuss a topic.