About This Report
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Report Overview
Summary of Alignment & Usability: Fishtank ELA 6-8 | ELA
ELA 6-8
The instructional materials for Fishtank Free 6-8 do not meet the expectations of alignment or building knowledge. While the materials include anchor and supporting texts that vary in complexity and support students’ literacy growth over the course of the school year, the teacher resources and supports are general and do not change as texts and tasks become more complex. Explicit instruction throughout the materials is lacking, specifically in vocabulary, writing, and grammar and usage standards. Because a similar topic or theme connects all units, students have opportunities to engage with texts and tasks that promote knowledge-building. While the majority of the tasks and assessment questions are aligned with the grade-level standards, the materials provided are high-level lesson skeletons that can not be used for instruction to fully meet the grade-level standards.
6th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
7th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
8th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for 6th Grade
Alignment Summary
The grade 6 Fishtank Free ELA materials do not meet the expectations for alignment. While the materials include anchor and supporting texts that vary in complexity and support students’ literacy growth over the course of the school year, the teacher resources and supports are general and do not change as texts and tasks become more complex. Explicit instruction throughout the materials is lacking, specifically in vocabulary, writing, and grade-level grammar and usage standards.
The grade 6 materials include core and supplemental texts organized around the topic or theme of “coming of age” to promote knowledge building. While the majority of tasks and assessment questions are aligned with the grade-level standards, the materials provided are high-level lesson skeletons that can not be used for instruction to fully meet the grade-level standards.
The pacing guide and the implementation schedule provided may be reasonably completed in a school year because there are fewer lessons provided than average school days, allowing teachers the freedom to add re-teach lessons or extend others.
6th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Text Quality and Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence
The grade 6 materials include anchor texts that are well-crafted, award-winning texts from multiple perspectives that are content-rich with ideas, events, and experiences. While the materials include anchor and supporting texts that vary in complexity and support students’ literacy growth over the course of the school year, the teacher resources and supports are general and do not change as texts and tasks become more complex. The questions and tasks included in the materials require careful examination of texts over the course of a school year and provide insights into the Essential Questions for each unit.
There are frequent opportunities and protocols for evidence-based discussions in the program however, those are not consistently referenced or available in lessons. Students engage in on-demand and process writing opportunities across text types, although the opportunities do not reflect the distribution of text types expected of the standards. Explicit evidence-based writing instruction guidance in the materials is limited. In addition, while materials include limited explicit instruction for all the grade-level grammar and usage standards, students do not have sufficient opportunities to apply these in their writing. Lastly, the materials include general guidance on how to teach vocabulary but no explicit instruction.
Gateway 1
v1.5
Criterion 1.1: Text Quality and Complexity
Texts are worthy of students’ time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students’ advancing toward independent reading.
The grade 6 materials include anchor texts that are well-crafted, award-winning texts from multiple perspectives that are content-rich with ideas, events, and experiences. The materials include a higher number of informational texts than literary works, with a 77/23 split. While quantitative analysis places many texts below the 6th-grade Lexile band, qualitative analysis reveals that texts are at the appropriate levels of complexity for 6th-grade students.
While the materials include anchor and supporting texts that vary in complexity and support students’ literacy growth over the course of the school year, the teacher resources and supports are general and do not change as texts and tasks become more complex. Materials provide general scaffolding guidance in the “Providing Supports for Text Complexity” section of the Teacher Tools, not in individual units or lessons. The materials include a variety of text types and genres to provide a range and volume of reading that offer opportunities for independent reading; however, there is limited support in place connecting to specific texts as students engage in these readings. The supports are more general or overarching within the program.
Indicator 1A
Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests.
The materials reviewed for Grade 6 meet the criteria of Indicator 1a.
Anchor texts are well-crafted, award-winning texts from multiple perspectives that are content-rich with ideas, events, and experiences. The anchor texts in each unit are engaging, easily relatable, and will stretch students’ thinking while weaving a similar theme of exploring coming of age in various settings.
Anchor texts are of high quality and consider a range of student interests, are well-crafted, content-rich, and engage students at their grade level. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, students read the anchor text, The Watsons Go To Birmingham-1963 by Christopher Paul Curtis, a Newbery award-winning author. The text includes complex themes as the reader follows Kenny, a young African-American boy as he deals with both large and small coming of age moments during the Civil Rights Movement.
In Unit 2, Challenging Authority: The Giver, students read the anchor text, The Giver by Lois Lowry, an engaging, dystopian novel that allows students to consider topics of interest.
In Unit 3, Expressing Yourself: Women in the Arts, students read the anchor text, Life in Motion: An Unlikely Ballerina by Misty Copeland, a memoir detailing the true story of the third African-American ballerina for the American Ballet Theatre. Students explore the story of a ground-breaking African American woman who overcame many challenges as she rose to fame in the arts.
In Unit 4, Finding Connection: The Outsiders, students read the anchor text, The Outsiders by SE Hinton. The classic, engaging coming-of-age novel explores themes relatable to this age group.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students read two anchor texts, Refugee by Alan Gratz and The Unwanted: Stories of Syrian Refugees by Don Brown, an award-winning graphic novelist. The Unwanted: Stories of Syrian Refugees is a graphic novel about real-life experiences that occur when someone is a refugee. The second anchor text, Refugee, introduces different refugees from different time periods and explores how they change over the course of their individual stories.
Indicator 1B
Materials reflect the distribution of text types and genres required by the standards at each grade level.
The materials reviewed for Grade 6 meet the criteria of Indicator 1b.
Materials include a variety of text types and genres across the yearThe materials include a higher number of informational texts than literary works with a 77/23 split. However, instructional time spent with the literary works across the grade level is higher than informational texts. Text types include memoirs, photographs, interviews, videos, websites, articles spanning a range of nonfiction topics, Tedtalks, drama, poems, short stories, and novels. The texts connect to a common topic or theme for each unit.
Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, Developing Resistance: The Watsons Go to Birmingham—1963, students read the book by the same title by Christopher Paul Curtis, articles such as “Siblings Share Genes, But Rarely Personalities” by Alix Spiegel, poems including “The Ballad of Birmingham” by Dudley Randall, and photographs such as “Outside Looking In, Mobile, Alabama, 1956” by Gordon Parks. Students also listen to an audio interview “‘Green Book’ Helped African Americans Travel Safely” produced by NPR.
In Unit 2, Challenging Authority: The Giver, students read The Giver, a dystopian fiction novel written by Lois Lowry. Additional materials, including an article and a video, help expand student understanding of a dystopia. Other materials include five articles centered around the argument of the appropriate amount of screen time for kids, including “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin. Finally, students view a video about screen time and read the science fiction short story “Examination Day” by Henry Slesar.
In Unit 3, Expressing Yourself: Women in the Arts, students read a book entitled Life in Motion: An Unlikely Ballerina by Misty Copeland, article including “Gee’s Bend Quiltmakers” by Souls Grown Deep, watch videos such as “How a Group of Women in This Small Alabama Town Perfected the Art of Quilting | Op-Docs” on The New York Times’ YouTube channel, watch a movie “A Ballerina’s Tale” directed by Nelson George, and explore websites including “Ruth Asawa: Objects and Apparitions.”
In Unit 4, Finding Connection: The Outsiders, students read the novel The Outsiders by S.E. Hinton. Students then watch a video version of the novel and read a poem by Robert Frost that is quoted within the anchor text. Other materials include three articles including, “At some schools, students find a place for peace” by Lolly Bowean, the contemporary poem “We Real Cool” by Gwendolyn Brooks, and a silent video illustrating the contemporary poem.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students read two texts Refugee by Alan Gratz and The Unwanted: Stories of the Syrian Refugees by Don Brown, explore a website “How to Read Comics”, and read the article “Refugee” by Diane Boudreau, Melissa McDaniel, Erin Sprout, and Andrew Turgeon.
Materials reflect a balance of informational and literary texts. Examples include, but are not limited to the following:
Materials reflect a 77/23 balance of informational and literary texts with 38 informational texts and five literary texts.
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, the materials across the unit contain ten informational texts and two literary texts. The core text is informational.
In Unit 2, Challenging Authority: The Giver, the materials across the unit contain eight informational texts and two literary texts. The core text is literary.
In Unit 3, Expressing Yourself: Women in the Arts, the materials across the unit contain 14 informational texts. The core text is informational.
In Unit 4, Finding Connection: The Outsiders, the materials across the unit contain three informational texts and five literary texts. The core text is literary.
In Unit 5, Fleeing Conflict: Refugee and The Unwanted, the materials across the unit contain four informational texts.
Indicator 1C
Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.
The materials reviewed for Grade 6 meet the criteria for Indicator 1c.
Materials include anchor texts that fall below the Lexile stretch band, ranging between 750L and 920L; however, the publisher consistently provides qualitative analysis rationales for text selection, placement, and purpose the Text Selection Rationale or the Notes for Teacher section. While quantitative analysis places many texts below the 6th grade lexile band, qualitative analysis reveals that texts are at the appropriate levels of complexity for 6th grade student. The qualitative rationale states that the relationship between the texts and the associated student tasks is accessible for the grade level. The qualitative analysis also shows that the complexity increases slightly for varying reasons, including text structure, language, and knowledge demands. The qualitative text complexity is determined by the Achieve the Core’s Literary Text Complexity Rubric.
Anchor/core texts have the appropriate level of complexity for the grade according to quantitative analysis, but they are appropriate for qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, the anchor text, The Watsons Go to Birmingham—1963 by Christopher Paul (920L), falls slightly below the Lexile range but is appropriate at the beginning of the school year. Qualitatively, the text is moderately challenging since it has complex themes, unusual text structure, and informal language. The associated student tasks are medium, giving an overall qualitative measure of moderate.
In Unit 2, Challenging Authority, the anchor text, The Giver by Lois Lowry (760L), falls below the Lexile range; however, it has some complex elements and is appropriate at the beginning of the school year. Qualitatively, the text is of medium complexity since the narration is in chronological order and the knowledge demands are accessible. The associated tasks are challenging, becoming progressively more difficult as students read more of the novel. The overall qualitative measure is complex.
In Unit 3, Expressing Yourself: Women in the Arts, the anchor text, Life in Motion: An Unlikely Ballerina by Misty Copeland (890L), falls below the stretch band. Qualitatively, the text is of medium difficulty due to the chronological plot and domain-specific vocabulary. The associated tasks are moderate for the grade level. The overall qualitative measure is moderate.
In Unit 4, Finding Connection: The Outsiders, the anchor text, The Outsiders by S.E. Hinton (750L), falls below the Lexile range but has some complex elements. Qualitatively, the text is of medium complexity since it is set in the mid-1960s and the experiences, language, idioms, and slang of the novel make it more challenging for a modern audience. The associated tasks are challenging for the grade level. The overall qualitative measure is complex.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students read two core texts: Refugee by Alan Gatz (800L) and The Unwanted: Stories of the Syrian Refugees by Don Brown (GN860L), which both fall below the Lexile range. The qualitative analysis for Refugee is considered to be of high difficulty because the knowledge demands assume readers already have some understanding of World War Two and the Syrian refugee crisis. The text also uses figurative language, tier-two vocabulary, and words in different languages. The Unwanted is considered to be of medium difficulty because it is a graphic novel that has no clear protagonist, frequently jumps around in location between frames, includes numerous frames with no text at all, and uses only direct quotes in speech bubbles. The associated tasks are challenging. The overall qualitative measure is complex.
Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, the Text Selection Rationale includes a Lexile rating for the text, The Watsons Go to Birmingham—1963 by Christopher Paul. The rationale also includes qualitative features to consider, such as students navigating “informal, colloquial language and occasional non-standards grammatical structures.” The educational purpose of the text is to expose students to more mature conversations regarding racial segregation, violence, and oppression.
In Unit 2, Challenging Authority, the Text Selection Rationale for The Giver states: “The Giver has a Lexile Level of 760L, which—by this measure—puts it slightly below the median reading level for the majority of 6th-grade students at the beginning of the school year.” The rationale provides qualitative features: “The language demands of the text are relatively high, as Lowry regularly uses vocabulary that is likely to be unfamiliar to most students.” The educational purpose of the text is to “introduce abstract concepts (like utopia, dystopia, and the right to self-determination) that require students to think about their own lives and the world around them in new and complex ways.”
In Unit 3, Expressing Yourself: Women in the Arts, the Text Selection Rationale includes a Lexile measure of 890L for the text, Life in Motion: An Unlikely Ballerina by Misty Copeland, and qualitative measures that state the vocabulary demands increase the complexity of the text. The Notes for Teachers section suggests that educators contact their school staff and parents of students when reading the core text, Life in Motion: An Unlikely Ballerina. The text discusses domestic violence and eating disorders and also includes the use of a racial slur. Other supporting texts are also included and noted as having mature content worthy of parent notification. The educational purpose of the text is to provide “a rigorous but accessible text for 6th graders, especially as they develop into more skillful readers of nonfiction...the reader follows Copeland’s compelling story from her young childhood to the moment she achieves her dream of becoming a principal dancer in the American Ballet Theater.”
In Unit 4, Finding Connections, the publisher provides an online Text Selection Rationale for The Outsiders. The rationale states that the Lexile measure of 750L “puts it below the mid-year median reading level of 6th-grade students.” The qualitative rationale states: “The book was written in the 1960s and includes slang from this time period...The author regularly uses idioms, irony, and figurative language, as well as tier-two vocabulary...The protagonist’s life experiences will be unfamiliar (and perhaps difficult to understand) to many students.” The educational purpose of the text is to provide a classic text that resonates with students, as they “explore the topic of ‘coming of age’ through the story of a young man struggling to determine right and wrong in a world defined by violence.”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, the Text Selection Rationale includes a Lexile measure of 800L for the text, Refugee by Alan Gratz, and a qualitative measure that points out the text’s unique structure. The text includes “three different protagonists living in three different time periods; throughout the novel, Gratz weaves their stories together in subtle and overt ways that students will need to identify in order to fully understand the content and craft of the text.” In the Notes for Teachers section, materials warn teachers that The Unwanted might be particularly distressing for students because of the visual depictions in the graphic novel format. The materials acknowledge, “While we feel that these images are not gratuitous, it is strongly recommended that you determine what is appropriate for your specific group of students and inform parents about what you will be discussing.” The educational purpose is to inform readers about an urgent issue.
Indicator 1D
Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1d.
Materials include anchor and supporting texts that vary in complexity and support students’ literacy growth over the course of the school year; however, the teacher resources and supports are general and do not change as texts and tasks become more complex. The Unit Summary and individual lessons outline a path for growth in literacy skills over time. Each unit includes texts of varying complexity that are interconnected to add meaning to unit topics. Students practice skills during the beginning, middle, and end of the year and learn concepts and standards through repeated opportunities to approach their learning and build on previous assignments. Each lesson includes a Standards Map that shows when the literacy skills appear as core or supporting standards in units.
