1st Grade - Gateway 2

The instructional materials reviewed for Grade 1 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.

In Grade 1, each module is centered around a topic or a theme that relate to Kindergarten and Grade 2 topics.  Modules include both science and social studies topics that help build knowledge. 

Examples include, but are not limited to: 

• In Module 2, the theme is “My Family, My Community," which is about how everyone in a family and community makes people feel special. Texts include: Dan Had a Plan by Wong Herbert Yee, Places in my Neighborhood by Shelly Lyons, and Put the Cookies in the Cookie Jar by George Shannon.
• In Module 3, the science topic is “Amazing Animals”, where students learn about how animals’ bodies help them. Texts in this module include: Whose Eye Am I? by Shelley Rotner, “Animal Q & A” (no author), and Animal Kingdom by Steve Jenkins and Robin Page. 
• In Module 5, the science topic is “Now You See It, Now You Don't” and is about light and dark and the seasons. Texts in this module include: “Blackout” by John Rocco, Day and Night by Margaret Hall, and The Best Season by Nina Crews.  
• In Module 7, the science topic is “The Big Outdoors”, where students learn about how things in nature change. Texts in this module include: “Rainy, Sunny, Blowy, Snowy by Jane Brocket, Deserts by Quinn M. Arnold, and Grand Canyon by Sara Gilbert. 
• In Module 9, the topic is “Grow Plants, Grow!," which is about plants. Texts include: So You Want to Grow a Taco by Bridget Heos, Which Part Do We Eat? by Katherine Ayres, and The Talking Vegetables by Won Ldy Paye and Margaret H. Lippert. 
• In Module 10, the topic is “Dare to Dream," which is about innovators and inventors and being creative in thinking. Texts in this module include: Kids Are Inventors, Too! (no author), Sky Color by Peter H. Reynold, and Joaquin’s Zoo by Pablo Bernasconi. 
  
  

The instructional 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.

Throughout the Grade 1 materials, students are asked a series of coherently sequenced text-dependent questions and tasks that require them to analyze knowledge and ideas across both individual and multiple texts. Questions require students to analyze, synthesize, evaluate, and make connections between stories. 

Students build knowledge and ideas across individual texts in both literary and informational texts. Examples include:

• In Module 3, Lesson 3, students listen to The Nest by Carol Roberts.  Students turn and talk to discuss what important things happen after the bird lays the eggs. Then students draw a picture that shows an interesting fact that they learned about birds or eggs. Students write a sentence or two to explain the information in their picture. 
• In Module 4, Lesson 7, students listen to Get Up and Go! by Rozanne Lanczak Williams and are asked “What is exercise?”, “Why is exercise important for you?”, “What kinds of exercise can you do on your own?” and “What kinds can you do with others?”. 
• In Module 6, Lesson 7, students listen to The Context by Libby Martinex and are told that in the story it says, “Jade says that eagles are brave.” Students are then asked if this is a good detail that helps them understand why the eagle is a good symbol. 
• In Module 7, Lesson 10, after reading Handmade by Guadalupe Rodriguez in their myBook, students are asked a series of questions about handmade projects. Some of these questions include, “What do you make in each project?", "How can it be used?",  "Tell the steps for making one of the projects”, and “Write a letter to tell someone you know how to make one of the projects from Handmade.” 
• In Module 9, Lesson 11, students listen to Amazing Plant Bodies by Ellen Lawrence and are asked a series of questions to build knowledge. Some questions include, “How are most plants the same?”, Why are the roots of a plant important?”, and “How does a plant’s stem help it stay alive during a drought?”. 

Throughout the program, students are given opportunities to analyze knowledge and ideas across multiple texts. Examples include:

• In Model 2, Lessons 9 and 10, students read Places in my Neighborhood by Shelly Lyons, and then in their myBook, they are asked, “How are the neighborhoods in this text like the neighborhoods in On the Map by Lisa Fleming?". 
• In Module 4, Lessons 11 and 12, after listening to If You Plant a Seed by Kadir Nelson, students are asked how this is like what happens to the friends in A Big Guy Took my Ball! by Mo Williems. 
• In Module 10, Lessons 11 and 12 students read Joaquin’s Zoo by Pablo Bernasconi and are asked, “How is Joaquin like Marison in Sky Color?” and “How is what he does different from what Marison does?” 
• In Module 11, Lessons 11 through 15, students read a variety of Start Right Readers including, “Sports Played with a Ball”, “Sports Played in Water”, “Sports Played on Ice”, and “Track and Field”, all written by Dana Schlein. In Lesson 15, students are asked, “What topics do all four texts have in common?”, “How are the texts different?”, “What are some sports where you need to be fast?”, and “What benefits do all sports have?".

