5th Grade - Gateway 1

The materials reviewed for Grade 5 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The texts provide content that is relevant and interesting to students. The literary texts portray fascinating stories through vivid illustrations and quality writing that would be of interest to students. The texts cover a variety a cultures and concepts, including science. However, two books, A Life Like Mine by DK Publishing and The Most Beautiful Roof in the World by Kathryn Lasky, are out-of-date and contain less relevant social studies information for students today. The photos are also out-of-date and not representative of current society and nature.

Anchor texts in the majority of chapters/units and across the yearlong curriculum are of publishable quality. Anchor texts consider a range of student interests and are well-crafted and content-rich, engaging students at their grade level. Examples include:

• Module 1:
• Esperanza Rising by Pam Munoz Ryan is a historical fiction chapter book about a young girl who grows up wealthy but loses her loving father at a young age. The text contains descriptive wording and phrasing, such as “gentle slopes of the vineyard” and “with a plump face,” which help the reader to imagine the settings and characters.
• Module 2:
• The Great Kapok Tree is a folktale by Lynne Cherry. This text is written as a picture book. Cherry combines illustrations that reveal a naturalist's reverence for beauty with a myth-like story that explains the ecological importance of saving the rainforests. The text is a simply told story about a man who falls asleep while chopping down a kapok tree. The forest's inhabitants--snakes, butterflies, a jaguar, and, finally, a child--each whisper in his ear about the terrible consequences of living in “a world without trees'' or beauty, about the interconnectedness of all living things.
• Module 3:
• Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson contains engaging text features, such as timelines and photos of aspects of Jackie Robinson’s life, such as newspaper clippings. The content is appealing to Grade 5 students since the text is about a sports figure and injustices.
• Module 4:
• Eight Days: A Story of Haiti by Edwidge Daniticat is of a little boy who is trapped under his house for eight days after an earthquake in Haiti. The story is told through the eyes of the little boy as he shares what he imagines doing on each of the eight days that he is trapped. The illustrations are vibrant and will give students an idea of the appearance of the landscape of Haiti.

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

Students have the opportunity to read a mix of informational and literary texts. Genres include poetry, a chapter book, song lyrics, and informational texts. There are no opportunities for students to read myths or drama.

The following are examples of informational texts included within the materials:

• Module 1: Universal Declaration of Human Rights adopted and proclaimed by the General Assembly resolution 217 A (III) of 10 December 1948
• Module 3: Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson
• Module 3: “Jim Abbott” by Rick Swain
• Module 4: “How Well is Your Community Prepared?” from Scholastic Web

The following are examples of literary texts included within the materials:

• Module 1: Esperanza Rising by Pam Munoz Ryan
• Module 2: The Great Kapok Tree by Lynne Cherry
• Module 4: Eight Days: A Story of Haiti by Edwidge Danticat
• Module 4: “O’ Beautiful Storm” by Gian Smith

The materials reviewed for Grade 5 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

Many texts reviewed have Lexile scores within the Grade 4-5 range. Some texts such as The Most Beautiful Roof in the World and Promises to Keep: How Jackie Robinson Changed America have high Lexiles, but the qualitative features, such as pictures or illustrations, help support student comprehension. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Anchor texts are placed at the appropriate grade level. Examples include:

• Module 1:
• Esperanza Rising by Pam Munoz Ryan has a Lexile of 750. The meaning and purpose of the text is very complex as the text contains subtle themes and multiple meanings that may be difficult for students to comprehend. The text structure is moderately complex since characters change over the course of the text and conflicting character perspectives about events in the story are presented. The language features are moderately complex. While sentences are easy for students to understand, the use of metaphors throughout the story makes it more complex. The knowledge demands of the text are moderately complex and includes many historical references that may be unfamiliar to students.
• Module 2:
• The Most Beautiful Roof in the World by Kathryn Lasky has a Lexile of 1100. The meaning and purpose is moderately complex with implied purpose that is easy to identify. The text structure is moderately complex with narrative structure with some subsections of expository structures. The language features are moderately complex with contemporary language. The knowledge demands are moderately complex with discipline-specific content knowledge.
• Module 3:
• Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson has a Lexile of 1030. The text has an implied purpose, but the purpose can be determined through content and chapter headings. The text structure is slightly complex with information presented chronologically with supporting text features. The language features are moderately complex with many complex sentences and mainly contemporary vocabulary aside from academic words. Knowledge demands, abstract ideas and discipline-specific content are supported by the visual elements of the text.
• Module 4:
• “O’ Beautiful Storm” by Gian Smith is a poem thus does not have a Lexile. The meaning and purpose is very complex with multiple levels of meaning and a subtle theme. The text structure is slightly complex as the text is written in free verse. The language features are very complex because the meaning of the poetry relies on imagery, figurative language, and personification. The knowledge demands are moderately complex with experiences that are likely to be unfamiliar to most readers.

The materials reviewed for Grade 5 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

As the year progresses, questions and tasks build literacy skills and student independence. Lessons contain scaffolding and Universal Design for Learning to support students’ increasing literacy skills. Throughout the modules, the teacher reads aloud each of the complex texts. Students reread sections of the texts. There are few opportunities for students to read the grade level complex texts in the modules independently without a prior teacher read aloud.

• In Module 1, students hear Esperanza Rising and articles from the Universal Declaration of Human Rights read aloud by teacher. Students are supported in analyzing the overall structure, main idea and details, and unfamiliar vocabulary through Guided Close Reading. Students reread sections of Esperanza Rising as homework and answer questions about the text.
• In Module 2, students hear, read, and reread grade level complex texts including The Great Kapok Tree, Seeds of Change, and The Most Beautiful Roof in the World in order to build background knowledge about rainforests, compare text structures, and analyze how point of view influences how the events in the text are described. In addition, students research and read (using print and digital sources) ways to help the rainforests and challenges of being an ethical consumer.
• In Module 3, students hear and read grade level complex texts in order to determine main idea and key details, summarize text, analyze accounts about which factor was most important in Jackie Robinson’s success. These include informational texts on Jackie Robinson’s success, informational texts on the qualities of effective leaders of change, and a text titled Promises to Keep by Sharon Robinson at varying Lexile levels and levels of text-complexity.
• In Module 4, students work in expert groups to read informational texts of varying levels and complexities to gather research on the impact of natural disasters. In addition, students read in triads to analyze illustrations and visuals to determine how these texts contribute to meaning, tone, and beauty of text.

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

Students access a variety and volume of texts that supports students’ ability to read at their grade level. There is a Required Trade Book Procurement List and a Recommended Texts and Other Resources List. These lists contain a range and volume of informational and literary texts that students read to them during Module lessons. Opportunities include close reading strategies to support student learning During the Module lessons, students can participate in Accountable Independent Reading as part of homework, and during ALL Block, students participate in a rotation of Independent Reading for 20 minutes. There are Independent Reading Sample Plans found in Module 1 Appendix.

Instructional materials identify opportunities and supports for students to engage in reading a variety of texts to become independent readers and/or comprehenders and a volume of reading as they grow toward reading independence at the grade level. Examples include:

• In Module lessons, students participate in Close Reading, which provides students with the opportunity to read complex texts. For example:
• In Module 2, Lesson 3, students participate in a Close Read of pages 11-12 of The Most Beautiful Roof in the World. The teacher reads the text aloud, and students silently read the text. Later, students choral read the text and find the gist.
• In Module 4, Unit 1, Lesson 4, students are guided through a Close Read of “How Well is Your Community Prepared?” Students take notes in the Close Reading Note-catcher.
• During the ALL Block, students read for 20 minutes. The purpose of their reading alternates each week with one week being focused on research reading and the following week being focused on reading for pleasure.
• In Module 1, students learn about Accountable Independent Reading. Students are taught the structures of Accountable Independent Reading. Independent Reading is assigned for homework most nights. Teachers and students work together to set an independent reading goal, the teacher will check in once or twice a week to see how the student is progressing with their goal.
• In Module 1, Appendix, Independent Reading Sample Plans, there are lesson plans with lessons to support students’ reading. For example, in a lesson called Research Reading Reviews: Something Interesting, students select an interesting fact, paragraph or image/illustration and share their interesting fact, paragraph, or image with a partner or triad.
• At the end of Module lessons, the following homework is assigned: “Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.”

