5th Grade - Gateway 1

The instructional materials reviewed for Grade 5 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests. Text sets in each module are rich in academic language and help build understanding toward a topic. Texts are engaging, contain strong academic vocabulary, and when applicable, include vivid illustrations. 

Specific examples of texts that are of publishable quality in Grade 5 include:

• Module 1, students read Captain Arsenio: Inventions and (Mis)Adventures in Flight by Pablo Bernasconi, a published diary from Captain Manuel J. Arsenio and his record of his many failed attempts of creating a flying machine. 
• In Module 2, students read The Secret Garden by Frances Hodgson Burnett, a well-known children’s story that has been read for over 100 years. It is about an orphaned girl and the secrets she finds in her uncle’s house. 
• In Module 4, students read A Pioneer Sampler: The Daily Life of a Pioneer Family in 1840 by Barbara Greenwood, published text that uses a blend of fiction and nonfiction as it chronicles the lives of the Robertson family. 
• In Module 5, students read Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore, which contains powerful illustrations that provide visuals for some of the reasons that led to the plight of the parrots. It won the Americas Award for Children's and Young Adult Literature. The text includes multiple themes, academic vocabulary, and words with multiple meanings. The students will learn to recognize problem/solution and cause-and-effect text structures as they explore the plight of Puerto Rico’s parrots. 
• In Module 8, students read Inside Out and Back Again by Thanhha Lai, a New York Times bestseller, Newbery Honor Book, and winner of the National Book Award. This text was inspired by the author’s childhood experience as a refugee, fleeing Vietnam and moving to Alabama. It introduces students to poetry, different cultures, themes within a text, figurative language, and imagery.
• In Module 9, students read The Secret Keepers by well-known author Trenton Lee Stewart, the 2017 winner of the ALSC Notable Children's Book award. This text allows students to analyze literary elements and the effects of tone and mood on the text.
• In Module 10, students read Winter Bees and Other Poems of the Cold by Joyce Sidman. The text has multiple purposes and mixes poetry with informational text that contain academic language. Students learn about nature in the winter. The author has won many awards for other poetry books. 

The instructional materials reviewed for Grade 5 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Texts throughout Grade 5 include a mix of informational and literary texts. Informational and literary texts are found throughout every module. Many of the literary texts are longer texts, while the informational texts include shorter articles. Genres include autobiographies, biographies, fantasy, mysteries, realistic fiction, poetry, science fiction, videos, plays, and narrative nonfiction.. While the text types across modules vary, the modules typically focus on either literature or informative texts and are centered around a theme or topic. 

The following are examples of literature found within the instructional materials:

• Module 1: Captain Arsenio by Pablo Bernasconi: science fiction fantasy.
• Module 2: Airborn by Kenneth Oppel: fantasy adventure story. Other literary texts in this module include: The Secret Garden by Frances Hodgson Burnett, The Miracle of Spring by Helen Hanna, and The Poem That Will Not End by Joan Bransfield Graham. 
• Module 4: A Pioneer Sampler by Barbara Greenwood: historical fiction. 
• Module 5: Living Green by Doreen Beauregard: play. Another literary text in this module is The Good Garden by Katie Smith Milway. 
• Module 6: Play, Louis, Play! by Muriel Harris Weinstein: fictionalized biography. 
• Module 8: Inside Out and Back Again by Thanhha Lai: poetry. Other literary texts in this module include: From Scratch by Susie Castellano and Elisa’s Diary by Doris Luisa Oronoz. 
• Module 9: Mr. Linden’s Library by Walter Dean Myers: mystery. Additional texts in this module include: The Secret Keepers by Trenton Lee Stewart and The Egypt Game by Zilpha Keatley Snyder. 
• Module 10: The One and Only Ivan by Katherine Applegate: fictional story. 

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

• Module 1: The Inventor’s Secret by Suzanne Slade and Jennifer Black Reinhardt: narrative nonfiction. In this module students also read the following:  Girls Think of Everything by Catherine Thimmesh, Wheelchair Sports: Hang Glider to Wheeler-Dealer by Simon Shapiro, “Winds of Hope” by Katy Duffield: magazine article, and “Government Must Fund Inventors” (author not cited). 
• Module 2:  “From Mouth to Page” and “Many Ways to Tell a Story” (authors not cited). 
• Module 3: Green City by Allan Drummond: argumentative text. Other informational texts in this module include: Eruption! Volcanoes and the Science of Saving Lives by Elizabeth Rusch, Quaking Earth, Racing Waves by Rachel Young, and Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein and Laura Silverstein Nunn. 
• Module 4: Along the Santa Fe Trail by Marion Russell: an informational text. Additional informational texts in this module include: “Houses of Dirt” (author not cited), “Why Go West?” (author not cited), and Explore the Wild West! by Anita Yasuda. 
• Module 5: Potatoes on Rooftops by Hadley Dyer: persuasive text. Additional informational texts in this module include: The Elephant Keeper by Margriet Ruurs & Pedro Covo, Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore, and Tech-Trash Tragedy by Liam O’Donnell. 
• Module 6: Rita Moreno by Juan Felipe Herrera: biography. Other informational texts in this module include: “Let’s Get Creative” (author not cited), and Christo and Jeanne-Claude: Through the Gates and Beyond by Jan Greenberg and Sandra Jordan. 
• Module 7: SpaceShipOne by Matthew Stinemetze: autobiography. Additional informational texts that students read in this module include: Into the Unknown: Above and Below by Stewart Ross, Great Discoveries and Amazing Adventures: The Stories of Hidden Marvels and Lost Treasures by Claire Llewellyn, and The Mighty Mars Rovers by Elizabeth Rusch. 
• Module 8: “Moving to a New Country: A Survival Guide” (author not cited): informational guide. 
• Module 9: Finding Bigfoot: Everything you Need to Know by Martha Brockenbrough: informational text. Another informational text in this module is “Why People Love Mysteries” (author not cited). 
• Module 10: Winter Bees and Other Poems of the Cold by Joyce Sidman: informational poems. Other informational texts in this module include: “Why We Watch Animals” (author unknown), Willie B.: A Story of Hope by Nancy Roe Pimm and Can We Be Friends? by Ellen R. Braaf. 

The instructional materials reviewed for Grade 5 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. The majority of the texts fall within the stretch Lexile band of 740-1010. Some of the texts are slightly above the quantitative measures appropriate for Grade 5; however, the reader and task and qualitative measures make them appropriate for Grade 5 students.