Materials provide general scaffolding guidance in the “Providing Supports for Text Complexity” section of the Teacher Tools, not in individual units or lessons. This page provides scaffolding support and suggestions, but they are not leveled or specific to texts or tasks. The supports include more time on the text, but that is suggested for all students, not a specific suggestion if students are struggling. Teacher Tools remain consistent, and there are no increasing supports or considerations for more complex texts and tasks. Students repeat similar activities over the course of the year, so increased assistance is not provided.
The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:
One literacy skill taught throughout the year is to explain how an author develops a point of view. In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, in Lesson 20, the lesson objective for the anchor text The Watsons Go to Birmingham—1963 by Christopher Paul (920L, moderate complexity) states: “Identify Kenny’s point of view and explain how it changes over the course of a chapter and the text overall.” Students explain in two paragraphs how Kenny has changed and what he has learned. The Close Read Questions ask: “What point of view do Kenny and Byron’s have on welfare, and how does it differ from Momma’s? How does the author develop the reader’s understanding of their point of view?” In Unit 4, Finding Connection: The Outsiders, in Lesson 1, the lesson objective for the anchor text The Outsiders by S.E. Hinton (750L, medium complexity) states: “Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders.” Students develop a claim about the way Ponyboy sees himself because of outside influences by using textual support in a brief writing activity. The Close Read Questions ask: “How does Cherry view greasers? Does Ponyboy share her point of view?” and “How does talking with Cherry about the sunset impact Ponyboy’s perspective?”In Unit 5, Fleeing Conflict: Refugee & The Unwanted, in Lesson 5, the lesson objective for one of the anchor texts Refugee by Alan Gatz (800L, high difficulty) states: “Determine author Don Brown’s point of view on the world’s response to the Syrian refugee crisis and his purpose in writing The Unwanted.” Students explain Brown’s perspective on the world’s response to the refugee crisis, using textual support, and consider how this perspective relates to the author’s purpose in a brief writing activity. The Close Read Questions require students to consider the point of view by examining illustrations and anecdotes.
Another literacy skill taught throughout the year is to analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. In Unit 2, Challenging Authority: The Giver, in Lesson 5, the lesson objective for the anchor text The Giver by Lois Lowry (760L, medium complexity) states: “Explain how specific passages from Chapters 7 and 8 of The Giver develop the setting and fit into the overall structure of the text.” The Close Read Questions ask: “How does the story about Asher on pages 69–70 help develop the setting of the text? Provide specific evidence from the text to support your answer. How do the last two pages of Chapter 7 contribute to the development of the plot? Where does this chapter fall in the overall structure of the text? Carefully explain your thinking.” In Unit 5, Finding Connection: The Outsiders, in Lesson 11, the lesson objective for The Outsiders by S.E. Hinton (750L, medium complexity) states: “Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and develop the plot.” The Close Read Questions ask: “How does the scene between Darry and Paul develop the idea that the Socs and the greasers are not really so different from one another? Support your answer with evidence from pages 142-143.” In Unit 6, Fleeing Conflict: Refugee & The Unwanted, in Lesson 2, the lesson objective for one of the anchor texts Refugee by Alan Gatz (800L, high difficulty) states: “Define significant terms essential for understanding graphic novels, and explain how Brown uses text and illustrations to develop the reader’s understanding of the conflict in Syria.” Students evaluate specific sections of a graphic novel and how the images and text both impact the plot.
As texts become more complex, appropriate scaffolds and/or materials are not provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons). Examples include, but are not limited to, the following:
In the Teacher Tools, the general description of the supports available states: “The Fishtank ELA curriculum includes five types of supports to help provide students access to different features of text complexity-language supports, background knowledge supports, additional supports, foundational skills supports, and opportunities for enrichment. After you have determined the aspect of the texts that will be most challenging for your students, you can decide which supports are most appropriate. These supports can be used with the whole group, in small-groups, or individually.” The guidance for teachers is the same across all grade levels.
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963 , in Lesson 20 for the anchor text The Watsons Go to Birmingham—1963 (920L, moderate complexity), the “Knowledge” section includes key facts about the reading and a sample response to the writing activity.
In Unit 2, Challenging Authority: The Giver, students spend 15 lessons reading The Giver by Lois Lowry (760L, medium complexity), revisiting the theme, analyzing the impact of certain words or phrases, and studying text development. As students read higher Lexile nonfiction texts in Lessons 16–30, more time is spent on each individual text as they gather evidence to use in a writing piece, and texts are revisited throughout the end lessons while writing.
In Unit 3, Expressing Yourself: Women in the Arts, students read the anchor text Life in Motion: An Unlikely Ballerina by Misty Copeland (890L, moderate complexity). In Lesson 15, students read multiple types of texts that all focus on Misty Copeland and her experiences with the art world. Complex articles are paired with videos to scaffold the readings; Close Read Questions help students access the texts. Though these scaffolds are built into lessons, they are not specifically noted as scaffolds, and teachers are not provided guidance on how to use the videos to support reading the texts.
In Unit 4, Finding Connection: The Outsiders, students spend Lessons 1–14 reading The Outsiders by S.E. Hinton (750L, medium complexity). Starting in Lesson 3, students complete lower-level tasks, such as characterizing Ponyboy and discussing how his point of view changes. Students revisit the same concept in Lessons 8, 9, and 10. Starting in Lesson 15, students read other literary and nonfiction texts of higher Lexile levels, but return to The Outsiders and spend five lessons at the end of the unit completing an assignment that revisits the characterization of Ponyboy. They answer the prompt: “Explain whether or not you believe Ponyboy would agree with this proverb. Be sure to explain what this proverb means and how it specifically applies to Ponyboy’s experiences in The Outsiders. Write a strong introduction and conclusion, and provide sufficient evidence from the text to support your thesis.”
Indicator 1E
Materials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1e.
Materials include a variety of text types and genres to provide a range and volume of reading that offer opportunities for independent reading; however, there is limited support in place connecting to specific texts as students engage in these readings. The supports are more general or overarching within the program. Over the course of the year, students read different types of texts ranging from traditional print sources; such as literary and informational novels, newspaper articles, and magazine articles; to non-traditional sources such as graphic novels, films, and videos. Students engage in a volume of reading across the school year, including reading during and outside the school day on a consistent basis. The Teacher Tools section includes procedures and routines for different types of reading, including Interactive Read Alouds, Shared Reading, Partner Reading, and Small Group Reading. The materials include independent reading opportunities that are often homework assignments; students take part in comprehensive discussions and activities related to the homework reading in class the following day. The resource, Recommended Texts for Independent Reading, makes recommendations for fiction and non-fiction texts with aligned themes and topics and additional texts by the same author.
Teacher Tools provide additional guidance for educators relating to independent reading procedures, though the guidance is general rather than lesson-specific. For example, the Components of an ELA Lesson under the Homework heading states: “Some lessons require students to read sections of the text prior to class. Homework for the next lesson is identified. Homework should be assigned at the end of the class period.” Teacher Tools also offer guidance relating to Reading Structures and Routines, including information for Independent Reading for Homework (6–12): “...to ensure that all students spend at least 30 minutes reading a day, and to ensure that students have already done some of the literal thinking that will make close, thoughtful reading in class possible, sections of text are assigned for homework.” The Teacher Tools are consistent across grade levels, and the guidance provides suggestions for accountability measures, such as graphic organizers, annotations, and written checks for understanding. Though there is no specific tracking system provided, students are expected to complete reading homework on a regular basis to be able to complete in-class activities.
Instructional materials identify opportunities and provide limited supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, students read the anchor text, The Watsons Go to Birmingham–1963 by Christoper Paul Curtis, a historical fiction novel. The supplemental texts include informational articles, poems, audio interviews, and photos from a primary source historical document.
In Unit 2, Challenging Authority: The Giver, students read the anchor text, The Giver, a dystopian novel by Lois Lowry. Supplemental texts include informational articles and videos.
In Unit 3, Expressing Yourself: Women in the Arts, students read the anchor text, Life in Motion: An Unlikely Ballerina, a memoir written by Misty Copeland. Supplemental texts include informational articles, videos, video interviews, websites, and a movie.
In Unit 4, Finding Connection: The Outsiders, students read the anchor text, The Outsiders, a novel by S.E. Hinton. Supplemental texts include a movie based on the core novel, articles, poetry, and a video.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students read two literary nonfiction books as anchor texts, The Unwanted: Stories of the Syrian Refugees by Don Brown and Refugee by Alan Gratz. Supplemental texts include an article and an informational website.
Instructional materials identify opportunities and offer limited supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, students read multiple texts such as: The Watsons Go to Birmingham–1963, historical fiction by Christopher Paul Curtis, “The Children’s Hour,” a poem by Henry Wadsworth Longellow, “How Much Does Birth Order Shape Our Lives?” an article by Allison Aubrey, and ‘Green Book’ Helped African Americans Travel Safely an audio interview by NPR. Throughout the unit, students engage in Close Read and Discussion Questions connecting to the assigned texts, allowing teachers to monitor student progress toward key understandings and connecting to the essential questions of each unit. Students also complete Target Tasks which provide an opportunity to demonstrate their understanding, practice essential skills, and receive feedback in preparation for the content assessments at the end of each unit. Opportunities are also available for students to engage in independent reading of assigned pages of the text as homework.
In Unit 2, Challenging Authority: The Giver, students read multiple texts such as: The Giver by Lois Lowry, “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board, and “Don’t Limit Your Teen’s Screen Time” by Chris Bergman. Throughout the unit, students engage in Close Read and Discussion Questions connecting to the assigned texts, allowing teachers to monitor student progress toward key understandings and connecting to the essential questions of each unit. Students also complete Target Tasks which provide an opportunity to demonstrate their understanding, practice essential skills, and receive feedback in preparation for the content assessments at the end of each unit. Opportunities are also available for students to engage in independent reading of assigned pages of the text as homework.
In Unit 4, Finding Connection: The Outsiders, students read multiple texts such as: “Why It’s Hard to Be a Poor Boy With Richer Neighbors” by Dana Goldstein, The Outsiders by S.E. Hinton, “We Real Cool” by Gwendolyn Brooks, and “Nothing Gold Can Stay” by Robert Frost. Throughout the unit, students engage in Close Read and Discussion Questions connecting to the assigned texts, allowing teachers to monitor student progress toward key understandings and connecting to the essential questions of each unit. Students also complete Target Tasks which provide an opportunity to demonstrate their understanding, practice essential skills, and receive feedback in preparation for the content assessments at the end of each unit. Opportunities are also available for students to engage in independent reading of assigned pages of the text as homework.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students read multiple texts such as: Refugee by Alan Gratz, The Unwanted: Stories of Syrian Refugees by Don Brown, and “Refugee” by Dian Boudrewau, et al. Throughout the unit, students engage in Close Read and Discussion Questions connecting to the assigned texts, allowing teachers to monitor student progress toward key understandings and connecting to the essential questions of each unit. Students also complete Target Tasks which provide an opportunity to demonstrate their understanding, practice essential skills, and receive feedback in preparation for the content assessments at the end of each unit. Opportunities are also available for students to engage in independent reading of assigned pages of the text as homework.
There is minimal teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, a tracking system for independent reading). Examples include, but are not limited to, the following:
In Teacher Tools, Reading Structures and Routines, Independent Reading for Homework (6–12), guidance for a proposed schedule for independent reading is explained: “In order to show accelerated reading growth, students need to read for at least 15 minutes a day, with the greatest growth being shown in students who read over a half-hour to an hour a day. Due to the block structure of most middle and high schools, it would be nearly impossible for students to read in class for 30 minutes a day while also having time to critically analyze the text through discussion and writing. Therefore, to ensure that all students spend at least 30 minutes reading a day, and to ensure that students have already done some of the literal thinking that will make close, thoughtful reading in class possible, sections of text are assigned for homework.”
In Teacher Tools, Reading Structures and Routines, Independent Reading for Homework (6–12), guidance related to accountability is stated:
“Assign an annotation focus. Have students annotate in the text to show their understanding of the text. Student annotations can be used to show that students are reading and that they understand what they are reading. Students can return to their annotations during class discussions and writing.
Provide Graphic Organizers. While reading, have students use different graphic organizers to interact with the text. Potential graphic organizers include: Say, Mean, Matter Graphic Organizer or Double Journal Entry.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 8, students read the memoir Life in Motion: An Unlikely Ballerina by Misty Copeland. The homework assignment asks students to read pages 203–211 and pages 228–233 independently. The materials ask teachers to provide students with a summary of the reading to date as additional support; the materials provide a bullet list summary as a key. In Lesson 9, students complete a written check for understanding the question: “Why does Copeland include the story of receiving an award from the Boys and Girls Club? What idea does this illustrate?”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 15, students read pages of Refugee from Alan Gratz independently for homework. There are no specific directions given or trackers used for the independent reading that occurs in this lesson and throughout the rest of the unit; however, the Independent Reading for Homework portion of the Teacher Tools includes ideas for how to increase stamina and engagement during reading. All units use this same reference as support for teachers.
In Unit 4, Finding Connection: The Outsiders, Lesson 10, students read the next chapter of The Outsiders by S.E. Hinton for homework. The guidance includes specific questions for students to answer while reading, such as: “How are the greasers feeling as they prepare for the rumble? How do you know? Who ‘wins’ the rumble? Where do Dally and Ponyboy go after the rumble is over?”
Criterion 1.2: Tasks and Questions
Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
The grade 6 materials include questions and tasks that require careful examination of texts over the course of a school year. The questions and tasks provide insights into the Essential Questions for each unit. Materials provide frequent opportunities and protocols for evidence-based discussions. However, those are not consistently referenced or available in lessons.
Materials include a mix of on-demand and process writing; however, materials do not provide ample time and tasks to build students’ literacy development in writing, and the guidance is minimal for specific skills. While the materials include opportunities for students to practice and apply different types of writing, the distribution does not reflect the requirements of the standards. Overall, explicit evidence-based writing instruction in student lessons is limited.
Materials also include limited explicit instruction for the grade-level grammar and usage standards, and students do not explicitly apply them in their writing. The materials include general guidance on how to teach vocabulary but no explicit instruction.
Indicator 1F
Most questions, tasks, and assignments are text-specific and/or text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
The materials reviewed for Grade 6 meet the criteria for Indicator 1f.
Materials include questions, tasks, and assignments that are text-specific and text-dependent, even at times referencing specific page numbers or portions of the text. The questions and tasks in the materials require careful examination of texts over the course of a school year, and the questions and tasks provide insights into the Essential Questions for each unit. Almost all segments of the Lesson Plan, including Writing Prompts, Close Read Questions, and Discussion Questions, require students to return to the text and provide evidence to support their ideas and support students in making meaning of core understanding of the texts being studied. The program uses a common system of organization, and students answer a series of writing prompts and questions to comprehend the text, build knowledge, and understand how the reading and tasks connect to each unit's overall topic/theme.
