1st Grade - Gateway 1

The instructional materials reviewed for Grade 1 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. The texts across Literature, Science, and Social Studies materials address a range of interests, and the reading selections would be interesting and engaging for students. Unit texts include a variety of genres and consider a range of students’ interests including, but not limited to, traditional fairy and folklore tales, biographies, realistic fiction, historical texts, nonfiction, animals, and cultural texts. Academic, rich vocabulary can also be found within selected texts as well as enriching illustrations to help build knowledge.Throughout the program, the anchor texts are of publishable quality and worthy of careful reading. Many are written by well-known published authors. Examples of this in Literature include: 

• Literature Unit 1 includes as anchor texts Babushka's Doll by Patricia Polacco and Jamaica Tag-Along by Juanita Havill featuring classic themes and rich vocabulary and illustrations.
• In Literature Unit 2, the texts Anansi and the Magic Stick and Anansi and the Talking Melon by Eric A. Kimmel, exposes students to folklore tales with engaging storylines and vibrant illustrations.
• In Literature Unit 4, one of the texts used is Same, Same but Different by Jenny Sue Kostecki-Shaw which is a culturally relevant, age appropriate text with rich language.
• In Literature Unit 5, the text Grandma’s Gift by Eric Velasquez is an award-winning story of a bond between grandparent and child. 

Similar to Literature, the anchor texts in Science and Social Studies are also publishable and feature informational texts. These include:

• In Science and Social Studies Unit 1, an anchor text is Me on the Map by Joan Sweeney. This book helps build concepts of maps and expands student knowledge about geography.
• In Science and Social Studies Unit 3, one anchor text is Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis Pinkey. This is an award-winning picture book biography with an engaging story line.
• Anchor texts for Science and Social Studies Unit 5 include Tut's Mummy Lost... and Found by Judy Donnelly and The Ancient Egyptians by Jane Shuter which provide opportunities for students to build knowledge on ancient civilizations in age-appropriate texts with rich illustrations and academic vocabulary.

The instructional materials reviewed for Grade 1 meet the expectations for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Students engage with a wide array of literary and informational texts throughout thematic units using read-alouds, shared reading and independent reading. Texts types include folktales, historical fiction, realistic fiction, adventure, biographies, and poetry.

The following are examples of literary texts found within the instructional materials:

• Literature Unit 1, Babushka's Doll by Patricia Polacco
• Literature Unit 1, Howard B. Wigglebottom Learns to Listen by Howard Binkow
• Literature Unit 2, Anansi Goes Fishing by Eric A. Kimmel
• Literature Unit 3, The True Story of the 3 Little Pigs! by Jon Scieszka
• Literature Unit 4, One Green Apple by Eve Bunting
• Literature Unit 5, Grandfather Counts by Deborah J Short 
• Literature Unit 5, My Rotten Redheaded Older Brother by Patricia Polacco 

The following are examples of informational texts found within the instructional materials:

• Science and Social Studies Unit 1, Explore Antarctica by Bobbie Kalman
• Science and Social Studies Unit 2, Who Eats What? Food Chains and Food Webs by Patricia Lauber
• Science and Social Studies Unit 2, I See a Kookaburra!: Discovering Animal Habitats around the World by Steve Jenkins
• Science and Social Studies Unit 3, A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant
• Science and Social Studies Unit 3, Alvin Ailey by Andrea Davis Pinkney
• Science and Social Studies Unit 4, The Ancient Egyptians by Jane Shute
• Science and Social Studies Unit 4, Hieroglyphs by Joyce Milton 
• Science and Social Studies Unit 5, Brave Girl, Clara and the Shirtwaist Makers' Strike of 1909 by Michelle Markel
• Science and Social Studies Unit 5, Harvesting Hope, The Story of Cesar Chavez by Kathleen Krull

The instructional materials reviewed for Grade 1 meet the criteria that texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.

Quantitatively, the texts range in complexity from 390-1030 which are presented as interactive read-alouds and/or mini reading workshops and shared readings. Qualitatively, the texts present complex ideas, vocabulary, and themes that allow students to acquire knowledge and delve into rich discussions and analysis of complex texts and how they relate to each thematic unit. Most unit overviews provide the publisher’s rationale for text selection as evidence that consideration was given to all aspects of text complexity when choosing texts for the units.

