The materials reviewed for Grade 5 meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently.

Module 1 contains text sets that may need extra support to link them together into one coherent topic. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) for each Module and Unit. The units in each module are built around a central topic. In each unit, the anchor text and supporting texts center around the topic. Within each unit of the module, texts are organized around the topic to help students understand vocabulary and read and understand complex text.

In Module 2, students engage in a study on the topic of “Biodiversity in the Rainforest.” In Units 1-3, students explore this topic while reading texts about rainforest, and they analyze several authors’ craft, so that they can write their own narratives about rainforests. The texts that students read within this Module include the following: The Great Kapok Tree by Lynne Cherry, Seeds of Change by Jen Cullerton Johnson, and The Most Beautiful Roof in the World by Kathryn Lasky. The Module 2 performance task gives students a chance to work in groups to compile all of their narrative writing from Unit 3 into an ebook with a front cover, a contents page, an introduction, and the three narratives, with eye-catching images/pictures selected or created that enhance the narratives.

In Module 3, students engage in a study on the topic of “Athlete Leaders of Social Change.” In Unit 1, students closely read informational texts about Jackie Robinson to determine the main idea and key details, and summarize the text. In Unit 2, students closely read informational texts, watch videos, and listen to a speaker to analyze and compare multiple accounts about which factor was most important in Jackie Robinson’s success while taking notes and summarizing. In Unit 3, students research an athlete leader of social change in expert groups and write a four-paragraph essay to compare and contrast the factors that contributed to the success of the researched athlete along with those of Jackie Robinson.

In Module 4, students engage in a study on the topic of “The Impact of Natural Disasters.” In Units 1-3, students read about natural disasters and delve deeply into the primary text, Eight Days: A Story of Haiti by Edwidge Danticat. Students research natural disasters using a variety of sources -- videos, informational texts, and websites.

As noted, in Module 1, students engage in a study on the topic of “Stories of Human Rights.” The teacher may need to supplement the discussion to link these stories to specific topics versus the overall theme of "human rights." In Unit 1, students analyze Esperanza Rising and closely read articles of The Universal Declaration of Human Rights and make connections between threats to human rights in both texts. In Unit 2, students finish reading Esperanza Rising and analyze character reactions to events in story. Students write a literary analysis essay comparing and contrasting the reactions of two characters to the same event in story. In Unit 3, students read Miguel’s Monologue and Mama’s Monologue. Students compare two monologues with the excerpt from Esperanza Rising to understand characteristics of the monologue format. This analysis supports students in writing their own monologues throughout the unit.

The materials reviewed for Grade 5 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

The instructional materials require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Throughout the units, students independently and in collaborative pairs or groups, complete questions and tasks that require analysis of individual texts. The module lessons include close reading portions with questions that are sequenced and scaffolded and the module lessons include tasks that require students to analyze the language, key ideas, details, craft, and structure of complex texts such as tasks requiring students to determine the meaning of unfamiliar vocabulary in a text and writing tasks requiring students to write informative paragraphs analyzing the message or lesson in a story. Examples of learning targets with sets of questions found in the instructional materials include the following:

• In Module 1, Unit 2, Lesson 9, students analyze the language and key details from Esperanza Rising by using a note-catcher to record metaphors within excerpts from the text and explaining what the metaphor means. For instance, students read “Las Papayas” and identify the metaphor, “In Mexico we stand on different sides of the river.” Then, they must analyze the metaphor to understand that “Esperanza and Miguel are not equal because he is the son of a peasant and she is the daughter of a wealthy landowner.”
• In Module 1, Unit 3, Lesson 2, students analyze a text for the structure of a monologue. Students are using this analysis to write their own monologue. To help students understand the structure they are asked questions: “How can examining the format of this monologue help us when writing our own monologues? What is the gist of this text? What is it mostly about? How did the narrator establish the situation in this monologue? What is happening, and what is the setting? How did the narrator introduce the characters? Who is the narrator, and what does the audience need to know about him/her?”
• The Module 2, Unit 1, Lesson 6 task on the chronological structure of The Most Beautiful Roof in the World requires students to analyze how the way a text is structured supports our understanding of complex ideas. Students must refer to pages 17-20 of the text to list three to five events that explain what Meg does in the canopy in the order in which they occurred to understanding how the structure supports understanding of key ideas.
• Module 2, Unit 2, Lesson 3, focuses on figurative language through student analysis of text. Questions to help students analyze include: “What two things are being compared in this simile or metaphor? How does this simile or metaphor help you understand the meaning of the text? What is a simile? What is a metaphor? What is an idiom? Which type of figurative language was used in your independent reading book? What does it help you to understand about the text?”
• In Module 3, Unit 1, Lesson 1, students are exploring text in order to understand the focus of the module. Students analyze the cover of the text, “Promises to Keep”: “Now that you have heard the blurb, what do you know about Jackie Robinson?” Students then analyze the images used in the text to deepen their thinking about the purpose of the text and module. “Thinking about what you learned from the blurb, and the title of the book, what do you think this picture represents? Why do you think Jackie Robinson is in the Baseball Hall of Fame? What is one interesting photograph or idea you read in the text? What did what you read or saw in the book make you think about? Why?”
• In Module 3, Unit 2, Lesson 3, students are working to determine Jackie Robinson’s point of view on the most important factor that contributed to his success in leading social change. They are doing this through the text, “This I Believe: Free Minds and Hearts at Work”: “What do we mean by point of view? How did we determine Sharon Robinson’s point of view on which factors were important in Jackie’s success? Who is the author of this essay? Whose point of view are we describing?”
• In Module 3, Unit 3, Lesson 8, students are creating a presentation that answers the question “What are the key factors that can contribute to success in being an effective leader of social change?” The teacher guides them through understanding the purpose of a presentation and how to structure an effective presentation: “What is this presentation about? What was that section of the presentation about? What information is included on the slide? How am I presenting the information to make this an effective presentation? What am I doing?”
• In Module 4, Unit 1, Lesson 8, students are analyzing and generating criteria for an effective PSA. “What type of writing is this PSA? How do you know? How is the overall structure of this PSA similar to the informative essays we have written this year? How is it different? What is the target audience for this PSA? What in the PSA makes you think so? What key points did the writer make in this PSA?”
• In Module 4, Unit 3, Lesson 10, students are working on preparing a presentation using prompt cards. This lesson helps students understand how to create their presentation and make it effective. Students are directed to create the first prompt card by answering the questions "How and why did you make your PSA? How would you introduce your PSA? What is your PSA about? What do you know about effective presentations? What does an effective presentation look like? When delivering a presentation, what do you need to do?”

The materials reviewed for Grade 5 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Questions are asked of both single and multiple texts to integrate and build knowledge in order for students to reach the module’s learning goals. Lessons include sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge.

The Module 1 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "What are human rights, and how can they be threatened? How can we use writing to raise awareness of human rights?"

