6th Grade - Gateway 1

The instructional materials reviewed for Grade 6 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 6 include:

• In Module 1, students read Sometimes a Dream Needs a Push by author Walter Dean Myers. This realistic fiction text explores how success can mean different things to different people. The text is about a boy who must find a new way to accomplish his dreams after his life changes. 
• In Module 4, students read The Wanderer by well-known children’s author, Sharon Creech. It is a best-selling Newbery Honor Book. The text has occasional shifts in point of view, and includes figurative language and academic vocabulary. Students explore how setting and characters influence a story’s plot as they read about a family sailing across the ocean together.
• In Module 6, students read Neil Armstrong: One Giant Leap for Mankind by award-winning authors Tara Dixon-Engel and Mike Jackson. This biography has a distinctly unfamiliar situation and rich academic vocabulary. Students learn about early space exploration through written text and images. 
• In Module 7, students read The Octopus Scientists: Exploring the Mind of a Mollusk by Sy Montgomery.  This is a published, narrative nonfiction text which highlights an international team of scientists with varied focuses who works together on a remote South Pacific island to study octopus behaviors. 
• In Module 10 of Writing Workshop, students read Votes for Women! Stories of Women Suffrage by Charlotte Guillain, an informational text published in 2015 that details the experiences of women in the 19th and 20th century as they fought for the right to vote.

The instructional materials reviewed for Grade 6 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Texts throughout Grade 6 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 articles, autobiographies, biographics, realistic fiction, infographics, mysteries, informational articles, persuasive essays, poetry, science fiction, social studies texts, speeches, videos, plays, photo essays, magazine articles, and graphic novels. 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 2: Upside-Down and Backward by Louise Rozett: play. Additional literary texts in Module 2 include: Identity Theft by Gary Soto and All Summer in a Day by Ray Bradbury. 
• Module 3: The Secret Science Alliance and the Copycat Crook by Eleanor Davis: graphic novel. 
• Module 4: Sacajawea by Joseph Bruchac: historical fiction. 
• Module 6: The Moon Landing: Inspired Me to Become an Astronaut by Mark Polansky: personal narrative. Another literary text in this module is I Jumped at the Offer by Tanya Lee Stone. 
• Module 7: poems in Poetry of the Sea by multiple authors.

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

• Module 1: the article “Young People Who Changed the World” (author unknown). Additional informational texts in this module include: “Racing with the Wind Around the World,” by Valerie Biebuyck and Marcia Lusted, as well as “The Road to Success,” and “The Queen of Chess,” none of which have a listed author. 
• Module 2: It’s More than Just Rain or Snow or Springtime by Thomas C. Foster: persuasive text. Additionally, students read the article, “How to Succeed as a Storywriter” (author unknown). 
• Module 3: The Boy Who Invented TV by Kathleen Krull: biography. Additional informational texts include: Lions No Match for Young Boy and His Invention,  by Andrew Howley and Lion Lights, “3D Printing: Imagination in Technology” (author unknown), and “Toilets, Toasters, and Telephones: The Everyday Why of Everyday Objects” by Susan Goldman Rubin. 
• Module 8: Good Sports: Baseball Heroes by Glenn Stout. Additional informational texts include Babe Didrikson Zaharias: The Making of a Champion by Russell Freedman; Who Gets a Trophy, by Betty Berdan, Katie Bugbee, and Jonathan Fader, PhD; and “Seven of the Wildest Sports Ever” (author unknown). 
• Module 9: Bodies from the Bog by James M. Deam. Additional informational texts in this module include: Bodies from the Ash: Life and Death in Ancient Pompeii by James M. Deem, King Tut: The Hidden Tomb by Ruth Owen, and “Mummy Murder, Mystery” by Rod Nordland. 

The instructional materials reviewed for Grade 6 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.

Instructional materials in Grade 6 meet the appropriate level of complexity according to quantitative analysis, qualitative analysis and the relationship to the associated student task. The majority of the texts fall within the stretch Lexile band of 925-1185. Some of the texts are slightly above the quantitative measures appropriate for Grade 6; however, the reader and task and qualitative measures make them appropriate for Grade 6 students.

