The instructional materials reviewed for Grade 4 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 4 include:

• In Module 1, students read Flora and Ulysses: The Illuminated Adventures by Kate DiCamillo, a New York Times best selling author. The novel is interspersed with comic-style graphic sequences and full-page illustrations. It is a 2014 Newbery Medal Winner. 
• In Module 3, students read Catch Me if You Can by Carol Schaffner, a published drama which enables students to visualize details, recognize elements of a drama, and analyze figurative language such as idioms, adages, and proverbs. 
• In Module 4, students read The Battle of the Alamo by Amie Jane Leavitt, an interactive published narrative nonfiction text about the history of the Alamo. 
• In Module 6, students read Grand Canyon: A Tral Through Time by Linda Vieira, a literary nonfiction published text. The author and illustrator are the team behind the award winning book, The Ever-Living Tree. 
• In Module 7, students read Thunder Rose by Jerdine Nolen. The book was the 2004 Coretta Scott King Illustrator Honor Winner for the illustrations by Kadir Nelson. Students are exposed to rich figurative language, as well as adages and proverbs for students to analyze.
• In Module 9, students read the graphic novel Luz Sees the Light by Claudia Dávila, published in 2011. This text includes unfamiliar academic vocabulary and idioms and has an unconventional story structure.
• In Module 10, students read Cooper’s Lesson by Sun Yung Shin, where students are exposed to the concept of feeling appreciated for uniqueness, a relatable topic. The book features a young biracial boy and is written in both English and Korean.

The instructional materials reviewed for Grade 4 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Texts throughout Grade 4 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 biographies, fables, folktales, graphic novels, historical texts, infographics, legends, poems, social studies texts, tall tales, videos, and realistic fiction texts. 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: Flora and Ulysses: The Illustrated Adventures by Kate DiCamillo: fantasy story. Other literary texts in this module include:  Yes! We Are Latinos by Alma Flor Ada and F. Isabel Campoy, The Year of the Rat by Grace Lin, and Kitoto the Mighty by Tololwa M. Mollel. 
• Module 2: Blind Ambition by Matthew Cooper as told to Rachel Buchholtz: personal narrative. Another literary text in this module includes The Game of Silence by Louise Erdrich. 
• Module 3: Rent Party Jazz by William Miller: historical fiction. Other literary texts in this module include Catch Me if You Can by Carol Schaffner and My Diary from Here to There by Amada Irma Pérez. 
• Module 4: Prince Charming Misplaces his Bride by Christopher Healy: fairy tale. Other literary texts in this module include: Perseus and the Fall of Medusa by Claire Daniel and The Battle of the Alamo by Amie Jane Leavitt. 
• Module 5: The Art of Poetry  by J. Patrick Lewis, Bob Raczka, Henry Wadsworth Longfellow, and Francisco Alarcon: collection of poems. 
• Module 6: Grand Canyon by Linda Vieira: literary nonfiction text. 
• Module 7: In the Days of King Adobe by Joe Hayes: folktale. Other literary texts in this module include: A Pair of Trickster Tales by Aesop, John and Caitlin Matthews, Ten Suns: A Chinese Legend retold by Eric Kimmel, and The Luck of the Loch Ness Monster: A Tale of Picky Eating by A.W. Flaherty. 
• Module 8: Now You’re Cooking by Rene Saldaña Jr.: realistic fiction text. 
• Module 9: Luz Sees the Light by Claudia Dávila: graphic novel. Another literary text in this module is On Sea Turtle Patrol by Nancy Dawson. 
• Module 10: Cooper’s Lesson by Sun Yung Shin: realistic fiction text. 

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

• Module 1: “The Story of You” (author not cited): informational text.
• Module 2: The Science Behind Sight by Louise Spilsbury: an informational text. Other informational texts in this module include: “What Are the Five Senses” (author not cited), Apex Predators by Steve Jenkins, and “The Man who Climbed Everest” (author unknown).
• Module 3: The Galveston Hurricane of 1900 by Eyewitness to History: narrative nonfiction and personal narrative. Other informational texts in this module include: “Ellen Ochoa” (author not cited) and “Never Give Up” (author not cited). 
• Module 4: “Who’s a Hero” (author unknown): an informational article. 
• Module 5: Let’s Dance Around the World by Leticia Ann Kimura and Annabel Wildrick. Other informational texts in this module include: Mr. Ferris and His Wheel by Kathryn Gibbs Davis, The Beatles Were Fab (and They Were Funny) by Kathleen Krull and Paul Brewer, and “Why Art Centers Matter” (author not cited). 
• Module 6: Mariana Trench by Michael Woods and Mary B. Woods. Other informational texts include: Weird and Wondrous Rocks by April Pulley Sayre, “Nature’s Wonders” a collection of poems by Robert Schechter, E.J. Kennedy, Steven Withrow, and Carol R. Baik, and Coral Reefs by Jason Chin. 
• Module 7: “A Tale of Traditional Tales” (author not cited) and Anayai by Ruth Tenzer Feldman; both texts are informational. 
• Module 8: It’s Disgusting and We Ate It! True Food Facts from Around the World and Throughout History by James Solheim: an argumentative article. Other informational texts in this module include: “To Your Health!” (author not cited), Eco-Friendly Food by Cath Senker, and “Bug Bites” (author not cited). 
• Module 9: Seeds of Change by Jen Cullerton Johnson: biography. Other informational texts include: The Case of the Vanishing Honeybees: A Scientific Mystery by Sandra Markle, The Eco Guardians (author not cited), and “How Can We Reduce Household Waste?” (author not cited). 
• Module 10: The Museum Book: A Guide to Strange and Wonderful Collections by Jan Mark: history text. Other informational texts in this module include: “How Technology Has Changed Communication” (author not cited) and “The History of Communication” (author not cited).

The instructional materials reviewed for Grade 4 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 4; however, the reader and task and qualitative measures make them appropriate for Grade 4 students.