Some specific examples of texts that students read with the appropriate level of complexity include:

• In Module 1, Week 3, students read Captain Arsenio by Pablo Bernasconi, which has a Lexile of 900 and is considered slightly complex based on the consistent point of view and the use of clear and direct language. The text helps students recognize characteristics of science fantasy, make inferences, and analyze the relationships among characters. 
• In Module 2, Week 1, students read Airborn by Kenneth Oppel, which has a Lexile of 820 and is considered moderately complex based on the journal entry format that uses flashbacks and a stream of consciousness. 
• In Module 3, Week 3, students read Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein and Laura Silverstein Nunn, which has a Lexile of 920 and is considered moderately complex as the text uses science terminology and incorporated science concepts. 
• In Module 4, Week 3, students read A Pioneer Sampler: The Daily Life of a Pioneer Family in 1840 by Barbara Greenwood, which has a Lexile of 860 and is considered moderately complex. The text contains a sophisticated theme and a somewhat unfamiliar experience for students. 
• In Module 5, Week 3 students read Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore, which has a Lexile of 850 and is considered moderately complex. The text contains multiple themes and unfamiliar words. Students learn to recognize problem and solution and cause-and-effect structures. 
• In Module 6, Week 2 students read Play,  Louis, Play! by Muriel Harris Weinstein, which has a Lexile of 860 and is considered moderately complex. This biography has implied meaning and an unusual point of view. 
• In Module 7, Week 2, students read SpaceShipOne by Matthew Stinemetze as told to Naomi Wallace, which has a Lexile of 950 and is considered moderately complex. The text contains simple graphics that are supplementary to understanding the text. Students apply their knowledge of autobiographies, identify how a first-person point of view gives readers a more complete picture of a topic, and analyze the author’s descriptions and word choice. 
• In Module 8, Week 1, students read A Movie in My Pillow by Jorge Argueta, which has a Lexile of 840 and is considered moderately complex. The text contains poetic structures that require some amount of cultural knowledge. Students use the text to analyze the poet’s words and how the poem’s structure can help them determine the overall meaning. 
• In Module 9, Week 3 students read The Secret Keepers by Trenton Lee Stewart, which has a Lexile of 720 (slightly below the stretch band) and is considered moderately complex. The text includes natural dialogue, but it also has complex and varied sentence structure. Students analyze literary elements and how tone and mood contribute to the theme of the text. 
• In Module 10, Week 1, students read “Why we Watch Animals” (author not cited), which has a Lexile of 990. The text has several central ideas and text structures. 

Some texts that are above the quantitative measure appropriate for Grade 5, but are still appropriate for use in instruction due to the qualitative analysis and/or reader and task include:

• In Module 1, Week 2, students read Winds of Hope by Katy Duffield, which has a Lexile of 1020 and is considered moderately complex. This rating is based on the scientific terms used and the inclusion of multiple text structures. The tasks, however, are ones that students are familiar with such as monitoring comprehension and identifying cause-and-effect relationships. 
• In Module 3, Week 2 students read Quaking Earth, Racing Waves by Rachel Young, which has a Lexile of 1060 and is considered moderately complex. This rating is based on the use of complex pronouns, science terminology, and the scientific processes; however, because this is in a text set, students are building background knowledge before reading this text, making it more accessible. 
• In Module 4, Week 2, students read The Celestials’ Railroad by Bruce Watson, which has a Lexile of 1020 and is considered moderately complex. The text contains a sophisticated theme and has more than one text structure. Students apply their understanding of genre and main idea and details that support the main idea. 
• In Module 5, Week 1, students read Potatoes on the Rooftops by Hadley Dyer, which has a Lexile of 1020 and is considered moderately complex. The text contains more than one text structure and includes graphics that provide information not in the text. Students analyze details to find evidence that supports the author’s claim, explain the use of rhetorical devices, and ask and answer questions to gain information. 
• In Module 6, Week 2, students read Rita Moreno by Juan Felipe Herrera, which has a Lexile of 1020 and is considered moderately complex. The text focuses on a single topic and requires some cultural knowledge. Students learn how to visualize and create pictures in their minds in order to understand the details and events of someone’s life. 
• In Module 7, Week 1, students read Into the Unknown: Above and Below by Stewart Ross, which has a Lexile of 1040 and is considered complex. It includes complex science concepts and graphics with information not found in the text; however, it is appropriate because students practice previously taught skills such as analyzing the characteristics of informational texts and identifying details that support the author’s central idea. 
• In Module 8, Week 3, students read Inside Out and Back Again by Thanhha Lai, which has a Lexile of 1020 and is qualitatively complex. The text has poetic structures that require an increased amount of cultural and literary knowledge. Students analyze how the poet’s words and the poem’s structure help them determine the overall theme. 
• In Module 9, Week 1, students read “Why People Love Mysteries” (author not cited), which has a Lexile of 1070 and is considered moderately complex due to the sophisticated ideas and unfamiliar words. Students apply their knowledge of informational text features and main inferences about details that support the author’s central idea. 
• In Module 10, Week 1, students read Willie B.: A Story of Hope by Nancy Roe Pimm, which has a Lexile of 1020 and is qualitatively complex. The text contains a sophisticated theme and multiple levels of meaning. Students analyze literary elements and how the author’s word choices help them determine the theme. 

The instructional materials reviewed for Grade 5 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.) Both the texts and the tasks associated with the texts increase in complexity over the course of the year. At the beginning of each module, the Developing Knowledge and Skills section in the Teacher’s Guide shares the skills that students will work on, which helps outline the increasing literacy skills over the course of the school year. For example, throughout the year, students are taught how to use metacognitive skills. In the beginning of the year, students learn how to reread and summarize. Then in the middle of the year, students are taught how to synthesize.  At the end of the year, students focus on making inferences and presenting their own ideas with text support. 

Texts increase in complexity throughout the year. In the beginning of the year, myBooks in Grade 5 are considered 80% slightly complex and 20% moderately complex. At the end of the year, 0% of the texts are considered slightly complex, 25% are considered moderately complex, and 75% are very complex. The Lexile ranges in the beginning of the year are from 710-1020, while at the end of the year, the Lexile ranges from 990-1040. 

Skills also increase in complexity throughout the year to promote independence. Examples of this include:

Throughout the year, students focus on using evidence from the text to complete a variety of discussion and writing prompts. For example, in Module 3, after reading Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein, students complete a weather report, taking on the perspective of a meteorologist and using information from the text to tell readers what they can expect from a Category 2 storm. Then in Module 9, students read Mr. Linden’s Library by Walter Dean Myers and use evidence from the text to write a letter to the character, Carol, explaining why Mr. Linden warned her not to begin reading the book. Students write the letter from Mr. Linden’s point of view and are instructed to imagine that it will be left inside the book in question for Carol to read.  

• Analyzing the author's purpose and choice of language is also taught throughout the year. In Module 7, students complete a close read of Into the Unknown: Above and Below by Stewart Ross, and then students are asked how the author organizes or structures ideas in paragraphs 5 and 6. In Module 11, students read Phillis’s Big Test by Catherine Clinton, and students are asked how the narrator’s point of view affects the way the reader experiences the text and its main topic. 

The instructional materials reviewed for Grade 5 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. In the Teacher's Edition, the Preview Lesson Texts section outlines the text or texts for the week and includes the text complexity analysis. This section includes a “Why this text” explanation and the key learning objectives for the lessons with the text.