The instructional materials reviewed for Grade 1 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. 

In the Grade 1 materials, students are taught academic vocabulary words including Big Idea Words for the module and Power Words for each anchor text. Each module has three main topic words, and each anchor text has another set of vocabulary words for students to learn. There are vocabulary procedures for learning both types of words. Each module also ends with a cumulative review of academic vocabulary. Students practice the vocabulary words through discussion questions and some myBook tasks. According to the Guiding Principles and Strategies Book, vocabulary instruction includes oral language practice when listening to big books and read-aloud books. Generative Vocabulary lessons provide weekly opportunities to use known words as springboards to learn new, unknown words with morphological or semantic relationships. In addition, Vocabulary Strategy lessons and cumulative vocabulary lessons are included in the modules. 

Big words are taught in the beginning of each module and relate to the topic; however, they are not included in most of the texts or questions but rather relate to the module topic or theme. The routine to learn the words includes the teacher saying the word and the students repeating the word. Then the teacher explains the meaning in a student-friendly manner, and discusses examples. Some examples include:

• In Module 1, students learn the words: friendship, emotions, and challenges. After learning the words, the students watch the video, ”First Day Friends” and then write about each word. Students record synonyms and antonyms and draw pictures of the words. In Lesson 15, for the Let’s Wrap Up activity, students think about something new they and a friend tried to do or want to try and make up a cheer to describe it. Students use the word friendship in their cheer. 
• In Module 2, the topic is what makes a community special. The Big Words are area, population, and working. In Lesson 1, students think about what they know about the words and watch a video that incorporates the words. Then the teacher uses the vocabulary routine and vocabulary cards to teach the word. In the Teaching Pal, students write synonyms and antonyms of each word and draw a picture for each word. Students also use the words in the Let’s Wrap Up section. In this activity, students write about who they think should get an award from the texts they read, and they are required to use the word working in their answer. 
• In Module 6, students learn about holidays and symbols of America. The Big Words are appreciated, duty, and participate. 
• In Module 7, students learn the words: cycle, evaporation, liquid. Students learn the words and discuss each of them by discussing synonyms and antonyms. 
• In Module 10, students think about ways to solve problems and learn the Big Words: applaud, future, and genius. In Lesson 8, after listening to the book, Sky Color by Peter H. Reynolds, students write about which shoe in the poem would be a job or activity they would like to do in the future. 

Power Words are specific to one text in the module and are included in questions and tasks about that text. The process to teach these words is a three step process. First, the teacher introduces the word on a vocabulary card and shows a picture. The teacher also gives examples of the word by acting it out and making connections. Then the teacher helps the students make connections by using question prompts. Finally, students work with partners to draw, discuss, and role-play the words. Examples include:

• In Module 2, Week 1, students learn the words: belong, gifted, help, market, mess, neighbors, persists, sell, set, sketch, smeared, and toiled. To introduce each word, the teacher uses the three step process. In Lesson 4, the teacher reviews the words for the week and plays a game with students where students guess the word after receiving clues from other students. In Module 3, Lesson 6, during the read-aloud of Whose Eye Am I? by Shelley Rotner, students learn the words:  pupils, sharp, experts, swivel, sheds, and lenses. Students use the vocabulary routine to learn the words. The teacher asks questions such as, “Are pupils the dark parts of the eyes or the colored parts?” and “Can you see the lenses of your eyes?”. 
• In Module 5, Lesson 2, before reading the text On Earth by G. Brian Karas, the teacher uses the vocabulary route to introduce the words: sweep, rolls, universe, tilts, revolve, and gravity. Some of the prompts the teacher uses to help students include, “Which moves in a sweep: a bird soaring through the air or a rocket ship going straight up into the sky?”
• In Module 6, Week 2, students learn the words: audience, contest, hope, liberty, onstage, program, split, stand, towers, and vote. This week, students also learn about suffixes -less and -ful and the effect of the suffixes to the vocabulary words. In Lesson 15, students review both types of vocabulary words in the module. Some activities include drawing the words, a word sort where they sort by topic or part of speech, or writing using the vocabulary words. 
• In Module 9, Lesson 9, before reading Which Part do we Eat?  by Katherine Ayres, students learn the prefix un- and how they know the word sturdy means strong, but the word unsturdy means not strong. Students apply this learning to other vocabulary words. 
• In Module 10, Week 3, students learn the words: altitude, bounds, build, cab, dream, golden, instant, instructor, neat, scraps, and usually. Students also receive one generative vocabulary lesson where they learn about the prefix re- and receive a cumulative vocabulary review.

The instructional materials reviewed for Grade 1 meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. 