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

• In Module 2, Week 1 students read Identity Theft by Gary Soto, which has a Lexile of 900 and is considered slightly complex. Text complexity is based on a consistent point of view and familiar language. Students examine the characteristics of realistic fiction, identify literary elements, and recognize the theme. 
• In Module 4, Week 2, students read Sacajawea by Joseph Bruchac, which has a Lexile of 880 and is considered moderately complex. The text includes many shifts in point of view with complex and varied sentence structure. 
• In Module 6, Week 1, students read “Destination Space” (no author), which has a Lexile of 980 and is considered moderately complex. The text has large graphics that are supplementary to understanding the text. Students get the opportunity to identify content area words and recognize the characteristics of a timeline as a form of an informational text. 
• In Module 7, Week 3, students read Safeguarding the California Coast by Harriet Rohmer, which has a Lexile of 970 and is considered moderately complex. The text is persuasive and has a less conventional compare and contrast structure. Students identify author’s purpose and learn to recognize features of persuasive texts. 
• In Module 8, Week 1, students read Babe Didrikson Zaharias by Russell Freedman, which has a Lexile of 1010 and is considered moderately complex. There is implicit sequential text structure and largely simple graphics that are supplementary to understanding the text. Students examine characteristics of narrative nonfiction, identify literary elements , and identify theme and author’s message. 

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

• In Module 4, Week 1, students read “Travelers Tales” (no author), which has a Lexile of 1170 and is considered complex. The text references many other texts and has several text structures. Students build background knowledge about different journeys throughout history and literature as they examine different text structures. 
• In Module 7, Week 2, students read “Ocean Careers” (no author), which has a Lexile of 1200 and is qualitatively complex. The text has multiple text and graphic features, but students practice previously taught skills, such as determining key features of informational text and determining central ideas in a text. 

The instructional materials reviewed for Grade 6 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. In the beginning of the year, students focus on central idea, retell, and author’s craft. In the middle of the year, students continue working on central idea and author’s craft, but also focus on literary elements and asking and answering questions. At the end of the year, students also focus on text and graphic features. 

Text complexity also increases throughout the year. In the beginning of the year, the myBook in Grade 6 are considered 40% slightly complex, 40% moderately complex, and 20% complex. At the end of the year, 20% of the texts are considered slightly complex, 60% are considered moderately complex, and 20% are very complex. The Lexile ranges in the beginning of the year are from 740-1110, while at the end of the year, the Lexile ranges from 860-1120. 

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

• Students learn how to support their opinions and answers with evidence throughout the materials. For example, in Module 3, students read Upside-Down and Backward by Louise Rozett and write a review as if it would appear in a local newspaper. They must support their opinion using specific text evidence about the characters, setting, and plot. Then in Module 4, students read The Travelers’ Tales (unknown author) and use evidence from the text to explain the text structure and how the text structure helps them understand the text. 
• In Grade 6, students analyze point of view and how it impacts the story. For example, in Module 5, students read Bud, Not Buddy by Christoper Paul Curtis and are asked to identify the point of view and the author's tone. Then in Module 7, after reading The Octopus Scientists: Exploring the Mind of a Mollusk by Sy Montgomery, students are asked how the author uses first-person point of view to share feelings and impressions. 

The instructional materials reviewed for Grade 6 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. In the Teacher's Edition, 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 3, Week 1, students read The Boy who Invented TV by Kathleen Krull, which has a Lexile of 880 and is considered moderately complex due to the text’s organization of main ideas and details. Through the use of the text, students identify characteristics of biography, recognize a text’s sequential structure, and explain author’s purpose. 
• In Module 5, Week 2, students read Men of the Woods: The Civilian Conservation Corps  (no author), which has a Lexile of 1070. The text is considered moderately complex because of the difficult social studies concepts. Students get the opportunity to identify the central idea and recognize the characteristics of narrative nonfiction. 
• In Module 8, Week 1, students read Babe Didrikson Zaharias by Russell Freedman, which has a Lexile of 1010 and is considered moderately complex. The text has an implicit, sequential structure and largely simple graphics. The text was chosen to help students understand the author’s message and point of view, as well as, to examine the characteristics of narrative fiction. 
• In Module 10, Week 2, students read Our Right to Vote (no author), which has a Lexile of 1120 and is considered moderately complex. It has an explicit sequential text structure and simple graphics. Students examine the timeline to build background knowledge about the history of U.S. citizens’ voting rights and recognize text and graphic features in an informational text. 