• In Module 1, Week 2, students read Wheelchair Sports: Hang Glider to Wheeler-Dealer by Simon Shapiro, which has a Lexile of 930 and is considered slightly complex. Text complexity is based on the reader needing to understand wheelchair technology, although it is presented in a simple and straightforward way. The text was chosen for students to use reading strategies to monitor comprehension, recognize the central idea and supporting evidence, and identify organizational patterns. 
• In Module 5, Week 3, students read Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore, which has a Lexile of 850 and is considered moderately complex. The text contains multiple themes and some unfamiliar words. Students learn to recognize problem and solution and cause-and-effect structures. 
• In Module 8, Week 2, students read Elisa's Diary by Doris Luisa Oronoz, which has a Lexile of 800 and is considered moderately complex. The text contains somewhat complex story concepts and an unfamiliar experience for students. Students apply their understanding of realistic fiction by examining the story of a girl who has recently immigrated and struggles to adjust to the United States. 
• In Module 10, Week 3, students read Writer Bees and Other Poems of the Cold by Joyce Sidman, which is considered a complex text, with a Lexile of 1150. The text has multiple purposes, including mixing poetry with explanations containing academic language and analyzing how an author uses both poetry and informational text to write about nature.

The instructional materials reviewed for Grade 5 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines, as well as, a volume of reading to achieve grade-level reading proficiency.

Throughout the Grade 5 materials, students have opportunities to read daily across a volume of texts during various instructional segments including Whole Class Shared Reading, Build Knowledge and Language, Reading Workshop, and Writing Workshop. In addition to anchor texts, students engage in a range and volume of texts during Reading and Writing Workshops. A variety of fiction and nonfiction genres are covered across the years with a culminating genre study at the end of the year. Due to the range and volume of texts that students engage with daily, the anchor and supporting texts help students achieve grade-level reading proficiency. 

Genres include:

• Module 1: informational text, narrative nonfiction, magazine article, science fantasy
• Module 2: informational text, fantasy, play, poetry
• Module 3: informational text, friendly letter, narrative nonfiction, informational video 
• Module 4: educational video, informational text, historical fiction 
• Module 5: informational video, informational text, persuasive text, play, realistic fiction 
• Module 6: informational text, biography, fictionalized biography 
• Module 7: informational text, mini-biography, autobiography, narrative nonfiction 
• Module 8: informational text, poetry, realistic fiction 
• Module 9: informational video, informational text, mystery 
• Module 10: informational text, narrative nonfiction, informational video, poetry 
• Module 11: informational text, narrative nonfiction, persuasive 
• Module 12: realistic fiction, play, mystery 

Reading Workshop includes the following components: 

• Guided Reading: The teacher works with students at their instructional reading level using the Rigby Leveled Library. 
• Skill and Strategy Lessons: The teacher works with small groups to reinforce reading skills and strategies. Lessons are connected to the daily whole-group mini lesson or based on student need.
• Independent Literacy Activities: While the teacher works with small groups, students work independently and engage in various activities such as:
• Reader’s Theater-- Students read together as a group and act out the text. 
• Independent Reading Center-- Students read and complete a reading log. Later in the year, students can also write a book review of the book or have a discussion about their individual text.
• Digital Listening Center-- Students complete a listening log and include the listening skill(s) they used, as well as, summarize what they heard.

In addition, throughout the year, students hear twelve focal texts during Writing Workshop that serve as mentor texts. These books are chosen because they provide strong examples of responses to module prompts. Students can also read these books independently during choice time.

The instructional materials reviewed for Grade 5 meet the criteria that most questions, tasks, and assignments are text dependent/specific, 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 instructional materials, students engage directly with the text to answer text-dependent and text-specific questions. Students respond to these questions orally, in writing, and through tasks and assignments. Text-dependent questions are found throughout the program including in the Teaching Pal's Read for Understanding notes and the Targeted Close Read notes. At times, students are asked to answer questions while reading, and at other times, students are told to reread specific sections in order to answer a question. Materials also include graphic organizers to assist students in close reads of their text when they cite evidence for specific questions or tasks that they complete. 

Specific examples of text-dependent questions include:

• In Module 1, Lesson 7, after reading the informational text, Winds of Hope by Katy Duffield, students discuss the details in the text that show the effects of the drought on William and his family.  After reviewing pages 40-41, they also discuss how William finds the parts he needs to build windmills.  
• In Module 2, Lesson 5, after reading the fantasy, Airborn by Kenneth Oppel, students discuss Matt's discovery about the creatures when he observes Benjamin Malloy's drawings. 
• In Module 3, Lesson 14, after reading the text, Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein, after rereading pages 220-222,  students discuss the conditions that need to be present in order for a hurricane to form. 
• In Module 4, Lesson 3, after reading the informational text, Explore the Wild West! by Anita Yasuda, students write a how-to-guide for westward-bound pioneers that includes evidence from the text and a summary of the important central ideas. 
• In Module 5, Lesson 11, after reading the informational text Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore, students engage in a discussion about the steps scientists took to help the parrots once people realized they were endangered. They also discuss the kinds of challenges the scientists faced when trying to prevent parrots from becoming extinct.

In Module 6, Lesson 6, after reading the biography, Rita Moreno: from Portraits of Hispanic American Heroes by Juan Felipe Herrera, students engage in a discussion about how details show that being a performer was always important to Rita Moreno (after reviewing pages 36-37), and the reason Rita Moreno decided to work in children’s shows during the 1970s (after rereading pages 103-105).

• In Module 7, Lesson 7, students read the story, Great Discoveries and Amazing Adventures by Claire Llewellyn. After rereading pages 100-102, students discuss why Machu Picchu is described as a hidden city.  After rereading pages 103-105, they discuss some of the challenges faced by the artists who created the pictures in the Lascaux caves. 
• In Module 8, Lesson 7, students discuss the conflicts Priya faces after moving to the United States from India and how she responds after reading the story From Scratch by Susie Castellano. 
• In Module 9, Lesson 5, students engage in a discussion after reading Mr. Linden’s Library by Walter Dean Myers. They discuss Mr. Linden's beliefs about “Tales from a Dark Sea” and Mr. Linden's feelings about Carol reading the book. 
• In Module 10, Lesson 4, after reading Willie B.: A Story of Hope by Nancy Roe Pimm, students respond in writing to questions about page 317, including words they would use to describe the author’s tone toward Willie and his new situation. 
• In Module 11, Lesson 8, after rereading Phillis’ Big Test by Catherine Clinton, students are asked what Phillis shows she learned in paragraph 26. 
• In Module 12, Lesson 12, after rereading paragraphs 46-47 of Mr. Linden's Library by Walter Dean Myers, students are asked about Carol's explanations of why the book's page might have been changed and about Carol’s attitude towards mysteries.

The instructional materials reviewed for Grade 5 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).

At the end of each module, students are given a performance task that requires them to integrate the module texts and skills learned throughout the three weeks. Each task requires students to integrate writing, speaking, reading, and/or listening skills. Students often reflect on the Essential Question that is posed at the beginning of the module in order to complete the task. While all performance tasks are writing tasks, students must incorporate evidence from module texts. The skills required for each performance task include questions and tasks from both Reading Workshop and Writing Workshop lessons.  

Specific examples of performance tasks throughout the curriculum includes the integration of skills learned throughout the week.