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

• In Module 1, Week 1, students read “The Story of You” (no author), which has a Lexile of 6600 and is considered slightly complex based on the structure of the photo essay. The essay has a clear purpose, displays an explicitly stated topic, and uses familiar language.
• In Module 2, Week 3, students read The Game of Silence by Louise Erdrich, which has a Lexile of 770 and is considered moderately complex. Text complexity is based on the use of dialogue, varied sentence structure, and the cultural knowledge demands. Through the use of the text, students will visualize characters and events, identify and analyze plot elements, interpret figurative language, and recognize features of author’s craft. 
• In Module 3, Week 1, students read Rent Party Jazz by William Miller, which has a Lexile of 730 and is considered slightly complex. Text complexity is based on the use of a conventional story structure, a singular theme, direct language, and natural dialogue. 
• In Module 4, Week 2, students read Smokejumpers by Laurie Toupin, which has a Lexile of 790 and is considered moderately complex because of the less conventional sequential text structure and the increased and unfamiliar academic language. Students are given the opportunity to synthesize ideas in a section and recognize different types of text structures. 
• In Module 5, Week 1, students read The Beatles Were Fab (and They Were Funny) by Kathleen Krull and Paul Brewer, which has a Lexile of 860 and is considered moderately complex.  This is because of the complex and varied sentence structure and the specialized knowledge needed to understand the text. The organization of the main idea and details is generally sequential. 
• In Module 6, Week 2, students read Weird and Wondrous Rocks by April Pulley Sayre, which has a Lexile of 870 and is considered moderately complex.  This rating is because it is supported with headings and detailed photos. 
• In Module 7, Week 2 students read In the Days of King Adobe by Joe Hayes, which has a Lexile of 660 and is considered slightly complex. The text follows conventional story structure with one consistent point of view and a single theme. Students learn to recognize the characteristics of folktales and identify lessons.
• In Module 8, Week 3, students read Now You’re Cooking! by Rene Saldaña Jr., which has a Lexile of 750 and is considered moderately complex due to the use of figurative language and some unfamiliar or academic words. 
• In Module 9, Week 1, students read Luz Sees the Light by Claudia Dávila, which has a Lexile of 640 and is considered moderately complex due to the unconventional graphic novel format and story structure. It uses unfamiliar and academic language. 
• In Module 10, Week 3, students read Cooper’s Lesson by Sun Yung Shin, which has a Lexile of 620 and is considered moderately complex due to the theme and use of unassigned dialogue. Students use this text to recognize features of unrealistic fiction, make inferences, identify plot elements, determine point of view, and analyze the author's craft. 

A few texts that are above the quantitative measure appropriate for fourth grade but are still appropriate for use in instruction due to the qualitative analysis and reader and task include:

• In Module 6, Week 3, students read Grand Canyon: A Trail Through Time by Linda Vieira, which has a Lexile of 1140 and is considered complex. This literary nonfiction text requires scientific knowledge of erosion; however, it is appropriate as a tool to build background knowledge. 
• In Module 10, Week 1, students read The History of Communication (author not cited), which has a Lexile of 1070 and is considered complex. The text uses multiple text structures to discuss complex social studies concepts. The text is appropriate due to the task of recognizing features of informational text, determining text structure, and determining central idea, which have been taught in previous modules. 

The instructional materials reviewed for Grade 4 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 ask and answer questions. Then in the middle of the year, students are taught how to ask and answer questions while also monitoring and visualizing.  At the end of the year, there is more emphasis on inferencing and summarizing.

Texts also increase in complexity throughout the year. In the beginning of the year, myBooks in Grade 4 are considered 60% slightly complex and 40% moderately complex. At the end of the year, 0% of the texts are considered slightly complex, 60% are considered moderately complex, and 40% are very complex. The Lexile ranges from 560–660 in the beginning of the year, while at the end of the year, the Lexile ranges from 630–1070. 

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

• Throughout the materials, students learn to analyze the author’s choices. In Module 1, students read Yes! We Are Latinos by Alma Flor Ada and F. Isabel Campoy, and while reading, students are asked to look for details of the author’s purpose and choices.  They display this by answering questions such as “How does Jose Miguel feel about his experience with Roger?”.  In Module 5, after reading The Beatles Were Fab (and They Were Funny) by Kathleen Krull and Paul Brewer, students are asked,  "How does the author uses figurative language in paragraph 5?" 
• Students are also expected to analyze the text throughout Grade 4. In Module 2, students read The Science Behind Sight by Louise Spilsbury. Then they are asked to reread paragraphs 17–21 and answer the question "What is the structure of those paragraphs?" In Module 6, students read Mariana Trench by Michael Woods and Mary B. Woods. After asking about the structure of paragraph 18, students are then asked how knowing the structure helps them understand the central idea on the page. In Module 7, students read A Tale of Traditional Tales (unknown author) and then are asked, "What evidence about fables supports the central idea?" and "How does the author organize the text to support the central idea?" 

The instructional materials reviewed for Grade 4 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 Guide, there is a section titled Preview Lesson Texts, which 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.

Specific examples of the text complexity analysis include:

• In Module 2, Week 1, students read The Story of You (author not cited), which has a Lexile of 660 and is considered slightly complex. The informational text has a clear purpose, has an explicitly stated topic, and uses familiar language. The text is chosen expose students to graphic features and teach them to recognize characteristics of informational text and identify main idea and supporting details. 
• In Module 5, Week 2, students read Let’s Dance Around the World by Leticia Ann Kimura and Annabel Wildrick, which has a Lexile of 970 and is considered moderately complex. The informational text describes familiar and unfamiliar types of dance through photos and text. It also uses unfamiliar academic language. In this text, students are given the opportunity to monitor and clarify their ideas, determine text structure, and describe how it contributes to the author’s purpose. 
• In Module 9, Week 3, students read Seeds of Change by Jen Cullerton Johnson, which has a Lexile of 800 and is considered moderately complex. The text uses a sequential text structure, but it contains increased unfamiliar and academic language. This text sets the context for students to recognize the characteristics of a biography, ask and answer questions, and analyze the author’s craft. 
• In Module 10, Week 1, students read The History of Communication (author not cited), which has a Lexile of 1070 and is considered complex. The text uses multiple text structures to discuss complex social studies concepts. According to the publisher, the selection helps students recognize features of informational texts, monitor and clarify their understanding, determine text structure, and use diagrams and other visuals to understand text.

