1st Grade - Gateway 2

The materials reviewed for Grade One meet the criteria that texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students’ ability to comprehend complex texts independently and proficiently.

The materials reviewed for Grade One provide a variety of texts throughout the units which are organized around specific topics and themes of study that include a wide range of literary and expository texts to build students’ knowledge and vocabulary. Literary themes include Folktales, Fairytales, and Stories Around the World.  Social Studies units include biographies, narrative non-fiction, and themes on Ancient Egypt.  Science topics include Animals and Animal Adaptations.   In addition to gaining content knowledge, vocabulary is embedded throughout including literary terms, as well as targeted vocabulary to enhance understanding.   

• Literature Unit 1 is organized around the theme “What it takes to be a friend”
• Literature Unit 2 is organized around the topic of folktales and stories.
• Literature Unit 3 is organized around three classic fairy tales: The Three Little Pigs, The Three Bears, and Little Red Riding Hood. 
• Literature Unit 4 is organized around reading and writing around the world.
• Literature Unit 5 is organized around the topic of families and how they differ.
• Science and Social Studies Unit 1 is organized around the topic of continents.
• Science and Social Studies Unit 2 is organized around the topic of animals.
• Science and Social Studies Unit 3 is organized around the topic of biographies.
• Science and Social Studies Unit 4 is organized around the topic of ancient Egypt.
• Science and Social Studies Unit 5 is organized around the theme of what it means to be fair and just.

The instructional materials reviewed for Grade 1 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics

 Throughout the units, students complete questions and tasks that require analysis of individual texts.  They are provided multiple opportunities to analyze language in stories and passages, identify key ideas and details, and examine the structure of passages, pictures and texts as they relate to the unit topic.  Scaffolding is provided to students and the rigor of the material increases over the course of the year. Examples of sets of questions found in the instructional materials include, but are not limited to the following:

• In Science and Social Studies Unit 1, Explore Africa by Bobbie Kalman, students are asked, “What does the word 'climate' mean? What clues does the author give to remind a reader what the word means?”
• In Literature Unit 2, Lesson 5, Anansi Goes Fishing by Eric A. Kimmel, students are asked to, “Explain if Anansi learned a lesson, by using key details from the text and illustrations to show understanding of characters and central lesson.”
• In Science and Social Studies Unit 3, Lesson 4  Action Jackson by  Jan Greenberg and Sandra Jordan, students are asked to, “Describe Jackson’s studio. What makes it unique?” and, “What does Jackson do when his 'inspiration is gone'?  What can we learn from him?”
• In Literature Unit 4, Lesson 3, Rain School by James Rumford, students are asked, what does the author mean by, “The students’ minds are fat with knowledge.” And, “What happens to the school? Why does it not matter?”
• In Literature Unit 5, Lesson 3, A Chair for my Mother by Vera B. Williams, students are asked, “How does the family feel about the chair? What in the story makes you think that?” and, “How do the colors and the borders around the pictures show the mood?”

The materials reviewed for Grade 1 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The instructional materials reviewed for Grade One meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.  The Literature and Science and Social Studies Units center on a topic or theme with embedded text dependent questions throughout. Students work with individual and multiple texts throughout the materials that require them to analyze information, build knowledge and demonstrate understanding of material, often using discussion, graphic organizers, projects, and illustrations that draw upon textual evidence by identifying key details, comparing and contrasting texts.