Specific examples of culminating tasks throughout the program include:

• In Module 1, after thinking about the Essential Question, “What kinds of circumstances push people to create new inventions?”, students imagine that the class is putting together a collection of personal narratives for the performance task. Each student writes a personal narrative about a time when they found a creative way to solve a problem. 
• In Module 2, after reading the texts, students reflect on the Essential Question, “How does genre affect the way a story is told?” Students then imagine that the school library is having a writing contest, and they need to write a short story for the contest. Students integrate information they learned throughout the module, including writing a narrative, using dialogue, gathering information from a variety of sources, and demonstrating an understanding of story structure. 
• In Module 3, after reading all the texts in the module, students are asked the Essential Question, “How can learning about natural disasters make us safer?” Students reflect on the status of their school or community on readiness for a natural disaster. Students then select one natural disaster they learned about in the module and write an editorial for the school paper, stating actions they think need to happen to ensure that the community stays safe. 
• In Module 4, after reading all the texts in the module, students are asked, “What character traits were needed in the people who settled the West?” Students imagine that a history magazine has invited them to submit articles. They must choose one feature or part of the pioneer experience, such as daily life or the journey west, to highlight in their article. Students must include supporting ideas with facts, definitions, and quotes from the texts in the module. 
• In Module 5, students reflect on the question, “How can caring for Earth and its living things improve life now and in the future?” Students then choose one idea for helping the environment in their community and write an opinion piece explaining their idea and why it would help the environment. Students must use evidence from module texts. 
• In Module 6, students reflect on the Essential Question, “How do different art forms impact people in different ways?” Students then imagine that the school is having an arts festival and choose an artist to feature at this festival from one of the texts. They write a biographical sketch of the person’s life and work. Skills incorporated from the module include gathering information from a variety of sources, following the writing process, and writing a biographical sketch. 
• In Module 7, students write an informational article to explain the science behind one of the discoveries they learned about in the module, using evidence from the texts in the module. 
• In Module 8, after reading all of the module texts, students think about how people adjust after moving to a new home and write a narrative poem to share on a pretend poetry podcast. In the poem, students should tell a real or made up story about the events, experiences, and/or feelings involved in moving to a new place, using evidence from the module texts. 
• In Module 9, students think about the mysteries in the module and qualities that made them believable. Then students write a speech to persuade classmates that the mystery could be real or fake.  They state their opinion and support it with reasons and text evidence. 
• In Module 10, students pretend that a local zoo or aquarium has invited students to write about what people can learn from animals for an online newsletter. Students use evidence from the module texts and video to write an informational essay for the newsletter.

The instructional materials reviewed for Grade 5 meet the requirement that materials provide 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.

Throughout the program, there are frequent opportunities for evidence-based discussions and protocols for teachers to use to implement these discussions. Examples include: Turn and Talk, Think-Pair-Share, Collaborative Discussions, and Solo Chair. Collaborative Discussions are found throughout the program, and the teacher is directed to display and review the "How to have a Discussion" Anchor Chart before each discussion. Rubrics are also provided in the Teacher’s Guide for Collaborative Discussions. In Modules 11 and 12, students participate in Genre Studies, and additional protocols and activity suggestions are provided for Genre Book Study Clubs.

In the Guiding Principles and Strategies guide, the publisher provides information on ways teachers can encourage conversations and discussions, including appropriate social communication such as introductions, shaking hands, eye contact, volume, and initiating conversations. Best practices for Collaborative Discussions are also included in this section and include:

• Introduce: The teacher explicitly teaches speaking and listening skills by having volunteers model a discussion, and then students practice with partners. The modeling includes asking clarifying questions, adding on to the conversation, and politely disagreeing with partners. 
• Practice: The teacher provides opportunities for students to practice using their listening and speaking skills. Prompts for practice are found throughout the program, and the teacher should emphasize the use of formal language when speaking with a group.
• Routine: The program includes discussion routines such as Think-Pair-Share and Turn and Talk, that should be used regularly and are denoted throughout the lessons
• Model: The teacher should model and encourage the use of appropriate eye contact, body position, and active listening.
• Cultural sensitivity: The teacher should support the knowledge of social norms in a variety of cultures.

The Routine for Think-Pair-Share is outlined in the Guiding Principles and Strategies guide. Routines for Solo Chair and Turn and Talk are also found in the program, but finding explicit times that suggest to use Turn and Talk are limited in Grade 5. The Routine for Think-Pair-Share is: 

1. Think: Students are asked an open-ended question and are given several seconds to formulate their response.
2. Pair: Students each take a turn to share while the other partner listens.
3. Share: Students who have been previously identified to share with the whole class do so, and then additional volunteers can share.

Solo Chair is used when students present writing to the class, often about the text, or at the end of a module as part of the Wrap-Up. The routine is:

1. The student presents using a special chair. The teacher provides sentence starters such as “Today I will talk about...”
2. The other students listen to their classmates. The teacher reviews the expectations for active listening, and one or two classmates give feedback for the presenter. Sentence starters for feedback include, “I Liked...” or “My favorite part was...”

Specific examples of where the program includes the use of the routines and protocols within individual lessons include:

• In Module 1, Lesson 8, after reading the Wheelchair Sports by Simon Shapiro, students participate in an Engage and Respond. Students use the Collaborate Discussion routine and answer questions such as, “What led Marilyn Hamilton to invent a new kind of wheelchair?” and “What special features make sports wheelchairs better for athletes than traditional wheelchairs?
• In Module 5, Lesson 3, after reading Potatoes on Rooftops by Hadley Dyer, students participate in a Wrap-Up, where they explain to a peer how they applied their knowledge to the lesson's task. Teachers have options in how they want students to share including Solo Chair, Think-Pair-Share, or Anchor Chart. In Solo Chair, one student is selected to speak to the class, explaining what he or she learned from the reading. In Think-Pair-Share, students share their thinking with a partner and then a few partnerships share with the class. For Anchor Chart, students add sticky notes about their independent book to the text structure Anchor Chart and then share what they added and why. 
• 
  
• In Module 10, Lesson 12, students meet with a partner to engage in a Think-Pair-Share to discuss how they applied the idea of theme during their independent reading. 
• In Module 11, Lesson 8, after independently reading their narrative nonfiction book, small groups of students discuss questions about their genre. Groups discuss what they read and how the author provides text clues that signal the theme of the text. 

The instructional materials reviewed for Grade 5 meet the criteria that 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. Throughout the year, students have opportunities to engage in on-demand writing, often in response to reading, and process writing, that includes research projects. 