The instructional materials reviewed for Grade 4 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 4 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 Vocabulary, Writing Workshop, and Demonstration of Knowledge. In addition to anchor texts, students engage in a range and volume of texts during Reading and Writing Workshop. A variety of fiction and nonfiction genres are covered across the year, 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: realistic fiction, informational text, fantasy, narrative poetry, folktale
• Module 2: informational text, infographic, informational video, personal narrative, historical fiction
• Module 3: argumentative text, historical fiction, narrative nonfiction, play, autobiographical fiction
• Module 4: narrative nonfiction, myth, play, informational text, fairy tale, [myth/play] 
• Module 5: biography, argumentative text, educational video, poetry, informational text 
• Module 6: informational text, literary nonfiction 
• Module 7: informational text, folktale, fable/trickster tale, legend/video
• Module 8: educational video, informational text, argumentative text, realistic fiction 
• Module 9: educational video, informational text, letters, graphic novel, realistic fiction, argumentative text, biography 
• Module 10: informational text, narrative nonfiction, educational video, realistic fiction
• Module 11: informational text, biography, argumentative text 
• Module 12: realistic fiction, traditional tales, historical fiction 

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 minilesson 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:
• Readers’ Theater—Students read together as a group and act out the text. 
• Independent Reading Center—Students read and complete a reading log. 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 or read twelve focal texts during Writing Workshop and, separately, the Book Club. In the Writing Workshop, the focal texts serve as a thematic connection to the Reading Workshop, inspiration for the prompt, and as role-model examples of text organization and author's craft. The Book Club, facilitated through the Take and Teach printables, gives more complete instruction for the focal texts. Students can read these focal texts during independent reading time. 

The instructional materials reviewed for Grade 4 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 Read for Understanding section and the Targeted Close Read section. 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 evidence-based questions include:

• In Module 1, Lesson 5, after reading the fantasy story Flora & Ulysses by Kate DiCamillo, students discuss how Mrs. Tickman’s reaction to what happened to the squirrel is different from Flora’s reaction, after reviewing pages 36–37. 
• In Module 2, Lesson 5, after reading the informational text The Science Behind Sight by Louise Spilsbury, students reread p. 113 and discuss how the muscles in the eyes would react if one walked outside on a sunny day, and why there would appear to be a lot of shadows in a thick forest 
• In Module 3, Lesson 10, after reading the play Catch Me if You Can by Carol Schaffner, students discuss what the king’s plan is for finding a husband for his daughter and how Atalanta reacts to the plan, after reviewing page 204. 
• In Module 4, Lesson 2, after reading the fairy tale Prince Charming Misplaces His Bride by Christopher Healy, students discuss what they learned about Frederick from the way he reacts to meeting Ella, after rereading pages 246–248.  They are also asked how Reginald’s reaction to Ella’s disappearance is different from what readers might expect, after rereading pages 260–262. 
• In Module 5, Lesson 11, after reading the poem “Mejor diversión” by Francisco X. Alarcon, students discuss the theme of the poem and the message the poet is trying to send to the reader. 
• In Module 6, Lesson 8, after reading Grand Canyon: A Trail Thro by Linda Viera, students discuss how the author uses sensory language to help visualize what is happening in the text and how the author uses evidence to support the ideas presented about the Havasupai Indians. 
• In Module 7, Lesson 1, students read A Tale of Traditional Tales (author not cited) and are then asked to name the topic and central idea, and say whether the central idea is stated. 
• In Module 7, Lesson 12, after rereading pages 104–105 in The Days of King Adobe told by Joe Hayes, students discuss the main characters and the meanings of the descriptions of their dreams.
• In Module 8, Lesson 9, students read the text Bug Bites (author not cited) and discuss the reasons people should be encouraged to eat bugs. 
• In Module 9, Lesson 3, students read the graphic novel Luz Sees the Light By Claudia Dávila and discuss the event(s) that take place in Friendship Park on opening day. 
• In Module 10, Lesson 2, after students follow along while the teacher reads The History of Communication by World Book, students discuss how the Gutenberg press changed people’s lives and the reason(s) the printing press is one of the most important inventions in history. 
• In Module 11, Lesson 11, after rereading page 161 of Eco-Friendly Food by Cath Senker, students are asked about the author's opinion on this page and the facts and evidence the author provides to support her opinion. 

The instructional materials reviewed for Grade 4 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks 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 include:

• In Module 1, while reading the texts, students think about the essential question, “How do your experiences help shape your identity?” Then at the end of the module, students write a story that tells how Ulysses and Kitoto work together to solve a problem from the texts Flora & Ulysses by Kate DiCamillo and Kitoto the Mighty by Tololwa M. Mollel. 
• In Module 2, students think about the essential question “How do people and animals use their senses to navigate the world?” At the end of the module, students imagine that they are in a science club at school and have volunteered to write an article for the club’s newsletter. Students write an informative article that explains how one sense helps people and animals to survive and navigate the world. 
• In Module 3, students reflect on the essential question “What does it take to meet a challenge?” throughout the module. Then the performance task requires students to write a persuasive letter to convince someone who is facing a problem to use a solution that they think will work best. 
• In Module 4, students think about the qualities of a hero. Then students imagine that they have been chosen to write a play about a hero for a school assembly. The play is about a person who has to perform a heroic feat to solve a problem. Some of the skills from the module that students use include: gathering information from a variety of sources, following the steps of the writing process, and presenting information in a clear sequence.
• In Module 5, students think about the question “How far can your talents take you?” At the end of the module, students imagine that the school orchestra wants to take a school trip to hear a local orchestra. Students must write an argument stating why the trip will be good for the school orchestra. They must provide a clear introduction, organize the argument into paragraphs that give reasons that support the argument, and include text evidence. 
• In Module 6, students think about the question “What makes Earth’s natural wonders exciting and unique?” Students imagine that they are writing an article for a science magazine for kids about Earth’s natural wonders. Students must support each central idea with facts, details, and evidence from the texts in the module. 
• In Module 7, students are tasked with writing their own trickster tale to read aloud as a performance task. Students must think about the lesson they want to share and write a story that displays it. They are instructed to use information they learned about trickster tales from the module texts. 
• In Module 8, students think about information they learned in the module and imagine that their town wants to change the school lunch program. Students write an editorial to the local newspaper to explain their opinion about school lunches. They are instructed to include their desire for more healthful foods being served in ways that do the least harm to the environment, using evidence from the text to support their opinion. 
• In Module 9, the performance task requires students to write a speech to give at a council meeting about a change the school could make to help the environment. They are instructed to use text evidence to support their ideas. 
• In Module 10, students complete a performance task by writing an informative article. Students use the texts, A New Language—Invented by Kids! by Charnan Simon and Dolphin Dinner from National Geographic Kids to write an article about an unusual or unexpected form of communication for the exhibit. Students must use facts and examples from the text sto support their ideas. 

The instructional materials reviewed for Grade 4 meet the criteria for 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: 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 Study Book Clubs. 

In the Guiding Principles and Strategies resource book, the publisher provides information on ways teachers should encourage conversations and discussions.  This includes appropriate social communication such as the following:  introductions, handshakes, eye contact, volume, and conversation starters. Best practices for Collaborative Discussions are also included in this resource 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 the following: 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. They 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 resource book. Routines for Solo Chair and Turn and Talk are also found in the program, but suggestions for explicit times to use Turn and Talk are limited in Grade 4. 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 as part of Wrap-Up in Small Group.. 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 4, Lesson 2, after reading Who’s a Hero (author not cited), students engage in a Think-Pair-Share to discuss what makes someone a hero. 
• In Module 5, Lesson 8, after reading Let’s Dance Around the World by Leticia Ann Kimura and Annabel Wildrick, students engage in Collaborative Discussion. During the discussion, students also take notes so they can add and connect their ideas to their partner’s ideas. Specific evidence-based questions include “What makes tap dancing different from other types of dance?” and “Why is Let’s Dance Around the World a good title for this book?” 
• In Module 6, Lesson 3, after reading Mariana Trench by Michael Woods and Mary B. Woods, students participate in a Wrap-Up, where they explain to a peer how they applied their knowledge to the tasks of the lesson. Teachers have options in how they want students to share, including Solo Chair, Think-Pair-Share, or Return to the 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 Return to the 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 11, Lesson 4, after independently reading informational texts, small groups of students discuss their reading and discuss how the author uses text structure.

The instructional materials reviewed for Grade 4 meet the criteria for materials including 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, which 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, students work on a personal narrative over the course of 15 lessons. Students are reminded to include the elements of a narrative in their draft and then revise and edit with a focus on grammar. After receiving feedback from teachers and peers, students finalize their narrative and share it in small groups.
• In Module 5, students write an expository essay about an artist with whom they are familiar. Students learn about the steps of crafting a central idea and organizing and creating a research plan and then begin drafting. For the revision stage, students focus on chronological order and coherence. Students share their published writing in small groups. 
• In Module 7, students create an imaginative story. During Week 1, students are introduced to the mentor text and vocabulary, and engage in prewriting. During Week 2, students begin drafting. Then during Week 3, students revise by focusing on integrating descriptive language and strong verbs. By the end of the week, they peer proofread, publish, and share. 
• In Module 8, students produce an editorial for their local newspaper, explaining their opinion on whether or not the town should change the school lunch program. Students begin planning by completing a chart that they then use to draft. For publishing, students can create a digital copy of their editorial, present it as a speech to the class, or debate one side of the issue.
• In Module 11, students write and publish poems they drafted, revised, and edited throughout the module. Students publish their poems with art materials or using multimedia. 

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

• In Module 1, Lesson 3, students complete a writing task where they are asked to write a new story scene for Flora & Ulysses by Kate DiCamillo. 
• In Module 3, Lesson 9, after reading the play Catch Me if You Can by Carol Schaffner, students write a new scene pretending the characters Atalanta and Young John meet again in the future. 
• In Module 4, Lesson 7, after reading Smokejumpers to the Rescue by Laurie Toupin, students write a job posting advertising the need to hire a new smokejumper. 
• In Module 5, Lesson 9, after reading Let’s Dance Around the World by Leticia Ann Kimura, students write a blog post that compares and contrasts two of the dance styles in the text.
• In Module 6, Lesson 3, students pretend to be Lieutenant Walsh from Mariana Trench by Michael and Mary B. Woods and write a story describing his dive in the Trieste to the deepest place in the world. 
• In Module 7, Lesson 3, after reading the tall tale Thunder Rose by Jerdine Nolen, students write a blog post about the characters and events. 
• In Module 8, Lesson 3, students write a how-to instruction manual about growing and preparing food for the school, after reading Eco-Friendly Food by Cath Senker. 
• In Module 9, Lesson 3, students write a journal entry, after reading Luz Sees the Light by Claudia Dávila. Students imagine that they live in Luz’s neighborhood and attend the party that celebrates the opening of Friendship Park. Their journal entry includes their experiences at the park on opening day. 
• In Module 10, Lesson 3, students create an advertisement for one of the inventions from the texts they read. They write about how the invention will help people communicate.