The instructional materials reviewed for Grade 6 meet the criteria that support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year. 

Throughout the Grade 6 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 years with a culminating genre study at the end of the year. Due to the range and volume of texts that students engage with daily, the anchor and supporting texts help students achieve grade-level reading proficiency. 

Genres include:

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

Reading Workshop includes the following components: 

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

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

The instructional materials reviewed for Grade 6 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, students are asked to describe the main character Chris after reading the story, "Sometimes a Dream Needs a Push" by Walter Dean Myers. 
• In Module 2, Lesson 15, students read the play, Upside-Down and Backward by Louise Rozett and discuss Puck's entrance in the play and his differences from the other characters in the play. 
• In Module 3, Lesson 10, students read the magazine article “Lions No Match for Young Boy and his Invention” by Andrew Howley and discuss the personal qualities that help Richard succeed in creating his lion light invention that guards against lions. Students give specific examples from the article and the follow-up video. 
• In Module 4, Lesson 3, after reading The Wanderer by Sharon Creech, students engage in a discussion about Sophie’s Uncle Dock's description of the foggy weather on page 237 and the way the description reflects the events in the story. 
• In Module 5, Lesson 2, after reading Bud, Not Buddy by Christopher Paul Curtis, students engage in a discussion about the reason the family in line pretends Bud was their son and Bud's feelings about being Clarence. 
• In Module 6, Lesson 2, after reading I Jumped at the Offer by Tanya Lee Stone, students make inferences about the author’s opinion of the “Look” article. They are required to cite text evidence when completing this task.
• In Module 7, Lesson 7, students discuss poems from in Poetry from the Sea, which is a compilation of poems from six different authors. Students discuss their favorite poems as well as, which lines are their favorite and why. Students are required to return to the text to support their statements. 
• In Module 8, Lesson 5, students read the narrative nonfiction story Babe Didrikson Zaharias: The Making of a Champion by Russell Freedman and discuss the traits and talents of Babe Didrikson Zaharias. 
• In Module 9, Lesson 3, after reading Bodies from the Ash by James M. Deem, students discuss the central idea of paragraphs 1-10, and then students write a brief summary of the paragraphs. 
• In Module 10, Lesson 2, after reading Why Couldn’t Susan B. Anthony Vote? by Mary Kay Carson, students participate in a discussion about the ideas of equality Susan B. Anthony learned in childhood, after rereading pages 320-321.  They also discuss Susan B. Anthony's promotion of the idea that women should be allowed to vote, after rereading pages 324-326. 
• In Module 11, Lesson 8, after rereading paragraphs 21-25 in The Boy who Invented TV: The Story of Philo Farnsworth by Kathleen Krull, students are asked the following questions: "What is the setting in this part of the story?" and "What are some events that happened to the main character?". 
• In Module 12, Lesson 13, after rereading pages 313-316 of Bud, Not Buddy by Christopher Paul Curtis, students are asked the following questions: "Why was Bud at the library during this part of the story?" and "What does the librarian tell him about Miss Hill’s whereabouts?". 