Process writing is found within Writing Workshop where students build writing independence through interactive writing and process-based lessons. For each module, students complete a process writing piece that focuses on a different type of writing. Anchor Charts and graphic organizers are supplied in each module. In the Genre Studies in Modules 11 and 12, students engage in a week-long writing task that is aligned to the genre. Specific examples of process writing include:

• In Module 1 of the Writing Workshop, students work on an expository essay over the course of 15 lessons. Students write about the inventor's hard work in making the idea for an invention a reality. Students use the mentor text, Girls Think of Everything by Catherine Thimmesh, to help with this process. Over the course of three weeks, students experience the writing process. They brainstorm, draft, revise, edit and publish. Students share their writing in small groups on the final day. 
• In Module 5 of the Writing Workshop, students work on an argumentative editorial piece about an environmental issue in which they feel strongly. After planning, students draft using the elements of persuasive writing. Then for revision, students focus on sentence structure and word choice. Students then proofread and publish. 
• In Module 6 of the Writing Workshop, students work on a personal narrative about a memory from their life. Students plan and draft and then revise by peer revising. They focus on integrating peer feedback, elaborating on ideas, and reviewing sentence type. Students share their published piece in small groups. 
• In Module 7, students write an instructional article as the module's performance task. To plan, students are given a checklist to use when writing their article. Then students are given a flow chart to draft their article that has space for the introduction, key ideas, and conclusion. Students then work with a partner or small group to revise and edit their drafts by using a rubric with guiding questions. Students then publish their article. 
• In Module 9, the performance task is to write a persuasive speech about one of the mysteries they read in the module. During the planning phase, students are given a chart to map out their topic, opinion, and three supporting pieces of evidence. Then students draft, revise, and edit before publishing. 

Students write daily, often in response to the texts they read. Examples of on-demand writing found throughout each module include:

• In Module 1, Lesson 7, students write a news article about William and his windmill after reading Winds of Hope by Katy Duffield. 
• In Module 2, Lesson 5, students write a journal entry from the perspective of one of the two characters, Kate and Matt, from Airborn by Kenneth Oppel. Students share their sightings and feelings. 
• In Module 4, Lesson 2, students write a How-to Guide for westward-bound pioneers after reading Explore the Wild West! by Anita Yasuda. 
• In Module 6, Lesson 13, students write a scene describing what might have happened during Phillis’ test, after reading the biography, Phillis’s Big Test by Catherine Clinton.
• In Module 7, Lesson 12, students write a safety checklist for Mars rover drivers. Students must include text evidence and critical vocabulary to support their ideas.
• In Module 8, Lesson 5, students write a poem about a topic of their choice after reading several poems in A Move in my Pillow by Jorge Argueta. 
• In Module 9, Lesson 3, students list details from the story Mr. Linden’s Library by Walter Dean Myers that show the character traits of Carol and Mr. Linden.

The instructional materials reviewed for Grade 5 meet the criteria that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. 

There are frequent opportunities across the school year for students to learn, practice, and apply what they have learned about narrative, opinion, and informational writing. Each module includes writing lessons about the texts that they read. In addition, students are taught about the three genres in Writing Workshop, where they engage in longer pieces over the course of three weeks. 

Narrative writing prompts are found in myBook, after students read a text, as well as in Writing Workshop Modules 2, 6, 9, 11, and 12. Some examples of narrative writing include:

• In Module 2, Lesson 5, after reading the text, Airborn by Kenneth Oppel, students write a journal entry from the perspective of the two characters. The journal entry narrates what happened and how they felt when they looked for the mysterious flying creatures. 
• In Module 4, Lesson 12, after reading A Pioneer Sampler by Barbara Greenwood, students write a journal entry describing their experience on the day they saved the hay, using Willy's voice. 
• In Module 9,  Writing Workshop, students write an imaginative story where they develop a character whose personality and actions are responsible for driving the plot. 
• In Module 9, Lesson 5, students write a letter, after reading Mr. Linden’s Library by Walter Dean Myers, where they imagine that they are Mr. Linden, and they notice Carol’s interest in the book when she visits the library. The letter is addressed to Carol, and they explain why they want her to not begin reading the book. They offer her some advice now that she has become captured by the story. 
• In Module 11, Writing Workshop, students write a fictional story based on a person, place, or community of people that they know well and use their own life and memories as an inspiration. Before writing, students learn about the narrative structure and the elements of a story’s plot. As they revise, students learn to elaborate by adding details. 
• In Module 12, Writing Workshop, students write a narrative poem. 

Informational writing is found in myBook, as well as in Writing Workshop Modules 1, 4, and 7. Some examples of informational writing include: 

• In Writing Workshop Module 1, students write an expository essay about an inventor's hard work to make the idea for an invention a reality. 
• In Module 1, Lesson 7, after reading Winds of Hope by Katy Duffield, students write a news article about William and his windmill. 
• In Module 3, Lesson 5, after reading Eruption! Volcanoes and the Science of Saving Lives by Elizabeth Rusch, students write a news report about a volcano. 
• In Module 3, as the basis of their Inquiry and Research Project for the module, students write a disaster preparedness pamphlet.
• In Module 4, Writing Workshop, students write a letter to a historical society or museum. In the letter, students request specific information about details of traveling out west back in the 1850s. 
• In Module 4, Lesson 2, after reading Explore the Wild West! by Anita Yasuda, students write a how-to-guide for westward-bound pioneers. Students must include three paragraphs and a conclusion that summarizes the important central ideas. 
• In Module 5, Week 4, after reading The Good Garden by Katie Smith Milway, students pretend to be Maria Luz and write a letter from her point of view to a friend in another town about the major events that happened while her father was away. This must be based on text evidence. 
• In Module 7, Lesson 13, after reading The Mighty Mars Rover by Elizabeth Rusch, students pretend they are going to train the new rover drivers at NASA’s Jet Propulsion Laboratory, and they need to write a safety checklist using evidence from the text. 
  

Opinion writing is found in myBook, as well as in Writing Workshop Modules 3, 5, and 10. Some examples of opinion writing include:

• In Module 3, Writing Workshop, students write a persuasive essay stating what they would do if a natural disaster destroyed their town. Students should argue whether they would stay or evacuate. 
• In Module 5, Writing Workshop, students write an editorial for their local newspaper about an environmental issue about which they feel strongly. 
• In Module 6, Lesson 2, after reading Christo and Jeanne-Claude: Though the Gates and Beyond by Jan Greenberg and Sandra Jordan, students write an editorial arguing for or against “The Gates.” 
• In Module 9, Lesson 7, students write a video review after watching “The Loch Ness Monster.” 
• In Module 10, Writing Workshop, students write a persuasive letter to their local newspaper about an organization that cares for animals. In the letter, students explain why people should support the organization with money or time.

The instructional materials reviewed for Grade 5 meet the criteria that material include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level. 