The instructional materials reviewed for Grade 4 meet the criteria for 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 information they have learned about narrative, opinion, and informational writing. Each module includes writing lessons about the text 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 reading a text, as well as in Writing Workshop Modules 1, 4, and 7. Some examples of narrative writing include:

• In Module 1, Writing Workshop, students write a personal narrative. The prompt given is, “All of our experiences help us grow and learn.” Students write about a time they learned a lesson.
• In Module 1, Lesson 3, after reading Flora & Ulysses by Kate DiCamillo, students write a new story scene pretending they are friends with Flora and give details about Flora's description of her friendship with Ulysses.  
• In Module 4, Writing Workshop, students write a personal narrative by thinking about a person who has made a difference. Students follow the steps of the writing process. They brainstorm about their person, draft, edit, revise, and publish. Students then share their personal narratives in small groups. 
• In Module 6, Lesson 3, after reading Mariana Trench by Michael and Mary B. Woods, students imagine that they are Lieutenant Walsh and write a story describing Walsh’s dive in the Trieste to the deepest place in the world. The writing must include what he sees, feels, and thinks throughout his experience. 
• In Module 7, Writing Workshop, students write an imaginative story that explains how an interesting occurrence or animal came to be. Students are directed to tell the story paying close attention to sequence and use descriptive words and phrases. 
• In Module 8, Lesson 7, after viewing Kids Rock Nutrition in the Kitchen by www.nutrition.gov, students write a blog post about an interesting food-related experience. 
• In Module 9, Lesson 3, after reading Luz Sees the Light by Claudia Dávila, students pretend they live in Luz’s neighborhood and attend the party that celebrates the opening of Friendship Park. Their journal entry is about their experiences at the park on its opening day. 
• In Module 11, Lessons 11–15, after rereading Rent Party Jazz by William Miller, students write a historical fiction story based on an image from the past that interests them.  
• In Module 11 of Writing Workshop, students write a series of poems on a topic they find interesting. Students are required to use several different forms of poetry and to give each a title. 

Informational writing is found in myBook after each text, as well as in Writing Workshop Modules 2, 5, 9, and 10. Some examples of informational writing include:

• In Module 2, Lesson 3, after reading The Science Behind Sight by Louise Spilsbury, students write a summary for a pretend class science blog that explains how light is important for the sense of sight. 
• In Module 2, Writing Workshop, students read Apex Predators by Steven Jenkins, and then they write a description about an animal that they think is amazing. 
• In Module 4, Lesson 7, after reading Smokejumpers to the Rescue by Laurie Toupin, students pretend to be a leader of a group of smokejumpers who want to hire someone new to their team. They write a job posting with a clear topic sentence, a clear structure that explains the ideas, and facts and details about the characteristics and skills needed for the job. 
• In Module 5, Writing Workshop, students work on an expository essay about an artist with whom they are familiar. They must include specific facts and details to show how the artist is talented. 
• In Module 5, Lesson 9, after reading Let’s Dance Around the World by Leticia Ann Kimura and Annabel Wildrick, students write a blog post in which they compare and contrast two of the dance styles in the texts. 
• In Module 6, Lesson 5, after reading Weird and Wondrous Rocks by April Pulley Sayre, students write a description of a rock, explaining why the rock is unusual. 
• In Module 8, Lesson 3, students write a how-to-instruction manual for the school about growing and preparing food, after reading Eco-Friendly Food by Cath Senker. 
• In Module 9 of Writing Workshop, students write a research report about an endangered plant or animal. They conduct research, provide facts and details, and then explain why the plant or animal should be protected. 
• In Module 10 of Writing Workshop, students write an expository essay about a discovery that someone has made that is featured in a museum. Students describe the museum and explain how the discovery was used, when it existed, what it did, and why it is in a museum.

Opinion writing is found in myBook, as well as in Writing Workshop Modules 3, 8, and 12. Some examples of opinion writing include: 

• In Module 3 of Writing Workshop, students write an opinion essay about why it is important to rely on friends when facing a challenge. 
• In Module 5, Lesson 3, after reading The Beatles Were Fab (and They Were Funny) by Kathleen Krull and Paul Brewer, students write a book review that states an opinion about the book, gives reasons for the opinion, and concludes with a summary of the opinion. 
• In Module 6, Lesson 9, after reading Nature’s Wonders poems by Robert Schechter, E. J. Kennedy, Steven Withrow, and Carol R. Baik, students write an opinion paragraph about the most amazing natural wonder. 
• In Module 7, Lesson 7, after reading In the Days of King Adobe by Joe Hayes, students write a review of the story and tell whether they think other students would like to read it. 
• In Module 8 of Writing Workshop, students write about a food that people may not like and write an opinion essay about the reasons people should try the food. 
• In Module 12 of Writing Workshop, students write an editorial explaining a change they would like to see in their school and why. Students must use reasons and facts that support their opinion.