The Grade 1 materials include writing instruction that spans the whole year that is aligned to the standards. Writing instruction supports students growth. Students begin the year with an expectation of writing a few sentences. The Grade 1 materials include well-designed lesson plans covering a variety of genres, both process and on-demand writing, and include teacher and student protocols. Students receive explicit instruction that guides them through the writing process in Writing Workshops lessons. Lessons also include mentor texts that provide students with opportunities to examine the text features of a specific genre and the styles and techniques of authors. The materials include rubrics for both informational and narrative writing, which display an increase in expectations throughout the year. At the beginning of the year, the rubrics include writing and drawing, but by the end of the year, drawing is not included. The end of the year rubrics also include more sophisticated language and convention expectations. 

In the beginning of the year, students are expected to write short paragraphs. Examples include:

• In Module 1 of Writing Workshop, students write a story about a moment in their lives. Students use the text, Ralph Tells a Story by Abby Hanlon as a mentor text. Students orally tell the story before writing their narrative. 
• In Module 1, Lesson 6, after listening to Will You Be My Friend! by Peter Brown, students write or draw the important events at the beginning, middle, and end of the story. 
• In Module 2, Lesson 4, students review the story, Dan Had a Plan by Wong Hebert Yee and write a retelling of the actions of the characters in the story. 
• In Module 2 of Writing Workshop, students write a short description of what makes their world wonderful. 
• In Module 3, Lesson 10, students complete a three column graphic organizer to list what they see nesting birds do from the text, Have you Heard the Nesting Bird? by Rita Gray.
• In Module 3 of Writing Workshop, students write an all-about book about their favorite animal. Over the course of fifteen lessons, students listen to the mentor text, analyze text features, select and research a topic, draft their book including illustrations, add text features, revise, edit, publish, and share their writing. 
• In Module 4, Lesson 8, students review the text, Get Up and Go! by Rozanne Lanczak Williams and write an opinion about what type of exercise they think is best, using reasons from the text to support their opinions. 
• In Module 4 of Writing Workshop, students write a procedural text about how to make a new friend. Students learn this type of writing involves steps in a process, clear directions and instructions, and the importance of sequence. 

In the middle of the year, students are expected to write more to explain their responses to texts. Students also use strategies such as compare and contrast. In Writing Workshop, students are expected to support their ideas with reasons. 

• In Module 5, Lesson 13, after listening to Waiting is not Easy! by Mo Williams, students choose one of the two characters and write clues from the text to describe one of the characters. 
• In Module 6, Lesson 8, students write an opinion about which American symbol from The Contest by Libby Martinez that they like best. Students use details from the text to support their ideas. 
• In Module 6 of Writing Workshop, students write a story about a favorite holiday memory. 
• In Module 7, Lesson 4, students read, Sam & Dave Dig a Hole by Mac Barnett and then write a message that they could send to the characters to help them find something spectacular. Students also draw a map to show Sam and Dave where to go and how to find the spectacular thing. 
• In Module 8 of Writing Workshop, students write a personal narrative about someone who has helped them solve a problem.

By the end of the year, students are expected to use text evidence in their writing. In Writing Workshop, students are expected to produce a cohesive story with a sequential order. Students no longer use pictures as a primary way or supplementary way to explain their ideas. Examples include:

• In Module 9, Lesson 11, students listen to “Amazing Plant Bodies” (no author) and then write sentences that tell about a part of the plant that they find interesting. Then they draw a picture to accompany their descriptions. Students are encouraged to use details from the text to support their response. 
• In Module 9 of Writing Workshop, students write an essay telling what they learned from participating in a science experiment. Students work through the writing process and add descriptive words and art to their writing during the revision process. 
• In Module 10, Lesson 4, students add to the story, “Max’s Music” (no author) about what they think would happen next. 
• In Module 11, Lesson 4, after rereading Do You Really Want to Visit a Wetland? by Bridget Heos, students write a paragraph describing one thing about the Everglades that the boy in the story could use in his report. 
• In Module 11 of Writing Workshop, students write a letter to the boy in the story, I Will Not Read This Book by Cece Meng, telling him that he should read a specific book that the students have chosen. 
• In Module 12 of Writing Workshop, students write about the best thing that they have learned to do in first grade. Students complete the writing process to reflect on everything they have learned.

The instructional 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 Grade 1 materials include research projects across the year. Each module has an Inquiry and Research Based Project related to the module topic. The projects are three weeks long. They develop students’ knowledge on the topic as well as teach them research skills. The projects also integrate all skills including reading, writing, speaking, and listening. Research Based Projects often include a creative aspect and involve group work. Often some digital element is included such as online research. There is also one rubric for all of the projects. The Inquiry and Research Project Rubric measures students on collaboration, research and text evidence, content, and presentation. The routine for research is the same throughout the year. In Week 1, students learn about the project and engage in some brainstorming. In Week 2, students research and complete their research project. In Week 3, students reflect on their project, share, and celebrate. 