The materials reviewed for Grade 5 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Each module includes a set of trade books that students use throughout the lessons. Materials for the lessons and ALL Block provide graphic organizers and instructional support tasks for students to engage with the text and to collect textual evidence, building toward a performance task. Students are directed to make connections not only across texts, but also across units and lessons. Texts are used significantly during lessons focused primarily on writing. While most questions, tasks, and assignments draw the reader back into the text and support students’ literacy growth over the course of the school year, some questions, tasks, and assignments can be accomplished without use of the text.

The materials include graphic organizers that assist students in Close Reads of their text and citing evidence for specific questions or tasks they are asked to complete. Tasks for various lessons within each unit include teacher-led close reading of content-based text and text-dependent questions along with a focus question to drive a series of sessions on a complex text. Examples include, but are not limited to:

• In Module 1, Unit 1, Lesson 5, materials include a graphic organizer titled “Quoting Accurately from the Text.” They use this organizer when reading Esperanza Rising to record how the human rights of characters were threatened in the book. Students are asked to use accurate quotes from the text. Students analyze the chapter to determine how the chapter fits into the overall structure of the text. Students use that chapter and an additional text to make comparisons.
• In Module 1, Unit 3, Lesson 2, students analyze the elements of plot in Miguel’s Monologue. Students label the parts of Miguel’s Monologue that establish the situation and introduce the characters.
• In Module 2, Unit 1, Lesson 2, students analyze text structure by rereading a portion of The Most Beautiful Roof in the World. Students complete a graphic organizer to explain the structure of the text. Further in the lesson, students read a new section of the text for the purpose of reading for the gist. They use the information that they gathered through reading for the gist and complete a graphic organizer that also focuses on the vocabulary in the text.
• In Module 2, Unit 2, Lesson 5, the focus is on figurative language. First, students share two examples of figurative language within their independent reading books with peers. They use the two examples to compare and contrast the figurative language, including explanations and discussions of the context clues that help them to understand the figurative language.
• In Module 3, Unit 1, Lesson 10, students finish the text, “Promises to Keep.” Throughout the reading, they focus on the gist of the text and look for a factor(s) that led to Jackie Robinson’s success. In Lesson 10, students create a timeline of important events in Jackie’s life. Students answer the following prompts: “Choose a person or event that led to Jackie’s success. Explain how he or she, or the event, led to his success in breaking the color barrier in baseball.” Students work in groups to determine the events and write the events on index cards. After work time is over, the teacher collects all the index cards and works with the students to create a timeline. After the timeline is completed, the teacher asks students to “Share an oral summary of ‘Play Ball!’ using the class Jackie Robinson timeline.” For Closing and Assessment, students use the timeline and their notes to write a paragraph about a factor that led to Jackie Robinson’s success.
• In Module 3, Unit 2, Lesson 10, students analyze a model opinion essay and use the model to plan their own essay about the most important factor(s) for Jackie Robinson’s success in leading social change. As a support, students use an Opinion Writing Planning graphic organizer. Before using the graphic organizer, the teacher and students discuss how it works: “How is this graphic organizer similar to other writing graphic organizers we have used this year? How is this graphic organizer different from other writing graphic organizers we have used?” Students analyze the model opinion writing with the teacher, drawing their attention to the structure of the writing: “Which sentence in this paragraph most clearly states the author’s opinion? How do you know this statement is an opinion?”
• In Module 4, Unit 1, Lesson 4, students brainstorm specific questions to guide their research. Students watch videos in small groups about a natural disaster and take notes using their graphic organizers. Students begin their research by working in expert groups to research a natural disaster, learning about what it is and its impact: “What kind of information do we need to find in order to answer this question? What research questions can we use to guide us in finding relevant facts and details?” After students generate research questions through the use of text and videos, they use the text and videos to answer the questions they have about natural disasters: “Describe the natural disaster. What causes it? What happens during it?”
• In Module 4, Unit 2, Lesson 4, students watch part of a video and read part of the first stanza of the poem, “O’ Beautiful Storm,” in order to identify the meaning of unfamiliar words and phrases, understand the gist of the poem, and understand the human impact that occurred as a result of Hurricane Katrina. Students answer the following questions: “Having watched the video and listened to part of the first stanza of the poem, what do you think this poem is about? How do the visuals in the ‘Katrina: Don’t Let Her Go’ video contribute to the meaning, tone, and beauty of the ‘O’ Beautiful Storm’ text?”