The instructional materials reviewed for Grade 6 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, students think about the question, “What is the path to success?”  At the end of the module, students imagine that they have been asked to give a speech to a group of younger students about achieving a goal. The performance task has students write an informational motivational speech that explains how to achieve a goal, no matter how difficult or impossible it may seem. Some of the skills that students integrate from the module include presenting a project, assessing learning, working with a rubric, and practicing speaking and listening, including tone and rate of speech.
• In Module 2, after reading all the texts in the module, students reflect on the essential question, “What makes a story worth reading?” Students are told to imagine that they write for a literary magazine and have been asked by the editor to write a sequel to All Summer in a Day by Ray Bradbury. The performance task asks students to write a short story sequel to explain what happens next to the characters Margot, William, and the class. Students must also include references to weather from information learned in the text, It’s Never Just Rain or Snow or Springtime by Thomas C. Foster.
• In Module 3, students think about the question, “What inspires the most amazing inventions?” Students imagine that they are a television news reporter and write a news report about how inventions change people’s lives. Students take the information learned from the module, including the following items:  the explanation of inventions, evidence about inventions, the inventors' inspirations, the writing of a strong introduction, in order to complete this performance task. 
• In Module 4, after reading the texts in the module, students are asked the essential question, “How can a journey be more important than the destination?” Then students are told to imagine that the president lost his dog during a trip to South America and chooses two characters from two different texts in the module to find the dog and return it to Washington D.C.  Students write a short narrative that identifies the characters and the skills each character has to help solve the problem. Students must introduce the problem, use evidence from texts, and incorporate vocabulary words from the module. 
• In Module 5, the performance task requires students to think about the essential question, “What in our American spirit helps us survive tough times?” Then students choose one of the photos from the module text, Children of the Great Depression by Russell Freedman. They use it as a basis for an informational article about the hardships children faced during the Great Depression by incorporating vocabulary from the module and evidence from various module texts. 
• In Module 6, after reading the texts in the module, students are asked the essential question, “What does it take to explore outer space?” Then they write an opinion essay about future space travel and exploration. The essay must include the people, skills, equipment, and other resources are necessary for future space travel and exploration by using details from at least two texts in the module. 
• In Module 7, students write an informational article about oceans including the the fascinating parts of them and the reason we should take care of them for a pretend newspaper, by using evidence from at least two module texts.
• In Module 8, students write a speech that persuades parents to sign their children up for a sport of choice, by using evidence from the module texts that support their argument. 
• In Module 9, students review the essential question, “How can the remains of ancient people give us a window into their lives?” Then they imagine that they are at an archaeology camp where they accompany an archaeologist on a dig and make a discovery. Students then write a personal narrative that describes items they found, the process on which they found it, and what the discovery tells them about ancient people, using evidence from the module texts. 
• In Module 10, students complete a performance task where they think about information they have learned about voting throughout the module. Students write a letter to the editor of their local newspaper that explains why voting is an important American right that all eligible voters should exercise. Students must give reasons for this point of view and use evidence from at least two of the texts to support their reasons. 

The instructional materials reviewed for Grade 6 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 Book Study Clubs. 

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

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

The Routine for Think-Pair-Share is outlined in the Guiding Principles and Strategies Resource Book. Routines for Solo Chair and Turn and Talk are also found in the program, but finding explicit times that suggest to use Turn and Talk are limited in Grade 6. The Routine for Think-Pair-Share is: 

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

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

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

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

• In Module 4, Lesson 1, after reading The Wanderer by Sharon Creech, students engage in Collaborative Discussion. First, they discuss their response to the questions asked during the Prepare to Read section of the lesson. Then students discuss additional questions such as: “How does the description reflect on the events in the story?” and “How does this text structure help us learn about both Cody and Sophie?” 
• In Module 5, Lesson 14, after reading Children of the Great Depression by Russell Freedman, 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 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 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 6, Lesson 3, after reading Jumped at the Offer by Tanya Lee Stone, 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 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 Anchor Chart, students add sticky notes about their independent book to the central idea anchor chart, and then share what they added and why. 
• In Module 7, Lesson 1, students reflect on the Essential Question: “What fascinates us about our seas and shorelines?” Students use Think-Pair-Share after seeing In the Zone, an infographic, to discuss their ideas and share with the group. 
• In Module 9, Lesson 1, students think about the Essential Question which is, “How can the remains of ancient people give us a window into their lives?” Then students read Secrets of the Mummies (no author), use Think-Pair-Share to discuss their answers to the Essential Question, and share their ideas and text evidence with the group. 
• In Module 11, Lesson 2, small groups of students participate in an Informational Genre Book Study. After independent reading, groups meet to discuss the topic of the book they read and information learned from the book. Students also discuss how the author kept them interested in the topic and the text structure of the book. 