The instructional materials reviewed for Grade 4 meet the criteria for materials 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, responding to questions about text in the student myBook, 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 1, Lesson 2, after reading Flora & Ulysses by Kate DiCamillo, students answer questions such as “What words and actions in the text show what Flora is like?” and “How is Mrs. Tickham's reaction to what happened to the squirrel different from Flora’s?” in their myBook.
• In Module 2, Lesson 3, after reading The Science Behind Sight by Louise Spilsbury, students write a summary on a pretend class science blog where they share the new science concepts they have learned. 
• In Module 3, Lesson 8, after reading Catch Me if You Can by Carol Schaffner, students answer questions such as “What is the king’s plan for finding a husband for his daughter?” and “How does Atalanta react to the plan?” in their myBook. 
• In Module 4, Lesson 2, after reading the fairy tale, Prince Charming Misplaces His Bride by Christopher Healy, students write in their myBook in response to the text. Questions include “How is Reginald’s reaction to Ali's disappearance different from what readers might expect?” and “In what ways do Frederic and Ella seem alike?”
• In Module 5, Lesson 11, after reading a compilation of poems in the text “The Art of Poetry,” students write an opinion paragraph about which poem makes the best use of word choice, rhyme, and rhythm.
• In Module 6, Lesson 8, after reading Weird and Wondrous Rocks by April Pulley Sayre, students take notes on questions such as “What comparisons does the author use to help you picture the stalactites and other rock formations?” and “Why do the flames need help to be ‘eternal’ sometimes?” after rereading page 37.
• In Module 7, Lesson 9, after reading A Pair of Tricksters by Aesop and by John and Caitlin Matthews, students write a compare and contrast paragraph for their school website.  They compare and contrast the two fables they read. 
• In Module 8, Lesson 8, after reading Bug Bites (author not cited), students write an advertisement to encourage people to eat bugs, using evidence from the text.
• In Module 9, Lesson 2, after reading Luz Sees the Light by Claudia Dávila, students answer questions in myBook such as “What happens to the characters?”; “What do the characters learn?”; and “How do the characters change?”. 
• In Module 10, Lesson 6, after reading A New Language—Invented by Kids! by Charnan Simon, students take notes in their myBook to prepare for a Collaborative Discussion. Students take notes in response to questions such as “Why does the author say that Nicaraguan children who were deaf were ‘without language?’” and “What did the children do to invent a new language?”
• In Module 11, Lesson 12, after rereading Eco-Friendly Foods by Cath Senker, students respond to questions such as “What is the topic of the text?”, "How did the author support his or her position with evidence?” and “Do you agree with the author’s position?” in writing.
• In Module 12, Lesson 2, after rereading The Year of the Rat by Grace Lin, students analyze the characters.  Then they answer questions such as “How do readers learn about the characters?”; "How does the main character change throughout the story?”; and “How does what the characters do and say affect the events?” in writing.

The materials reviewed for Grade 4 Into Reading meet the criteria for materials including 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 4 are addressed over the course of the year. Grammar and conventions lessons are primarily found during Writing Workshop in Grammar Minilessons. The lessons follow an I do, We do, You do format. 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 use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• In Module 7, Week 1, page W307, the teacher explains that a relative pronoun follows a noun and introduces a dependent clause that tells about the noun. The teacher gives examples of relative pronouns: who, whom, whose, which, and that. The teacher models identifying the relative pronoun in the following sentence: She is the woman who owns the farm. The teacher presents four examples and works with students to identify the relative pronouns and the clauses they introduce. Students complete a printable grammar sheet and edit a writing draft using relative pronouns.  
• In Module 7, Week 1, page W310, the teacher explains that good writers combine clauses properly so that their writing is easy to follow and flows smoothly. The teacher points out that an important part of revising is combining sentences and checking to see that relative adverbs and relative pronouns are used correctly. The teacher displays several example sentences and guides students to use relative adverbs and relative pronouns to combine the short sentences. Students complete a printable grammar sheet for practice and then edit a writing draft using relative pronouns and relative adverbs. 

Students have opportunities to form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

• In Module 3, Week 2, page W276, the teacher explains that the progressive verb tenses tell about action that happens over a period of time. The teacher models identifying and correctly using the present progressive verb tense in the example sentences: Maggie is traveling to California by train. Her aunt and uncle are expecting her. The teacher leads guided practice related to present progressive verbs. Students complete a printable grammar sheet for practice with the present progressive verb tense. Students edit a writing draft using the present progressive verb tense. 
• In Module 4, Lesson 4, page W279, the teacher reminds students that  “progressive verb tenses are formed by using different forms of be and adding -ing to the present-tense form of the verb.” Students practice with sentences written on the board and then complete Display and Engage: Grammar 3.4.4c. The students create sentences identifying the progressive verbs. Students complete a grammar printable and edit a writing draft using progressive verb tenses.  

Students have opportunities to use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• In Module 5, Lesson 3.4.3, page W283, the teacher models how to use modal auxiliaries. Students practice identifying the modal auxiliary in sentences such as “You must wear warm clothes, a hat, and gloves.” Students also complete grammar printable 3.4.3 in which they practice choosing a modal auxiliary to complete a sentence such as “It ____ rain tonight.” 
• In Module 6, Lesson 4, page W284, the teacher tells students, “Modal auxiliaries such as may, can, could, might, and will tell the reader how likely it is that something will happen.” The students identify modal auxiliaries in sentences provided. The students work in pairs using modal auxiliaries to create sentences about things that should be done, must be done, and could be done in the school day.

Students have opportunities to order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

• In Module 6, Lesson 4.1.3, page W298, the teacher explains the order adjectives should follow in sentences. Materials state the order is generally number, opinion, size, shape, age, color, material, and purpose. Students then practice reordering adjectives in sentences, for example,  I like the red beautiful square seats would become I like the beautiful, square red seats. Students complete a similar adjective activity on a printable grammar page. 
• In Module 6, Week 1, page W300, the teacher explains that good writers use adjectives to make their writing more interesting and reminds students that when they use more than one adjective they must be written in the correct order. The teacher points out that an important part of revising is checking for the use of adjectives and ensuring they are in the correct order. Following guided practice, students complete a printable grammar sheet and edit a writing draft using adjectives correctly. 
• In Module 8, Lesson 9, page W299, the teacher reviews the function of adjectives and their general ordering rules. The teacher writes sentences on the board and the students place the adjectives in order, such as “Those are _____  ______, leaves. (shiny, round)”.

Students have opportunities to form and use prepositional phrases.

• In Module 6, Week 3, page W322, the teacher explains that a prepositional phrase begins with a preposition and ends with a noun or a pronoun. The teacher models identifying the prepositional phrase in a sentence: The hungry basketball team ate three dozen eggs for their breakfast. The teacher helps students to identify the preposition and the prepositional phrase in the following sentence: Please shelve the dictionary between the thesaurus and the new rhyming dictionary. The teacher displays four sentences on the board and guides students to identify the prepositional phrase and the name the preposition. Students complete printable grammar sheet for practice and edit a writing draft for practice using prepositional phrases.  
• In Module 6, Lesson 4.6.5, page W325, the teacher explains and provides examples of how using prepositional phrases can make students’ writing better. Students practice developing  prepositional phrases to complete sentences such as “The pitcher thought _____” and “The batter ran ____.” Students continue their practice with prepositional phrases using grammar printable 4.6.5. 