• In Module 1, Unit 1, Lesson 4, students look at two videos, “The Right to Life” and “The Story of Human Rights.” Then they discuss the following text-dependent questions with a partner based on these videos: “What is the message of this video? What does 'liberty' mean? What does security of a person mean? What is the Universal Declaration of Human Rights? Why was it written? Why do these rights matter? Why are we reading about them?” In Lesson 11, students continue to listen as A Life like Mine is read aloud. Then they make connections with Esperanza in Esperanza Rising.

The Module 2 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "Why do scientists study the rainforest? How do authors engage readers in narratives?"

• In Module 2, Unit 1, Lesson 3, students closely read, The Most Beautiful Roof in the World. They describe the text structure: “What is the structure of this excerpt? How is the information organized?” Then they read “Rainforests and Why They Are Important” to get the gist and answer questions: “What is the gist of this part of the text? What is it mostly about?”
• In Module 2, Unit 2, Lesson 6, students analyze text for concrete words and phrases and sensory details. Using the Mystery Quotes protocol to analyze quotes from the rainforest, students discuss concrete words and phrases based on a quote.

The Module 3 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual’s success in changing society?"

• In Unit 1, Lesson 4, students identify factors for success based on Promises To Keep and to determine the following: “How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual’s success in a changing society? What goal was Jackie working toward? What was the bigger goal that others were working toward during this time?”
• In Unit 3, Lessons 2 and 3, students compare and contrast the model essays of Jackie Robinson and Jim Abbott. They address the question: “What are the similarities and differences between the factors that contributed to the success of Jim Abbott as a leader of social change and those of Jackie Robinson?" Then students do internet research and answer the following question: “What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?”

The Module 4 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: "How do natural disasters affect the people and places that experience them? How can we prepare for a natural disaster?"

• In Unit 1, Lesson 4, students closely read How Well is Your Community Prepared?. The purpose of the close read is for students to research ways to stay safe during natural disasters. They use a note-catcher to document their evidence from the reading.
• In Unit 2, Lesson 3, students watch the video and read aloud the song lyrics to “In the Water Where the City Ends” in reading triads: “Having watched the video and listened to the song, what do you think this song is about? Where is Japan on the map? Which continent do we live on?”

The materials reviewed for Grade 5 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

The curriculum addresses all literacy standards, including reading, writing, speaking, and listening throughout each individual lesson, and each unit has a mid-unit and end-of-unit assessment that build upon one another culminating in a final performance task. The final unit ultimately assesses all of the standards addressed throughout the module. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study.

At the culmination of Module 1, students develop their ability to read and understand complex text while exploring the question of what human rights are, and how real people and fictional characters respond when those rights are threatened. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students closely read the novel, Esperanza Rising by Pam Muñoz Ryan, learning about human rights and applying this learning to interpret the characters and themes in the novel. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students begin to build their understanding of human rights. Throughout the unit, students closely read selected articles from the Universal Declaration of Human Rights (UDHR) related to events in Esperanza Rising where human rights are threatened.
• In Unit 2, students finish reading Esperanza Rising, focusing on characters’ reactions and responses to events when their human rights are threatened. They write a two-voice poem with a partner, as well as a four-paragraph literary essay comparing the response of two characters to a selected event from the novel, describing how each character responds to the event.
• In Unit 3, students plan, write, and perform monologues based on events from Esperanza Rising where human rights are threatened. In groups, students write a Director's’ Note to describe their selected scene from Esperanza Rising, explain which specific articles of the UDHR relate to the event, and explain how people today are impacted by this issue. Students revise, rehearse, and perform their group’s monologues for the class, addressing CCSS ELA RF.5.4, W.5.4, W.5.5, and W.5.8.

At the culmination of Module 2, students work in pairs to create an ebook on Rainforest Adventures, assessing their competencies in standards W.5.3, W.5.4, and W.5.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, they build background knowledge on biodiversity in the rainforest and rainforest deforestation to understand why scientists study the rainforest. Students closely read excerpts of The Most Beautiful Roof in the World by Kathryn Lasky to identify text structure and practice summarizing the text. Students research several sources to identify ways they can help the rainforest and participate in a collaborative discussion at the end of the unit.
• In Unit 2, students explore how authors of narrative texts about the rainforest help the reader to understand what it is like in the rainforest by analyzing author’s use of figurative, concrete, and sensory language. In Lesson 3, students compare what the figurative language is in two texts using any two of the three texts: The Dreaming Tree, The Great Kapok Tree, or The Most Beautiful Roof in the World.
• In Unit 3, students write first person narratives, building out a scenario from The Most Beautiful Roof in the World to describe the rainforest.

At the culmination of Module 3, students work in groups to create a poster highlighting a personal quality that effective leaders of change need to have for a display titled “Be an Effective Leader of Change,” demonstrating mastery of standards RI.5.1, RI.5.9, W.5.4, W.5.8, and W.5.9b. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students explore the factors that contribute to the success of professional athletes as leaders of social change. They read about athletes who have been leaders of social change, building background knowledge about Jackie Robinson through reading Promises to Keep, written by Jackie’s daughter, Sharon. Students then think about the relationship between people and events in the text as they gather factors that led to Jackie Robinson’s success in leading social change and building on their understanding of factors that led to his success by developing an opinion on which factor(s) were most important in his success.
• In Unit 2, students participate in a text-based discussion and draw from the discussion to write an opinion essay on which factor they think was most important in Jackie Robinson’s success in leading social change.
• In Unit 3, students read about other athletes who were also leaders of social change, research, and write essays to compare and contrast the factors that contributed to the success of the athletes they study with those of Jackie Robinson. Students then read about other athletes and consider the common factors that contribute to being an effective leader of social change and then work in pairs to create a multimedia presentation highlighting three of those factors.

At the culmination of Module 4, students present to a live audience about preparing for a natural disaster and give the rationale for the items included, demonstrating mastery of standards for ELA SL.5.4, SL.5.5, and SL.5.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

• In Unit 1, students work in groups to research a natural disaster, focusing on answering the following question: “How do natural disasters affect people and places that experience them?” As they research, they consider how authors use reasons and evidence to support particular points. Students use their research to write and record a public service announcement (PSA) explaining how to stay safe during a natural disaster.
• In Unit 2, students read and analyze literary texts about the aftermath of natural disasters.
• In Unit 3, students take action to help others prepare for a natural disaster by researching supplies to include in an emergency preparedness kit. Then, they write opinion essays on the most important items to include.
• In the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module.

The materials reviewed for Grade 5 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

Opportunities to build vocabulary are found throughout the instructional materials. Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. As texts are read multiple times, students gain new vocabulary. Materials focus on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among words, and morphology. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with. Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.

Throughout the Modules, there is intentional vocabulary building from content-based text; attention to figuring out words from context; decoding; and an emphasis on academic (Tier 2) vocabulary. The Academic Word Wall (words you might find in informational texts on many different topics) is a permanent Word Wall that will be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Teachers will record words and definitions clearly in student-friendly language. Teachers may also record translations in home languages in a different color next to the target word or invite students to write the translations.