The instructional materials reviewed for Grade 6 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, that includes research projects. 

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

• In Module 5, after reading Children of the Great Depression by Russell Freedman,  students choose one of the photographs from the book to use as a basis for an informational article about the hardships children faced during the Great Depression and how they survived these hardships. Students experience each phase of writing, including planning, drafting, revising, and editing. Students work with a partner to revise and edit using a checklist. Students then publish and gather with other students who chose the same photograph and compare and contrast the information included in their published articles. 
• In Module 6 of Writing Workshop, students write a researched argument about information they have learned about space exploration from the focal text Mars and the Search for Life and their own research. Students begin planning by recording details from their research to support their opinion. Students draft their essay by including an introduction, body paragraphs, and a conclusion. Students then revise, edit, publish, and share. 
• In Module 7, students write an informational article about oceans for a local newspaper. They begin by using a chart to plan before drafting an introduction, body paragraph(s), and conclusion. In the revising and editing stage, students work with a partner to determine if their main idea and supporting details are complete. Then students publish.
• In Module 8, students write a persuasive speech from a coach’s point of view, trying to convince a group of parents that their children should participate in the extreme sport in which they choose to write. After planning and drafting, students work with a partner to determine whether they have explained their ideas clearly to readers. 
• In Module 9, students write a personal narrative imagining that they are at an archaeology summer camp, where they accompany archaeologists on a dig and make a remarkable discovery. Students use a graphic organizer in the planning stage before drafting, revising, and editing. For publishing, the teacher can decide to make a book, publish on the school website, or create a class magazine. 
• In Module 11 of Writing Workshop, students write an expository essay about a feature of financial literacy that they think students need to understand better. Students brainstorm a topic before taking notes for research, and then they prepare and revise a draft. Students then edit before publishing and sharing their writing. 

Students write daily, often in response to what they are reading. Examples of on-demand writing found through each module include: 

• In Module 1, Lesson 5, students write a personal note from the perspective of Chris from Sometimes a Dream Needs a Push by Walter Dean Myers. Students write a note that Chris might give to his father on Father’s Day to show his appreciation.  
• In Module 3, Lesson 10, after reading the article, “Lions No Match for Young Boy and his Invention” by Andrew Howley, students write an advertisement for an online newspaper to advertise Richard Turere’s lion light invention. The advertisement must include the benefits of the invention and persuade people to buy it. 
• In Module 4, Lesson 14, after reading the narrative poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow, students write a short story of Paul Revere's ride. 
• In Module 5, Lesson 8, students reread the persona stories in Men of the Woods: The Civilian Conservation Corps (no author) and then write from the perspective of that person. 
• In Module 7, Lesson 2, students record how they think the text and video will differ from each other, before reading The Octopus Scientist: Exploring the Mind of a Mollusk by Sy Montgomery and watching the video “The Camouflaged Octopus.” 
• In Module 8, Lesson 5, students write a list of the five characteristics and physical traits that Babe Didrikson Zaharias possessed that helped make her one of the top athletes, after reading Babe Didrikson Zaharias by Russell Freedman.
• In Module 9, Lesson 3, students write a brief summary of Bodies from the Ash by James M. Deem. 