Materials provide support for planning instruction and implementing text-based questions and tasks, including example answers and Notes for Teachers that highlight areas where students might struggle. The Notes for Teachers include suggestions for teaching and links to sources of support both within and outside of the materials. Some lessons, such as Unit 5, Lesson 2, include additional lesson-specific Notes.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 9, students read an excerpt from the text The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. After reading, students answer Close Read Questions on word choice, developing point of view, perspectives, and figurative language that require revisiting the text. At the end of the lesson, they complete the Writing Prompt: “How does Byron’s perspective of the ‘surprise’ in the car change from page 109 to page 110? How does Christopher Paul Curtis develop this through specific words and phrases in Byron’s dialogue? Provide at least two examples from these pages. Explain how word choice demonstrates his perspective.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 11, students read Life in Motion: An Unlikely Ballerina by Misty Copeland. At the end of the lesson, students answer the Writing Prompt: “Why does Copeland share her life story with the world, even though she sometimes faces criticism and judgment? What message is she trying to share with the world? Provide at least two pieces of quoted evidence from the text to support your answer.”
In Unit 4, Finding Connection: The Outsiders, Lesson 9, students read The Outsiders by S.E. Hinton and answer the Close Read Questions: “How does Hinton develop the idea that the public’s perception of Johnny and Ponyboy has changed since the fire? Provide at least two pieces of evidence from pages 107–108 that demonstrate this idea. How has Randy’s perspective on greasers changed since the fire? Provide at least two pieces of evidence from page 115.” At the end of the lesson, students answer the Writing Prompt: “How and why has Ponyboy’s perception of the Socs changed? Provide at least two pieces of evidence from pages 115–118 that demonstrate how Hinton develops his changed perspective and carefully explain your reasoning.”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 15, students read an excerpt of Refugee by Alan Gratz and complete a Writing Prompt at the end of the lesson: “How does Josef initially respond to the idea of taking over the ship’s bridge, and how does his perspective on this change between pages 242 and 253 through 258? Use the word ‘resolve’ in your answer and provide at least two pieces of specific evidence from these pages to support your ideas.”
Teacher materials provide support for the planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:
In all units, materials provide support for teachers. In the Unit Summary, materials provide a number of supports for teachers when approaching the unit texts, including an overview of both the text and the learning outcomes. The Unit Summary includes the Notes for Teachers section which contains pertinent information about teaching the core text, such as how to approach specific lessons and where to find further supports in the materials. In each lesson, the Key Understandings section provides an overview of the Skills and Strategies that students should be learning and using. The Knowledge section provides the main ideas and plot details from the text(s).
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 20, students complete the Writing Prompt: “Explain why The Watsons Go to Birmingham—1963 is considered a ‘coming of age’ novel. How has Kenny changed and grown over the course of the book? What has he learned? Support your answer with at least two pieces of evidence from this final chapter.” A Sample Response is available in the lesson as support. All Writing Prompts include a Sample Response throughout the program.
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 18, students engage in a Socratic Seminar with peers. Notes offer suggestions for implementation, including links to Teacher Tools when selecting the Type of Academic Discourse to use during the lesson. Materials offer recommendations, including “We recommend a table-group discussion, fishbowl, or whole-class discussion.” Materials provide Tiers of Academic Discourse as support, which include Sentence Frames for students and encourage teachers to model an effective discussion. Materials also provide additional resources for student support, including a Discussion Graphic Organizer. Students can record initial ideas, notes from the discussion, and revised ideas.
In Unit 4, Finding Connection: The Outsiders, the Unit Summary addresses the inclusion of a number of topics, including gang violence, murder, domestic violence, the death of parents, the death of friends, a police shooting/suicide by police, and PTSD/depression of which educators would want to be aware prior to beginning the unit. Materials also provide information about racial slurs and stereotypes within the texts and include the following statement, “As always, be mindful of your students’ backgrounds and life experiences and be aware that they may have strong reactions to the book.” The Summary also states that an audiobook is available if some students need it and recommends using the film version for some students.
Indicator 1G
Materials provide frequent opportunities and protocols for evidence-based discussions.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1g.
Materials provide frequent opportunities and protocols for evidence-based discussions; however, those are not consistently referenced or available in lessons. Students practice speaking and listening skills with Discussion Questions in each lesson, which are “open-ended questions designed to prompt student reflection on the day’s reading and to make connections between the text, larger social issues, and their own lives. Discussion questions often come at the end of lessons and are an opportunity to bring students together to speak and listen to one another.” Each unit also includes a full day of Socratic Seminar discussion. The protocols provided in the Academic Discourse section support students’ developing speaking and listening skills for a variety of discussions, including different formats of whole class, small group, and partner discussions.
Materials provide teachers with many options for including discourse in the classroom and the freedom to choose which protocols are appropriate for their students; however, teachers do not always have specific guidance relating to which Academic Discourse protocol to use in each situation. The Academic Discourse section in the Teacher Tools includes varied protocols for whole group, small group, and partner discussions; however, some individual lessons do not indicate specific protocols to use when students answer Discussion Questions. The materials provide some guidance for use of protocols with formal discussions such as Socratic Seminar, but it is not consistent in all lessons or units. Instructional supports and resources that help with engaging students in discourse, creating a classroom culture that supports conversation, and monitoring student growth are available for teachers consistently in the Teacher Tools and with additional Notes in some lessons. The Academic Discourse section provides teachers with four different resources for guiding and supporting students in developing speaking and listening skills. These resources are referenced and linked for Socratic Seminars across the units but not for informal discussion opportunities.
Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials; however, protocols are not always readily available for teachers. Examples include, but are not limited to, the following:
In the Teacher Tools, Academic Discourse section, different types of protocols are provided. One example is a partner discussion, which includes the following protocol: Teachers choose from various discussion protocols to have students discuss open-ended questions, such as Think-Pair-Share:
“Students are given time to think before pairing up and sharing.
Teacher or student poses a question worthy of discussion.
Teachers give students time to think about how they will answer.
Students pair up.
Students take turns sharing their answers.”
In each unit, a Socratic Seminar is provided as a formal discussion, and students use one teacher-chosen, the open-ended question from the multiple Discussion Questions provided in the lesson. The same directions are provided for the teacher in the Notes section of each Socratic Seminar lesson: “Decide which Type of Academic Discourse you want to use in this lesson. We recommend a table-group discussion, fishbowl, or whole-class discussion. Then, choose which of this lesson’s Discussion Questions you are going to have students answer. Consider how much discussion time will be devoted to each question.”
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 23, students participate in a Socratic Seminar about The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. Seven open-ended Discussion Questions are provided in the lesson; teachers choose one for students to discuss. There are no teacher directions on whether all the questions are discussed in small group or partner discussions prior to the Socratic Seminar. Teachers can choose a protocol by accessing the Academic Discourse section in Teacher Tools; they are not included in the lesson.
In Unit 2, Challenging Authority: The Giver, Lesson 13, students read The Giver by Lois Lowry and answer Discussion Questions: “What do you think happens at the end of the book? Is this a satisfying ending? How do you know? Provide specific evidence from the text to support your position.” There is no recommended protocol to use in the lesson plan.
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 13, the Lesson Objective states: “Describe gender and racial discrimination in the art world, and explain how the Guerilla Girls have responded to these issues through art and activism.” The Discussion Questions ask, “Why does it matter that the work of women and artists of color is shown in museums?” There is no recommended protocol to use in the lesson plan.
Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:
In the Teacher Tools, Academic Discourse tab, the Overview states: “During effective academic discourse, students are engaging in high-quality, productive, and authentic conversations with each other (not just the teacher) in order to build or clarify understanding of a topic. To ensure that academic discourse is effective, teachers need to establish a classroom culture and routines that foster productive discourse.” Suggestions for Establishing a Strong Discourse Culture include creating shared norms in the classroom, modeling what a successful conversation looks like, and providing specific feedback to students. Following this statement, materials provide teachers with an overview of the linked resources: Preparing for Academic Discourse, Types of Academic Discourse, Tiers of Academic Discourse, and Monitoring and Supporting Academic Discourse. In the Types of Academic Discourse resource, materials provide teachers with specific protocols and directions to facilitate Whole Class Discussion, Small Group Discussion, and Partner Conversation.
In the Teacher Tools, the Monitoring and Supporting Academic Discourse document outlines ways that teachers can “progress monitor and support students’ development of key conversation and discourse strategies.” The document includes other suggestions for support, such as:
“Provide sentence frames for students to use. Sentence frames should help students articulate their thoughts. Include sentence frames that use a variety of sentence structures to ensure that students have multiple options.
Provide scaffolding questions. If students are unable to initially answer the original question, provide scaffolding questions that build students to the deeper understandings.”
In the Teacher Tools, the Tiers of Academic Discourse resource provides an explanation of each tier. Tier 1 describes how students clarify and share their thoughts. Materials provide information on three elements of instruction: Key Student Discourse Strategies, Key Teacher Talk Moves, and Sentence Frames. In Tier 2, students engage with the thinking of others; as with Tier 1, materials provide information on the three elements of instruction. In Tier 3, students critique and analyze the reasoning of others; as found in Tiers 1 and 2, materials provide information on the three elements of instruction.
In the Teacher Tools, the Monitoring and Supporting Academic Discourse resource includes an Overview statement: “The goal is that by the end of the year, students will be able to participate in academic discourse using strategies from all three components, allowing them to show a deeper and more nuanced understanding of key content. Based on data from progress monitoring, students may need additional support in order to effectively orally communicate key ideas. Use the suggested supports below to decide which support to add for the whole-class or for sub-sets of students.” Materials provide teachers with the following downloadable tools to use in the classroom: Academic Discourse Rubric, Discussion Self Assessment, Discussion Peer Assessment, Socratic Seminar Recording Form, and End-of-Discussion Assessment.
In Unit 4, Finding Connection: The Outsiders, Lesson 20, the Teacher Tools provide guidance when deciding which Type of Academic Discourse to use, such as a table-group discussion, fishbowl, or whole-class discussion. Teachers can select which of the lesson’s Discussion Questions they will answer. Other Teacher Tools include guidance for Supporting Students with Academic Discourse, such as ensuring the transfer of knowledge: “Provide students with sentence frames. Provide students with sentence frames that reflect how their opinion or understanding may have changed.
At first I thought, _____________________. Based on the discussion, I now think ____________________.
Prior to the discussion I thought ____________________. My classmates ideas confirmed my ideas because _____________________.”
Indicator 1H
Materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.
The materials reviewed for Grade 6 meet the criteria for Indicator 1h.
Materials include multiple opportunities for students to demonstrate what they are reading through various speaking and listening tasks in all units. The speaking and listening activities all require evidence from unit texts. Many discussions require students to have read the texts in advance to identify the author’s argument, create their own claims, and provide enough evidence to support their claims. Lessons regularly include Discussion Questions that allow students to practice speaking and listening skills. Each unit includes a Socratic Seminar. Research and formal presentation activities require data and images and offer students opportunities to ask clarifying questions of peers and work cooperatively.
Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 24, students participate in a Socratic Seminar related to The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. The lesson objective states: “Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 21, students work with a small group to create a multimedia presentation about a contemporary female artist. The presentation must include at least three images of the artist’s major works of art. In Lesson 22, students present their work.
In Unit 4, Finding Connection: The Outsiders, Lesson 20, students participate in a Socratic Seminar after reading The Outsiders by S.E. Hinton. The objective of the lesson includes “responding directly to others by rephrasing and delineating arguments and posing clarifying questions.” The Teacher Tools include support for the Tiers of Academic Discourse, including sentence frames “[to] question/clarify to fully understand classmates’ ideas.”
Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 24, after watching “3 Fears about screen time for kids—and why they're not true” by Sarah DeWitt, students discuss these questions: “Do you think that screens are a ‘necessity’ in our world today? Are some types of screens—TVs, computers, phones, e-readers, videos games—more necessary than others?”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 8, students watch the video, A Ballerina’s Tale by Nelson George and answer the Close Read question: “How do the interviews with other dancers from 00:19:16-00:23:04 help develop your understanding of race and racism in ballet? Why is it helpful to hear other dancers’ experiences?”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 23, students give digital presentations made with their groups. These presentations focus on educating classmates on a current refugee crisis. Students must include “accurate facts, statistics, and quotations from at least three reputable sources” and include multiple images or graphs. The Lesson Objective states students will use “appropriate volume, eye contact, emphasis, and pronunciation.”
Indicator 1I
Materials include a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1i.
Materials include a mix of on-demand and process writing; however, materials do not provide ample time and tasks to build students’ literacy development in writing. The guidance is minimal for specific skills. Students complete on-demand prompts that connect to the discussions and activities for each lesson, and each unit includes process writing that spans more than one lesson. Specifically, students write longer essays to prompts that connect to the core and supplemental texts using the steps of the writing process. In some units, students use digital resources to conduct research and create digital materials for presentations. The Teacher Tools include multiple resources with further details on how to provide guidance on both process and on-demand writing, including planning and executing writing lessons and strategies for giving feedback. Within each lesson and student-facing materials, opportunities to edit and revise are present; however, instruction and practice of those skills do not exist beyond mentioning it as an objective.
Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 10, students answer the on-demand Writing Prompt to The Giver by Lois Lowry: “Why does Jonas have such a strong reaction to the game of ‘good guys and bad guys’—a game that he had played in the past? How has his perspective on the game changed? Provide at least two pieces of evidence from the text to support your answer.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 12, students watch a video of a dance performance and write “an analytical paragraph that determines the mood of the performance. Include a topic sentence, evidence from the text, analysis, and a conclusion in your argument.”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 13, students complete an on-demand Writing Prompt relating to Refugee by Alan Gratz: “How are all three protagonists' stories today connected by the topic of generous strangers? Identify one scene in each character’s story and explain how it explores this topic. What message is Gratz trying to communicate by connecting their stories around this experience?”
Materials include process writing opportunities that cover a year’s worth of instruction; however, opportunities for students to revise and edit are minimal. Examples include, but are not limited to the following:
In Teacher Tools, Giving Writing Feedback document, many options are provided for teachers to help support peer conversation about peer editing and revising. The document includes the following sentence frames to encourage students to say something they liked, ask a question, and give a suggestion: “You did a good job with ____________ because ___________. I was confused by ____________. Can you explain what you were thinking? You might change ________________.”
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 27, the Objective states: “Provide meaningful feedback to a peer and incorporate feedback into own writing.” There is no instructional process noted for when or how peer editing will take place in the lesson. Teachers must access the Giving Writing Feedback document to support students in their peer revision.
In Unit 2, Challenging Authority: The Giver, Lessons 16–19, students write an argumentative essay: “Is ignorance bliss? Write an essay in which you take a position on this question using evidence from The Giver to support your position. Use at least two of our vocabulary words in your essay.” Each of the lessons focuses on one aspect of process writing an essay, beginning with writing a strong thesis statement and body paragraphs and ending with editing for using “pronouns appropriately in writing.”