• Literature Unit 1, Lesson 11, Enemy Pie by Derek Munson asks students to “Describe how the narrator’s relationship with Jeremy Ross changes, by asking and answering questions about character feelings.”
• Literature Unit 3, Lesson 8 asks students 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.”
• Science and Social Studies Unit 2, Lesson 2, What Do You Do with a Tail Like This? by Steve Jenkins asks students to “Explain how different animals use their body parts and senses in different ways, by using illustrations and details in a text to make connections between pieces of information in a text.”
• Literature Unit 4, Lesson 19, Tomás and the Library Lady by Pat Mora the students are asked to, “Explain how the Library Lady changed Tomás’s life, by identifying details from the text and illustrations that reveal information about character and motivation.”
• Science and Social Studies Unit 4, Lesson 6, The Ancient Egyptians by Jane Shuter, students are asked to, “Describe how ancient Egyptians lived and what reasons the author gives to explain why they lived that way, by using illustrations and key details to identify reasons an author gives to support points in a text.”
• Science and Social Studies Unit 5, Lesson 20, Harvesting Hope, The Story of Cesar Chavez by Kathleen Krull students are asked to, “Explain how Cesar Chavez was able to motivate others to work together to fight for a better future and what lessons we can learn from him, by identifying the reasons an author gives to support points in a text.”
• Literature Unit 5, Lesson 19, Uncle Jed's Barbershop by Margaree King Mitchell asks students to “Explain what lesson can we learn from Uncle Jed and why, by using key details to describe characters, events, and the central message.”

The materials reviewed for Grade 1 meets the expectation that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening). Within the materials, there are opportunities for students to demonstrate comprehension and knowledge of a topic or topics through completion of culminating tasks. In many instances, students are asked to produce work that shows mastery of several different standards (reading, writing, speaking and listening) at the appropriate grade level.

• Literature Unit 1, Lesson 19, specifies that “Scholars will identify one way that they can be a good friend and recreate the demonstration done in Each Kindness by writing their idea on a rock and dropping it into a tub of water. This allows scholars to better understand the unit essential question of what makes a good friend by applying it to their life through the intrapersonal, verbal-linguistic, and bodily-kinesthetic intelligences. It also allows sets scholars up to form a positive classroom community for the rest of the school year.” The Project Overview section of the lesson frame further details that students will:
• Turn and Talk: What is one what you can be a good friend? Share out.
• Hand out rocks and permanent markers to each student. Have scholars write how they will be a good friend at school on their rock.
• Model how to drop the rock gently into the water to create ripples. One by one have each scholar say what they are going to do to be a good friend at school and drop their rock.
• Class Discussion:
• What book does this remind you of? (Reread or picture walk the relevant section of Each Kindness)
• What happened when you dropped your rock?
• What happens when you are a good friend?
• Give each scholar their rock and a paper towel. Allow them to dry it off. Hand out paints and brushes. Have them decorate their rock to display in the room for the rest of the year.
• Literature Unit 2, Lesson 22, students are asked to, “Create and act out folktales in groups by applying knowledge of folktale characteristics” which builds on information gathered throughout the unit about common characteristics of all folktales.
• Science and Social Studies Unit 3, Lesson 29, includes a final project where “Scholars will use their knowledge of different art mediums from throughout the unit in order to write an artist statement about themselves. They will then present these artist statements and display their artwork from throughout the unit at a gallery parent event. This project allows scholars to apply knowledge about artists acquired throughout the unit to themselves and gives them a chance to apply the unit essential questions of why would someone make art and where do people find inspiration to themselves. In addition, this is the first time in this unit that they are applying what they’ve learned about biographies in order to write one.”
• Science and Social Studies Unit 4, Lesson 26 states, “Scholars will work in groups to create sets and present short skits about different areas of Ancient Egypt within the classroom. This project allows scholars to engage with the unit essential questions of what was daily life like in Ancient Egypt through the visual-spatial, bodily-kinesthetic, and interpersonal intelligences.”
• Literature Unit 5, Lesson 21 asks students to “This is the final discussion/writing-about-reading day. Have scholars discuss the unit essential questions based on everything they have learned in the unit. Once they are done, have them write a thank-you letter to someone in their family. If there is not enough time, spread the letter writing across multiple days.”

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

The instructional materials reviewed for Grade 1 meet expectations for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials. There are established routines for teaching vocabulary including a seven step process that includes repetition, definition, part of speech, examples in context as well as other word concept knowledge.  Vocabulary instruction calls for students to think about the meaning of words and definitions are provided in student-friendly language. Word meanings are taught with examples related to the text as well as examples from other, more familiar contexts. Every unit provides instruction in literary terms as well as text based content vocabulary. Strategies for teaching students how to understand meanings of unknown words are also embedded and include using context, word parts, literal and figurative language as well as traditional classroom resources.