In Unit 1, students read Big Al by Andrew Clements, which has a quantitative measure of 740L. Qualitatively students analyze character motivations, feelings and actions to explain why Big Al has more friends than anyone else. Students also read Explore Europe by Bobbie Kalman, which has a quantitative measure of 690L. Qualitatively, students use vocabulary and key details to create a travel commercial convincing their audience that they should visit Europe.

In Unit 2, students read The Paper Crane by Molly Bang, which has a quantitative measure of 660L. Qualitatively, students are asked to explain how the stranger’s gift changed the man’s life and what lesson the author is trying to teach, by using key details from the illustrations and text about character to show understanding of the lesson. Students also read Time to Eat by Steve Jenkins and Robin Page, which has a quantitative measure of 920L. Qualitatively, students are asked to explain how different animals have adapted in order to get the food they need to thrive and not starve, by determining the meaning of unknown words and details in a text.

In Unit 3, students read The True Story of the 3 Little Pigs! byJon Scieszka, which has a quantitative measure of 510L. This text asks students to explain why the Big Bad Wolf thought the real story was about a “sneeze and a cup of sugar” by retelling stories and including key details about characters and events. Students also read Diego Rivera: His World and Ours by Duncan Tonatiuh, which has a quantitative measure of 1040. This complex text exposes students to Diego’s murals and how they teach about the past.

In Unit 4, students read The Story of Ruby Bridges by Robert Coles, which has a quantitative measure of 800L. This complex text asks students to explain why Ruby’s story is one of courage, faith, and hope by using key details from the text and illustrations to describe characters and lesson. Students also read Tut's Mummy Lost... and Found by Judy Donnelly, which has a quantitative measure of 540L. Students are asked to explain if preparing a king for death was a quick and sad process by using illustrations and key details to identify reasons an author gives to support points in a text.

In Unit 5, students read A Chair for My Mother by Vera B. Williams, which has a quantitative measure of 530L. Qualitatively, students analyze if buying a different piece of furniture would mean as much to the family, by using key details from the text to describe characters, events, and the central message. Students also read Ada's Violin by Susan Hood, which has a quantitative measure of 820L. Qualitatively, students explain how the main character’s actions transformed the entire community and what they can learn from him and the Recycled Orchestra, by identifying the reasons an author gives to support points in a text.

The instructional materials reviewed for Grade 1 meet the criteria for materials supporting students’ literacy skills (comprehension) over the course of the school year through increasingly complex texts to develop independence of grade level skills.

Throughout Grade 1, the units are designed to build upon one another with increasing demands for knowledge and application as the student progresses through each thematic unit and lesson.  Anchor texts are listed within every unit and provide quantitative measures as well as a text selection rationale. Students engage in texts of varying levels and complexity within each unit, but the expectations and rationales are clear to the purpose of the instruction and how to prepare for each lesson prior to its start. In the beginning of Grade One, students build upon what they learned in Kindergarten by applying the skill of asking and answering questions using key details. It also serves as a foundation, establishing routines for read-alouds and class discussions. In the middle of the year, students begin to analyze text for more nuanced messages including using text and illustrations to make inferences and compare and contrast across multiple texts.  By the end of Grade 1, students use grade level text to engage in close reading strategies determining the central message of a text, describing characters in-depth using details from the text and illustrations, and identifying words and phrases that enhance understanding. 

In Literature Unit 1, the texts are read alouds including Babushka's Doll by Patricia Polacco and Jamaica and Brianna by Juanita Havill. In this early unit students are learning to answer questions about key details and characters. Students also begin writing in response to the text including learning to rely more on emphasizing words rather than illustrations in their writing. Students are expected to read at least 15 minutes a day at this point in the year. 

Literature Unit 2, builds upon the skills learned in Unit 1. Students continue answering questions about texts that are read aloud such as Anansi and the Talking Melon by Eric A. Kimmel  and A Story, A Story by Gail E. Haley but the questions now require a deeper understanding of the text. Students also began to analyse the importance of the setting to a text and to evaluate character traits. Students continue to write daily in response to text with a focus on using details from the text and illustrations.