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lessons 20, the Objective states: “Begin to gather information for their presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.” In Lesson 21, students “[e]valuate and compile research information into a digital presentation.” The group project continues through Lesson 23 with the goal of educating their peers “on a refugee crisis currently taking place somewhere in the world.” The requirements for the project include the following:
“Is organized logically and clearly
Includes accurate facts, statistics, and quotations from at least three reputable sources
Includes at least four photographs at least one map or graph/chart
Uses thirty-five words maximum on each slide
Include a bibliography that cites all sources
Provide information about the causes of the crisis
Describe who is leaving and why
Explain where the refugees are going
Explain how the refugees are currently living and what their lives are like
Suggest actions classmates can take to help refugees”
Materials include digital resources where appropriate. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 13, students access digital resources when reading and listening to an audio interview “‘Green Book’ Helped African Americans Travel Safely” published on NPR.org.
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 20, students research for a digital presentation about a contemporary female artist. Students include researched facts, works of art, and background information in the presentation and work with a partner or group to compile the research. Students cite their digital resources.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, students start a research project to educate their peers on a current refugee crisis. Students collect facts, statistics, data, and quotations from at least three sources and cite sources in the research project to meet the lesson objective of gathering information for “presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.”
Indicator 1J
Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1j.
Materials include opportunities for students to practice and apply different types of writing; however, the distribution does not reflect the requirements of the standards. Students write argumentative, informative, and narrative assignments, though the percentage of informative and narrative lessons is less than the percentage of argumentative lessons, reflecting a 50/25/25 split. All writing assignments are text-specific or text-dependent and are connected to a unit theme and/or yearlong theme. Materials include explicit instruction in the different types of writing, though the instruction is not directly included in the teacher's plans for each lesson. The resources are found in the Teacher Tools, Instructional Strategies for Writing Lessons (6–8) section. In addition, materials offer teacher support for planning instruction and guiding student thinking with example answers in each lesson and Notes that highlight areas where students might struggle. These Notes include suggestions for teaching and links to sources of support within and outside of the materials.
Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing; however, opportunities do not reflect the distribution required by the standards. Examples include, but are not limited to, the following:
Materials include an uneven distribution of writing types with the following percentages for the different modes of writing: 50% argumentative, 25% informative, and 25% narrative. The number of writing opportunities in each mode is six argumentative, three informative, and three narrative.
Percentage or number of opportunities for argumentative writing: Five units address argumentative writing. Approximately 50% of writing opportunities over five units are argumentative.
Unit 1 - 1
Unit 2 - 2
Unit 3 - 1
Unit 4 - 1
Unit 5 - 1
Percentage or number of opportunities for informative/explanatory writing: Three units address informative writing. Approximately 25% of writing opportunities over five units are informative.
Unit 1 - 0
Unit 2 - 1
Unit 3 - 1
Unit 4 - 0
Unit 5 - 1
Percentage or number of opportunities for narrative writing: Two units address narrative writing. Approximately 25% of writing opportunities over five units are narrative.
Unit 1 - 2
Unit 2 - 0
Unit 3 - 0
Unit 4 - 0
Unit 5 - 1
Explicit instruction in argumentative writing: Materials include Teacher Tools to provide Persuasive/Argumentative Writing Feedback and Support. For example, if students are struggling to create topic sentences that flow from the thesis statement, one “strategy is to work backward through specific evidence to build the main claim and the topic sentences. This can also be modeled by:
selecting a particularly persuasive line of evidence from the research
building next to a topic sentence that would flow from that evidence
finally crafting a thesis statement that would include the sub claim from the topic sentence as part of the comprehensive argument”
Explicit instruction in informative/explanatory writing: Materials include Teacher Tools to provide Informational Writing Feedback and Support. One example includes if students are struggling to use transitional words, phrases, or clauses to manage the sequence of events, teachers can “Review and model how to use transitional phrases to manage the sequence of events.
Transitional words or phrases can be used to show there is a transition in time. (The next day, after a while, before long, late that afternoon, the next thing I knew, etc.)”
Transitional words and phrases can be used to show there is a transition in setting or location. (In our backyard, when we went upstairs, at the post office, behind the trees etc.)
Transitional words and phrases can be used to show a sequence of events, or to show the connection between events. (At the beginning, as a result, it started when, as soon as, in the end, etc.)”
Explicit instruction in narrative writing: The Teacher Tools include guidance to provide Narrative Writing Feedback and Support. For example, if students are struggling to develop a point of view or establish a context, teachers can prompt students to think about the following questions when brainstorming setting:
What is the main location?
Are there any features of the main location that make it unique and should be highlighted?
Are there activities or occupations that are unique and/or important to the setting?
Does the setting influence the mood?
How does the setting influence the character’s actions?
Different genres/modes/types of writing are distributed throughout the school year. Examples include, but are not limited to, the following:
Students have opportunities to engage in argumentative writing. Examples include, but are not limited to, the following:
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 11, students write arguments to support claims with clear reasons and relevant evidence; students write a “Strong paragraph explaining how two texts use different perspectives to approach a similar topic.” A Sample Response is available to demonstrate introducing the claim and organizing the evidence clearly.”
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Examples include, but are not limited to, the following:
In Unit 5, Fleeing Conflict: Refugee & the Unwanted, Lesson 12, students write an argument where they take a position and support their claim with clear reasons and relevant evidence, utilizing evidence from the text Refugee by Alan Gratz.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Examples include, but are not limited to, the following:
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 12, students analyze the development of mood in dance performance. Students write arguments to support claims with clear reasons and relevant evidence. Students practice the skill of using words, phrases, and clauses to clarify the relationships among claim(s) and reasons as a supporting standard during the lesson.
Establish and maintain a formal style. Examples include, but are not limited to, the following:
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 12, students write an argument around the question: “Do times of crisis bring out the best or the worst in people?” A Sample Response is available for the writing prompt, and students practice the skill of establishing and maintaining a formal style as a supporting standard during the lesson.
Provide a concluding statement or section that follows from the argument presented. Examples include, but are not limited to, the following:
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 12, students write an argument when analyzing the development of mood in dance performance. A Sample Response is available for the writing prompt, and students practice the skill of providing a concluding statement that follows the argument presented as a supporting standard during the lesson.
Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Examples include, but are not limited to, the following:
In Unit 4, Finding Connection: The Outsiders, Lesson 21, students use the mentor text to analyze the introduction, searching specifically for the hook, the context, and the thesis statement to aid in comprehension. Then, students draft their own introduction for an essay in Unit 4, Finding Connection: The Outsiders, Lesson 23.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Examples include, but are not limited to, the following:
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, students write a research presentation where they will “work in small groups to create a digital presentation that educates your classmates on a refugee crisis currently taking place somewhere in the world.” They create a presentation that includes “information for their presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.” Their presentation is to include “accurate facts, statistics, and quotations from at least three reputable sources.”
Use appropriate transitions to clarify the relationships among ideas and concepts. Examples include, but are not limited to, the following:
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 21, students create a presentation where they will choose a specific artist to inform their classmates about an artist. One of the requirements is that students focus on logically organizing the information and all of the required components.
Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:
In Unit 4, Finding Connection: The Outsiders, Lesson 21, students explore the meaning of a particular proverb in relation to the readings from the text.
Establish and maintain a formal style. Examples include, but are not limited to, the following:
In Unit 4, Finding Connection: The Outsiders, Lesson 24, students edit their writing to ensure that it is in a formal style.
Provide a concluding statement or section that follows from the information or explanation presented. Examples include, but are not limited to, the following:
In Unit 4, Finding Connection: The Outsiders, Lesson 21, students use the mentor text to analyze the conclusion, searching specifically for the “why does it matter” statement and a statement where the author revisits the thesis statement to aid in comprehension. Then, students draft their own conclusion for an essay in Unit 4, Finding Connection: The Outsiders, Lesson 23.
Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 16, students begin writing a narrative piece. Students are instructed to include a multitude of things in their narratives and are given a mentor text to consult. Two of the items included in the list of “must haves” are “Establish setting” and “Establish a unique point of view based on what you already know of Byron.”
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. Examples include, but are not limited to, the following:
In Unit 4, Surviving Repression: Persepolis, Lesson 21, students must “Include dialogue” when crafting their narrative essay or comic. Students practice utilizing effective narrative techniques, and a Sample Response is available on Page 16 from the mentor text Persepolis by Marjane Satrapi.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Examples include, but are not limited to, the following:
In Unit 4, Surviving Repression: Persepolis, Lesson 21, the Writing Prompt includes the requirement that students, “Include transitions between pals to indicate shifts in time and the relationship between events” if they select to create a comic, and a similar requirement is included for the essay, in that students must “Include transition words that indicate shifts in time and the relationship between events.”
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 17, students complete the Objective, “Use descriptive details and sensory language to convey emotions and experiences in a narrative.” The phrase sensory details is defined under the Vocabulary section.
Provide a conclusion that follows from and reflects on the narrated experiences or events. Examples include, but are not limited to, the following:
In Unit 4, Surviving Repression: Persepolis, Lesson 21, the final requirement listed for students if they choose to create an essay or comic is “Include a conclusion that logically follows from the narrative.”
Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 16, students complete the Writing Prompt to “rewrite pages 177–179 from Byron’s perspective” from The Watsons Go to Birmingham–1963 by Christopher Paul Curtis.
In Unit 2, Challenging Authority: The Giver, Lesson 16, students answer a Writing Prompt where they take a stance on whether or not ignorance is bliss. Students include evidence from the anchor text, The Giver by Lois Lowry, to support their stance.
In Unit 4, Finding Connection: The Outsiders, Lesson 21, students consider whether one of the main characters from The Outsiders would approve of a particular proverb.
Indicator 1K
Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1k.
Although materials include opportunities for students to participate in writing tasks requiring analysis of and evidence from texts and other credible sources, explicit evidence-based writing instruction in the student lessons is limited to teacher guidance such as a sample writing response. Students engage in close reading tasks, develop claims for an intended audience, and support their position with evidence. Evidence used throughout the units comes primarily from texts included in the materials and independent research at times. Writing opportunities connect purposefully to the texts students are reading, and the tasks provide a means for building knowledge and writing skills across the school year. Students practice utilizing claims and support consistently, and rarely is writing done simply based on opinion.
Materials provide opportunities across the school year for students to practice and apply writing using evidence; however, materials provide limited opportunities across the school year for students to learn about writing using evidence. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 22, students read the poem, “The Ballad of Birmingham” by Dudley Randall, and answer the Writing Prompt in a paragraph: “How does the mother character’s perspective most likely shift from the beginning to the end of the poem? How does the author develop the idea that her perspective has changed? Provide at least two pieces of specific evidence from the poem to support your answer.” Materials provide a Sample Response for reference. The teacher does not provide students with explicit evidence-based writing instruction and materials do not offer any other teacher guidance for the writing prompt in the lesson.
In Unit 2, Challenging Authority: The Giver, Lesson 8, students answer a Writing Prompt in which they provide a minimum of two pieces of evidence to support: “How does Lois Lowry develop the central idea in Chapter 13 that Jonas feels conflicted about the idea of people being able to make choices about their own lives?” Materials provide a Sample Response for reference. The teacher does not provide students with explicit evidence-based writing instruction and materials do not offer any other teacher guidance for the writing prompt in the lesson.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 12, students read Refugee by Alan Gratz and answer the Writing Prompt in a paragraph: “Do times of crisis bring out the best or the worst in people? Philosophers have been pondering this question for millennia. Now it is your turn to take a position on this age-old question based on what you have read so far in Refugee by Alan Gratz. Consider the stories of the three young refugees in this story, their families, and the people they have encountered along their journeys, and write an analytical paragraph to answer this question. Include a topic sentence, evidence from the text, analysis, and a conclusion in your argument.” The teacher does not provide students with explicit evidence-based writing instruction and materials do not offer any other teacher guidance for the writing prompt in the lesson.
Writing opportunities are focused on students’ careful analysis and claims developed from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 16, students write an argument to support claims with clear reasons and relevant evidence. The writing task provides an opportunity for students to draw evidence from the unit text, The Giver by Lois Lowry. Students consider the question, “Is ignorance bliss?” The task requires students to “Write an essay in which you take a position on this question using evidence from The Giver to support your position. Use at least two of our vocabulary words in your essay.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 15, students read a website and two different articles on Jaune Quick-to-see Smith, synthesize the information, and answer the Writing Prompt: “How do you think Jaune Quick-to-See Smith would answer the following question: ‘Why do you make art?’. Provide details from at least two sources to support your answer.” A Sample Response shows an example of one possible claim and how that claim could be supported.
In Unit 4, Finding Connection: The Outsiders, Lesson 21, students begin working on a writing assignment that spans multiple lessons. The assignment asks students to take a stance on whether or not Ponyboy, a character from The Outsiders by S. E. Hinton, would agree with the proverb, “Everyone is kneaded out of the same dough but baked in a different oven.” Students answer this question using the writing process and include evidence from the book to support their stance.
Indicator 1L
Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1l.
Materials include limited explicit instruction for the grade-level grammar and usage standards, and based on the information provided in the lessons, students do not explicitly apply them in their writing. The grammar standards are listed as core standards in the Standards Map, are referred to in some lesson objectives, and are named in writing rubrics; however, the guidance for educators is minimal and not lesson-specific. Explicit instruction in the lessons is insufficient to ensure students meet all the grade-level grammar and usage standards with the necessary support for application in context. Within writing lessons, students have opportunities to notice how authors use language and its conventions; however, there are no specific lessons, protocols, or practice opportunities for students to learn and apply the skills. In Teacher Support, the Writing section addresses grammar in the Approach to Language and Grammar Instruction: “Fishtank ELA units teach grammar and language in context by integrating grammar and mechanics with craft and analysis. Students see how grammar and language help authors communicate specific ideas, and then learn how to use the same techniques in their Before writing.” This section also provides tips and a blank graphic organizer for students to use to create an Editing Checklist; however, this is not called out in the individual lessons within the units. The Teacher Tools encourage educators to provide opportunities for progress monitoring, including thinking about questions from Mechanically Inclined, such as “What have I done to teach this grammar of mechanics pattern?” The Teacher Tools are general, connecting to all grade levels and units.
Materials include very limited explicit instruction of the grade-level grammar and usage standards and few authentic opportunities for students to demonstrate the application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:
Students have minimal opportunities to ensure that pronouns are in the proper case (subjective, objective, possessive). Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 18, the objective states that students will “Use pronouns in their proper case” as they complete their final narrative draft. Materials do not provide explicit instruction on pronoun cases. The Language and Mechanics section of the Narrative: Short Story rubric includes pronoun cases.
In Unit 2, Challenging Authority: The Giver, Lesson 19, the objective states that students should “use pronouns appropriately in writing.” At the end of the lesson, the standards identify that students should be working on L.6.1.a, “Ensure that pronouns are in the proper case (subjective, objective, possessive).” Materials do not include any other guidance for teaching or reinforcing this skill.