• Science and Social Studies Unit 1, Lesson 8, students are asked to, “Pick three words you learned from the text today. Use each word in a complete sentence that describes what you might see in Africa.”
• Literature Unit 1, Lesson 10, The Teacher Guide states, “The doll is being bossy. What does it mean to be bossy? How is the doll bossy on this page?”
• Literature Unit 2, Lesson 20, students are asked to, “Demonstrate understanding of word relationships and nuances in word meanings by participating in word sorts and activities using target unit vocabulary.”
• Literature Unit 3, students use word sorts to, “Sort unit vocabulary into teacher determined categories. Explain why the words belong in each category.”
• Literature Unit 4, the Unit Overview states, “Scholars will also be pushed to notice the words and phrases an author includes to suggest feeling and appeal to the senses.”
• Science and Social Studies Unit 5, Lesson 3, the Teacher Guide states, “The focus of this lesson is on deepening scholar understanding of the word 'fair' and what it means for something to be fair. It is important that scholars understand this concept so they are able to connect with why the characters in the books are fighting for justice and change.”

The materials reviewed for Grade 1 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.

The materials reviewed for Grade One contain a progression of research and writing projects that allow for students to develop knowledge and understanding a topic using various texts and source materials. At the end of many units, there are projects that require students to review, analyze and synthesize their understanding of specific topics culminating into a final project or activity.  Throughout the units there is a progression of tasks that build student knowledge using reading, writing, and speaking/listening skills. Examples of culminating activities include but are not limited to varied oral and dramatic presentations, reports, interviews, and labs. 

•  Science and Social Studies Unit 1, Lesson 7, students, “Create a postcard of what you saw and where you went on your visit to South America, by writing an informational text that names a topic and supplies one or two facts about the topic.”
• Literature Unit 2, Lesson 22, students, “Apply their knowledge of folk tale characteristics to write and act out their own folktales. This allows them to apply the unit essential question of what lessons can we learn from reading folktales through the intrapersonal, verbal-linguistic, and bodily-kinesthetic intelligences. This project builds on information gathered throughout the unit about common characteristics of all folktales.”
• Science and Social Studies Unit 2, students “Take a stand on if the food chain is unfair by participating in a class discussion and then writing a well-structured informational essay using details from multiple texts.”
• Literature Unit 3, Lesson 26, students, “Act out and retell different versions of the play.”  The Teacher Guide states, “Scholars should be broken into small groups, and each group could do a different version of the play. The ultimate goal is that scholars have a deep enough understanding of the three plots from the entire unit that they are able to act out and retell the different stories with minimal support.”
• Literature Unit 4, Lesson 26 students, “Review the texts and then make a comic strip, from an assigned text, showing the obstacles their character had to overcome to learn or go to school.” After completion students are asked to do a gallery walk.
• Science and Social Studies Unit 4, Lesson 5, students “Go for a walk in the area around the school to determine what habitat types they can see and to gather evidence of animals that live in those habitats.”   The Teacher Guide states that, “This project builds on the previous lessons which introduce different habitats and the types of animals that live in each and allows scholars to connect their learning to their immediate environment.”
• Science and Social Studies Unit 5, Lesson 24, students are asked to, “Create a living timeline of change-makers by acting out pivotal events and historical figures from throughout the unit.”

The instructional materials reviewed for Grade 1 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

The Text Consumption Guidance document provides the rationale for independent reading and explains that during independent reading, students gain independence by reading a text on their own that requires them to use all of the strategies learned in class. During independent reading, students actively annotate and make meaning of the text with limited support from the teacher or peers. The materials suggest that independent reading can be used at the end of the lesson as independent practice, on days when the majority of the text is accessible and/or there are features of the text students need to practice accessing independently, or at the beginning of the lesson to allow time for independent analysis before a close-read or a discussion.