In the Curriculum Tools, there is a section called Focus on Building Academic Vocabulary Protocols. These protocols include the following:

• Contextual Redefinition- students find unambiguous information in a text selection and synthesize it with the author’s intent. Students pay attention to other “keys” to word meaning such as grammar.
• Frayer Model- a four-part graphic approach to analyzing and understanding vocabulary.
• Word Sort- this builds upon students’ background knowledge and experiences and works to organize and synthesize that knowledge.
• Vocabulary Square- this helps students to deepen their understanding of key words.
• List/Group/Label- this includes critical thinking for identifying relationships between words.
• Semantic Webbing
• SVES (Stephens Vocabulary Elaboration Strategy)- this is a vocabulary notebook that allows students to write down any new vocabulary word that they note.

The ALL Block gives students opportunities to practice with morphology of words as it relates to word meaning and syllabication patterns and more complex spelling patterns in a variety of activities, including vocabulary games, vocabulary squares, and Frayer Models.

"Vocabulary: Explicit vocabulary instruction is a key feature of our Grades 3–5 Language Arts Curriculum. Besides this explicit vocabulary instruction, students get a great deal of implicit instruction in general academic and domain specific vocabulary through exposure to many complex (and less complex) informational texts, and some literary texts as well. In the ALL Block students have additional time to practice module-related word analysis through word study games and activities."

Language Dives are included in the EL curriculum throughout the modules and units. The purpose of the Language Dive is to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students to acquire language and deconstruct complex text. Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, teachers guide students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures (Curriculum Resources-Language Dives)

In the teacher notes for each lesson within a unit/module, there is a section titled “Vocabulary” and a Key: (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary, (W): Vocabulary Used in Writing is used to breakdown the vocabulary students come in contact with in order to help the teacher instruct the vocabulary and to help students keep track of the type of vocabulary in their vocabulary logs.

Specific examples include, but are not limited to:

• In Module 1, students begin a vocabulary log to collect new academic and domain-specific (topical) vocabulary. The vocabulary log requires that students record: Word and Pronunciation, Definition, Translation, Sketch/ Diagram. Use of this log continues throughout the entire module.
• In Module 2, students can use the same vocabulary log for this module that they began in Module 1 if they have pages left; however, they can also start a new section for the domain-specific vocabulary from this module at the back of their vocabulary log. The Module 2 Teacher Guide explains that this can be done using flags or sticky tabs for each module and teachers are advised to consider organizing both academic and domain-specific vocabulary as follows: Word and Pronunciation, Definition,Translation, and Cognate, Synonym or Antonym, Sketch/ Diagram/ Icon, and Notes. In Module 2, Unit 1, Lesson 2, teachers will distribute and display Finding the Gist and Unfamiliar Vocabulary: The Most Beautiful Roof in the World: “Out of the Shadow and into the Light.”
• In Module 3, Unit 2 , Lesson 10, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary: states, support, specific, reason, evidence, and the phrase, “use my strengths.”
• In Module 4, Unit 1, Lesson 2, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary: credible, affect, experience, and relevant.

The materials reviewed for Grade 5 meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are encouraged to develop writing stamina by writing frequently and for various purposes. Students engage in activities that include reading and discussing writing similar to that which they are planning to write, examine, and identify a range of text structures, and they are guided to assess the effectiveness of their own and others’ writing. Students are supported through the writing process with mentor text.

Each unit lesson contains a section, titled “Down the Road,” that outlines the writing structure of the module units. Feedback is provided through peers, the teacher, and self-evaluations to ensure that students’ writing skills are increasing throughout the year. Within each module, students produce, present, and publish writing pieces as part of a final project. Module units are scaffolded to provide increasing support and build students’ writing abilities culminating with the most advanced writing happening in the final module unit. At the end of each module, students complete a performance task, which is a writing piece.

Examples from each Module include, but are not limited to:

• In Module 1, Unit 2, Lesson 12, students analyze a model literary essay that compares the character reactions of Miguel and Esperanza to the fire, using the Painted Essay structure in order to create criteria for their own essays. The teacher models the essay to show what students are aiming for and what makes a high-quality essay.
• In Module 2, Unit 1, Lesson 6, students analyze the concrete words and phrases and sensory details in the excerpt of The Most Beautiful Roof in the World. Students begin to write a focus statement for the essay that they will begin to write in Lesson 7 to answer the question: “What does the author’s use of concrete language and sensory detail help you understand about the rainforest?”
• The Module 3, Module Overview in the Teacher Guide explains that students will build their writing skills over the course of the units.
• In Module 3, Unit 1, students closely read informational texts and watch videos to analyze and compare multiple accounts about which factor was most important in Jackie Robinson’s success and listen to a speaker and watch videos, taking running notes and using these notes to summarize the points made. As the unit moves forward, they are asked to look more closely for factors that occurred in Jackie’s life that led to successes.
• In Module 3, Unit 2, students write a four-paragraph essay stating an opinion about which factor was most important in Jackie Robinson’s success in leading social change. Students analyze the craft and structure of the writing, looking at the author’s point of view and comparing author’s perspective. After analyzing how others felt about the impact of Jackie Robinson, students begin to develop their own opinions on what was the most important factor in Jackie Robinson’s success in breaking the color barrier in baseball.
• In Module 3, Unit 3, students put together everything they have learned and researched to write an informational essay comparing and contrasting athletes that broke barriers.
• In Module 4, Unit 3, students combine what they have learned through informational text about natural disasters and what they learned about the impact on humans through literature, and write an opinion piece about “Which two items do you think are most important to include in your emergency preparedness kit? Why?”

The materials reviewed for Grade 5 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Modules are divided into three units that build knowledge of a topic using multiple texts. Each module is designed for students to act as researchers and to gather details or ideas from texts throughout the unit to build a body of evidence for the culminating task. Students began each module with more whole class research and then an individual research project. By the end of each module, students write a piece demonstrating their increased knowledge about their selected topic. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Examples include, but are not limited to:

In Module 2, students read to build knowledge about the rainforest.

• In Unit 1, students develop background knowledge on biodiversity in the rainforest and rainforest deforestation. Students close read multiple texts, and they research using several print and digital sources to identify ways they can help the rainforest and the challenges associated with being an ethical consumer.
• In Unit 2, students analyze texts about the rainforest by considering the author’s use of figurative, concrete, and sensory language.
• In Unit 3, students write first person narratives by building out a scenario from The Most Beautiful Roof in the World using concrete and sensory language to describe the rainforest.

In Module 3, students research a professional athlete who became a leader for social change.

• In Unit 1, students began by doing a research project on Jackie Robinson by considering some of the factors that contribute to his success as a professional athlete who became a leader for social change.
• In Unit 2, students continue to develop this research by determining which factor was most important. During this unit, they also engage in discussions about the most important factor.
• In Unit 3, students build upon their knowledge by researching other athletes.

In Module 4, students read multiple literary and informational texts on the impact of natural disasters and places and people.

• In Unit 1, the work in expert groups to answer the question: “How do natural disasters affect the people and places that experience them?” As they are researching, they consider how the authors use reasons and evidence for supporting claims.
• In Unit 2, students read and analyze literary texts including poems and songs to determine how illustrations and visuals contribute to meaning.
• In Unit 3, students research supplies to be included in an emergency preparedness kit.