The materials reviewed for Grade 5 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).

Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task which integrates skills to demonstrate understanding. Culminating tasks require students to gather details or information using text-dependent questions, anchor charts, and graphic organizers to write a specific genre of writing at the end of each module. Each module has a final Performance Task. Performance tasks are designed to help students synthesize and apply their learning from the unit in an engaging and authentic way. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.

The Module 1 Performance Task requires students to work in small groups to compile monologues and create a program. In Unit 1, Lesson 4, students read article 3 of The Universal Declaration on Human Rights and answer text-dependent questions such as, “What is the Universal Declaration of Human Rights? Why was it written?” In the Unit 2 end-of-unit assessment, students participate in a text-based discussion about threats to human rights in Chapters 4–6 of Esperanza Rising. In Unit 2, Lesson 1, students read aloud and analyze the Model Character Reaction Paragraph, “Mama.” Students focus on the following questions: “What information does this paragraph contain? Why? How is it organized?” Students reread the model paragraph and annotate the text to answer the questions. In Unit 2, Lesson 11, students analyze the Model Two-Voice Poem. Students discuss the following questions with a partner: “What do you notice about the structure of the poem and how it was read? Why is there a column for each character? Why is there is a column in the middle for both characters?”

The Module 2 Performance Task requires students to compile their narrative writing into an ebook. In Unit 1, Lesson 3, students complete a close read of pages 11-12 of The Most Beautiful Roof in the World and answer text-dependent questions, such as “What is the structure of this excerpt? How is the information organized?” In the Unit 2 end of unit assessment, students read a new excerpt of The Most Beautiful Roof in the World and write an on-demand essay to answer the question: “What does the use of concrete language and sensory detail help you understand about the rainforest?” In Unit 2, Lesson 7, students color-code a model essay. Then, they discuss the following questions: “Why do you think that is the introduction? Why do you think that is the focus statement?” In Unit 3, Lesson 6, students analyze a model, “Bite at Night.” They annotate the text and then discuss the following questions: “Looking across the parts you have underlined, what do you notice about what the author did to speed up time? Why did the author speed up time here?”

The Module 3 Performance Task requires students to reflect on the personal qualities that help leaders to affect social change and, in groups, create a poster for a display titled “Be an Effective Leader of Change.” In Unit 1, Lesson 8, students complete a close-read of Pages 38–41 of Promises to Keep, and answer text-dependent questions about Jackie Robinson and the reasons for his success as a force for social change. In Unit 1, Lesson 11, students reflect on Habits of Character using the following anchor charts: Working to Become Ethical People anchor chart, Working to Become Effective Learners anchor chart, and Working to Contribute to a Better World anchor chart. These anchor charts have been built by students throughout the year. Students reflect on the people that they have read about in Promises to Keep and how they have demonstrated the habits of character. The Unit 2 end of unit assessment requires students to write an opinion essay regarding the factors that make athletes forces for social change, draft a second body paragraph and conclusion, and revise their essays to ensure that each reason is clearly linked to the stated opinion and is well supported by facts and details.