Specific examples of Research Based Projects in Grade 1 include, but are not limited to:

• In Module 1, students create and write illustrated profiles about themselves as they engage in a study of new friends and trying new things. They compile the profiles into a class book and share their work with the class. 
• In Module 2, students complete a shared research project where they create a video of community news. In Week 1, students research places in their community and write information on shared “curiosity boards”. In Week 2, students work in groups to draw and write about the community place they chose and brainstorm questions for other groups. The groups then film each other asking questions. In Week 3, students share their reports and videos. 
• In Module 3, students learn about animals and collaborate to invent something based on an animal’s body part that solves a problem. During Week 1, students brainstorm ways animals use their bodies to solve a problem and generate questions about the body part they will research. Students begin researching. In Week 2, students think about a problem people have and draw a picture or write about their invention to describe how it works. In Week 3, students introduce their invention by reading the description and explaining how it solves a problem. 
• In Module 5, students study why light and dark come and go. Students work collaboratively to create drawings of their shadows and write about them. 
• In Module 6, students complete a project where they research a symbol of America. In Week 1, students research American symbols, songs, and poems in groups. In Week 2, students research books and websites and write facts about their chosen symbol. Then students make a poster with visuals about their symbols. In Week 3, they share with the class. 
• In Module 7, students research kinds of weather, record their observations, and make posters to show weather changes. During Week 1, students brainstorm questions about weather and weather changes and suggest a research source to help them observe and track weather. In Week 2, students use a large poster calendar to make weather observations and draw a picture with written descriptions. In Week 3, students present their calendars. 
• In Module 9, students study plants and gardens. The three-week-long inquiry project requires students to collaborate to grow plants from seeds and create posters with written steps for each stage of growth. 
• In Module 10, students research a community or world problem and brainstorm solutions. In Week 1, students use Think-Pair-Share to research problems in books and online and then work in groups to create research plans. In Week 2, students work in groups to create collages and write about their problems and solutions. In Week 3, students share their presentations.

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.

Grade 1 materials include many supports to foster independent reading. Every module has a Building Reading Independence section with teacher guidance. The Guiding Principles and Strategies book includes sections for Reading Independence and Family and Community, which explains how to help students become independent readers in and out of the classroom. There is a daily reading block which includes 45-60 minutes for small group reading and independent reading with literacy centers, decodable texts, skill practice, and inquiry and research projects. At the beginning of the year, students read five to ten minutes before taking a break, and throughout the year, this time increases. Each lesson within the module has an “Options for Independent and Collaborative Work” section. There are also tracking sheets such as reading logs included to help keep students accountable. There are also some activities for home learning including printables and electronic tools as well as family letters. It should be noted that the home activities appear to be optional. While students are given a reading log, there is no specific guidance for how to hold students accountable and for how long students should read each night. 

In the Guiding Principles and Strategies book for Grade 1, there is a section titled, “Building Reading Independence.” In this section, there is guidance on organizing the classroom library, self-selecting books,  setting goals, and responding to texts. There is also a printable reading log to track independent reading books. Teachers are encouraged to create response journals for reading as well. 

In the Guiding Principles and Strategies book for Grade 1, there is a section called “Family and Community-Learning Beyond the Classroom.” This section gives guidance on the messaging that should be sent home. In this section, teachers can find printables such as eBooks and iRead, which is a foundational skills online program. In addition, teachers are provided with printable resources such as Printable resource worksheets, word lists, and Start Right Readers. Teachers are encouraged to explain the importance of the volume of reading to family. The Family Letter for each module reminds families of the importance of reading with children each day and skills to work on at home. The three sections of the letter are Big Idea Words, Let’s Read Together, and Word Play. The skills include the Big Idea words, some games and activities while reading, and some foundational reading skills. For example, in Module 7, an activity is to read about recycling and start a recycling project. At the end of each module, students are also encouraged to take home their myBook so they can read and share the text with family members. 

In each module, there is also guidance for a reading corner. This section describes the reading log for tracking and gives suggestions for students to read with a partner, annotate the text, and complete a response journal. In each module, there are also options for Independent and Collaborate Work. For example, in Module 2, it is suggested that children practice reading using the Student Choice Library and Rigby Leveled Library. Students also practice reading in literacy centers and independent reading with Start Right Readers. It is encouraged that students also set goals. In the Reading Workshop section, it suggests that teachers have conversations about strengths and areas for growth during reading conferences. Teachers are prompted to help students set realistic goals and give strategies for achieving goals.