In Literature Unit 4, students are expected to retell stories including key details of read aloud stories such as Same, Same but Different by Jenny Sue Kostecki-Shaw.  Students are also learning to identify central messages from text. Comparing and contrasting is introduced in Literature Unit 3 and built upon in Unit 4 where students begin to compare and contrast more nuanced messages and across multiple texts. In writing student expectations grow as they are expected to answer questions with details and now add explain their evidence.

Literature Unit 5, builds readings skills by moving to shared reading of texts in the final lessons. Students move from listening to read aloud texts to participating in shared reading of Ling and Ting, Not Exactly the Same! by Grace Lin and Sofia Martinez, Abuela's Birthday by Jacqueline Jules. Students continue to work on determining a central message and providing descriptions of characters and their traits but now using grade level texts and shared reading. In writing students are now expected to be able to write a response to a text in a structured way that answers questions with evidence and explanations of the evidence.

The instructional materials reviewed for Grade One meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. The Core Texts for each grade level are listed in the Unit Summaries and each text is aligned with a Text Selection Rationale that indicates both the Quantitative and Qualitative reasoning for their placement within the materials.  This includes both the ELA materials as well as the Science and Social Studies materials. 

• In Unit 1, The Text Selection Rationale for the selected core texts, in part, states, “With a Lexile range of 460L–740L the quantitative measures place all core texts in the 2–3 grade band. Due to the higher Lexile levels and text demands, these texts are inaccessible to scholars independently and, therefore, are appropriate for read aloud.”
• In Unit 3, The Text Selection Rationale for the selected core texts, in part, states, “All of the texts have a single layer of meaning and obvious theme, a conventional text structure, clear illustrations that link to words and texts, vocabulary that is literal and straightforward, and familiar knowledge demands.”
• In Unit 5, The Text Selection Rationale for the selected core texts, in part, states, “While many of the texts have simple and obvious themes and structure, scholars’ understanding of the time period or location of the text is important for understanding character motivation and ultimately the lesson that they learn.”

The instructional materials reviewed for Grade 1 meet the criteria that most questions, tasks, and assignments are text-based, 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).

Throughout the units, students are asked to answer a variety of questions related to the texts being read. Discussion is embedded into each lesson, which supports students drawing on textual evidence to support their learning of explicit and inferential information. The text-based questions and tasks require the students to produce evidence from texts to support opinions or statements when writing and speaking. Questions draw the reader back into the text and support students’ literacy growth over the course of the school year. 

Examples of evidenced-  based questions and tasks in Literature are as follows:

• In Unit 1, Lesson 8, after reading Jamaica Tag - Along,  students are asked:
• What does Jamaica really want and how does her brother feel about it? What in the story makes you think that?
• How is Jamaica feeling? Why is she feeling that way?
• How does Jamaica treat Berto? Why?
• Why does Jamaica change her mind about Berto? What is she elarning?
• In Unit 2, Lesson 5, after reading, Anansi Goes Fishing by Eric A. Kimmel, “Turtle explains to Anansi that, ‘One of us can work while the other gets tired.’ Students are then asked:
• What happens on the second day? Is there a pattern?
• Why does Anansi want to do the cooking? Is Anansi changing?
• When Anansi has the choice to eat or get full, what choice does he make? Why?
• Why does Anansi go to the justice tree? Why did the justice tree not believe Anansi?
• Why did Anansi not talk to Turtle for along time?
• In Unit 3, Lesson 3, after reading, The Three Little Javelinas by Susan Lowell, students are asked (to):
• Describe the setting of the story using details from the text and the illustrations
• What does the first little javelina use to build his house?
• Retell what happened when the coyote comes. 
• What does the second little javelina use to build his house? 
• Retell what happens when the coyote comes.
• What is the coyote remembering when he makes the bowl?
• In Unit 4, Lesson 22, after reading, Goin' Someplace Special by Patricia C. McKissack, students are asked:
• Why does Mama Frances tell 'Tricia Ann to hold her head up and act like she belong to somebody? Why is that important?
• How does 'Tricia Ann feel when she gets on the bus? 
• What does 'Tricia Ann do in the park? How is she feeling?
• What advice does Jimmy Lee give ‘Tricia Ann?
• How does ‘Tricia Ann end up in the lobby?
• Why does ‘Tricia Ann almost quit and go home? What advice does Blooming Mary give her? How does ‘Tricia Ann respond?
• In Unit 5, Lesson 4, Visiting Day by Jacqueline Woodson, students are asked:
• How do Grandma and the little girl feel about visiting day? 
• Why does Mr. Tate not come? How do you think this makes her feel?
• How do Grandma and the little girl feel as they are getting on the bus?
• How does the little girl feel when she has to leave her father? 
• How do the illustrations help a reader better understand how the little girl feels?