The Module 4 performance task requires students to write an on-demand opinion essay in which they choose two personal items to include in an emergency preparedness kit for their own families and explain the reasons for choosing each. Students use technology to produce, revise, edit, and publish their writing. In Unit 1, Lessons 1-9, students research natural disasters and read “How Well is Your Community Prepared?” in Lesson 4 and answer text-dependent questions. In Unit 1, Lesson 9, students analyze a Model Public Service Announcement (PSA). Then, students utilize Think-Pair-Share to discuss the following questions: “The introduction of the model describes what the natural disaster is and how it impacts people and places. Why do you think it is organized in this way? Think back to the informational essays you’ve written throughout this year. How will the introduction of our PSAs be similar to these introductions? How will it be different? Can you figure out why the introduction of the PSA will be different from informational essays you have written, even though they are both informational pieces?” In Unit 2, Lesson 2, students complete the Quick Write: Visuals in Eight Days: A Story of Haiti. After collecting notes about how the visuals in the text contribute to the meaning, tone, and beauty of the text, students write a paragraph answering the following prompt at the top of their QuickWrite sheet: “How do the visuals in Eight Days: A Story of Haiti contribute to the meaning, tone, and beauty of the text?”

The materials reviewed for Grade 5 meet the criteria for materials providing 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.

The materials provide frequent opportunities and protocols throughout modules and within lesson components for evidence-based discussions such as Turn-and-Talk, Think-Pair-Share and text-based discussions such as Socratic Seminars and Collaborative Discussions that support academic vocabulary and syntax. In the supporting materials, graphic organizers such as Academic Vocabulary Form and Domain-Specific Vocabulary Form and an Affix List are provided for students to use in their writing and speaking activities. Units include practices that encourage the building and application of academic vocabulary and syntax including total participation routines and think pair share. Teacher materials support implementation of these standards in a clear and direct manner. Examples include, but are not limited to:

• The Module 1, Unit 1, Module Overview Overview states that this is “the first in a series of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.” Students participate in two text-based discussions, during which students discuss how human rights are threatened in Esperanza Rising. Students complete a series of note-catchers in preparation for these discussions and they “orally negotiate with classmates the meaning of what they are trying to say, pushing them to change their language to be more comprehensible. Additionally, students can celebrate their successful attempts at communication and their ability to extend and enhance the discussions.”
• The Module 1, Unit 1, Lesson 1, Teacher Guide explains that, during this lesson, students generate a Discussion Norms anchor chart to support students in having productive and equitable discussions that deepen their understanding, targeting Speaking and Listening CCSS 5.1. During this lesson, students contribute to the Academic Word Wall, providing new words that they will use throughout their lessons and discussions.