The materials reviewed for Grade 5 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

In the Modules, students engage in an independent reading protocol with independent research reading books that relate to the topic they are studying. Additionally, most homework assignments include independent reading and tasks that require students to produce evidence of reading. One of the five components of the weekly ALL Block includes Accountable Independent Reading/Volume of Reading. This is designed for students to have free choice in reading and to read content-related texts at their independent reading level. During this time, they have student tasks card that they are required to complete and also share their books to the group. Students are also accountable to independent reading through nightly homework. Examples include, but are not limited to:

• Throughout all the modules, there are 5 components of the ALL Block, and Independent Reading is one of the components. Accountable Independent Reading includes research reading books related to the topics of the units and free choice reading. Through research reading, students build background knowledge and vocabulary, both domain-specific and academic. Free choice reading builds knowledge and vocabulary, but primarily builds students’ motivation and love of reading. The ALL Block gives students additional time for both research and free choice reading.
• Each day in the ALL Block, students spend 20 minutes engaged in Accountable Independent Reading. The goal of this time is to provide additional time for independent reading at a range of levels, build more content- and domain-specific knowledge, give some free choice reading (every other week), and build on students’ motivation and interests in hopes of creating a love of reading.
• During independent reading time, students read both research texts (related to the topic of learning challenges) and free choice texts (on any topic of their interest), and they practice completing Student Task Card. They work with partners and in small groups to share new vocabulary and learning from their texts.
• During the Module lessons, students practice Accountable Independent Reading and read through 20 minutes of nightly homework where they not only read, but also respond to a prompt in their reading journal. In addition to responding in their reading journals, students are held accountable through peer and teacher discussions of their reading journals.
• Module homework includes both research reading and choice reading. Research reading is where the student is expected to independently research a topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. Choice reading is for students that would also like to independently read and respond to a book of free choice, using the back of the independent reading journal.
• In Module 1, Unit 1, Lesson 2, an independent reading program is launched. Students choose independent research reading books and discuss why they chose those particular books in small groups. They continue to read different books throughout the lessons. The daily independent reading homework requires students to read and write in a journal answering different prompts.
• In Module 1, Unit 1, Independent Research Reading is launched. Students receive independent reading journals to record information about the time they spend reading, as well as to respond to prompts about their reading. They are given vocabulary logs for recording new vocabulary. For Modules 1, Module 3 and Module 4, students respond to the following reading research prompts: “What is the main idea of the text you read? What are some of the key details, and how do they support the main idea?”
• Throughout the Units in Module 2, students follow the independent reading routines set in Module 1. They select new texts based on the new topic for the Module, read them independently for homework, and engage in frequent research reading shares during the Module lessons for accountability. After every lesson, students’ homework is to select a prompt to respond to in the front of their independent reading journal.
• In Module 2, Unit 1, Lesson 2, ALL Block, students follow a task card to independently read research texts (Module-related) for 10 minutes and log their reading in their independent reading journals.
• In Module 2, Lessons 1–7, homework focuses on research reading and determining the meaning of unfamiliar words using context and reference materials. In Lessons 8–12, homework focuses on finding connections between sentences and paragraphs of text in independent research reading texts. For example, research reading prompts in Module 2, Unit 2 include the following instructions: “From the pages you read in your research reading book, choose two paragraphs next to each other. Respond to this question: What questions do you have about frogs or frog adaptations after reading?” Examples of independent reading prompts throughout all 4 modules include: “What challenges are faced? How are they overcome? What is the main idea of the text? What are some of the key details and how do they support the main idea? What do the illustrations (photographs, maps) tell you? How do they help you to understand the words? What questions do you now have after reading? What would you like to learn more about? Why?”

The materials reviewed for Grade 5 meet expectations for being well-designed and utilize effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.

The year is divided into 3 Modules of Study, with Module lasting 8-9 weeks. Each Module is divided into three units and lasts two hours (one hour for Module lesson and one hour for Additional Language and Literacy block [ALL Block]). For additional flexibility, a flex day is built into every two weeks of instruction. In Module 2, there is an optional Life Science Module which lasts approximately 8 weeks.

• The ALL Block is comprised of five separate components: independent reading, additional work with complex text, reading and speaking fluency/GUM (grammar, usage, and mechanics), writing practice, and word study/vocabulary. Rotation pacing for ALL Block is as follows: 20 minutes - accountable independent reading (heterogeneous groups), 20 minutes - independent work in an ALL Block component (heterogeneous groups), and 20 minutes - teacher-guided work in an ALL Block (homogeneous groups). During each two-week cycle, students have two sessions of teacher-led instruction and two independent sessions in each of the ALL Block components (except for Accountable Independent Reading, which happens every day).
• Each 60 minute Module lesson follows the structure of Opening, Work time, Closing and Assessment, with time allotments provided for each. During each of the four Modules, lessons are listed with CCSS, Daily Learning Targets, Anchor Charts & Protocols, and an agenda for the lesson.
• Each Teacher Guide contains two 20-minute blocks of teacher-guided instruction for a component, which are differentiated for students working at different levels, including English Language Learners (ELLs).

The materials reviewed for Grade 5 meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.

The program allows flexibility for teachers to rely on professional judgment to modify pacing. Examples include, but are not limited to:

• There are four Modules spanning approximately nine weeks of instruction, which are each broken into three units. Each unit contains 10 to 12 lessons. There are approximately 120 to 130 lessons in the Grade 5 materials. Lessons are set up for 60 minutes each and contain opportunities for direct instruction, work time, and closing/assessment. These sections have time frames attached to support pacing.
• In addition to the Module Units, there is an additional 60 minutes of instruction in the ALL Block that has three units parallel to the three units of the Module lessons. There is one flex day built in every week that the teacher has the flexibility to meet the specific needs of students. For example, this time may be utilized to provide additional time for work started in Module lessons, practicing literacy skills, informally assessing reading skills, or offering additional time for ELLs. The ALL Block contains three units to be taught alongside the Module units; however, the Units in the ALL Block last for only two weeks, so there is flexibility in the pacing of the ALL Block based on teacher and student need. There is an optional one hour Life Science Unit that would make a third hour of instruction to accompany Module 2. Each Life Science Module is designed to last eight weeks with about three hours of science instruction per week, giving flexibility to pacing.
• As noted on page 65 of the Your Curriculum Companion, each Module is structured for students to complete specific activities throughout the Units. In Unit 1, students read, discuss, dramatize, draw, and write. Then in Unit 2, students do more research and are involved in discussions. In Unit 3, students complete a performance task. The ALL Block and the Module Lessons are complementary, working together to accelerate the achievement of students: “[W]e have responded to feedback from teachers and leaders and added additional components that give you the opportunity to teach a curriculum that is comprehensive. In addition to explicitly teaching and formally assessing all of the standards, the curriculum also offers time to reinforce and give students additional practice with important skills, time for creativity and play, and time to help them be leaders of their own learning by developing strong habits of characters.”

The materials reviewed for Grade 5 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.)