Students have minimal opportunities to use intensive pronouns. Examples include, but are not limited to, the following:
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 21, the objective states that students should “Logically organize the information in their presentations and include all required components.” At the end of the lesson, the standards identify that students should be working on L.6.1.b, “Use intensive pronouns (e.g., myself, ourselves).” Materials do not include any other guidance for teaching or reinforcing this skill. In Lesson 22, standard L.6.1.b is listed as a core standard for the lesson, but there is no mention of it in the lesson materials.
Students have minimal opportunities to recognize and correct inappropriate shifts in pronoun number and person. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 29, the objective states that students should “Use pronouns appropriately in their writing and incorporate any changes suggested by the instructor.” At the end of the lesson, the standards identify that students should be working on L.6.1.c and that they should “recognize and correct inappropriate shifts in pronoun number and person.” Materials do not provide any other guidance for teaching or reinforcing this skill.
Students have minimal opportunities to recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 19, the objective states that students should “use pronouns appropriately in writing.” At the end of the lesson, the standards identify that students should be working on L.6.1.d and that they should “recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).” Materials do not include any other guidance for teaching or reinforcing this skill.
Students have minimal opportunities to recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 18, the objective states that students will “recognize and correct lapses [in] tone” in their writing of an introductory paragraph. Materials do not provide any other guidance for teaching or reinforcing this skill.
In Unit 4, Finding Connection: The Outsiders, Lesson 2, the objective states: “Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.” However, the lesson does not specifically address standards L.6.1 and L.6.1.e, which are listed as Common Core Standards at the bottom of the lesson. Students complete a short writing prompt that does not address these standards specifically: “On pages 31–34, Hinton uses the literary device of a flashback. What is its purpose and how does this section fit into the overall structure of the text? Provide evidence from these pages to support your answer.” Materials do not include any other guidance for teaching or reinforcing this skill.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, the objective states that students will “Begin to gather information for their presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.” At the end of the lesson, the standards identify that students should be working on L.6.2.a and that they should “Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.” Materials do not provide any other guidance for teaching or reinforcing this skill. This standard identification repeats in Lessons 21 and 22 with different objectives.
Students have minimal opportunities to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Examples include, but are not limited to, the following:
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, the objective states: “Begin to gather information for their presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.” The standard L.6.2.a is listed as a core standard, but parenthetical phrases or nonrestrictive elements are not mentioned in the lesson.
Students have minimal opportunities to spell correctly. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 11, the standard L.6.2.b is a supporting standard when students write a paragraph explaining how two different perspectives approach a similar topic. Materials do not include any other guidance for teaching or reinforcing this skill.
Students have minimal opportunities to vary sentence patterns for meaning, reader/listener interest, and style. Examples include, but are not limited to, the following:
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 20, standard L.6.3.a is a supporting standard. Students work in small groups to compile and evaluate research for a digital presentation about an artist. Materials do not provide any other guidance for teaching or reinforcing this skill.
Students have minimal opportunities to maintain consistency in style and tone. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 28, the objective states that students should “Establish and maintain a formal style and use words to clarify their reasoning.” At the end of the lesson, the standards identify that students should be working on L.6.3.b and that they will “Maintain consistency in style and tone.” Materials do not include any other guidance for teaching or reinforcing this skill.
In Unit 4, Finding Connection: The Outsiders, Lesson 23, the objective states that students will “Edit essays for lapses in tone or consistency.” Materials do not provide any other guidance for teaching or reinforcing this skill.
Indicator 1M
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 1m.
Materials include a rationale for how vocabulary should be taught and how the publisher views vocabulary as part of a lesson; however, there is no explicit instruction on the vocabulary that is essential to understanding the text within lessons. Although vocabulary words and definitions are listed in each lesson, the words are not addressed during the lesson. Vocabulary is not part of questions and activities. Students have multiple opportunities to engage with domain-specific vocabulary words across units but do not have the same opportunity for text-based vocabulary in lessons. There is no mechanism that teachers can use to assess student learning around text-based vocabulary. Some guidance is provided for how vocabulary is structured in the units, how to teach vocabulary, and how to support a range of learners during vocabulary instruction. The Teacher Tools share a brief overview: “Within units, students build their academic vocabulary by learning and interacting with Tier II and Tier III vocabulary words that are essential for unlocking the meaning of the text, task, or topic.” Students interact with vocabulary words through reading, writing, speaking, and listening tasks. Teacher Tools include routines such as Explicit Instruction of Vocabulary and Implicit Instruction of Vocabulary; however, the lessons do not include sufficient guidance or reminders for teachers to ensure the routines support students in their vocabulary development and meet grade-level standards.
Materials provide some teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:
In each unit and lesson, vocabulary words necessary to understand the texts or the context surrounding them are introduced before reading the texts.
Within the units, vocabulary words are intentionally included in many ways, so students become familiar with them through repetition, such as the words being present in questions, used during discussions, and heard in teacher-provided sentence stems. Some words are revisited from previous lessons, and students are asked to use them to indicate authentic learning of the words. More often, once the lesson where the word is taught is passed, the word is not revisited.
The Teacher Tools include Vocabulary guidance to share the two types of words in the materials: words to teach quickly and drop-in and words to study in-depth. The guidance includes instructions for teachers to “decide if the words are inferrable or not inferrable” and encourage learning vocabulary “indirectly and unconsciously through daily reading, writing, listening, and speaking routines” rather than through explicit instruction.
The Vocabulary Teacher Tool shares the ways that students interact with vocabulary words within a lesson and across the unit, such as “Close reading moments are included within lessons to analyze the use of words in context” or “When applicable, vocabulary words are used in later units in key questions or as part of word banks and sentence frames.”
Materials include Explicit Instruction of Vocabulary guidance, which includes routines to introduce and review priority vocabulary. There is not sufficient guidance or reminders in the lessons to assist teachers.
Vocabulary is sometimes repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:
Domain-specific vocabulary is taught across multiple units. For example:
Across multiple units, students learn about and analyze points of view/perspective.
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Unit 3, Expressing Yourself: Women in the Arts, and Unit 5, Fleeing Conflict: Refugee & The Unwanted, students study “point of view/perspective.” In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 2, students learn about point of view/perspective, which is defined as “1. a character’s opinion or feelings about a specific topic/idea/event; 2. the ‘lens’ through which a person sees and understands the world. This is usually influenced by aspects of their identity, beliefs, and life experiences.”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 9, students read a selection from Life in Motion: An Unlikely Ballerina by Misty Copeland to explore Misty’s perspective on dancing and how that differs from others’ perspectives.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 5, students read a selection from The Unwanted: Stories of the Syrian Refugees by Don Brown and study the author’s perspective/point of view by analyzing Brown’s perspective on “the world’s response to the Syrian refugee crisis.”
Across multiple units, students learn and analyze climax.
In Unit 2, Challenging Authority: The Giver, Lesson 5, climax is listed as a vocabulary word for the lesson, but the word is not used anywhere in the lesson, including Close Read questions. Other questions address pieces of a plotline such as rising action, but there are no instructions to specifically teach or reference it. Materials include a Key Understandings section and under the Knowledge heading, materials list the following as a key idea: “This section of text represents the beginning of the rising action.”
In Unit 4, Finding Connection: The Outsiders, Lesson 4, materials list climax as a vocabulary word. Students map out Chapters 1–4 of The Outsiders by S.E. Hinton on a “story mountain”; however, climax is not explicitly taught, referenced, or asked about.
Academic vocabulary words found in texts are introduced in units, but not always taught across multiple texts and lessons. For example:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 3, materials include the vocabulary word hostile with the following definition: “unfriendly; antagonistic.” In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 3, the vocabulary word hostile appears again with the following definition: “aggressive and unfriendly.”
In Unit 2, Challenging Authority: The Giver, Lesson 3, the objective states: “Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.” Students complete Close Read questions that have them work to determine what words in the text mean based on context. Students determine what words like chastise mean and then look up the meaning in the dictionary.
In Unit 3, Expressing Yourself: Women in the Arts, there are several words listed in the vocabulary list at the start of the unit that repeats throughout the unit. Words such as innovative and stereotype fit into all of the texts being discussed. Innovative is introduced and appears in the texts in Lesson 16 and does not repeat past Lesson 16. Stereotype is introduced in Lesson 6; however, it does not repeat anywhere else in this unit.
In Unit 4, Finding Connection: The Outsiders, Lesson 1, students learn grudge with the following definition: “a feeling of resentment based on something that happened in the past.”
Attention is sometimes paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:
Materials include a complete Vocabulary Glossary for each grade that notes the Part of Speech and Definition. The teacher can search for vocabulary words in the list, create a comprehensive list of all vocabulary words when “Select a Unit” appears, and create a list for each individual unit by selecting a specific unit. The Tier II and Tier III vocabulary words are broken down into the following categories: text-based, root/affix, and academic. For example, in Unit 1, the text-based vocabulary words are conscience, conscientious, delinquent, disposition, emulate, enhance, hostile, incentive, juvenile, narcissist, prevalent, profound, trauma, vehement, vital, and wily. The roots/affixes include -ize. The academic vocabulary words are connotation, colloquial language, coming of age, dynamic, extended metaphor, figurative language, hyperbole, literary point of view, metaphor, mood, point of view/perspective, sensory details, speaker, and stanza. Even though the words are introduced, none of the lessons include explicit instruction on how to teach the vocabulary, and no specific words are identified as more critical than the others. Rarely are the words referenced or explicitly used again in the unit after they are initially taught, so, even though students use the words repeatedly during the lesson in which they are taught, they are not routinely using them over the course of the unit.
Overview of Gateway 2
Building Knowledge with Texts, Vocabulary, and Tasks
The grade 6 materials include core and supplemental texts organized around the topic or theme of “coming of age” to promote knowledge building. Materials provide opportunities for students to analyze key ideas and details according to grade-level standards and include coherently sequenced questions and tasks to support students in developing these skills. They also include sequences of text-based questions and tasks that support students’ abilities to integrate knowledge and ideas in individual texts and across multiple texts. The materials provide opportunities for students to improve their analytical skills through questions and tasks that are purposefully sequenced to assist students in deepening their understanding of texts.
Throughout the program, the majority of tasks and assessment questions are aligned with the grade-level standards. However, the materials provided are high-level lesson skeletons that can not be used for instruction to fully meet the grade-level standards. By the end of the school year, most standards are repeatedly addressed by the program.
The grade 6 materials provide the teacher with a clear pacing guide for the school year, and the implementation schedule provided may be reasonably completed in a school year because there are fewer lessons provided than average school days, allowing teachers the freedom to add re-teach lessons or extend others.
Gateway 2
v1.5
Criterion 2.1: Building Knowledge
Materials build knowledge through integrated reading, writing, speaking, listening, and language.
The grade 6 materials include core and supplemental texts organized around the topic or theme of “coming of age” to promote knowledge building. Materials provide opportunities for students to analyze key ideas and details according to grade-level standards and include coherently sequenced questions and tasks to support students in developing these skills. They also include sequences of text-based questions and tasks that support students’ abilities to integrate knowledge and ideas in individual texts and across multiple texts. The materials provide opportunities for students to improve their analytical skills through questions and tasks that are purposefully sequenced to assist students in deepening their understanding of texts.
The program includes culminating tasks that allow students to demonstrate knowledge of the unit topics and themes by integrating reading, writing, listening, and speaking skills. Though the culminating tasks focus primarily on writing skills, students fulfill the grade level standards across the year. While there is writing practice, there is insufficient explicit writing instruction. In addition, while the materials include research projects to build knowledge, there is neither a clear progression of research skills in the assignments moving from providing more scaffolding to less scaffolding nor an increase in rigor in the research-based assignments. Moreover, the Teacher Tools include some general information about teaching research-based assignments in the classroom but the lesson-specific information about how to teach individual lessons is lacking.
Indicator 2A
Texts are organized around a cohesive topic(s) to build students’ ability to read and comprehend complex texts independently and proficiently.
The materials reviewed for Grade 6 meet the criteria for Indicator 2a.
Materials include core and supplemental texts organized around the topic or theme of “coming-of-age” to build students’ ability to read and comprehend texts independently and proficiently. The Course Summary states that students “read texts that feature protagonists from diverse backgrounds, places, and time periods, all of whom face significant challenges as they struggle to define their identities and claim their place in the world. The stories of these young people are simultaneously unique and universal, and students will likely recognize parts of themselves in these texts, even as they are introduced to characters whose lives may initially look very different from their own.” Each unit begins with a clear statement of how that unit’s materials fit within the theme and what students will be learning. Essential Questions support the theme that students explore; the texts explore literary characters’ coming of age and real-world stories and questions that build upon the initial theme. Students critically think about real-world applications of the theme in their own lives. The associated tasks connect to the theme and require students to demonstrate their understanding in various ways. The text sets, including informational texts, build knowledge and students’ content knowledge and ability to read and comprehend complex texts across a school year.
Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:
In Unit 1, texts are organized around the unit theme of Developing Resilience and connect to the yearlong theme, “coming of age.” The materials state, “Students explore the topic of ‘coming of age’ through the story of an African-American boy growing up during the civil rights era, and his family's strong bond in the face of tragedy.”
The Unit Prep section includes the Essential Questions which refer to the theme: “How do personal and historically significant events shape the way a person sees the world? How do family dynamics shape a person’s identity?”
The Enduring Understandings for the unit also help students understand the theme: “All experiences in a person’s life, both positive and negative, shape a person’s view of the world and of themself. Coming of age sometimes includes a loss of innocence—a realization that the world is less simple, kind, or fair than we previously believed.”
In Lesson 1, students start reading the core text, The Watsons Go to Birmingham—1963 by Christopher Paul Curtis.
In Lesson 6, students read the supplemental nonfiction article, “Siblings Share Genes, But Rarely Personalities”, and write an objective summary.
In Lesson 21, students read the supplemental nonfiction article, “‘Segregation Forever’: A Fiery Pledge Forgiven, But Not Forgotten” and view three photographs to explain the impact of the article.
Throughout the unit, students read the core text and 13 other texts centered on the theme. The texts directly grow students' knowledge as they work toward the Essential Questions and Enduring Understandings.
In Unit 3, texts are organized around the unit theme of Expressing Yourself and the yearlong theme, “coming of age.” The materials state, “Students explore the topic of ‘coming of age’ through stories about the experiences of professional female artists of color who have fought to claim their space in a world that has long excluded people who look like them.”
The Unit Prep section includes the Essential Questions which refer to the theme: “Why do people make art? Why does an artist’s identity matter? What are some of the obstacles female artists—and specifically female artists of color—encounter?
The Enduring Understandings for the unit also help students understand the theme: “Women and minority artists have historically faced many obstacles to their success, and the fight against prejudice and discrimination in the art world continues today. Art is a powerful way to express oneself and one’s own identity and can be a platform for an artist to communicate their unique perspective to the world. All people benefit from the inclusion of more diverse voices in the art world.”