• In Module 1, Unit 1, Lesson 2, “..students watch a model small group discussion to generate discussion norms. Choose three to five students who can serve as strong models of speaking and listening, invite students from an older grade to choose and bring their own research reading texts to share, or invite several teachers or adult volunteers to choose and bring their own books to share and discuss” (p. 47).
• In Module 1, Unit 1, Lesson 9, students have been reading Esperanza Rising and The Module 2, Unit 1, Lesson 1, Teacher Guide explains that students will be introduced to the Goals 1 and 2 Conversation Cues to promote productive and equitable conversation.
• In Module 2, Unit 1, Lesson 2, the Teacher Guide instructs the teacher to “tell students that now they will see a summary of pages 9-10 of The Most Beautiful Roof in the World and think about what makes the summary effective. The students were asked to Think-Pair-Share: “What were the main ideas of pages 9–10 of The Most Beautiful Roof in the World? What details did you hear to support the main idea? How might you paraphrase these pages?”
• In Module 2, Unit 1, Lesson 13, students participate in a Science Talk. Students use their notes and goals sheets, What Can I Do to Help the Rainforest? note-catcher from Lesson 11, the End of Unit 1 Assessment, Part I: Web Research from Lesson 12, and the Notices and Wonders note-catcher to participate. Students sit in a fishbowl arrangement to being the discussion. Later in the lesson, students repeat the Science Talk.
• In Module 3, Unit 1, Lesson 3, students use a total participation technique in order to gather input from the group using the graphic organizer, “Determining Main Ideas and Key Details: A Black and White World” note-catcher. Students answer the following questions: “What is one main idea of this chapter? What is another main idea of this chapter? What is the big idea of this entire chapter? Why did Sharon Robinson write it?”
• In Module 3, Unit 2, Lesson 1, students use the interactive Word Wall protocol to better understand some of the words and meanings that they have encountered within the text. Students use their vocabulary logs and their copy of Promises to Keep. Students receive large index cards and work with their triad to choose a domain-specific word that they have encountered and write it on the front of the index card. Students decide on their word and write it on the front of their index card. After two minutes, each triad finds another triad, forming a group of six and shares the words that they have written on their index cards.
• In Module 4, Unit 1, Lesson 5, students work with their expert groups to read over their Natural Disaster note-catcher to determine “What research questions do you need more information for?” Later in the lesson, students participate in preparing for a Science Talk, still working with their expert groups, but working to answer and research “How do natural disasters affect the people and places that experience them?” Students use the Natural Disasters: Preparing for a Science Talk note-catcher. Students work with their groups to gather information that will be used later in the unit.
• In Module 4, Unit 2, Lesson 3, students work in triads to answer questions about the text, “In the Water Where the City Ends.” The lesson is designed for students to dig deeper into the text to build a better understanding of the human impact of the Tohoku tsunami. Students answer text-dependent questions and read the question, reread the corresponding part of the text, and then discuss the answer to each question before recording a response on the graphic organizer.