Teacher materials include the explanation of the “why” behind the student resources and work. Materials provided include trade books, text collections, scaffolded strategy activities, performance tasks, a Life Science Module, homework that includes additional strategies for family support and practice, and the ALL Block that contains Modules for study and practice in independent reading, fluency/grammar/usage/mechanics, writing practice, word study/vocabulary, and additional practice with complex texts. Each of these resources include ample opportunity to review and practice, clear directions and correct labeling. ALL Block Modules include teacher-guided activities that are differentiated based on student need, and teaching notes explaining the purpose of the lesson. Examples of useful annotations and suggestions include, but are not limited to:

• In the ALL Block, Module 1, Unit 1, Week 2, Day 1, directions are provided for “Differentiation: Students will need varying degrees of support with this task. Some may need to work with fewer words and complete the activity with teacher guidance throughout, while others may be able to complete this task independently. Students who need lighter support could extend their learning by finding or writing ‘showing sentences’ with the vocabulary words. See the Unit 1, Week 2, Day 1: Word Study and Vocabulary: Teacher-Guided Student Activity Card for instruction that has been differentiated for ELLs.”
• In the Teacher Guide, teachers are directed to “Tell students that today they are going to focus on the event of the immigration sweep,because different characters in the story reacted differently to this situation, which reveals things to us about their characters.” Students complete the graphic organizer on page 69 of the student edition, Character Reaction Note-Catcher.
• In the Teacher Guide, Levels of Support, for “Lighter Support” teachers are given the following scaffolding suggestions: “Invite a student to paraphrase the key points of pages 199–213 of Esperanza Rising” (p. 278). Students would then use this scaffold to respond to questions from the text and complete the Character Reaction Note-Catcher.
• In Module 3, Unit 1, Lesson 5, in the teacher’s notes for The Opening of the lesson it states, “Remind students that they have seen these learning targets in the previous lessons, and review Vocabulary: main ideas (the main points the author wants you to understand and take away from reading), key details (evidence that supports the main ideas), and summarize (to give a short explanation of something that has been read, viewed, or heard), as needed.
• In Module 3, Unit 2, Lesson 8, Work Time teacher’s notes, it states, “Distribute the Discussion Notes Form: Jackie Robinson and tell students that the top box on this form is for them to capture any questions they might want to ask so that they don’t forget while they are waiting for a chance to speak. Emphasize that, during the discussion, they need only complete the top box, as they will fill in the other boxes after the discussion. Distribute sticky notes to students in the outside circle to record observations of norms on the Discussion Norms anchor chart. Tell students that as they observe, listen, and take notes on what takes place in the first round of the discussion, they should record evidence of discussion norms on their sticky notes. Consider using the following prompts: 'What are two stars, or two things this group did really well? What is one step, or one thing this group could work on next time?'”
• In Module 4, Unit 1, Lesson 8, teacher notes for a Conversation Cue state, “Play several example PSAs. After playing each, Think-Pair-Share: “What is this PSA about? (Responses will vary.) What is the purpose of this PSA? (Responses will vary.) What do you like about this PSA? What makes you want to listen to it? (Responses will vary.) Conversation Cue: Can you say more about that? (Responses will vary.)”
• In Module 4, Unit 3, Lesson 1, the teacher is directed to guide students through creating their own note catcher: “Distribute paper and tell students that they are going to be responsible for drawing their own note-catcher to organize their notes to answer the question. Remind students that in their QuickWrite they will need to respond to the 'what' and 'why' of the question and cite their sources, so they should ensure that their note-catcher provides them with the opportunity to catch all of that information. Emphasize the note on the QuickWrite sheet that sometimes they may have to infer 'why'.”

The materials reviewed for Grade 5 meet the criteria for including publisher-produced aligned documentation of the standards addressed in questions, tasks, and assessment items. Daily lessons, tasks, and assessments specifically denote the standards to which the lessons and tasks are aligned. Examples include, but are not limited to:

• Alignment to the CCSS is documented in the Module At-A-Glance, Unit, and Assessment Rubric. For example, publisher-produced alignment documentation of the standards is provided in the writing rubric for opinion writing. The Module At-A-Glance provides alignment of standards for each Unit and how those standards are assessed. Each Unit details how the standards and assessment for each lesson are addressed. In Module 1, Unit 1, and Lesson 1, the standards are written as “I can” statements, setting the expectation for students as: “I can infer the topic of this Module from the resources (RL.5.1, W.5.8).”
• The final performance task for Module 1 has students draw on their learning from Unit 3 and centers around CCSS RF.5.4, W.5.4, W.5.5, and W.5.8. Students work collaboratively to create a program using monologues previously written. The monologues are all based on a character’s reaction to an event from the text, Esperanza Rising. Students focus on the human right that is challenged in the event they are describing in the monologue and how people are impacted by that issue in today’s world.
• In the Grade 5, Module 1 Unit 3 Mid-Assessment, students draft a monologue using the point of view of one of the characters from Esperanza Rising. Students describe how a character responds to the challenge in the text, but they also look at how that challenge could be a human rights issue impacting people today. This assessment focuses on CCSS W.5.3, W.5.3a, W.5.3b, W.5.3c, W.5.4, and W.5.10.
• In the Curriculum Plan, Module 1, students are asked to complete writing tasks of Revising an Analytical Essay: Comparing Character Responses to An Event in Esperanza Rising (W.5.4, W.5.5, W.5.6, W.5.10, L.5.2d, L.5.6) and a Monologue Performance and Program (RF.5.4, W.5.4, W.5.5, W.5.8, W.5.10).
• In Module 1, Unit 1, Lesson 11, students complete the End of Unit 1 Assessment: Answering Questions about a Literary Text covering standards RL.3.1, RL.3.2, RL.3.3, RL.3.10.
• In Module 3, Unit 2, Lesson 11, the Opinion Writing Checklist include the following characteristics on the checklist:
• “W.5.1a: I state my opinion clearly, and my writing stays focused.”
• “W.5.1a: I have an introduction that gives the reader the information needed to understand the topic or issue.”
• “L.5.1: My words and sentences follow the rules of writing.”
• “L.5.3, L.5.6, W.5.4: The words and sentences I use are appropriate for this task, purpose, and audience.”
• In Module 4, Unit 1, Lesson 9, Work Time A, students use their understanding of the characteristics of PSAs to plan the key points of their own PSA about how to stay safe during a natural disaster (W.5.2a, W.5.2b, W.5.4, W.5.5). Students then analyze the introduction of the Model PSA and compare it to the introductions of other informative pieces written throughout the school year. They then use their plan to draft their own introductions (W.5.2 a, W.5.4, W.5.5).
• In Module, Unit 2, Lesson 7, Work Time A, students complete a QuickWrite to explain how the narrator’s point of view influences how events are described in "Eight Days: A Story of Haiti" (RL.5.1, RL.5.6).