Evidence-based writing opportunities are varied and include taking notes, writing as a response to a myBook selection, responding to questions about the Writing Workshop mentor text, and completing the Genre Study printables. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with various text sources. Specific examples of opportunities for evidence-based writing found throughout each module include:

• In Module 3, Lesson 14, after reading Hurricanes: The Science Behind Killer Storms by Alvin and Virginia Silverstein, students write a weather report to inform viewers the effects they can expect a Category 2 storm to cause. The report must explain safety measures to take. 
• In Module 4, Lesson 9, after reading a magazine article, The Celestials' Railroad by Bruce Watson, students complete a writing task in which they are asked to write a persuasive pitch for a television show about the Chinese workers and the challenges they faced. Students must provide at least two reasons and evidence from the text to support each reason. 
• In Module 5, Lesson 4, after reading Potatoes on Rooftops by Hadley Dyer, students write an advertising script to persuade people to participate in a community garden. Students must provide a clear opinion and give reasons and text evidence to support their opinion. 
• In Module 6, Lesson 4, after reading Christo and Jeanne-Claude: Through the Gates and Beyond by Jan Greenberg and Sandra Jordan, students write an editorial arguing for or against "The Gates". Students must use evidence from the text to support their opinion. 
• In Module 7, Lesson 5, after reading Into the Unknown: Above and Below by Stewart Ross, students write a news script using one of the explorations from the text as their focus. The script must include facts and details from the text to describe the exploration, its dangers, and the discoveries it uncovered. 
• In Module 8, Lesson 10, after reading Elisa’s Diary by Doris Luisa Oronoz, students write a few paragraphs in which they compare and contrast a myth told within the story to familiar myths and folktales. Guiding questions to support students with this writing task include, “What do these stories have in common?’ and “What cultures are they from?” 
• In Module 10, Lesson 8, after reading Can We Be Friends? by Ellen R. Braaf, students use details and examples from the text to answer questions such as, “What are some of the ways animals seem to benefit from forming relationships with each other?” and “Do you agree or disagree with the idea that animals can truly friends?”
• In Module 11, Lesson 8, after rereading Phillis’s Big Test by Catherine Clinton, students complete a printable on the topic of theme and answer questions such as, “What does this text clue tell you about the characters in this narrative nonfiction text?” and “Why do you think the author included this text clue?”
• In Module 12, Lesson 13, after rereading Mr. Linden’s Library by Walter Dean Myers, students answer questions such as, “From whose point of view is this mystery being told?” and “Are there multiple points of view?” in writing. 

The materials reviewed for Grade 5 Into Reading meet the criteria that materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. 

All grammar and conventions standards for Grade 5 are addressed over the course of the year. Grammar and conventions lessons are primarily found during Writing Workshop in Grammar mini lessons.  The lessons follow a Gradual Release of Responsibility format: I do, We do, You do. The teacher models and provides examples, students practice with teacher support, students practice with a worksheet, and students are prompted to return to their writing pieces to identify and edit for the given grammar or convention concept. Materials provide teachers with sentence examples for practice during lessons. Students have opportunities to practice taught grammar and conventions skills in context during whole group instruction with Display and Engage projectable sentence prompts that students and teachers work on together. Grammar printables provide students with an opportunity to practice in context the skills they are working towards mastering. Students consistently apply their new knowledge of grammar and conventions concepts to pieces of their own writing. 

Materials include explicit instruction of grammar and conventions standards for the grade level. For example:

Students have opportunities to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

• In Module 3, Week 2, page W302, the teacher reminds students that using coordinating and subordinating conjunctions to connect short sentences can help make their writing flow more smoothly. The teacher tells students that when they revise they need to look for run-on sentences in their writing and connect them. The teacher reminds students that both types of conjunctions can be used to eliminate run-on sentences by forming compound or complex sentences. Students complete a printable grammar sheet for practice with conjunctions. Students look for opportunities to use conjunctions to form compound or complex sentences as they revise their paragraphs. 
• In Module 4, Lesson 3, page W315, the teacher uses Display and Engage: Grammar 6.1.3a and tells students that "interjections are words or phrases that show emotion.”  Students complete Display and Engage: Grammar 6.1.3b with the teacher, then identify the function of the interjections in sentences. Students complete Printable: Grammar 6.1.3, and then they edit a writing draft using dialogue and interjections correctly. 
• In Module 6, Lesson 4.4.1, page W293, the teacher explains and gives examples for how prepositions can be used in sentences. Students then complete an activity to “identify the preposition in each sentence and tell whether the preposition shows time, direction, location or detail.”  For example, in the sentence, The dog ran to the basement students identify that the preposition is to, and it shows direction.

Students have opportunities to form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

• In Module 8, Lesson 1, page W268, the teacher explains perfect tenses with Display and Engage: Grammar 3.5.1a and models identifying the present perfect tense using think aloud in the sentence provided, She has seen many bears.  Students change main verbs to present perfect tense by adding have or has. Students complete Printable: Grammar 3.5.1 and edit a writing draft using perfect tense verbs correctly.
• In Module 8,  Lesson 3, page W270, the teacher tells students that helping verbs and main verbs form the future perfect tense. The teacher models identifying future perfect tense using a think aloud in the sentence, We will have gathered many berries. Students change verb phrases in sentences to future perfect tense and complete Printable: Grammar 3.5.3. Students edit a writing draft using future perfect tenses correctly. 

Students have opportunities to use verb tense to convey various times, sequences, states, and conditions.

• In Module 2, Week 3, page W250, the teacher explains that verb tenses can help convey time, sequence, condition, and states. The teacher models identifying whether the verb tense conveys time, sequence, state, or condition in the sentence: The boys searched the woods near the baseball field for the missing ball.  Following guided practice and collaborative practice with verb tense, students complete a printable grammar sheet for practice with verb tenses and edit a writing draft using the correct verb tenses.  
• In Module 4, Lesson 3.2.2, page W254, the teacher explains and models how to use the future verb tense. Students practice identifying the verbs and tenses used in sentences such as, Dixie finished her homework already, but I will finish mine tonight.
• In Module 4, Week 3, page W255, the teacher tells students that it is important to use verb tenses consistently when communicating the order of actions or events.  The teacher models identifying consistent tense: Next week, I will write my history report. Then school will close for summer vacation. The teacher asks students to correct the verb tense error in the second part of the following sentence: Roberto will read the book, then he wrote his report. Students complete a printable grammar sheet for practice with verb tenses and edit a writing draft using consistent verb tenses. 

Students have opportunities to recognize and correct inappropriate shifts in verb tense.

• In Module 4, Lesson 3.2.3, page W255, the teacher is instructed “tell students that it is important to use verb tenses consistently when communicating the order of actions or events. Inappropriate shifts in verb tense or aspect should be corrected to avoid confusion.” Students complete a grammar printable sheet. This is practice identifying and correcting verbs that are in the incorrect tense. 
• In Module 7, Week 3, page W265, the teacher explains that students should remember to use verb tenses consistently. She reminds them that in order for sentences to be correct, the verb must be in the same tense as the verb phrase. The teacher models ensuring the verb and the verb phrase the same tense: She is going to like where I am taking her. The teacher explains that is going is in the present tense; therefore, am taking also must be in the present tense. The teacher displays singular and plural subjects, and students identify the present and past forms of be and have for each subject.  Students complete Printable: Grammar 3.4.3 for practice with consistent verb tenses and edit a writing draft using consistent verb tenses.

Students have opportunities to use correlative conjunctions (e.g., either/or, neither/nor).