The instructional materials reviewed for Grade 6 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 what they have learned about narrative, opinion, and argumentative 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, 2, and 9. Examples of narrative writing include:

• In Module 1, Lesson 5, after reading Sometimes a Dream Needs a Push by Walter Dean Myers, students write a personal note from the perspective of Chris that he might give to his father on Father’s Day to show his appreciation.
• In Module 1 of Writing Workshop, students write a personal narrative about setting personal goals, by reflecting on mistakes that have occurred in their lives and how those mistakes turned into success. 
• In Module 2 of Writing Workshop, students write an imaginative story, such as a fantasy, fairy tale, or mystery, that includes amazing characters. Students must include a clear setting, characters, dialogue, and a clearly connected plot. 
• In Module 2, Lesson 5, after reading Identity Theft by Gary Soto, students write a news article introducing the main character to her new school. 
• In Module 4, Lesson 14, after reading the narrative poem, “Paul Revere’s Ride” by Henry Wadsworth Longfellow, students write a short story of Paul Revere’s ride, imagining they have just thirty seconds to tell the story. It must include a beginning, middle, and end and include the characters of Paul Revere and his friend. 
• In Module 5, Lesson 8, after reading Men of the Woods: The Civilian Conservation Corps (no author), students write a personal statement pretending they are one of the characters from a personal story in the module. The personal statement describes the experience and his or her feelings while serving in the Civilian Conservation Corps. 
• In Module 6, Lesson 8, after reading The Moon Landing Inspired me to Become an Astronaut by Mark Polansky, students write a thank you email from Mary Polansky to Neil Armstrong expressing thanks for inspiring him.
• In Module 7, Lesson 7, students write a poem using one line from their favorite poem in “Poetry of the Sea.” 
• In Module 9 of Writing Workshop, students write a science fiction narrative that predicts the futuristic idea based on evidence from the past. 
• In Module 12, after rereading Identity Theft by Gary Soto, Lessons 6 - 10, students learn about the characteristics of realistic fiction and then write either a graphic novel or a realistic fiction sequel. 

Expository writing is found in myBook, as well as, in Writing Workshop Modules 4, 7, and 11. Some examples of expository writing include:

• In Module 1, Lesson 10, after viewing the photo essays about climbers Tommy Caldwell and Kevin Jorgeson in “The Dawn Wall,” students write a news report about the history-making climb to reach the top of El Capitan. 
• In Module 4 of Writing Workshop, students write a biography about someone who has conquered obstacles and how these obstacles are an important part of the journey. 
• In Module 4, Lesson 6, after reading Sacajawea by Joseph Bruchac, students write a resume for Sacajawea including her skills or qualifications, and include text evidence to support each quality or skill.
• In Module 6, Lesson 9, after reading Neil Armstrong: One Giant Leap for Mankind, students write a job listing to help NASA find future astronauts. 
• In Module 7, Lesson 5, after reading The Octopus Scientist: Exploring the Mind of a Mollusk by Sy Montgomery, students write a script for a docent or volunteer at a local aquarium that explains the creature to visitors, including more important facts. 
• In Module 7 of Writing Workshop, students write a research report to answer questions that they have about our seas and our shorelines. They must state the central idea clearly and include research facts to support the idea. 
• In Module 11 of Writing Workshop, students write an expository essay about a feature of financial literacy that students need to understand. The students should include facts and details to explain the reason they need to understand it and ways they can learn about it. 

Argumentative writing is found in myBook, as well as, in Writing Workshop Modules 3, 6, 8, and 10. Examples of argumentative writing include:

• In Module 2, Lesson 15, after reading the play, Upside-Down and Backward by Louise Rozett, students write a review of the adapted play as if it would appear in a local newspaper or magazine. 
• In Writing Workshop Module 3, students write an opinion essay. Students think about all of the technology in their world and determine which invention or technological innovation is the most important in their daily life. In the opinion essay, students argue why the invention or innovation is the most important. 
• In Module 5, Lesson 12, after reading Children of the Great Depression by Russell Freedman, students write a letter about children’s hardships and good times for the story. They must address future generations and tell from the point of view of someone who lived during the Great Depression. The letter must include two details about hardship and one detail about good times. 
• In Module 6 of Writing Workshop, students write an argument in support of or against a space-related project. They must state their central idea as a claim, followed by researched facts to support their claims, counterclaims, rebuttals, and a conclusion. 
• In Module 6, Lesson 2, after reading I Jumped at the Offer by Tanya Lee Stone, students describe the three women in the book and explain what makes these women just as qualified as men to become astronauts. Students must identify specific strengths, personality traits, and provide evidence from the text to support their opinions. 
• In Module 8, Lesson 10, students write a letter to the editor of the local newspaper expressing their opinion about participation trophies, by using facts and evidence from Who Gets a Trophy by Betty Berdan, Katie Bugbee, and Jonathan Fader. 
• In Module 8 of Writing Workshop, students write an editorial about qualifications that make a hero.  Then they describe a person who has exemplified that definition. 
• In Module 10 of Writing Workshop, students write an opinion letter about an idea they have to make their classroom, school, or community better.  Students use persuasive language and issue a call to action. 