The materials reviewed for Grade 5 meet the criteria that materials contain a Teacher Guide with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Suggestions on how to present the content are contained in the Week-at-a-Glance in each Overview including Lessons, CCSS, Agenda, Daily Learning Targets, Ongoing Assessments, and Anchor Charts and Protocols. There are also Teaching Notes for each unit that provide teacher guidance and suggestions on how to present the content. Each module lesson also contains a Technology and Multimedia section that offers guidance on using technology that is directly accessible through a link to support student learning in anticipated areas requiring additional student support or to offer extensions for additional enhancements to the content. Examples of useful annotations and suggestions include, but are not limited to:

• In the Module Overview, there is a Technology & Multimedia section that provides teachers with a technology and multimedia chart for the unit. The chart lists digital tools, the purpose of the tool in the module, how the tool should be used within the module and a website URL to access the tool.
• Within each lesson, there are more specific technology and multimedia suggestions that connect a section of the lesson with a piece of technology. For example, in Unit 2, Lesson 1, teachers are given the suggestion that during work time if there are students that would benefit from “hearing the text read aloud to consider using a text-to-speech tool such as Natural Reader.” In Module 1, Unit 2, Lesson 4, Technology and Multimedia section, teachers are advised that during Work Time B, students may “complete their note-catchers in a word-processing document—for example, a Google Doc—using Speech to Text facilities activated on devices, or using an app or software such as Dragon Dictation,” providing guidance on using technology to support student learning.
• In the unit overview Week-at-a-Glance for each Lesson, teachers are provided with the CCSS standards that are the focus of the lesson, daily learning targets, assessments, anchor chart suggestions, and protocols for instruction.
• The unit overview includes a section for supporting English Language Learners. In this section, teachers are provided information on how to prioritize lessons in the unit for ELL students. Teachers are also given teaching strategies, such as Language Dives, and ways to add diversity and inclusion to the lessons.
• A section entitled Preparation Overview is included with each unit. This section gives a list of prep work teachers will need to complete in order to teach the lessons.
• Every lesson within a Unit follows a similar routine: Opening, Work Time, Closing & Assessment, and Homework. Within each section, teachers are given time frames and teaching notes all directly labeled with CCSS. Within each section, teachers are provided guiding questions to ask (written in red) and actions to take within the lesson. For example, in Unit 2, Lesson 1, the following guidance is provided: “Using a total participation technique, invite responses from the group to the question 'Whose reactions are we going to be analyzing? Why?'”
• Teachers are given suggestions on how to meet students’ needs throughout the lesson. This gives teachers scaffolded instruction of how to reteach the lesson or parts of the lesson for students’ in need. For example, the Teacher Edition provides guidance for levels of support. In Unit 2, Lesson 2, Lighter support, there is guidance provided to have students paraphrase key points from the text, compared to Heavier Support that recommends teachers dictate key sentences to students.
• In the Grade 5, Module 1, Unit 2, Lesson 4, teachers are advised that “Students may need additional support reading the text to interpret the metaphors. Consider grouping students who will need additional support with this in one group to receive teacher support.”
• In the Grade 5, Module 1, Unit 3, Lesson 7 “Teaching Notes,” teachers are informed that this lesson builds on previous work: “In Work Time B, students follow the same peer critique directions used in Lesson 4 when giving and receiving feedback on their monologue plans.”

The materials reviewed for Grade 5 meet the criteria that materials contain a Teacher Guide that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The materials also include the Your Curriculum Companion that provides specific research, rationales, and explanations that will help teachers build knowledge of the content. The materials provide a K-5 Text Analysis tool that includes “an analysis of every central text used in the EL Education K-5 Language Arts Curriculum, focusing on four specific qualitative aspects of complexity: meaning, structure, language features, and knowledge demands” that provides teachers examples of advanced literary concepts. Examples include, but are not limited to:

• The Text Analysis for the central text, Esperanza Rising, provides an adult-level explanation of moderately complex language features, explaining that “the sentence structure consists primarily of simple and compound sentences, with some complex constructions.”
• In the Your Curriculum Companion, on pages 141-145, teachers are provided Module lesson planning task cards. Each task card has guiding questions and provides specific information to teachers to help build their knowledge in order to plan for each part of the Module.
• In Chapter 5, section 5A of the Your Curriculum Companion, teachers receive guidance on text complexity. Teachers are given information on what makes a text complex, how to determine text complexity, and the rationale behind the importance of text complexity (pages 260-262).
• In Chapter 6 of the Your Curriculum Companion, teachers are provided information on writing. Specifically evidence-based writing, the writing cycle, and strengthening student writing. It provides charts that correlate the reading and writing CCSS standards, student examples, and evidence-based instructional strategies.
• Each chapter in the Your Curriculum Companion provides a frequently asked questions section, which builds teacher knowledge by providing information on the standards, how the program addresses the standards, and best practices for implementation. The Your Curriculum Companion includes notes that give adult-level explanations and examples. Examples include, but are not limited to the following: The “Engaging Students with Protocols” section of Chapter 3 states that “[p]rotocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning.”

The materials reviewed for Grade 5 meet the criteria that materials contain a Teacher Guide that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Examples include, but are not limited to:

• The Teacher Guide for each module lesson contains a “Teaching Notes” section that provides the purpose of the lesson and standards alignment and explains the role of the specific ELA/literacy standards in the context of the overall curriculum. For example, in the Module 1, Unit 2, Lesson 4 “Teaching Notes” section, teachers are provided the following explanation of the standard alignment in the lesson: “Students read the next chapter of Esperanza Rising, 'Las Papas,' and they analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights (RI.5.1). Students then interpret metaphors about Abuelita’s blanket across the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).”
• The Your Curriculum Companion states, “We believe the standards invite us to build in our students critical skills for life--for career success and civic contribution. What is important is not just what the standards say, but how they are used” (p. 9). On pages 25-27, it explains how the curriculum addresses each CCSS shift in the aspect of reading, writing, language, and speaking/listening. On pages 29-35, it explains how the backwards design approach to the curriculum connects to each CCSS shift.
• In the Module Overview in the Teacher Guide for each Unit, all standards covered in the entire module are listed, separated into Reading-Literature, Reading-Informational Text, Foundational Skills, Speaking and Listening, Language, and Writing. It further provides information regarding which standards are assessed per unit, the instructional focus for each unit, and the assessments and performance tasks for each unit. An explanation is provided for the emphasis on reading, writing, language, and speaking and listening standards.
• In the Module 1 Teacher Guide, page 18, a CCSS correlation chart is provided. The chart shows all 4 CCSS areas (Reading, Writing, Language, Speaking and Listening) and correlates the shift with EL’s curriculum.
• In the Module 1 Teacher Guide, page 24, there is a curriculum plan for grades 3-5, which explains the focus standards of each module for each grade within the categories of writing tasks and required trade books.