Several examples of evidenced-  based questions and tasks in Science and Social Studies are as follows:

• In Unit 1, Lesson 5, after reading Explore South America by Bobbie Kalman, students are asked:
• What are some of the countries in South America? What makes them a country?
• What is the climate like in South America? Do all areas of South America have the same climate?
• What is the heading on pp. 12–13? How does the heading help a reader?
•  What is the heading on p. 14? What facts from pp. 14–15 match the heading?
• In Unit 2, Lesson 14, after reading Red - Eyed Tree Frog, by Joy Cowley, students are asked (to):
• How has the red - eyed frog adapted in order to survive in the rainforest?
• Create a food web that shows the connection between the different animals mentioned in the text. 
• In Unit 3, lesson 18, after reading Mahalia Jackson, Walking with Kings and Queens by Nina Nolan, studente are asked (to):
• Read the sentence from p. 4. ‘She felt like a peacock with her feathers all spread out.’ What does this sentence mean? Why does the author include it?
• Why does Aunt Bell say that ‘one day you’ll walk with kings and queens?’ What does she mean by this?
• How does singing help Mahalia?
• What does it mean to be a “bundle of nerves”? Why was Mahalia a “bundle of nerves”?
• Why does Mahalia sing gospel?
• In Unit 4, Lesson 6, after reading The Ancient Egyptians, students are asked (to):
• What pattern did Egyptian life follow? Why?
• It was very hot in ancient Egypt. How did the Egyptians cool themselves off?
• Describe ancient Egyptian houses. What made them unique? How do the illustrations on pp. 24 - 25 help a reader better understand the houses?
• The author says that ‘Egyptian children worked hard.’ Explain.
• What toys did Egyptian children play with?
• Describe ancient Egyptian medicine. How does it compare to today’s medicine?
• In Unit 5, Lesson 19, after reading, Harvesting Hope, The Story of Cesar Chavez by Kathleen Krull, students are asked (to):
• Describe what life was like on the ranch. How does the author use both the words and the illustrations to help a reader understand what it was like?
• Compare and contrast life in Arizona with life as a migrant worker. How did the changes make Cesar and his family feel?
• What happened when Cesar went to school? How did the way he was treated change his attitude?
• What does it mean to feel powerless? Why did Cesar and the other farm workers feel so powerless?
• What was Cesar Chavez’s cause?

The instructional materials for Grade 1 meet the criteria for materials that contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills for students to demonstrate understanding. Although not labeled as a culminating task, units contain a final lesson that brings together the information and skills learned throughout the unit. The final tasks incorporate a combination of skills including drawing, dictating, writing and speaking. 