• In Module 3, Week 3, page W215, the teacher tells students that some conjunctions are always used in pairs and are called correlative conjunctions.  They correlate two similar words, phrases, or clauses in a sentence. The teacher tells students that correlative conjunctions include: either/or, neither/nor, both/and, whether/or, and not only/but also.  The teacher models identifying correlative conjunctions in the example sentence: Neither the crew nor the rescuers knew what to do. Students write three sentences using correlative conjunctions and explain the function of the correlative conjunctions in each sentence. Students complete a printable grammar sheet for practice with correlative conjunctions and edit a writing draft to include sentences using correlative conjunctions.  

Students have opportunities to use punctuation to separate items in a series.

• In Module 5, Lesson 7.1.4, page W326, the teacher reviews with students how to use semicolons and commas in sentences. The teacher shows students the different ways commas and semicolons can be used. For example, one way to use a comma is as follows:  “Separate items in a series or list: We need eggs, milk, and bread.” Students complete a grammar printable to practice rewriting sentences with correct punctuation, e.g., The library will be closed on Monday April 2 Monday May 28 and Wednesday July 4.
• In Module 9, Lesson 12, page W330, the teacher reviews commas and is prompted “tell students that commas should also be used to separate nouns in a series.”  In the teacher Think Aloud, the teacher asks if there are three or more nouns in a list, is a comma needed to separate them. Students identify where commas belong in a sentence and edit a writing draft using commas correctly. 

Students have opportunities to use a comma to separate an introductory element from the rest of the sentence.

• In Module 4, Lesson 6.1.3, page W315, the teacher tells students that interjections are words or phrases that show emotion. The teacher tells students that when these words occur in dialogue, they usually appear at the beginning of a sentence and are followed either by an exclamation point or a comma. The teacher explains that writers split dialogue into two parts, and both parts begin and end with quotation marks.  Unless the second part of the sentence begins with a proper noun, the first word is not capitalized. The teacher mentions that in between the two parts of a split quotation, the writer usually tells who is speaking, what the speaker is doing, or how she is speaking. The teacher shows an example of an interjection that forms the first part of the split quotation. The teacher completes the activity on Display and Engage: Grammar 6.1.3.b with students. Students return to the projectable and identify the function of each interjection. Students complete Printable Grammar: 6.1.3 for practice with interjections and dialogue. Students edit a writing draft using interjections and dialogue correctly.  
• In Module 5, Lesson 7.1.2 the teacher explains and models how to use commas with introductory elements. The class practices identifying and correctly punctuating sentences with introductory elements on Display and Engage: Grammar 7.1.2b. The teacher is prompted "List common introductory words and phrases on the board. Have students take turns using each one in an original sentence. Write their sentences on the board and work together to punctuate them correctly.” 

Students have opportunities to use a comma to set off the words yes and no (e.g., yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

• In Module 5, Lesson 7.1.3, page W325, the teacher explains that commas are used to set off names or nouns that indicate direct address, as well as short questions inserted at the end of sentences.  The teacher models how to identify and correctly punctuate direct address and tag questions. The example used is as follows:  Leo, I enjoyed that history unit, didn’t you?  The teacher completes items 1-6 on Display and Engage: Grammar 7.1.3b with students.  The teacher reads the following sentences to the class: Please read page 10 aloud, Joe. Make sure you speak loudly, won’t you?  The teacher calls on volunteers to write their sentences on the board. Students complete Printable Grammar: 7.1.3 for practice with commas. Students edit a writing draft using the correct forms of direct address and tag questions.

Students have opportunities to use underlining, quotation marks, or italics to indicate titles of works.

• In Module 7, Week 2, page W318, the teacher explains that writing titles requires following some special rules and that titles of books, movies, plays, and newspapers belong in italics. When students write by hand, they should underline these titles, which is the proofreading mark that indicates italics. The teacher explains that italics are sometimes used in writing to emphasize certain words. The teacher reminds students that not all words in italics will be titles. Students practice identifying type that is printed in italics. Students then write two sentences containing book titles. The students complete Printable Grammar: 6.2.1 to practice formatting titles. Students edit a writing draft using italics in titles correctly.
• In Module 7, Lesson 13, page W114, the teacher explains the importance of giving credit to sources in a report both in a text and a bibliography. The teacher uses Think Aloud to show how to format titles of online articles, encyclopedias, magazines, and books. For example, online articles, encyclopedias, and magazines titles are placed in quotation marks, and the title of a book is underlined. Students use Writer’s Notebook page 7.14 to assist them as they create a bibliography for their research reports.

Students have opportunities to spell grade-appropriate words correctly, consulting references as needed.

• In Module 4, Lesson 1, page T228, the teacher explains the VCV syllable division pattern that is used in the week’s spelling words. As a class, students work together to sort the words into the categories of words that begin with a long vowel syllable like “item” and words that begin with a short vowel syllable like “exact.” The teacher is instructed “have students practice handwriting or keyboarding by writing or typing the spelling words.” 
• In Module 5, Lesson 3, page W260, the teacher, “points out that students can use a dictionary to find the past tense of irregular verbs.” Students use dictionaries to find the past tense of several verbs. 
• In Module 6, Lesson 11, page T344, the teacher introduces the week’s spelling words, reading each word and discussing its meaning. The teacher points out that this week’s words are from languages other than English, so students may see unfamiliar sound-spelling. The teacher tells students they should look up the word’s pronunciation in a dictionary and learn to say the words by breaking them into syllables to help them spell. Students work together to sort words based on the number of syllables. The teacher models sorting words by number of syllables.  Students sort word cards with teacher support to identify the number of syllables. Students practice writing or typing the spelling words.

Students have opportunities to expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

• In Module 6, Lesson 11, page W96, the teacher reviews single and compound sentences.  The teacher writes an excerpt from a personal narrative on the board. The class reads the passage and discusses how the sentences vary. The teacher points out that a simple sentence can be short or long. Students say which sentences are simple (S), compound (C), or other (O) and label the sentences in the paragraph. The teacher models combining sentences into compound sentences. Students use the coding method (S, C, or O) used in the personal narrative example to focus on coding, identifying, and revising types of sentences. Students share their original and revised sentences and discuss how coding for sentence variety turns a random revision process into a systematic approach.
• In Module 11, Lesson 8, page W173, the teacher tells students “Remember that the process of adding details is called elaboration. When you elaborate, you show the reader, rather than tell the reader about something.” The teacher then models and explains how sentences can be elaborated. When students practice elaborating in their own work, the teacher is instructed “Tell students that using the letters D.I.D.D. can help them remember ways they can add elaboration: D = description; I = illustration; D = detail; D = dialogue.” 

Students have opportunities to compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

• In Module 4, Lesson 14, page T366, the teacher shares Anchor Chart 31: Varieties of English with students. The chart contains information about formal language, informal language, and dialect. The materials expand on dialect. “Dialect includes the specific sayings and pronunciations from a particular culture or region. Writers use dialect in stories to develop their characters.” 
• In Module 7, Lesson 5, page T78, the teacher discusses the differences between formal and informal language, reminding students that both have different functions. The teacher models examples of formal and informal English, and students identify which is formal and informal.  Students skim pages of Into the Unknown: Above and Below for examples of formal and informal language. Students work in pairs to select one informal and one formal example to rewrite, making the formal to informal and the informal to formal.  Students share their work. Students work with a partner to search online and in print for at least two examples of formal and informal language used in news stories. Pairs present their examples, and the class identifies which is formal and informal and why.