The materials reviewed for Grade 5 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies. A rationale of the research that impacted the design of the curriculum, including explanations of the instructional approaches of the program, is provided. Examples include, but are not limited to:

• Chapter 1B of the Your Curriculum Companion explains how research impacted the design of the curriculum. On page 19, Your Curriculum Companion provides an analysis of the research on the literacy achievement gap and, on page 20, it uses charts to explain what is already known about the literacy achievement gap and how the EL curriculum addresses it. The Your Curriculum Companion continues to provide this for the research behind knowledge building, syntax, fluency, and decoding making the connection to the EL curriculum. It provides information regarding the five elements of literacy instruction most critical for addressing the literacy achievement gap: vocabulary, knowledge-building, syntax, fluency, and decoding. This is based on the presentation by David Liben, Student Achievement Partners, July 2015.
• In the Your Curriculum Companion, page 27, the design of the curriculum uses the guiding principles of backward design, which required curriculum designers to consider three questions: “1. At end of a sequence of instruction, what will students know and be able to do? 2. What will proficiency look and sound like? 3. How will we know when students are proficient?”
• In the Your Curriculum Companion, page 83-85, it explain how the parts of the ALL Block, promote proficiency and growth in students. These explanations cite research to support the curriculum, such as the following explanation: “Research tells us that readers in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition” (pg. 85).
• The “Research Behind EL Education Language Arts Curriculum and Professional Services Guide” provides a “high level summary of the research that informed the Language Arts curriculum design (e.g., content-based literacy, phonics, supports for ELLs) and our professional development (e.g., focus on leadership, coaching, common implementation challenges).”
• The “Language Dives in the K-5 Language Arts Curriculum” Overview contains an explanation of the language dive and the research behind this instructional technique. The guide “describes what a language dive is, criteria for a good language dive sentence, when students do language dives, what the benefits of language dives are, and the principles and research base that underlie language dives.”

The materials reviewed for Grade 5 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

Materials include multiple formative assessments, pre-assessments, performance-based assessments, a mid-unit assessment, and end-of-unit assessments. Opportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities are provided to assess oral reading fluency. Teachers are provided with tracking process forms, checklists, rubrics, note-catchers, protocols, and exit slips for formatively measuring student progress. The teacher guide provides an assessment overview, which outlines the following for each unit: final performance task, mid-unit assessment, and end-of-unit assessment. Examples include, but are not limited to:

• In Module 1, Unit 3, students are provided with a fluency passage for the week. They self-assess their fluency and practice reading it with a focus on volume, pace, tone, and expression. All students follow a task card to read/perform their fluency passages aloud to the whole group, one by one. Students will self-assess and revisit their fluency goals from Day 2 to determine progress.
• In Module 2, Unit 2, Lessons 12 and 13, students have an End of Unit 2 Assessment: Reading Fluency and Writing a Literary Analysis Essay. “II. In Part I, students read aloud a new excerpt from The Most Beautiful Roof in the World (RF.5.4). In Part II, they write a literary analysis essay to answer the question: “What does the use of concrete language and sensory detail help you understand about the rainforest?” (RL.5.1, W.5.2, W.5.9a).”
• In Module 1, Unit 2, Lesson 16: students have an End of Unit 2 Assessment: Revising a Literary Essay. “In Opening A, students’ Mid-Unit 2 Assessments are returned with feedback. The purpose of this is for students to have the opportunity to see how they performed in order to improve in their next assessment, and to ask questions if they don’t understand the feedback.”
• Performance-Based Assessment tasks are included with each module. Students complete a task that requires analysis and demonstrating knowledge in writing. For example in Module 1, the performance-based assessment requires students to “analyze model programs and a model Director’s Note to understand the format of these texts.” They read the model Director’s Note for gist and use it to plan a monologue as part of the performance task (RI.5.4, W.5.2, W.5.4, W.5.8, SL.5.1, L.5.4).
• Teacher Guides include mid-assessments, for example, in Module 4, Unit 2, Lessons 5 and 6, students complete the mid-assessment, in which they read and watch a video of a new poem called “Job” about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c).

The materials reviewed for Grade 5 meet the criteria that assessments clearly denote which standards are being emphasized.

The assessment materials clearly denote which standards are being emphasized. The standards are clearly labeled in the Assessment Overview of each module. Standards are clearly labeled in the daily lessons and are also found on the performance-based assessments for each unit. For each module, the standards formally assessed are indicated with a check mark on a chart containing all ELA standards. Examples include, but are not limited to:

• In the Teacher Guide, Module 1, pgs. 13-15, it is clearly noted which standards are being emphasized for each assessment. For example, for Mid-Unit 1 Assessment, it states, “This assessment centers on CCSS ELA RI.5.1, RI.5.2, RI.5.4, RI.5.10, L.5.4b, and L.5.4c. Students read Article 13 of the Universal Declaration of Human Rights, determine the meaning of unfamiliar vocabulary, and determine the main idea, using supporting details from the text to write a summary of the article that includes quotes from the text.“
• The mid- and end-of-unit assessments specifically note the standards that are addressed. For example, in Module 4, the Teacher Guide states that the Mid-Unit 2 Assessment “centers on CCSS ELA RL.5.1, RL.5.2, RL.5.4, RL.5.7, RF.5.4, L.5.4a, and L.5.5c and has two parts. In Part I, students read an excerpt of a new poem about the aftermath of a natural disaster aloud for fluency and summarize the text. In Part II, they watch a multimedia video of the same poem and read it to answer selected response and short constructed response questions about the theme and the meaning of unfamiliar words and phrases. They also analyze how the multimedia on the video contributes to the meaning, tone, and beauty of the poem.”
• In the End of Unit 2 Assessment: Analyzing Point of View in a Literary Text, the two-part assessment centers on CCSS ELA RL.5.1, RL.5.6, and L.5.3b.
• In the Mid Unit 3 Assessment: Research: Supplies to Include in an Emergency Preparedness Kit, the assessment centers on CCSS ELA RI.5.1, RI.5.7, W.5.7, and W.5.8.

The materials reviewed for Grade 5 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

The instructional materials provide teachers with guidance for administering assessments, ways to scaffold assessments, areas of focus, connections to learning building towards the assessment, and suggestions for lessons in the future. Each assessment is broken down into sections to help support teacher understanding. The first section is titled “Purpose of lesson and alignment to standards.” The EL curriculum refers to assessments as an additional lesson, so in this section it explains which standards the assessment aligns to, the purpose behind the assessment, and information about tracking progress. The second section is titled “How it builds on previous work.” In this section, the curriculum explains how the unit and lessons build upon each other in order to bring students to this place of learning. The third section is titled “Areas where students might need additional support.” This section anticipates barriers that students may face and offers suggestions to teachers on how to move students past the barriers. The fourth section is titled “Assessment guidance.” In this section, the assessment is broken down for teachers, typically by standard and explains how the assessment addresses each standard. There is also additional information regarding feedback for students. The last section is titled “Down the Road.” In this section the curriculum explains how the knowledge students have now will be used as they move forward in the curriculum.