• Literature Unit 2, Lesson 16, All Unit Texts have as a final task: “Write an opinion piece about what makes a good friend by using details from the unit to support an idea.” Within the task students are further directed: Pick two of the essential questions. "What does it take to be a good friend?  What causes friendships to change? How do we make and keep friends? How does being a good friend help build a strong community?" To prepare for this task within the unit students answer questions including but not limited to:
• Literature Unit 2, Lesson 1, Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin, students explain what the author wanted us to learn, by asking and answering questions about key details in a text. They are asked to make connections to what it means to be a good friend and be part of a strong team.
• Literature Unit 2, Lesson 3, Howard B. Wigglebottom Learns to Listen by Howard Binkow, students explain what Howard learns about listening and what we can learn from Howard’s story that will help us be a good friend and part of a strong team by asking and answering questions about key details in a text.
• Literature Unit 2, Lesson 6, The Invisible Boy by Trudy Ludwig, students explain why the author ends the text by saying “Maybe, just maybe, Brian’s not so invisible after all,” by asking and answering questions about character feelings and motivation. They are also asked to make connections to what it means to be a good friend and part of a strong team.
• Literature Unit 2, Lesson 8, Jamaica Tag-Along by Juanita Havill, students describe how Jamaica’s feelings change by asking and answering questions about character motivation and feelings. They are asked to make connections to what it means to be a good friend and part of a strong team.
• Literature Unit 2, Lesson 12, Big Al by Andrew Clements, students are asked to explain why Big Al has more friends than anyone else and what we can learn from Big Al to make our team stronger. Students do this by asking and answering questions about character motivations, feelings, and actions.
• Literature Unit 3, Lesson 23, All Unit Texts have as a final task: “Debate and discuss unit essential questions by stating a claim and then supporting the claim with details from multiple texts.” The essential questions are provided for the teacher in the Unit Prep and include: "Why should you not talk to strangers? How does hard work and patience pay off in the end? Why is it important to respect others’ property and privacy? How does the setting of a story change what happens in a story?" Students prepare for this task by activities including but not limited to:
• Literature Unit 3, Lesson 3, The Three Little Javelinas by Susan Lowell, students explain how the three little javelinas use teamwork to outsmart the coyote by retelling stories and including key details about characters and events.
• Literature Unit 3, Lesson 4, Three Little Wolves and the Big Bad Pig by Eugene Trivizas, students explain how the big bad pig changed and what caused the change by using details about characters to describe how a character changes from the beginning to the end of a story.
• Literature Unit 3, Lesson 8, choose two Three Little Pigs books, have students describe similarities and differences between two versions of The Three Little Pigs by comparing and contrasting adventures and experiences of characters in a story.
• Literature Unit 3, Lesson 11, Leola and the Honeybears by Melodye Benson Rosales students describe what lesson Leola learns and how she learns it, by retelling stories and the lesson characters learn by including key details about characters and events. 
• Literature Unit 3, Lesson 13, Goldilocks and the Three Dinosaurs by Mo Willems students describe the Dinosaurs and if their plan worked by retelling stories and including key details about characters and events.
• Literature Unit 3, Lesson 17, Pretty Salma, A Little Red Riding Hood Story from Africa by Niki Daly students retell what lesson Salma learns and how she learns it by retelling stories and the lesson learned by including key details about characters and events.
• Literature Unit 3, Lesson 21, Little Red Riding Hood by Karen Mockler, students to retell what happens in Little Red Riding Hood and how the version was similar to or different than other versions by reading with sufficient accuracy and fluency to support comprehension
• Literature Unit 5, Lesson 21, All Unit Texts have as a final task: Discuss all unit essential questions. Extend: "Write a letter to someone in your family thanking them and explaining why you love and appreciate them." The essential questions are provided for the teacher in the Unit Prep and include: "What makes a family? Are all families exactly the same? What does it mean to love and care about someone? What does it mean to accept and appreciate someone’s differences?" Students prepare for this task by activities including but not limited to:
• Literature Unit 5, Lesson 2, My Rows and Piles of Coins by Tololwa M. Mollel students explain how Murete’s, Yeyo’s and Saruni’s words and actions show they love and care about each other by using key details to describe characters, events, and the central message.
• Literature Unit 5, Lesson 4, Visiting Day by Jacqueline Woodson students describe the relationship between the little girl and her grandmother, and the little girl and her father, and how they show love by using key details to describe characters, events, and the central message.
• Literature Unit 5, Lesson 8, students describe what makes a family and if all families are the same by participating in a class discussion using details from the unit and background knowledge.
• Literature Unit 5, Lesson 9, Big Red Lollipop by Rukhsana Khan students Describe why Rubina stands up for her sister and what we can learn from her, by using key details to describe characters, events, and the central message. Within this unit teachers also Preview that the girl is from Pakistan. Also preview that sometimes different cultures have different customs. 
• Literature Unit 5, Lesson 12, students participate in a discussion to explain what it means to love and care about someone and what it means to accept and appreciate someone’s differences by participating in a class discussion using details from the unit and background knowledge.
• Literature Unit 5, Lesson 18, Dear Juno by Soyung Pak, students explain what differences made it hard for Juno and his grandmother to communicate and how they were able to overcome the differences by using key details to describe characters, events, and the central message.