In Lesson 1, students begin reading the core text, Life in Motion: An Unlikely Ballerina, by Misty Copeland, who encounters many experiences as a ballerina of color that lead to her coming of age in the world of professional dance. Knowledge students gain connects to the Essential Questions in the unit, including “Misty Copeland is an African American ballerina who is famous for breaking barriers within ballet; Copeland’s performance as the first Black woman to play the Firebird is historically and personally significant.”
In Lesson 8, students watch a documentary, A Ballerina’s Tale, directed by Nelson George. Students answer Close Read Questions which connect to the Enduring Understandings of the unit, such as “How do the interviews with other dancers from 00:19:16-00:23:04 help develop your understanding of race and racism in ballet? Why is it helpful to hear other dancers’ experiences?”
In Lesson 13, students “Describe gender and racial discrimination in the art world, and how the Guerrilla Girls have responded to this issue through art and activism.” Students read the article, “The Guerrilla Girls: 'We upend the art world’s notion of what’s good and what’s right'” by Nadja Sayej and watch the video “Guerrilla Girls – 'You Have to Question What You See' | Artist Interview | TateShots” by Tate.
Throughout the unit, students read the core text and 13 other texts centered on the theme. The texts directly grow students' knowledge as they work toward the Essential Questions and Enduring Understandings.
In Unit 5, texts are organized around the unit theme of Fleeing Conflict and the yearlong theme, “coming of age.” The materials state, “Students explore the topic of ‘coming of age’ through the stories of young refugees from different time periods, all of whom face unthinkable hardships as they desperately seek safety.”
The Unit Prep section includes the Essential Questions which refer to the theme: “Why do people make the decision to flee their homes and seek refuge elsewhere, and what are they willing to sacrifice to find safety? How do people respond when they see others in need? What does it mean to ‘come of age’ during times of crisis and war?”
The Enduring Understandings for the unit also help students understand the theme:
“Refugees are people who choose—or are forced—to flee their homes because of war, political unrest, violence, or persecution. Currently, there are millions of refugees around the world—the highest number in recorded history.
The Syrian civil war has sparked one of the largest refugee crises in recent history as many millions of people have left the war-torn country seeking refuge and asylum elsewhere.
Refugees often face extreme hardships and even risk death in their search for safety for themselves and their families.
The response to refugees can vary widely; some individuals and governments are welcoming, while others are unwelcoming or even hostile to those who seek their help.”
In Lesson 2, students read The Unwanted: Stories of the Syrian Refugees by Don Brown and the website How to Read Comics by Tracy Edmunds. Students connect to the Essential Questions when considering the reason why the Syrian refugees flee their homes. For example, in the Writing Prompt, students answer the following question: “Why did many people make the decision to flee their homes and leave Syria? Provide evidence from both the text and images to explain your answer.”
In Lesson 8, students read Refugee by Alan Gratz to gain knowledge that “Mahmoud’s whole family survives the bombing, but his father decides that they need to leave Syria immediately.”
In Lesson 10, students continue their reading of Refugee by Alan Gratz and “Explain how Refugee can be considered a ‘coming-of-age’ novel and describe how each of the three protagonists are changing as the text progresses.” The reading and activities connect to the overall grade-level theme and the Essential Questions for the unit.
Throughout the unit, students read the two core texts and two other texts centered on the theme. The texts directly grow students' knowledge as they work toward the Essential Questions and Enduring Understandings.
Indicator 2B
Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high quality questions and tasks.
The materials reviewed for Grade 6 meet the criteria for Indicator 2b.
Materials provide opportunities for students to analyze key ideas and details according to grade-level standards. Students determine a central idea of a text and how it is conveyed through particular key ideas and details; provide a summary of the text distinct from personal opinions or judgments; and analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Materials include coherently sequenced questions and tasks to support students in developing these skills. Students analyze craft and structure according to grade-level standards, such as determining the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyzing how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; and determining an author's point of view or purpose in a text and explain how it is conveyed in the text. These skills are systematically built over the course of the unit through increasingly complex Close Reading Questions, Discussion Questions, and Writing Prompts to complete the Socratic Seminar and Content Assessment.
For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, students participate in a Socratic Seminar about the main ideas and themes from The Watsons Go to Birmingham–1963 by Christopher Paul Curtis.
In Lesson 1, students answer a Writing Prompt about the big ideas introduced in the first chapters: “How does Momma and Dad's discussion of Birmingham (and the American South more generally) help to establish the setting of The Watsons Go to Birmingham–1963?”
In Lesson 4, students show how the story unfolds by answering the Writing Prompt: “How and why do Kenny’s feelings toward Larry Dunn change over the course of this chapter? Support your answer with two pieces of specific evidence from the text.”
In Lesson 12, students answer the Writing Prompt with key ideas: “Write a 5–6 sentence objective summary of Chapter 9 of The Watsons Go to Birmingham–1963.” The lessons build knowledge of the novel and support students to participate effectively in the Socratic Seminar.
In Unit 3, Expressing Yourself: Women in the Arts, students complete a research-based presentation about a female artist and the impact that their work has had on contemporary culture. Throughout the second part of the unit, students focus on determining the central ideas of multiple texts and how those ideas are conveyed through details.
In Lesson 13, students answer a series of questions about the informational texts they read, and the Writing Prompt states: “Based on what you have read and watched today, how do you think the Guerilla Girls would answer the following question: ‘What do you hope to see in the future in the art world?’ Support your answer with at least one piece of evidence/ example from the article and/or the video.”
In Lesson 15, students answer a series of questions about the informational texts they read and respond to the Writing Prompt: “Based on the sources you have read and watched today, how do you think Jaune Quick-to-See Smith would answer the following question: ‘Why do you make art?’ Provide details from at least two sources to support your answer.”
In Lesson 17, students answer a series of questions about the informational texts they read and respond to the Writing Prompt: “Based on the sources you have read and watched today, how do you think Favianna Rodríguez would answer the following question: ‘Why do you make art?’ Provide details from both sources to support your answer.” The repetitive practice with different types of informational texts related to the same ideas gives students a chance to develop their skills with different scenarios and use them in the culminating task when they conduct their own research and create a presentation.
In Unit 4, Finding Connection: The Outsiders, students determine themes in multiple texts.
In Lesson 7, students complete tasks to “Determine the theme of ‘Nothing Gold Can Stay’ and explain how poet Robert Frost uses literary devices to develop that theme.” Students answer the Writing Prompt: “What is the theme of the poem, ‘Nothing Gold Can Stay’? How does Robert Frost develop this theme? Support your answer with specific words and phrases from the poem.”
In Lesson 14, students identify themes in The Outsiders by S,E, Hinton and explain how the author develops those themes. The Objective states, “Identify themes in The Outsiders and explain how Hinton develops these themes in Chapter 12.”
For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 2, students analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Students focus on explaining how “specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.” A series of Close Read Questions include:
“Read the first two pages of the text. What sentence of the text first indicates to the reader that Jonas’ world is different from our own? Explain how this specific sentence demonstrates the difference between the two worlds.
Select two details from pages 6-8 and carefully explain how they help to establish the setting of the book.
How does the family’s discussion of the newchild on pages 9–11 help to establish the setting? Provide at least two pieces of evidence from the text, and explain your thinking.
What is a transgression? What happens if there is a transgression?”
Materials provide additional opportunities to practice the same skills with the
same core text in Lessons 5, 6, and 13. In Lesson 22, students read the informational text, “Kids Must Learn to Control Their Own Screen Time” by John Kielman, and answer questions, such as: “Read the third paragraph of the essay. What is the purpose of this paragraph? How does it contribute to the development of ideas in the essay?”
In Unit 4, Finding Connection: The Outsiders, Lesson 1, students' instructions state: “Explain how S.E. Hinton begins to develop the narrator’s point of view in The Outsiders.” Students answer the Writing Prompt: “How does Hinton develop the idea that the way others see him (and greasers in general) affects the way Ponyboy feels about himself? Provide two pieces of evidence from chapter 1 to support your answer, and be sure to explain your thinking.” In Lesson 3, students analyze how the author develops Ponyboy’s point of view when responding to a series of Close Read Questions:
“How does Cherry view greasers? Does Ponyboy share her point of view? Provide two pieces of evidence from pages 37–38.
How does Ponyboy’s perspective of his family differ from the way Johnny sees it? How does Ponyboy’s beliefs about his family impact his behavior? Provide two pieces of evidence from page 42 and page 51 to support your answer and explain how the author develops their differing perspectives.”
Materials provide additional opportunities to consider points of view, connecting
to the same core text, in Lessons 6, 8, 9, 10, 12, and 13.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, students create a group informational presentation on a current refugee crisis somewhere in the world while reading Refugee by Alan Gratz and The Unwanted: Stories of the Syrian Refugees by Don Brown. To develop the skills for this research and presentation, students practice the reading skills of understanding the text by looking at how information is developed and built over the course of the text.
In Lesson 2, students answer Close Read Questions to analyze how Brown builds the ideas in the texts, such as: “How do pages 2 through 5 develop your understanding of the setting? Why did Brown most likely open the text with these images? Support your answer with specific details from these pages. How does Brown use text and images on pages 8–9 to communicate the public’s response to the imprisonment of the Dara’a boys? Provide at least two details from these pages to support your answer.”
In Lesson 6, students answer questions to help them understand the structure of the text and how the Gratz is using that to build and support ideas, such as: “How do pages 5–6 develop the reader’s understanding of the conflict in Josef’s story? Provide specific details from the text to support your answer and carefully explain your thinking” and “How does the second chapter help to develop the setting of Isabel’s story? Provide specific details from the text to support your answer and carefully explain your thinking.”
In Lesson 10, students answer a series of questions to support their understanding of how specific scenes in Refugee contribute to changes in the characters and the plot: “What is the significance of Mahmoud’s decision to stop the car in the middle of the street and ask for help? What does this reveal about his character and how he has changed? Provide evidence from pages 125 through 128 to support your answer. What is the significance of Josef’s decision to slap his own father? What does this reveal about his character and how he has changed? Provide evidence from pages 132 through 135 to support your answer, and use the word ‘idolize’ in your response. What is the significance of Isabel’s decision to jump into the water after Señor Castillo? What does this reveal about her character? Provide evidence from pages 136 through 139 to support your answer.”
Indicator 2C
Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high quality text-specific and/or text-dependent questions and tasks.
The materials reviewed for Grade 6 meet the criteria for Indicator 2c.
Materials include sequences of text-based questions and tasks that support students’ abilities to integrate knowledge and ideas in individual texts and across multiple texts. Materials provide opportunities for students to improve their analysis skills through questions and tasks that are purposefully sequenced to assist students in deepening their understanding of texts. The questions help students in the successful completion of the culminating tasks, such as Socratic Seminars.
Throughout the units, students analyze a series of big ideas using the knowledge they have built throughout the unit. These big ideas are evaluated in one, and sometimes both, of the culminating tasks at the end of the unit. In all units, students read a variety of texts that center around the theme and central idea of the unit. They use the different texts to convey their understanding in the culminating tasks.
Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 21, students analyze a text set that includes an article, “‘Segregation Forever’: A Fiery Pledge Forgiven, But Not Forgotten” and three photographs. Students answer a writing prompt about how the images help “develop understanding of the impact of segregation on African Americans in Alabama.” Later in the lesson, Close Read Questions expand this line of questioning into how the images help students understand the impact of segregation in the South. Students use the context knowledge from the article and photographs about segregation in the South, particularly in Alabama, to support their understanding of the historical context in The Watsons Go to Birmingham–1963 by Christopher Paul Curtis. During the Socratic Seminar culminating task, students can reference the information from the text set to support their dialogue about the impacts historical events can have on individuals.
In Unit 2, Challenging Authority: The Giver, Lesson 15, students participate in a Socratic Seminar where they discuss the concepts of a dystopia, the sacrifice of identity for peace, and coming of age. The texts help students build an understanding of the ideas through completing questions, discussions, or writing tasks.
In Lesson 1, students watch a video “How to recognize a dystopia - Alex Gendler” by TED-Ed and read an article “Dystopias: Definition and Characteristics” by ReadWriteThink about the genre of dystopia. The Close Read Question asks, “How did events in the real world lead to the development of the genre of dystopia? Support your answer with examples from the video.” The writing prompt asks, “What is the purpose of dystopian fiction? Support your answer with examples from the video.”
In Lesson 7, the Discussion Question asks, “What is your reaction to the idea of Climate Control and ‘sameness’? Do you see any benefits of these systems? What are the downsides?”
In Lesson 12, the writing prompt asks, “After witnessing the release of the newchild, Jonas and The Giver decide that Jonas must leave the community. Why does this event convince Jonas that this is the only way forward? In your response, be sure to answer the following questions: How will leaving the community benefit Jonas? How will Jonas’ leaving benefit the community? Provide at least two pieces of evidence from the text to support your answer.”
These activities throughout the novel support students in building a foundational knowledge of both the dystopian genre and the ideas found in the novel that correlate with the genre.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 4, students complete tasks and a series of questions connecting to the reading of The Unwanted: Stories of the Syrian Refugees by Don Brown. Students integrate information presented in different media or formats, as well as in words, to develop a coherent understanding of a topic or issue. Students deepen their understanding with Close Read Questions:
“How does Brown use illustrations on page 57 to develop the reader’s understanding of what it is like to live in refugee camps? Provide specific details from these images to support your answer.
What idea is Brown trying to communicate through the graphs, maps, and statistics he includes on pages 60-61? Provide specific evidence to support your answer.”
Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham–1963, Lesson 11, students compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. The questions and tasks connect to two texts, the poem “The Children's Hour” by Henry Wadsworth Longfellow and the core text The Watsons Go to Birmingham–1963 by Christopher Paul Curtis. Students answer Close Read Questions including the following:
“How is the passage on page 104 in The Watsons Go to Birmingham–1963 similar to ‘The Children’s Hour’? What topic do they both share?
What is Kenny’s perspective of his father and their relationship? Provide at least three pieces of evidence from the text to support your answer.
What is the speaker’s perspective in ‘The Children’s Hour’ on his children and their relationship? Provide at least three pieces of evidence from the poem to support your answer.”
Students complete a writing prompt around the following question: “How do
Christopher Paul Curtis and Henry Wadsworth Longfellow use different narrative
perspectives to communicate a similar idea about the relationship between
children and their parents? Provide specific evidence from both texts to support
your answer and explain your thinking.”
In Unit 2, Challenging Authority: The Giver, Lesson 25, during the Writing Prompt, students take a position: “What are the benefits and downsides of parents limiting their children’s screen time?” During the prompt, students “Create a poster of a pros/cons chart, listing at least three reasons on each side of the argument, providing evidence from the texts to support each reason. Cite your sources using MLA format.” To be able to answer the prompt, students read various texts and answer questions to build knowledge:
In Lesson 8, students read The Giver by Lois Lowry and answer the writing prompt, “How does Lois Lowry develop the central idea in Chapter 13 that Jonas feels conflicted about the idea of people being able to make choices about their own lives? Provide at least two pieces of evidence that demonstrate this conflict.”