In Your Curriculum Companion, pgs. 396-397, there are examples of student work and how they should be graded using the rubric found in the Teacher Guide. Further guidance is provided on the following:

• Choosing evidence for analysis, pg. 401
• Organizing the evidence, pg.403
• Identifying the patterns and trends that can inform instruction, pg. 403
• Creating an action plan based on the data (next steps), pg. 404

The materials reviewed for Grade 5 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

The instructional materials provide routines and guidance that point out opportunities to monitor student progress. There are informal checklists to help collect evidence of progress as you observe students working. Progress monitoring formative assessments are integrated within every module by using mid- and end-of-unit assessments, performance tasks, ongoing assessment suggestions within each lesson, scaffolded instruction. Examples include, but are not limited to:

• In the Your Curriculum Companion, pgs. 393-395, there is an overview of how the curriculum supports ongoing progress monitoring. For example, on pg. 393 a description of how each lesson within the module includes formative assessments that align with the learning targets.
• In the Your Curriculum Companion, pg. 394, it describes the use of informal checklists. The informal checklist is a tool that provides teachers with a way of tracking student progress while making observations. Some of the informal checklists are as follows: reading fluency, writing process, collaborative discussion, presentation of knowledge and ideas, and speaking and listening comprehension.
• The EL Curriculum also uses text-dependent questions as an ongoing progress monitoring tool. This takes place by having students answer the questions independently while reading additional text.
• Writing routines are also built with ongoing formative assessments using exit tickets, note-catchers, and graphic organizers to assess student learning. These activities are used in conjunction with text pieces and provide a formative assessment more frequently when students are reading a lengthy text.
• In Your Curriculum Companion, on pg. 394, it states that writing routines are repeated and appear frequently throughout the modules. Exit tickets, note-catchers, and graphic organizers are repeated multiple times in a unit.
• In Your Curriculum Companion, p. 395, there is an explanation on Tracking Progress Forms. It states, “students review their assessments for evidence of mastery of standards and add sticky notes to their work to point to this evidence. After students track their progress, the teacher then reviews and adds to the form.”
• In the Teacher Guide, pg. 19, a Key Criteria for Success is provided, which outlines the criteria needed to complete the task.
• In the Student Workbook, Module 1, pg. 19, a step-by-step guide is provided to students to utilize when quoting from a text. Students and teachers can use this to determine if students followed the steps and completed the task or to see where students were confused or struggled.

The materials reviewed for Grade 5 meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

In the Module Blocks in each lesson, there is a section called Universal Design for Learning. It is divided into three different parts: Multiple Means of Representation (MMR), Multiple Means of Action and Expression (MMAE), and Multiple Means of Engagement (MME). The Teacher Guide for each module anticipates areas where students might need additional support and provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations. Each lesson includes a section on Universal Design for Learning, an educational framework based on research in the learning sciences that promotes the use of flexible learning environments in order to accommodate individual learning differences. For example, in Module 2, Unit 1, Lesson 3, the Teacher Guide advises teachers to use multiple means of engagement to increase engagement during the close read by offering choice in how students display their depiction of the rainforest. In Module 1, Unit 2, Lesson 6, the Universal Design for Learning, Multiple Means of Representation (MMR) instructs teachers to “Consider ways to facilitate increased comprehension by repeatedly offering opportunities for students to access prior knowledge and review previous material. Additionally, use a color-coding system to help students make connections between the model paragraphs and the Character Reaction Paragraph anchor chart. This way, students can see how to apply these writing strategies to their own work.”

Within every lesson, the EL curriculum provides information under the title “Meeting Student’s Needs.” In this section, the curriculum provides specific scaffolding strategies to support learners at different levels. For example, in Module 1, Unit 1, Lesson 12, the curriculum recommends that for students needing additional support with the assessment, the teacher can read the directions and questions aloud and clarify or paraphrase as needed to make sure students understand and are on the right track

In the Teacher’s Notes section of the lesson, there is a section titled “Areas in which students may need additional support.” In this section, teachers are given suggestions of how to support the needs of learners who may struggle.

The materials reviewed for Grade 5 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.

The Teacher Guide for each module provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations which often include allowing students to grapple with complex texts and tasks before providing necessary adjustments based on targeted observation. The materials also contain a section on Meeting Students’ Needs in each unit lesson with suggestions for adjusting the delivery of content or task to meet learners’ needs without changing the content itself. In the Module Blocks, levels of support are provided at the beginning of each lesson in the Supporting English Language Learners section. Lesson-specific ELL supports also are added to the Meeting Students’ Needs section. There are protocols for Conversation Clues and Language Dives that scaffold ELL students and students who may need additional support in that specific skill to meet or exceed the grade-level standard.

In the Teacher Guide, symbols are embedded based on the four levels - below level (square), on level (circle), above level (diamond), and ELL (triangle). These symbols prompt teachers to differentiate instruction based on the needs of each level. ELL students’ Additional Work with Complex Text involves the Language Dive (work on the words used in sentences and how sentences are constructed). During certain activities, students working below level are combined with ELL students because they need the same support.

Language Dives are included in the EL curriculum. The purpose of the Language Dive is to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students to acquire language and help them to deconstruct complex text (Your Curriculum Companion pgs. 99-100). Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, teachers guide students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures.

Within each lesson, there is a section titled Meeting Students’ Needs. This section provides specific ELL strategies that are directly tied to that particular lesson. For example, in Module 1, Unit 1, Lesson 13, teachers are advised to consider that “For ELLs and students who may need additional support with writing: Allow students to orally paraphrase.”

Within each lesson, there is a Teacher’s Notes section. This section provides specific ELL information for the teacher. It begins with a lesson breakdown, identifying all the important points in the lesson. This draws the teacher’s attention to an objective within the lesson to set as a priority for English Language Learners. Then, the section differentiates into levels of support- Lighter and Heavier. Depending on the needs of the ELL students, this differentiated support enables teachers to scaffold even further.

The materials reviewed for Grade 5 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

The Teacher Guide for each module provides lesson structures and tasks that allow teachers to use a variety of grouping strategies depending on the task at hand. Materials provide opportunities for teachers to use both homogeneous and heterogeneous grouping strategies. Students participate in partner and small group Think-Pair-Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, and Language Dives for both informational and literary texts. Teachers are encouraged to use information gained from the ongoing assessments in the lessons to help determine where students need additional supports or extensions during small groups. In the Modules, a variety of grouping strategies are encouraged where students work in pairs or triads and are strategically paired in advance to create productive and supportive work time. In the ALL Block, student groupings are dependent on activities that are differentiated based on student need.

The curriculum provides teachers with different groupings to help students engage with and discuss text. The suggested strategies include; Think-Pair-Share, Back to Back and Face to Face, and Pinky Partners. Think-Pair-Share promotes productive and equitable conversations, giving all students the opportunity to share and consider the views of others. Back to Back and Face to Face is designed to give students the opportunity to hear several different perspectives on a topic and/or to engage in critical thinking about a topic.

In the Your Curriculum Companion, pg. 113, a chart is provided that explains all the grouping strategies for each component of the curriculum. In the module lessons, teachers are given suggestions to group students based on similar needs. Ongoing assessments throughout the module lessons are used to make grouping decisions about who should be grouped together. In the Language Block, students are grouped in either below grade level, on grade level, above grade level, or English Language Learner groups. These groups are formed for a two week period using the data from the module lessons. Students rotate through the activities and are provided the necessary scaffolds or enrichment depending on the group.

In the ALL Block, students rotate through three components: Accountable Independent Reading, Independent Activity in heterogeneous groups with a task card to guide their work, and teacher-guided activities in homogeneous groups (differentiated based on student need). In addition, these groups are flexible because a student may be below grade level in one area, but on grade level in another area.