The materials reviewed for First Grade meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

The materials provide opportunities for students to use speaking and listening skills to apply their knowledge using evidence based discussion in smaller groups and within the larger class.  The protocols for evidence based discussions are included in the ancillary teacher materials and outline recommendations and frameworks to plan and use within the lessons. The Rigorous Discussion Guidelines detail how to prepare and lead effective classroom discussions as well as recommendations for how to maximize learning after the instruction.  It includes a three level rubric for student-led discussions that measures students’ skills in speaking and listening, advancement of discussion, analysis, preparation and providing evidence. The Intellectual Prep section of the units have teachers determine the focus for habits of discussion that aligns with target speaking and listening standards, based on the classroom needs. Teachers then create a plan for how to teach and reinforce the discussion habits over the course of the unit during daily partner and whole-group discussions. 

The Rigorous Discussion Guidelines in the Publisher’s Supporting Documents for Teachers explains strategies and structures to teachers in a step by step guide. Some lessons explicitly refer to these strategies and structures as an option for the lesson, but the teacher has the discretion of when to use them. There is a detailed document providing steps and guidelines to prepare for, lead, and follow up with a rigorous discussion. To prepare for a discussion some teacher guidance includes setting up the classroom space, articulating a question, and anticipating student misconceptions. To lead a discussion, some guidance is provided for modeling note taking for students, providing scaffolding, and tracking data from the discussion. After the discussion, there is guidance on how to use the data to inform future classes, which, also includes a rubric for evaluating student discussion. Examples from the Rigorous Discussion Guidelines protocols include but are not limited to:

• Design pre-work/mini-lesson that provides necessary context needed to start forming an informed opinion of a particular content goal
• Model and practice facilitation of an effective discussion when initially introducing rigorous discussion
• Skillfully facilitates discussion using a variety of strategies

The Publisher’s Documents also contain an Instructional Strategies Guide that highlights different ways for students to engage in an evidence based discussion. These include:

• Turn and Talk which is a language strategy that provides scaffolded opportunities for all students to formulate and build upon each other’s ideas. It is suggested that teachers use this when there is more than one right answer or for a meaty part of the text that is worth discussion and analysis.
• Discussion, which helps increase student thinking by challenging one to test out their own ideas, build on those of their peers, and ultimately lead a persuasive discussion. It should be used to evaluate or test theories as well as synthesize a lesson. 

Match Mini Protocols that illustrate various protocols include:

• Part 1: Illustrates discussion protocols 
• Part 2: Provides a protocol for the classroom discussion. This part assists the teacher with evidence-based discussions using the text-based questions and vocabulary. 

Examples from the lesson frameworks include but are not limited to:

• In Literature, Unit 1, Lesson 3, the teacher discusses with students the characteristics of a good listener. Students then create a mini-poster that highlights key characteristics of a good listener. Finally, the students teach a partner what is on their posters.
• In Literature, Unit 1, Lesson 4, students write and then share with partners and then with teams. 
• In Science and Social Studies, Unit 1, Lesson 23, students participate in a class discussion on why it is important to understand the world around them and what makes each continent similar or unique by preparing for a discussion and then sharing details from the unit and texts to support points. 
• In Literature, Unit 2, Lesson 6, students defend if Anansi is a good friend and brainstorm advice for how he can become a better friend, by participating in a class discussion using evidence from the text.
• In Science and Social Studies, Unit 2, Lesson 16, students participate in a class discussion on whether the food chain is unfair to the animals at the bottom who have no way to defend themselves and can easily get eaten. They have to use evidence from multiple texts from the unit and the teacher is directed to reinforce and teach targeted discussion habits for the unit before the discussion. 
• Science and Social Studies, Unit 2, Lesson 27, directs teachers to take anecdotal notes to assess mastery of the unit’s habits of discussion focus. There is a whole-class presentation protocol for this day for when students present their four-day project. 
• In Literature, Unit 3, Lesson 8, the teacher sets up a discussion to describe similarities and differences between two versions of “The Three Little Pigs” by comparing and contrasting adventures and experiences of characters in a story.
• In Literature, Unit 4, Lesson 12, students analyze and debate the unit essential questions by stating a claim and providing evidence from multiple texts. 
• In Science and Social Studies, Unit 4, Lesson 8, students engage in a debate on whether writing hieroglyphics is similar to writing in English. 
• In Literature, Unit 5, Lesson 8, students discuss the essential question of what makes a family and if all families are exactly the same. After the discussion, students then write about their own family and what makes their family unique. 
• In Science and Social Studies, Unit 5, Lesson 17, students are asked to, synthesize what they have learned from the past few lessons by debating and analyzing how ordinary people work together to fight for a better future and what we can learn from them.”