In Lesson 15, one of the questions in the Socratic Seminar asks, “Is it worth sacrificing freedom, choice, and individuality for peace, contentment, and ease?”
In Lesson 21, students read two different articles about the impact of screens on children and answer Discussion Questions: “If you were a parent, do you think you would put limits on your children’s screen usage? Why or why not? Has anything you have learned about over the last two days influenced your answer to this question?”
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 8, students compare their previous reading of a portion of the memoir Life In Motion: An Unlikely Ballerina by Misty Copeland to the film version, A Ballerina’s Tale directed by Nelson George. Students answer questions such as, “What do you now understand about Misty Copeland and her life that you did not understand from simply reading her memoir? Provide at least two things you learned or understand better as a result of watching this documentary.” Other questions ask how interviews help viewers better understand the issue of racism in ballet. Additional questions include:
“How is Copeland’s story of first connecting with Susan Fales-Hill (p. 181-182) different from the story Fales-Hill tells (00:15:02-00:16:45) in the documentary? What do we learn from the documentary that we did not learn from the text?
How do the interviews with other dancers from 00:19:16-00:23:04 help develop your understanding of race and racism in ballet? Why is it helpful to hear other dancers’ experiences?”
Indicator 2D
Culminating tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).
The materials reviewed for Grade 6 meet the criteria for Indicator 2d.
The Grade 6 materials include culminating tasks that allow students to demonstrate knowledge of the unit topics and themes by integrating reading, writing, listening, and speaking skills. Though the culminating tasks focus primarily on writing skills, students fulfill the grade level standards across the year. One type of culminating task is a Content Assessment that “pushes students to synthesize unit content knowledge or unit essential questions orally or in writing” and “should be used as the primary assessment because it shows mastery of unit content knowledge and standards.” Content Assessments are found at the end of each unit and include three sections that include vocabulary questions, multiple choice and/or short answer questions connected to excerpts from multiple texts in the unit, and an essay connected to the same texts. In addition to the Content Assessment, culminating tasks within each unit include Socratic Seminars, essays, and presentations. The culminating tasks connect in a meaningful way to the unit themes and essential questions. The questions and tasks in each lesson that are connected to texts and research opportunities scaffold students towards the successful completion of the culminating task. For example, Writing Prompts, Close Read Questions, and Discussion Questions provide opportunities for students to explore the topic and themes to demonstrate their understanding. The culminating tasks offer some variety for students since Teacher Tools offer different types of academic discourse, and the questions vary according to the unit texts and themes. The guidance is general in the Teacher Tools that connects across Grades 6–8.
Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lessons 24–27, students write a memoir as one culminating task. In Lesson 24, the Writing Prompt states: “Write a short memoir about an important event in your own life.” The Objective states that students “analyze a mentor text in preparation for writing a memoir.” Throughout this culminating task, the teacher walks students through the process of writing a memoir using the mentor text. In Lesson 28, in the Content Assessment Section 3, after reading What the Moon Saw by Laura Resau, students complete an essay for the following prompt: “You have read the excerpt from What the Moon Saw, which is written from Clara’s [point of view]. Rewrite the excerpt from the perspective of one of her grandparents. Your essay should reflect a strong understanding of the passage, but also demonstrate your own creativity and originality, and your understanding of strong narrative writing. Additionally, you should include one of the following words/phrases in your narrative: coming-of-age; conscientious; perspective; hostile; vehement; narcissist.” Students use a combination of reading, writing, and language skills to complete these culminating tasks. To build the skills necessary to complete the memoir, students practice skills in other lessons, such as:
In Lessons 6–8, students write a summary of an informational text. Teacher guidance under the Skills and Strategies section for these lessons specifies that students should: “Identify the most significant people, events, and settings in shorter and longer sections of text; omit unnecessary details from summaries; maintain a consistent level of detail in a summary; write with objectivity” building skills necessary for writing their memoir.
In Lesson 10, students evaluate the impact of literary devices and how they help develop mood and meaning in writing. Specific skills addressed include: identifying the connotations of words, identifying mood, explaining how mood is developed, identifying metaphors and explaining what is being compared, explaining what a metaphor is trying to communicate, providing strong evidence to support an answer, and explaining how the evidence supports their assertions.
In Unit 3, Expressing Yourself: Women in the Arts, students read multiple texts related to female artists, specifically, how different aspects of life impact art and how art impacts different aspects of life. In Lesson 18, students participate in a Socratic Seminar as one culminating task with a provided series of questions. In the homework for Lesson 17, students are directed to “prepare for tomorrow’s Socratic Seminar.” Students answer preparation questions such as, “What does it mean to be an artist? Consider all of the artists we studied in this unit. Does a person’s life experience influence the art that they make? What impact does making art have on a person’s life?” In Lessons 19–22, students complete another culminating task to research a contemporary female artist and create a group presentation that fulfills these requirements:
“Provides a biography on the artist, including any obstacles faced by the artist and a photograph of the artist;
Describes the artist’s style;
Describes at least three of the artist’s major works of art, with images;
Reveals what is/was important to the artist;
Reports on the artist’s impact on contemporary culture.”
This project requires students to use information learned earlier in the unit to inform their research and presentation. Over the course of the project, students practice language, writing, and speaking and listening skills. In Lesson 23, students complete the Content Assessment that includes writing three informational paragraphs that provide a biography of the artist detailed in the passage read, a description of the work, and what is important to the artist. In Lessons 14–17, students read texts on various female artists and explain how their backgrounds influence their perspectives and art. To build the skills necessary to complete the culminating tasks, students practice the skills in earlier lessons in the unit. In Lesson 2–7, students read Life in Motion: An Unlikely Ballerina by Misty Copeland and identify different obstacles that stood in her way as she worked to achieve success and how she overcame them.
In Unit 4, Finding Connection: The Outsiders, Lesson 19, students participate in a Socratic Seminar for the culminating task. In the discussion, students refer to the unit texts including The Outsiders by S.E. Hinton, and any other unit texts that they may have gathered additional knowledge on the topic of social class and stereotypes as they present ideas and use evidence from the texts to support their ideas. Teachers determine what type of discourse students will use and present questions, such as, “What message is this book trying to communicate about social class? How does Ponyboy change over the course of the text? What about him does not change?” Speaking and Listening standards are assessed through these activities. In Lessons 20–23, students write a four-paragraph essay explaining whether they believe that Polyboy would agree with the proverb, “Everyone is kneaded out of the same dough but baked in a different oven.” This task requires the development and utilization of the skills needed to complete the Content Assessment including making a claim, writing an introduction, citing evidence to support a claim, and writing a conclusion. In Lesson 24, students complete the Content Assessment which includes a task where they read “The War of the Wall” by Toni Cade Bambara and write a four-paragraph essay on the following prompt: “First impressions are always unreliable -- Franz Kafka. In a four-paragraph essay, explain whether you think that the narrator of ‘The War of the Wall’ would agree with this quote. Write a strong introduction and conclusion and provide sufficient evidence from the text to support your answer.” The content assessment addresses several Reading: Literature and Writing standards. The task connects to the theme and essential questions in the unit, such as, “How do stereotypes and prejudices influence the way we see others and ourselves.” To build on the skills for the culminating tasks, students practice the skills in earlier lessons in the unit, such as in Lesson 3, students focus on identifying a character’s perspective and articulating how it has changed including identifying “strong” evidence that demonstrates the perspective and how the evidence supports the claim. These are essential skills in identifying how Ponyboy changes over time.
Indicator 2E
Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 2e.
Materials include frequent writing opportunities and address different types of writing to support students’ writing development; however, materials miss opportunities for explicit writing instruction and lesson guidance. Students practice writing in every lesson, and student directions for tasks encourage them to use tools, such as graphic organizers, checklists, and rubrics to help them brainstorm, organize, and edit their writing. Materials include different types of writing tasks that are embedded in the curriculum, connecting to the topics and texts students are studying. Writing opportunities include short written responses, research projects, presentations, and longer writing tasks. Many lessons include the practice of essential writing skills to meet grade-level standards; however, explicit connections to the standards and guidance to assist students in their learning and completion of the writing tasks are lacking. Student writing lessons at the beginning of the year provide appropriate scaffolds and structure in the design of the lesson prompt and correlating materials. While opportunities for growing students’ writing skills are present in the materials through more challenging writing tasks and scaffolding across the year, teacher guidance is minimal.
Though students practice writing consistently and have supports such as mentor texts and sample answers throughout the units, very little teacher support occurs in the lessons. The guidance available for teachers is general rather than lesson-specific, so teachers must provide their own tools for the majority of the lessons. The general guidance appears in the Teacher Tools, such as Instructional Strategies for Writing Lesson (6–8), which is a separate resource. Teachers do not have access to all the additional Teacher Tools for Progress Monitoring and Assessment in the free version. Each lesson does not explain how to teach the different parts. For example, each lesson starts with a writing prompt, so it appears that that should be done first in the lesson; however, the writing prompt is meant to be the last activity of each lesson with discussion questions and close reading that build to the writing prompt.
Materials include some writing instruction that aligns with the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:
All units and lessons include opportunities for students to write in some form. Throughout each unit, each lesson plan begins with a writing prompt, though the prompt is intended to be answered by students at the end of the lesson. An educator could make the connection that the Close Reading and Discussion questions will assist students in successfully answering the prompt, but the order of the lesson is not explicitly stated. The answers expected for each prompt vary in length, with all questions relating to the lesson texts. A smaller project, such as analytical paragraphs or research presentations, incorporates writing within the first third of each unit. At the end of each unit, students complete a full process writing assignment that spans multiple lessons. Students learn about the mode of writing being used and collect evidence, brainstorm, write a draft, edit, and publish their final papers. Although materials frequently include sample answers and mentor texts, as well as specific ways for teachers to address gaps in learning and rubrics to assist in grading and self-assessing, materials include limited explicit instruction and lesson guidance.
In Unit 1, there are seven lessons on narrative writing. The task is to rewrite pages from another character’s perspective connecting to The Watsons Go to Birmingham–1963 by Christopher Paul Curtis. Students practice skills, such as including dialogue, establishing a setting, and providing descriptive and sensory details. The same unit includes another opportunity for students to demonstrate mastery of the narrative writing skills they practiced earlier in the unit. Students write a short memoir about an event in their own lives. Materials include limited explicit instruction and lesson guidance, aside from a writing prompt and sample response.
In Unit 2, there are eight lessons on argumentative writing. In four lessons, students find evidence from The Giver by Lois Lowry to support their position on whether ignorance is bliss. They must use two vocabulary words from the lesson in their argument. In the other four lessons, students argue whether parents should limit their children’s screen time, using evidence from at least two articles.
In Unit 3, there are three lessons on informative writing. Students reports on a female artist’s impact on contemporary culture, and they create a digital presentation to share with peers. Materials include limited explicit instruction and lesson guidance, aside from a writing prompt and sample response.
In Unit 5, students have an opportunity to write informatively in one lesson. In Lesson 22, students write an informative piece to educate their “classmates on a refugee crisis currently taking place somewhere in the world.” Students create a digital presentation, and the task asks students to “Provide information about the causes of the crisis.” Materials include limited explicit instruction and lesson guidance, aside from a writing prompt and sample response.
Instructional materials include models, but lack well-designed guidance, protocols, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:
In the Teacher Tools, the Target Task Writing Support (6–12) includes various instructional strategies to support students during the prewriting, drafting, and post-writing stages. In the prewriting stage, teacher guidance includes breaking down the prompt, providing sentence stems, and encouraging rereading. During writing time, teacher guidance includes giving batch feedback, chunking independent time, and holding teacher conferences. The after-writing guidance includes having students reflect on their writing, using a rubric, and using a Show Call and Discourse routine. Also, in the Approach to Language and Grammar Instruction section, teachers can download an Editing Checklist (6–8.)
In the Teacher Tools, materials provide teachers with five sections to use during instruction: Preparing for A Writing Lesson, Writing Structures and Frameworks, Instructional Strategies for Writing Lessons (6-8), Giving Writing Feedback, and Target Task Writing Support (6-12). These sections provide various guidance to support writing instruction, such as rubrics, sample feedback, and structures for using mentor texts.
In Unit 2, Challenging Authority: The Giver, Lesson 16, students complete a graphic organizer to help organize ideas for their argumentative essay. Students draw on evidence from the text The Giver by Lois Lowry around the following writing prompt: “Is ignorance bliss?” Materials suggest students use a graphic organizer, though this is unavailable for access, and the lesson does not include an embedded link. In Lesson 17, the objective states that students should “craft strong thesis statements and effective body paragraphs.” The lesson does not include any other guidance for teachers, other than the following statement in the Homework section: “Complete both body paragraphs.” Materials do not provide teachers with guidance or a structure for which Instructional Strategies for Writing Lessons (6–8) they should use.
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 19, students work on a collaborative research project about contemporary female artists, their work, and their impacts. The objective asks students to brainstorm, but the lesson does not provide guidance on how teachers should have students brainstorm or how teachers should begin teaching the lesson.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 12, students answer a writing prompt to reflect on Refugee by Alan Gratz and answer whether times of crisis bring out the best or worst in people. As students collect evidence, teachers can refer to the Instructional Strategies for Writing Lessons 6–8 document in the Teacher Tools section; however, the lesson does not include guidance on how to support evidence collection; rather, the lesson includes directions noting that evidence collection is what students should be accomplishing.
Indicator 2F
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.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 2f.
Materials include research projects to build knowledge; however, there is neither a clear progression of research skills in the assignments moving from providing more scaffolding to less scaffolding, nor an increase in rigor in the research-based assignments. While the Teacher Tools include some general information about teaching research-based assignments in the classroom, the lesson-specific information about how to teach individual lessons is lacking. Research projects are present in some units, but there is no explicit instruction around the research writing standards. Research projects follow a topic closely related to the overall unit theme but do not draw on texts in each unit in conjunction with outside sources. Throughout the year, students are provided some guidance in doing research that sets a foundation for the research they will be conducting in Grade 7 and Grade 8. They are provided with opportunities to gather information from print and digital sources The Teacher Tools, Instructional Strategies for Writing Lessons (6–8) explains the different structures and routines included in the writing lessons; one structure includes Researching/Gathering Evidence.
Research projects are not sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:
Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Examples include, but are not limited to, the following:
The Teacher Tools include a general suggestion in the Instructional Strategies for Writing Lessons (6–8) for students to cite research, sharing Citation Machine as a possible online citation builder. There are also suggestions for presenting examples and non-examples of credible sources to students.
In Unit 2, Challenging Authority: The Giver, Lesson 26, students read multiple informational texts from different sources on screen time for children. Using evidence from the sources, students write an argumentative letter that answers the question: “Should parents limit their children’s screen time?” While the supporting standard, “Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources” appears in this lesson, it is not a focus in other units.