Students have opportunities to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• In Module 2, Week 1, page W226, the teacher tells students that a sentence fragment is a group of words that does not tell a complete thought. The teacher explains that fragments lack a subject, a predicate, or both. The teacher displays fragments on the board and guides students to determine the missing part(s) and correct the error. Students complete a grammar printable and edit a writing draft to correct any sentence fragments.
• In Module 2, Lesson 1.3.2, page W227, students learn how to identify and correct run-on sentences. Students then practice reworking run-on sentences such as “The store is closed we’ll have to come back tomorrow.” The teacher is also instructed to “Have students produce two, complete sentences, and then exchange them with partners, who will make sure neither sentence is a fragment or run-on.” Students continue their practice correcting run-on sentences on grammar printable 1.3.2.

Students have opportunities to correctly use frequently confused words (e.g., to, too, two; there, their).

• In Module 4, Lesson 6, page W351, the teacher tells students that although to, too, and two sound the same they are spelled differently, and introduces the term homophones. The teacher models using to, too, and two correctly in sentences using a Think Aloud. Students give sentences using to, too, and two correctly. Then, students complete Printable: Grammar 7.1.1 and edit a writing draft practicing using the homophones correctly.
• In Module 4, Week 3, page W354, the teacher reminds students that homophones, or words that sound the same but have different spellings and meanings, are frequently confused. The teacher writes too, two, to, there, their, its, and it’s. The teacher displays sentences on the board and guides students to determine which homophone best finishes each sentence. Students complete a grammar printable to review frequently confused words.  Students edit a writing draft to correct frequently confused words.

Students have opportunities to use correct capitalization.

• In Module 2, Lesson 2.1.3, page W238, students learn that languages, nationalities, and people’s names need to be capitalized in sentences. Students practice identifying the words that need to be capitalized in sentences such as “They are going to the french restaurant with kira.” Students continue to identify names, nationalities, and languages that need to be capitalized on grammar printable 2.1.3.
• In Module 9, Lesson 6.4.1, page W346, the teacher is instructed to “explain that the first word, the last word, and each important word in a title should be capitalized. Remind students that titles of books, magazines, and newspapers are underlined. Point out that titles of short stories, poems, songs, and articles are surrounded by quotation marks.” Students practice adding correct capitalization and punctuation to titles such as the poem “winter roads are long”. Students continue to practice adding correct capitalization and punctuation to titles on grammar printable 6.4.1.

Students have opportunities to use commas and quotation marks to mark direct speech and quotations from a text.

• In Module 1, Lesson 6.1.1, page W331, students learn how to correctly use commas, capital letters, and quotation marks in direct speech. The teacher provides examples, such as Caige said, “Let’s go to the game tonight.”  Students then practice adding correct punctuation to sentences that contain direct speech, such as I love to read new books said Charlotte. Students continue to practice adding correct punctuation to sentences with direct speech on grammar printable 6.1.1.
• In Module 1, Lesson 6.1.3, page W333, students learn how to correctly add punctuation to quotations from a text. The teacher models using a Think Aloud to correctly punctuate a sentence that contains a quote taken from a text. Students practice adding correct punctuation to sentences, such as The south coast of Texas skirts the Gulf of Texas says Burns in her article.  Students complete a grammar printable independently practice using correct punctuation for quotes from a text. 
• In Module 1, Week 3, page W335, the teacher explains that good writers correctly punctuate direct speech, dialogue, and quotations from the text to make their writing clear and understandable to readers.  The teacher points out that an important part of revising is checking for the correct punctuation with direct speech, dialogue, and quotations from the text. The teacher displays several quotations and guides students to use quotation marks and other punctuation correctly.  Students complete a printable grammar sheet to practice using quotations and edit a writing draft for correct use of quotations. 

Students have opportunities to use a comma before a coordinating conjunction in a compound sentence.

• In Module 8, Lesson 12, page W342, the teacher reminds students that compound sentences are joined by coordinating conjunctions. “A coordinating conjunction is a word, such as and, but, or, and so. Point out that in a compound sentence, a comma is used before the coordinating conjunction.” The teacher models using commas in a compound sentence using Think Aloud. Students practice identifying conjunctions and identifying where to place commas. Students complete Printable: Grammar 6.3.2, and edit a writing draft using commas properly in compound sentences.

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

• In Module 4, Lesson 12, page W67, the teacher is prompted to “remind students they can also use other resources, such as dictionaries or grammar books, to check their spelling and mechanics.” Students independently edit their writing using the Editing Checklist.
• In Module 10, Lesson 12, page W175, the teacher reviews Anchor Chart W13: Editing Checklist. The checklist contains capitalization and punctuation rules and at the bottom under Spell Correctly advises students to “[u]se a dictionary” to “[c]heck spelling and meaning.” Students then proceed to edit a piece of their work.

Students have opportunities to choose words and phrases to convey ideas precisely.

• In Module 2, Week 3, page W30, the teacher tells students that descriptive details include precise terms, vivid verbs, and sensory words that appeal to a reader’s five senses. The teacher projects a paragraph on the board and has volunteers read the description of an electric eel. The teacher prompts students to share how they are better able to picture the eel and its behavior with the description.  Students work in small groups to find examples in Apex Predators of precise terms and sensory details. The group shares their examples in writing on the board.  Students revise their writing by adding more descriptive details.  
• In Module 12, Lesson 2, page W201, the teacher reviews the book City Chickens and explains that the author uses “descriptive language, especially verbs, to convey meaning.” Students work in groups to read page 25 of City Chickens and use a thesaurus to select synonyms for the verbs in the book. Students add the descriptive verbs to a chart in their Writer’s Notebook. 