The materials reviewed for Grade 1 meet the expectation that materials support students’ listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.

Materials in Grade 1 support speaking and listening about the text through group learning activities and class discussions. There are some examples in the lesson frames and teaching notes, where the word “discussion” is used explicitly to indicate to the teacher that discussion should be taking place in class. In addition, every lesson has a set of Key Questions, and while it does not always explicitly state to discuss, these provide opportunities for discussion and the Notes section of the lesson frame frequently indicates that a discussion should occur.  These series of questions often progress from discussion to drawing or writing. Students have multiple opportunities to present their work and share with their peers in a group or whole class settings. Resource documents provide assistance for teachers in choosing class structures. Intellectual Prep is provided for each unit that specifies the discussions that will be included throughout the lessons. 

Examples of opportunities for students to practice their listening and speaking about what they are reading and researching in Literature and Social Studies and Science include but are not limited to: 

• Some activities in the Lesson Objectives or Notes section of the Lesson Frames specifically require a discussion to be held by students and provide text dependent questions to be answered by students. Teachers can use their discretion to decide if it is whole group, partner, or small group discussion.
• In Literature Unit 1, Lesson 2, How Full is Your Bucket for Kids, students are asked to, “Describe what it means if someone fills your bucket, by asking and answering questions about character feelings.”
• In Literature Unit 2, Lesson 6, Anansi and the Talking Melon by Eric A. Kimmel, Anansi and the Moss-Covered Rock by Eric A. Kimmel, Anansi and the Magic Stick by Eric A. Kimmel, Anansi Goes Fishing by Eric A. Kimmel is specified as a Discussion lesson centered around the objective: Defend if Anansi is a good friend and brainstorm advice for how he can become a better friend by participating in a class discussion using evidence from the text and class discussions. The Notes section of the lesson frame specifies: 
• The first part of the lesson should be set up as a discussion of if Anansi is or is not a good friend. Pick a Habits of Discussion teaching point to reinforce in both partners and whole class. 
• After scholars have had a chance to discuss and debate if Anansi is or is not a good friend, have them discuss what advice they would give him based on what they learned about what it means to be a good friend in Unit 1. 
• As a culmination, have scholars write a letter to Anansi telling him what they think he could do to be a better friend.
• In Social Studies and Science Unit 3, Lesson 11, All Unit Texts, the Lesson Objective specifies that the students will, “State an opinion about which artist is their favorite by participating in a class discussion and then writing an opinion piece that states an opinion and supports the opinion with two or three details from the text.
• In Literature Unit 3, Lesson 15, two of the Three Little Pigs books, the lesson states, “Push scholars to think about the main things that are similar and different across the different texts and as an extension, have scholars act out the ways in which the versions are similar and/or different.”
• In Literature Unit 5, Lesson 8, students are asked to, “Describe what makes a family and if all families are the same by participating in a class discussion using details from the unit and background knowledge.”

The materials reviewed for Grade 1 meet the expectations for materials including a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.