In Unit 3, Expressing Yourself: Women in the Arts, Lessons 19–22, students choose a contemporary female artist from a list, and with a small group, conduct research to educate their peers in a presentation: “Provides a biography on the artist, including any obstacles faced by the artist and a photograph of the artist; Describes the artist’s style; Describes at least three of the artist’s major works of art, with images; Reveals what is/was important to the artist; Reports on the artist’s impact on contemporary culture.” They include researched facts and background information. In Lesson 20, they evaluate their research on their artist. The sample response shows the use of MLA citations. There are no instructions about assessing credibility of sources or how to paraphrase. The Instructional Strategies for Writing Lessons (6–8) in the Teacher Tools section of the materials includes general suggestions for teaching research, such as presenting examples and non-examples of credible sources and how to cite research, sharing Citation Machine as a possible online citation builder.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, the objective states, “Begin to gather information for their presentations from provided resources and those they have found online, differentiating between credible and non-credible sources.” There is no mention of credible or non-credible sources anywhere else in the materials. In Lessons 20–23, students “create a digital presentation that educates your classmates on a refugee crisis currently taking place somewhere in the world.” Students include “accurate facts, statistics, and quotations from at least three reputable sources” as well as “Include a bibliography that cites all sources.”
Materials sometimes support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:
In Teacher Tools, general guidance to Research/Gathering Evidence is provided: “There are many ways to approach research tasks depending on the main objective of the writing project. If the focus is on selecting, analyzing, and disseminating information, it can be helpful to provide students with the research to use. This process can be scaffolded, depending on student need and development, from using all instructor-selected research, to using provided research as a starting point, or to guiding students in the practice of finding their own research.” Other suggestions include annotating, using a graphic organizer to keep track of information, offering a mini-lesson on paraphrasing, and supporting students in learning how to collaborate, evaluate sources, and cite research. The lessons lack sufficient explicit instruction of research skills to ensure student mastery of grade-level standards.
In Unit 2, Challenging Authority: The Giver, Lessons 25, students conduct research using six provided articles to meet the Objective: “Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.” No further instruction is provided except a Sample Response.
In Unit 3, Expressing Yourself: Women in the Arts, Lesson 20, the Objective states: “Working in small groups, compile and evaluate research for a digital presentation about an artist.” Students choose from a list of artists and create a visual aid with details about the artist, including a biography, description of the artist's style, importance, and impact. The project relates to the overall theme of the unit, gender discrimination in the art world. The list of artists is provided, but no resources. The Sample Response shows an image of a slide on style and the Works Cited for images used on the slide. No further instructions or resources are provided.
Materials provide some opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following:
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 25, students read multiple texts, including five articles and a video, to find the “benefits and downsides” of limiting screen time, providing at least three reasons for each side. “Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate” is a core standard. They are expected to use MLA format to cite sources. In Lesson 26, students use the research from Lesson 25 to “write an essay in which you argue your position” on parents limiting their children’s screen time and use evidence from at least two articles to support their stance.
In Unit 5, Fleeing Conflict: Refugee & The Unwanted, Lesson 20, students continue working on a research project about a current refugee crisis. Students can research using many sources but choose the topic from a provided list, not a line of inquiry.
Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:
In Unit 2, Challenging Authority: The Giver, Lesson 16, students write an essay to answer: “Is ignorance bliss?” Students must use evidence from The Giver by Lois Lowry to support their position. In Lesson 25, materials address the skill as a core standard when students create a poster of pros and cons when parents limit kids’ screen time. The lesson objective states that students appropriately cite evidence. Students draw on evidence from five informational articles. The Writing Prompt states: “Create a poster of a pros/cons chart, listing at least three reasons on each side of the argument, providing evidence from the texts to support each lesson. Cite your sources using MLA format.” The writing project takes place over five lessons. Materials address this skill as a supporting standard in all the other units in Grade 6.
Criterion 2.2: Coherence
Materials promote mastery of grade-level standards by the end of the year.
The grade 6 materials include tasks and assessment questions that are aligned with grade-level standards. However, the materials provided are high-level lesson skeletons that can not be used for instruction to fully meet the grade-level standards. By the end of the school year, most standards are repeatedly addressed by the program.
Materials include multiple planning tools, including the Pacing Guide for 6th Grade English, to plan for the whole school year. The implementation schedule provided in the materials may be reasonably completed in a school year because there are fewer lessons provided than average school days, allowing teachers the freedom to add re-teach lessons or extend others.
Indicator 2G
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.
The materials reviewed for Grade 6 partially meet the criteria for Indicator 2g.
Most tasks, and assessment questions are aligned to grade-level standards, however only some instruction is aligned with the grade level standards given that the materials provided are high-level lesson skeletons that can not be used to fully meet the grade-level standards. Materials outline how the year-long instructional plan aligns with grade-level Core Standards and Spiral Standards as indicated in the Standards Map and in each Unit Overview. At times, standards addressed in lessons are not listed on the Lesson Map; there are also instances where standards are included at the bottom of a lesson, but there is no explicit instruction or connections to the standards present in the lesson. Instructional sequence is relatively consistent as students read core and supplemental texts connecting to a common topic or theme, answer Close Read Questions and Discussion Questions, and complete a Writing Prompt connecting to the assigned reading. Lessons do not consistently include opportunities for the teacher to provide students with standards-aligned explicit instruction. The questions and tasks connect to the required grade-level standards, including Reading, Writing, Speaking and Listening, and Language Standards, and they require students to include evidence from texts they are reading as they work on skills such as inferencing or analyzing certain aspects of texts. Opportunities to address language standards are present, though instructional support is lacking. Materials provide an answer key for each Content Assessment, which lists the standards addressed by each assessment item. While the Standards Map and lesson plans reflect the standards covered, there are instances in which standards are not revisited across units.
Over the course of each unit, some instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:
The Course Summary includes a detailed description of what will be studied, including a rationale for the anchor texts, the enduring understanding focused on throughout the year and a Standards Map that outlines which standards are addressed in each unit. Although the Standards Map reflects that all grade-level standards are covered at some point in the year, explicit instruction of the listed standards does not always occur during lessons. For example:
In Unit 2, Challenging Authority: The Giver, Lesson 22, the lesson objective is as follows: “Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.” This objective aligns to RI.6.5, the core standard listed for the lesson. The teacher reminds students that “structure refers to the way a text is ‘built’ or organized” and also notes, “Every part of the text serves a specific purpose, and in an argumentative text (like this opinion piece), the ultimate purpose of every section is to support the central idea.” Students answer a Writing Prompt where they explain how the final sentence of the article “Kids Must Learn to Control Their Own Screen Time” by John Kielman helps to develop the main idea of the article. Later in the lesson, Close Read Questions address other pieces of the article and what purpose they serve in developing ideas further. The teacher does not model how to “[a]nalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.”
Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:
In each unit, different types of tasks align to standards. Close Read Questions require students to analyze complex text and respond to standards-aligned, text-based questions. Discussion Questions connect to the texts. Many questions and tasks, including the Writing Prompts, require students to use text-based evidence, which requires inferencing. For example:
In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 2, students finish reading Chapter 1 of The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. While reading the chapter, students respond to the following Close Read Questions: “Re-read pages 8–13. How does author Christopher Paul Curtis develop the reader’s understanding that the book’s narrator is a young person? Provide specific pieces of evidence from the text and then explain how each piece of evidence shows this.” and “Christopher Paul Curtis uses hyperbole in the following line from page 18: ‘I bet Byron’s lips stretched a mile before they finally let go of that mirror.’ How does this use of figurative language help the reader understand Kenny as a character and narrator?”After reading the chapter, students write in response to the following Target Task prompt: “How does Kenny see his older brother, Byron? How does Christopher Paul Curtis develop Kenny’s point of view of his brother through dialogue, thoughts, and/or actions? Support your answer with two specific pieces of evidence from the text.” Then, students participate in a class discussion of their responses to the following Discussion Question: “How would this text be different if it were told from an adult’s perspective? Would you be as interested or engaged in the book if it were written from that perspective? Explain your thinking.” Exit Ticket questions include, “How do Kenny’s thoughts and dialogue on page 13 reveal his perspective of the situation with Byron? Provide at least two pieces of evidence from the text to support your answer.” These questions and tasks align to the core standard listed for the lesson, RL.6.6: “Explain how an author develops the point of view of the narrator or speaker in a text.”
Over the course of each unit, most assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:
In each unit, materials provide an Assessment Answer Key for the end-of-unit Content Assessment. The Assessment Answer Key labels each question with the corresponding standard. For example:
In Unit 4, Finding Connection: The Outsiders, Content Assessment Answer Key, the Essay section lists RL.6.1, RL.6.2, RL.6.3, RL.6.5, RL.6.6, RL.6.9, RL.6.10, W.6.1, W.6.4, W.6.9, W.6.10, L.6.1. L.6.2 as standards addressed during the following assessment item: “‘First impressions are always unreliable—Franz Kafka’ In a four-paragraph essay, explain whether you think that the narrator of ‘The War of the Wall’ would agree with this quote. Write a strong introduction and conclusion and provide sufficient evidence from the text to support your answer.” Students cite textual evidence to support their analysis of the quote (RL.6.1, RL.6.5) during this assessment item, students do not determine theme or central idea (RL.6.2), describe how the plot unfolds or how characters respond or change relative to the plot (RL.6.3), explain how the author develops the narrator’s or speaker’s point of view (RL.6.6), or compare and contrast texts in different form (RL.6.9). Students demonstrate standards W.6.4, L.6.1 and L.6.2 through the formality and writing conventions in their answer.
By the end of the academic year, most standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:
The Standards Map notes that each unit is designed to deepen “student mastery of a set of grade-level standards. These are split into core standards (standards especially important for understanding the core text and knowledge of the unit) and spiral standards (standards that students repeatedly use as they engage with, discuss, or write about a text).” However, there are instances in which standards are addressed one time across the school year. For example:
The following standards do not repeat across units in the Standards Map for 6th Grade English and in the list of standards for each unit:
IIn Unit 4, Finding Connections: The Outsiders, RL.6.7 is listed as a core standard. Materials address this standard in Lessons 5 and 15, but materials do not provide opportunities to address this standard in other units.
Indicator 2H
Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.
The materials reviewed for Grade 6 meet the criteria for Indicator 2h.
Materials include multiple planning tools, including the Pacing Guide for 6th Grade English to plan for the whole school year. Each unit contains a separate implementation schedule and each lesson includes a pacing guide. The Standards Map shows how the Common Core State Standards are taught over the course of the year. The pacing guide allows teachers to add days to the units to cover the material appropriately for their students; however, no alternative schedules are provided. Additional guidance for planning is included in the Teacher Support tools, such as Preparing to Teach Fishtank ELA, Preparing to Teach an ELA Unit, Components of an ELA Lesson, and Planning for a Year of Fishtank ELA. The implementation schedule may be reasonably completed in a school year because there are fewer lessons provided than average school days giving teachers the freedom to add re-teach lessons or extend others. Materials do not include optional tasks, only core materials and activities. The core materials provide opportunities to practice and reach mastery of most grade level standards, though grammar standards would need additional guidance.
Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:
In Teacher Support, ELA Teacher Tools, Planning for a Year of Fishtank ELA, materials provide an implementation schedule with suggestions for teachers to address re-teaching and fit other assessments or school events into the lesson progression.
Materials include five units with a total of 132 lessons over 138 instructional days. The Pacing Guide for 6th Grade English states, “Each unit includes a specific number of lessons, including writing lessons, Socratic Seminar lessons, and two days for assessment.” There are no alternative implementation schedules, though the program provides time for teachers to create assessments and make instructional decisions to support students. The Grade 6 Focus Area Overview provides details relating to each unit’s core standards and spiral standards. For example, in Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, Lesson 23, Notes are available: “Decide which Type of Academic Discourse you want to use in this lesson. We recommend a table-group discussion, fishbowl, or whole-class discussion. Then, choose which of this lesson’s Discussion Questions you are going to have students answer. Consider how much discussion time will be devoted to each question.”
Suggested implementation schedules may be reasonably completed in the time allotted. Examples include, but are not limited to, the following:
In the Pacing Guide for 6th Grade English, the implementation schedule states, “Our 6th Grade English units span 138 days. We intentionally did not account for all 180 school days to allow teachers to fit in additional review or extension, teacher-created assessments, and school-based events.” There is no alternative implementation schedule present. Similarly, each unit contains a separate implementation schedule. For example, In Unit 1, Developing Resilience: The Watsons Go to Birmingham—1963, there are 28 lessons with a suggested implementation time of 29 days. Two additional days are suggested for the Content Assessment.
In each unit, each lesson includes multiple Close Read Questions, a Target Task Writing Prompt, and often Discussion Questions. Each lesson includes a pacing guide for teachers that presents how long they should spend on each of these tasks within the class period. Homework is listed for almost every day of the unit that students complete to stay on schedule with the pacing guide, typically reading, sometimes writing. In lessons with Socratic Seminars, the task can be completed in one class period.
In Unit 2, Challenging Authority: The Giver, Lesson 5, students answer four Close Read Questions, one Discussion Question, and a Writing Prompt: “Summarize the events of chapter 8. Where does this chapter fall in the overall structure of the text? Carefully explain your thinking, and use the vocabulary word ‘tension’ in your response.” In the Homework section, students are assigned Chapters 9–10 of the novel.
In Unit 4, Finding Connection: The Outsiders, Lesson 20, students participate in a Socratic Seminar. Teachers may choose the discussion question(s) for the day to help with the timing. Since the focus of these lessons is speaking and listening standards, students will receive practice with the standards regardless of the questions chosen by the teacher.
Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:
No optional tasks are included.
Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:
No optional tasks are included.
Overview of Gateway 3
Usability
Criterion 3.1: Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.
Indicator 3A
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
Indicator 3B
Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
Indicator 3C
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
Indicator 3D
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
Indicator 3E
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
Indicator 3F
Materials provide a comprehensive list of supplies needed to support instructional activities.
Indicator 3G
This is not an assessed indicator in ELA.
Indicator 3H
This is not an assessed indicator in ELA.
Criterion 3.2: Assessment
The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
Indicator 3I
Assessment information is included in the materials to indicate which standards are assessed.
Indicator 3J
Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
Indicator 3K
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.
Indicator 3L
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
Indicator 3M
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
Indicator 3N
Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.
Indicator 3O
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for for students to monitor their learning.
Indicator 3P
Materials provide opportunities for teachers to use a variety of grouping strategies.
Indicator 3Q
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
Indicator 3R
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Indicator 3S
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Indicator 3T
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
Indicator 3U
This is not an assessed indicator in ELA.
Indicator 3V
This is not an assessed indicator in ELA.
Criterion 3.4: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
Indicator 3W
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
Indicator 3X
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
Indicator 3Y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
Indicator 3Z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.