The materials reviewed for Grade 5 Into Reading meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression. 

Explicit instruction is provided to address all phonics and word recognition standards. Lessons include opportunities for teacher modeling along with student practice and application of skills through the use of the Know It, Show It pages. Decoding skills lessons over the course of the year include explicit instruction, review, and practice in morphology, vocabulary, and word recognition. Weekly Generative Vocabulary lessons focus on determining new or unknown words and word parts through Greek and Latin roots and affixes. Materials include weekly lessons that build in complexity to review and/or provide instruction in phonics. Phonics and word recognition skills are also taught in a logical progression that increases in complexity across the school year.

Materials contain explicit instruction of irregularly spelled words, syllabication patterns, and word recognition consistently over the course of the year. For example:

Students have opportunities to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

• Materials include decoding lessons twice a week throughout all modules, for example:
• Module 1, Lesson 1, Decoding: Short Vowels 
• Module 1, Lesson 3, Decoding: Short Vowels 
• Module 3, Lesson 11, Decoding: VCCV Syllable Division Pattern
• Module 3, Lesson 13, Decoding: VCCV Syllable Division Pattern
• Module 9, Lesson 1, Decoding: Prefixes com-, con-, pre-, pro-
• Module 9, Lesson 3, Decoding Prefixes com-, con-, pre-, pro- 
• Module 10, Lesson 6, Decoding: Suffixes -ion, -ation
• Module 10, Lesson 8, Decoding: Suffixes -ion, -ation 
• Module 12, Lesson 11, Decoding: Multisyllabic Words 
• Module 12, Lesson 13, Decoding: Multisyllabic Words  
• In Module 3, Lesson 11, page T152, students learn about the VCCV syllable pattern. The teacher models how to break words such as: enter, blossom, practice, and command apart. Students practice blending and reading words with the VCCV pattern such as: fungus, concern, cluster, and progress. The teacher is provided with questions to use during the activity, such as, “How many syllables do these words have? What is similar or different about where the syllables divide?” Students practice with a Know It, Show It page. 
• In Module 11, Lesson 13, page T58, the teacher reminds students that knowing how to pronounce and recognize suffixes is a strategy to decode words. The teacher displays a chart with suffixes -ness, -ing, -less, and -able, reading the suffixes and words and then identifies the root word and how both meaning and spelling changes. The teacher models decoding creaseless by finding the suffix -less and breaking the word into syllables various ways until it sounds correct. Students quiz their partners identifying the root words and suffixes in words. Students complete a Know It, Show It page in partners or in groups. 

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. For example:

• Progress Monitoring Assessments are provided and include specific instructions for administering the assessments. Materials provide a chart that lists beginning, middle, and end of year benchmarks for words correct per minute. For example, the end of the year range for Grade 5 is 136-156 WCPM. After administering the assessment, teachers are instructed “Analyze a student’s errors and self-corrections in each section to identify problem areas and a starting point for reteaching, review and extra practice. For improving rate, provide texts at a student’s independent reading level for repeated or coached readings.” 
• The Intervention Assessments Manual provides teachers with charts for helping students who struggle with the Screening Assessment. For example, on page T41 in the manual, teachers are provided with a chart for “IF ‘Below Goal’ on Screening Assessment, THEN.” For example, under Identify Student Needs, the teacher is instructed to “Administer prior grades’ Screening Assessments, beginning with the immediately prior grade’s Screening Assessments: Oral Reading Fluency. Follow prior grade’s Recommendations in Detail as needed.” 
• Weekly Assessments are provided to assess students on grammar skills, comprehension skills, and vocabulary skills taught throughout the week. For example, in Module 2, Week 3, Weekly Assessment suffix- ful is assessed. 
• Module Assessments are provided at the end of each module to assess major reading and writing skills addressed in the module. For example, Module 1 Assessment, question 2, instructs students to “Read the sentences from paragraph 11. ‘I’ll provide my life story some other time,” said the maple. ‘We don’t have time for my autobiography.’” Think about the Greek prefix auto- and the Greek root bio. What is the meaning of autobiography above?” Students then select their answer from four choices. 

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. For example:

• In Module 1, Lesson 1, page T36, students decode words with short vowel sounds. The teacher writes and reads the word flop with emphasis on the vowel sound. The teacher explains that this type of syllable is a closed syllable, and closed syllables have short vowel sounds. The teacher displays and reads words underlining the vowels or vowel teams that make the short vowel sound, such as the digraph ea in bread. The teacher displays a chart of words with short vowel sounds a, e, i, o, and u, reads the words underlining the vowel, and guides students to read words. Students pairs read words on Display and Engage: 1.1 aloud,  quizzing each other on short vowel pronunciations. Students complete Know It, Show It page 4 in partners or small groups. Students share strategies they use to decode words with short vowel sounds.  
• In Module 5, Lesson 8, page T116, the teacher reviews how to recognize root words and use the suffix to decode the word.  The teacher models with the words considered and programming.

The materials reviewed for Grade 5 Into Reading meet the criteria for materials, lessons, and questions that provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Shared reading lessons provide an opportunity for teachers to provide instruction and practice for students in reading connected texts. Leveled Readers used with Take and Teach lessons, Readers' Theater, and Blend-It Books provide opportunities for students to practice and apply word analysis skills in connected texts as well. Additionally, fluency passages read as part of weekly fluency lessons provide opportunities for students to apply word analysis skills in connected text. Assessments are provided to monitor student application and progress with word analysis. 

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. For example:

• In Module 2, Lesson 6, page T289, students read Printable: Fluency 2.6 while applying the lesson's fluency skill to a reading passage, students are also exposed to words that exemplify the week's decoding skills such as outstanding, boisterous, and announcement. This  supports the  /ou/,/o/, and /oi/ decoding lessons for the week. Students read the passage as a Choral Read with the teacher, then read it aloud again with partners. There is a Decoding Fluency Connection section in fluency lessons that advises teachers to “use the passage to monitor whether students can accurately and fluently read these grade-level words.” 

Materials include word analysis assessment to monitor student learning of word analysis skills. For example:

• Assessments included in the materials address word analysis skills. For example:
• Leveled Reader Quizzes provide teachers the opportunity to monitor student learning of word analysis skills. 
• Guided Reading Benchmark Assessments provide teachers the opportunity to monitor student learning of word analysis skills by measuring oral reading.  
• The Screening Assessment includes oral reading to monitor students word analysis skills.  
• Progress Monitoring Assessments include oral reading to monitor students’ word analysis skills. 
• Guided Reading Benchmark Assessments are available for Rigby Leveled Readers. Each leveled reader has a Reading Accuracy record or a detailed Oral Reading record to determine a student’s instructional level.  It also allows teachers to monitor comprehension, retelling, as well as reading accuracy, so that teachers can track difficulties with word analysis skills.