Students have opportunities to choose punctuation for effect.

• In Module 3, Lesson 8, page W45, the teacher is prompted to “Remind students that persuasive language helps writers convince readers to believe or do something. Then explain that punctuation and sentence types can serve a similar purpose for writers.” The teacher reviews four types of sentences and their punctuation. Students review each sentence purpose and punctuation. Students read their writing drafts for sentence types and punctuation.
• In Module 8, Week 2, page W338, the teacher explains that punctuation can help express ideas and can have different effects on readers. The teacher reviews exclamation point, ellipsis, dash, and colon.  The teacher models using punctuation for effect using the example sentences: Our vacation to the theme park was amazing! We went on many rides - the Twister was my favorite. Following guided practice, students complete a grammar printable for independent practice using punctuation for effect and edit a writing draft using punctuation for effect.   

Students have opportunities to differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

• In Module 3, Lesson 3, page T54, as part of this Shared Reading lesson on the text Rent Party Jazz, students learn about why and how informal language was used in the text. The teacher discusses how the words buyin’, mah, and ‘fore are used in the text and that these are examples of informal language.
• In Module 12, Lesson 8, page W207, in Display and Engage Editorial 12.7, students discuss the differences between formal and informal language. Examples of formal and informal language are given, and students have the opportunity to practice turning informal sentences into formal sentences.

The materials reviewed for Grade 4 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 accurately read unfamiliar multisyllabic words in context and out of context.

• In Module 2, Lesson 8, page T306, students learn about the syllable patterns VCCV, VCV, and VV. The teacher models how to break words such as traffic, nature, and poem into syllables. Students practice blending and reading words with the syllable patterns, such as until, ruin, stampede, and idea. The teacher is provided with guiding questions, such as “How would you divide each word into syllables? What syllable patterns do you see in the words?” Students continue their practice with a Know It, Show It page. 
• In Module 3, Lesson 13, page T172, the teacher explains and models how to read words with vowel + /r/ and the suffixes -y and -ly. Students practice blending and reading words such as hardly, carelessly, and barely. The teacher is provided with questions to use during the activity “How do these spelling patterns help you to decode the words? How do the suffixes change the meaning of the words?” 
• In Module 4, Lesson 13, page T362, the teacher points out that the word dependable divides between the root word and suffix -able. The teacher displays words with the suffixes -able and -ible.  The teacher reads each word, emphasizing each syllable, and claps the syllables. The teacher displays the sentence You can’t see air because it is invisible, underlining the word invisible. The teacher models drawing lines showing the syllable division and guides students to clap the syllables and read the word aloud together. During guided practice, students discuss the root word and the suffix in each word.  With partners, students read the lines again and quiz each other on root words and suffixes. Students work in small groups or pairs to complete Know It, Show It and share strategies used to decode the words. 
• Materials include decoding lessons twice a week throughout all modules, for example:
• Module 1, Lesson 6 Decoding—Short and Long e Sounds  
• Module 1, Lesson 8 Decoding—Short and Long e Sounds 
• Module 5, Lesson 1 Decoding—Recognize Root Words 
• Module 5, Lesson 3 Decoding—Recognize Root Words in Multisyllabic Words 
• Module 9, Lesson 11 Decoding—Final Stable Syllables 
• Module 9, Lesson 13 Decoding—Final Stable Syllables 
• Module 10, Lesson 11 Decoding—Decoding Unusual Spelling Patterns 
• Module 10, Lesson 13 Decoding—Decoding Unusual Spelling Patterns in Multisyllabic Words 
• Module 12, Lesson 6 Decoding—Compound Words 
• Module 12, Lesson 8 Decoding—Multisyllabic Compound Words  

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. The materials provide a chart that lists beginning-, middle-, and end-of-year benchmarks for words correct per minute (WCPM). For example, the middle-of-year range for Grade 4 is 110–120 WCPM. After administering the assessment, teachers are instructed to “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.” 
• Weekly Assessments are provided to assess students on grammar skills, comprehension skills, and vocabulary skills taught throughout the week. For example, in Module 1, Week 1, Weekly Assessment  prefixes re- and im- are assessed. 
• Module Assessments are provided at the end of each module to assess major reading and writing skills addressed in the module. For example, in the Module 7, Module Assessment, the suffix -ful and prefix mis- are assessed. 

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

• In Module 6, Lesson 8, page T306, the teacher is prompted to remind students that looking at the syllables as well as any affixes can help them decode unfamiliar words. The teacher displays a chart and reminds students that there are two letter combinations, ge, dge, that stand for /j/ at the end of a word or syllable. The teacher models decoding management breaking the word into syllables, discussing the suffix -ment, and the letters that represent the /j/ sound. The teacher reminds students there are several spellings for final sound /s/, such as s, ss, and ce. Students read Display and Engage: 6.8 as the teacher asks the questions “How do the letter combinations of dge, ge, and ce help you decode these words? How do the suffixes -ment and -ness help you decode each word?”
• In Module 12, Lesson 11, page T114, the teacher is instructed to “remind students that identifying root words, inflectional endings, and affixes can help them decode new words.” The teacher models finding the word parts in words such as sadly, helping, and asleep. Students practice blending and reading multisyllabic words such as ashore, slowly, and collector. During the activity, the teacher asks questions such as “What syllable division patterns do you see in these words? What is the root word in each word? How do the syllables help you to decode the words?”

The materials reviewed for Grade 4 Into Reading meet the criteria for materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected texts 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 and Readers’ Theater 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 texts. 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 11, Lesson 1, page T13, students read Printable: Fluency 11.1, working with homophones and their context to help decode words in the passage such as bass, bass; banned, band; scene, seen; and plain, plane, which supports the decoding homophones 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, and reading accuracy, so that teachers can track difficulties with word analysis skills.