The instructional materials reviewed partially meet the expectations that materials include a mix of on-demand and process writing and short, focused tasks. The unit materials provide opportunities for students to complete narrative, informational, and opinion writing. The Instructional Strategies guidelines, available in the ancillary materials detail Stop & Jot’s in which students respond to questions in writing, and are designed to be incorporated into each lesson using the Planning a Lesson protocol and lesson plan template. Also, the Literacy Block guide denotes a Writer’s Workshop for 45 minutes daily in which, “The majority of language standards are taught and reinforced”. 

•  Literature Unit 1, Lesson 4, students are asked to, “Write about something they are good at, something about the way they look, or anything else” and in Lesson 16, “Write a letter to the kindergarteners about what it means to be a good friend.
• Literature Unit 2, Lesson 22, students “Use what they know about folktales to create a folktale.”
•  Science and Social Studies Unit 3, Lesson 12, students "Write a letter to a current artist introducing themselves, sharing their knowledge from the unit, and asking questions based on their learning.”
•  Science and Social Studies Unit 3, Lesson 22 and 27, students “Write an opinion piece about which artist is your favorite and why.”
•  Literature Unit 4, Lesson 7, students “Describe Ruby’s wish and how she made it come true by using key details from the text and illustrations to describe characters in-depth.”
•  Science and Social Studies Unit 4, Lesson 20, students “Write an opinion piece that states an opinion and provides supporting reasons for why they would or wouldn’t want to have been there when they opened King Tut’s tomb.”
• Science and Social Studies Unit 5, the Unit Assessment states, “Pick 3 of the vocabulary words below. Draw a picture of the word and use the word in a sentence.”

The materials reviewed for Grade 1 meet the criteria for materials including regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.

The materials provide students the opportunity to learn, practice and apply evidence-based writing. Students are required to recall relevant information and details in their application of the lessons including, but not limited to, informational and opinion responses. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. The unit summaries state that students should be writing daily in response to the text.  

Examples of evidence based writing found in Literature include:

• In Unit 1, Lesson 15, after reading “Each Kindness”, students  write an opinion piece about what makes a good friend by using details from the unit. 
• The Unit 2 Summary explains that students will write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer. 
• In Unit 2, Lesson 6, students write a letter to Anansi telling him what they think he could do to be a better friend after reading several Anansi stories. 
• In Unit 2, Lesson 19, the students write a letter to their friend sharing their opinion about folktales and stories. Students are expected to use the folktales they have been reading during the past 18 lessons of the unit. Students begin this lesson with a discussion and the writing can extend across several days. 
• In Unit 3, Lesson 23, students first discuss how they can use the lessons from three stories in their own lives and then as an extension activity, students can write about it. Students are expected to write about reading every day. In this unit, they begin to learn how to include details from the text in their answers. 
• In Unit 4, Lesson 12, student discuss one or two of the essential questions and then are given time to write an answer. 
• In Unit 4, Lesson 26, students make a comic strip showing the obstacles their characters had to overcome to learn or go to school. 
• In Unit 6, Lesson 9, there are multiple opportunities for students to write during the lesson using discussion question as a writing prompt. 

Examples of evidence-based writing found in Science and Social Studies include:

• In Unit 1, students focus on establish the routines and procedures for writing about reading. In this unit, students create multiple postcards over the course of the unit. The focus of the unit is to retell specific details about each continent they read about. 
• In Unit 1, Lesson 4, students create a postcard of what they read and “saw while they visited”. The postcard must include a few sentences that describe what they did. 
• In Unit 1, Lesson 13, students create a travel brochure that highlights the different things you can see and do in Asia after reading “Explore Asia”. 
• In Unit 2, Lesson 6, students discuss if all animals need the exact same body parts in order to survive. Then they write a well-structured informational essay using details from multiple texts. 
• In Unit 2, Lesson 19, students defend a statement about frogs, by participating in a class discussion and then writing a well-structured informational essay using multiple texts. Similarly in Lesson 27, students defend the statement that all lizards are exactly the same and need to be in order to survive. 
• In Unit 3, Lesson 27, students write an opinion piece about which artist is their favorite after reading several biographies. Their writing needs to include an opinion and support it with two or three details from the text. 
• In Unit 4, Lesson 10, students explain in writing whether they would or would not want to live in ancient Egypt by stating their opinion and providing supporting reasons from the texts in the unit.