The instructional materials reviewed for Grade 6 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 their 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 2, Lesson 15, after reading the play, Upside-Down and Backward by Louise Rozett, students write a review of the adapted play. The review is to appear in a local newspaper or magazine and must include elements of the play that they liked or disliked.
• In Module 3, Lesson 10, after reading the article, “Lions No Match for Young Boy and his Invention” by Andrew Howley, students write an advertisement for an online newspaper to advertise Richard Turere’s lion light invention. The advertisement must include the benefits of Richard’s invention and persuade people to buy it. 
• In Module 4, Lesson 5, after reading The Wanderer by Sharon Creech, students write a postcard from Sophie from the story that includes descriptive details about what she has enjoyed and learned on her trip so far. 
•  In Module 5, Lesson 11, after reading Children of the Great Depression by Russell Freedman, students respond to questions in writing in their myBook such as the following: “Why did so many children have to quit school during the Great Depression?” and “How did Eleanor Roosevelt help the children of the Great Depression?”. 
• In Module 6, Lesson 15, after reading “Who Wants to Move to Mars” (no author), students write a letter to the editor about Mars exploration and colonization using details from the text. 
•  In Module 7, Lesson 10, students read Ocean Careers (unknown author) and then write a paragraph describing a graphic feature they found particularly interesting. 
• In Module 8, Lesson 13, after reading Seven of the Wildest Sports Ever (unknown author), students pick one of the texts or graphic features in the selection and write a paragraph or two explaining the feature’s connection to the whole text.
• In Module 9, Lesson 5, after reading Bodies from the Ash: Life and Death in Ancient Pompeii by James M. Deem, students select a photo and then write a paragraph that describes the photo and explains how the photo added to their understanding of the history of Pompeii, its people, or the processes the archaeologists used to learn about the city. 
• In Module 10, Lesson 14, after reading Why Vote? by Bethany Brookshire, students use details and examples from the text to explain which of the reasons in the article best exemplifies why many Americans do not vote in writing. They also need to explain why that reason was most compelling and if more people would vote if the United States had more political parties. 
• In Module 11, Lesson 2, after reading Bodies from the Ash by James M. Dean, students write in response to questions such as, “What is the central idea of this informational text” and “What other clues helped you identify the central idea?” 
• In Module 12, Lesson 7, after rereading Identity Theft by Gary Soto, students write about the theme of the realistic fiction and include what the author is teaching them through the theme of the text. 

All grammar and conventions standards for Grade 6 are addressed over the course of the year. Grammar and conventions lessons are primarily found during Writing Workshop in Grammar mini lessons. The lessons follow 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. Students consistently apply their new knowledge of grammar and conventions concepts to pieces of their own writing.

Standard- specific lessons are provided for teachers to engage students in explicit instruction. Some examples include: 

• L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
• L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
• L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
• Students have opportunities to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
• In Unit 1, Lesson 4, students learn about the Latin root miser and the prefixes ex- and e-. The teacher reads aloud the passage, “Sometimes Dreams Need a Push” and points out the words that contain the Latin root or prefixes.

Materials also include opportunities for students to practice language and convention standards in their own writing, to enhance their communication and demonstrate comprehension. For example, lessons are included for students to practice relationships between ideas (L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words) and to distinguish among connotative and denotative language.