The materials reviewed for Grade 5 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

The individual lessons throughout the module units support students’ speaking and listening about what they are reading and researching. Each module overview outlines the Speaking and Listening standards that will be targeted throughout the unit, and each lesson contains routines to engage students in speaking and listening. Unit lessons require students to share out their reflections and engage in follow-up questioning. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures described in the lesson section titled Teacher’s Notes. Examples include, but are not limited to:

• In the Module 1, Unit 1, Module Overview, the Teacher Guide indicates that students will participate in two text-based discussions, during which students will discuss how human rights are threatened in Esperanza Rising. Students complete a series of note-catchers in preparation for these discussions and they “orally negotiate with classmates the meaning of what they are trying to say, pushing them to change their language to be more comprehensible.”
• In Module 1, Unit 1, Lesson 10, students participate in a text-based discussion. They use the Discussion Norms anchor chart for reference to the criteria for the discussion. Students move into groups of five and sit around a table or in a circle with their group and their Preparing for Text-Based Discussion note-catcher. The students should be focused on the Working to Become Ethical People anchor chart and their collaborative discussion includes describing how they feel.
• In Module 2, Unit 1, Lesson 13, students participate in a Science Talk to answer the question: “What can I do to help the rainforest?” The structure of this talk follows the Fishbowl protocol. “Templates are provided in the supporting materials, but some advance research is required to gather materials and ensure that the information provided on the templates is up-to-date.” When they are in the outside circle, they listen to their peers and record ideas and questions in the first box on their End of Unit 1 Assessment, Part II: Text-Based Discussion note-catcher. At the end of the lesson, they write their conclusions, so they should leave that space blank for now.” Students are asked to bring their Science Talk Notes and Goals (Lesson 10), What Can I Do to Help the Rainforest? note-catcher (Lesson 11), End of Unit 1 Assessment, Part I: Web Research (Lesson 12), and Notices and Wonders note-catcher (Lesson 13) to the discussion.
• In Module 3, Unit 1, Lesson 6, students are shown page 22 of Promises to Keep and read aloud the chapter title. Students focus on the photographs on pages 22–23. They “Turn and Talk” with a peer to answer the question, “What do you notice and wonder?” Teacher/students then read pages 22–23 aloud. Again they “Turn and Talk” and use a “total participation technique” to answer the question, “What is the text about?” After listening to portions of the text read aloud, students “Turn and Talk” to discuss “What are the main ideas of this chapter? What are the key details supporting the main ideas?” Students are then asked to write a summary of “1945: A Changing World.” After summaries are written, students share put their summaries to the class.
• In Module 3, Unit 3, Lessons 2 and 3, students are researching an athlete in order to answer the 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?” Students review a list of athletes and what sport each athlete was famous for. Students choose their athlete and get into groups with others wanting to research the same athlete. As students in the group research, they divide and conquer the resources by taking notes on the information they uncover and then share out with the group. Using the comparison to Jackie Robinson note-catcher, student groups discuss, “What similarities do you notice between factors that contributed to Jackie Robinson’s success as a leader of social change and your athlete’s success as a leader of social change?
• In Module 4, Unit 1, Lesson 7, students participate in a Science Talk, around the question,“How do natural disasters affect the people and places that experience them?” The purpose of a Science Talk is to allow students to build on each other’s ideas. These talks provide a glimpse into students’ thinking that helps teachers figure out what students really know and what their misconceptions may be. Science Talks follow the Fishbowl protocol, with two concentric circles, one observing the other as they participate in the Science Talk with students providing feedback to the whole group, instead of individual students.
• In Module 4, Unit 3, Lesson 4, students participate in a Whole Group Critique: Proof Paragraphs 1 and 2. Students use the opinion writing checklist, with a main focus on two of the criteria: “W.5.1b: I provide logically ordered reasons that are supported by facts and details from sources” and “W.5.1c: I use linking words to connect my opinion and reasons.” An essay is read aloud to the group and the students discuss “What is the opinion here? What are the reasons given for the opinion?” Students write a “Star and a Step” on a sticky-note as feedback for the opinion writing focus criteria. Stars and steps are shared out as a group. After several feedback discussions, students go back to their own work and see how they can make improvements, using the star and step comments made during the whole group discussion.

The materials reviewed for Grade 5 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.

There are opportunities for on-demand writing, process writing, and short, focused projects through a variety of instructional tasks. Students develop drafts for each individual paragraph or portion of a writing product over the course of several lessons. Students also spend time on self-revisions, targeted peer-critiques, and publishing of their work using digital resources and technology. The teacher provides direct instruction to guide students through the writing process, requiring them to analyze good writing models from the text sets they read. The writing lessons included in each module are based on text(s).

On-demand writing occurs each day when students write to what they have read in various formats. Intentional instruction (focus statement, checklist, etc.) is included to support students in writing to meet the criteria. Materials include short and longer writing tasks and projects and are aligned to the grade-level standards being reviewed. Examples of writing include note-catchers, graphic organizers short answer, or paragraph construction.

Examples include, but are not limited to:

• In Module 1,Unit 2, Lesson 8, students will write their own paragraphs about Esperanza’s reaction to Miguel losing his job and quote accurately from the text.
• 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. The model is referred to throughout the unit as students draft their own essays.
• In Module 2, Unit 1, Lesson 4, students reread “Rainforests and Why They Are Important” to determine the main idea and describe the structure. They work in pairs, using a graphic organizer to record their thinking about the structure of the text and plan a summary of it. Students then work as a class to write a shared summary of the text. Lesson 5 adds an additional text so students can compare the text structures from pages 11–12 of The Most Beautiful Roof in the World and “Rainforests and Why They Are Important.” Students use a comparing text structures graphic organizer to capture their thinking and then use the information on the graphic organizer and additional research to answer the research question "Why do scientists study the rainforest?"
• In the Unit 2, in Part II of the End of Unit 2 Assessment, students write an on-demand essay to answer the question, “What does the use of concrete language and sensory detail help you understand about the rainforest?”
• In Module 3, for the Mid-Unit 3 Assessment, students write an on-demand informative essay comparing and contrasting athletes who broke barriers. To start, students watch a video and read about Janet Guthrie. Students identify the similarities and differences between the factors that helped her succeed in being an effective leader of social change with those of Jackie Robinson. Students write an essay outlining the similarities and differences using evidence from both texts.
• In Module 3, students work on a process writing piece about Jackie Robinson and his role as a societal changer during Unit 2, Lessons 11-13. In Lesson 11, students analyze the structure of the model essay using the “Painted Essay” template and write their introductory paragraph. In Lesson 12 and 13, students write the proof paragraphs of this opinion essay, and in Lesson 13, students write the conclusion to of their essay.
• In Module 4, as part of a presentation, students explain the emergency preparedness kit they have created and share the rationale for the items they have chosen to include. They also share the emergency preparedness leaflet that they created. During Unit 3, Lessons 3-5, students work on a process writing opinion piece. In Lesson 3, during Work Time A, students plan an essay responding to the prompt: “Which two items do you think are most important to include in your emergency preparedness kit? Why?” Students choose their two items, write opinion statements, and plan opinion essays. In Lesson 4, students write the proof paragraphs for the opinion piece. Students are required to include logically ordered reasons that are supported by facts and evidence from the sources they used to research emergency preparedness. In Lesson 5, during Work Time A, students draft the conclusion of their opinion essays and cite sources that were used for facts and evidence.
• In Module 4, students complete an on-demand writing for the Mid-Unit 2 Assessment. This assessment has two parts. In Part I, students read a section of a new poem about the aftermath of a natural disaster and summarize the text. Then, in Part II, they watch a video of the same poem and answer short constructed response questions about the theme and the meaning of unfamiliar words and phrases.
• In Module 4, students complete an on-demand writing for the End of Unit 3 Assessment- Writing an Opinion Essay: Students write an on-demand opinion essay in which they choose two personal items to include in an emergency preparedness kit for their own families and explain the reasons for choosing each.

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

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. According to the curriculum map, provided at the beginning of each module, opinion writing is not addressed until Module 4. Each unit includes a multiple writing lesson and students engage with multiple genres and modes of writing. Throughout the modules students learn, practice, and apply writing using evidence. Every unit throughout the modules contains a minimum of 4-6 lessons during the unit that focus on developing the skills for producing a particular text type of writing. Materials provide experiences in writing across different genres with narrative and informative writing, as well as opinion writing. Opportunities to address text types of writing that reflect the distribution by the standards include, but are not limited to:

• In the Module 1 performance task, students work in small groups to create a program using the individual monologues written by the students. Throughout Unit 3, students write and revise a monologue based on a character’s reaction to an event from Esperanza Rising.
• In Module 1, Unit 2, Lesson 8, students independently write a paragraph about Esperanza’s reaction to Miguel losing his job.
• In Module 1, Unit 2, Lesson 11, students work in pairs to write a “two-voice poem” analyzing a character’s reaction to an event. Students compare and contrast the two character reactions in preparation for writing an essay over the next few lessons.
• In the Module 2, Mid-Unit 3 Assessment, students produce a narrative writing of a first-person story based on The Most Beautiful Roof in the World. By using the Narrative Planning graphic organizers, students write a first draft of a new first person narrative, building out a scenario from The Most Beautiful Roof in the World.
• In the Module 1, Unit 1, mid-module assessment, students read Article 13 of the Universal Declaration of Human Rights. Students are asked to 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 Module 2, Unit 1, Lessons 1-12 provide students opportunities to address writing on-demand, evidence-based short constructed responses in response to literature. In Unit 1, Lesson 3, students find the gist of the text: Finding the Gist and Unfamiliar Vocabulary: Rainforests and Why They Are Important.
• The Module 2, Unit 1, Lessons 1-13 provide students opportunities to address writing informational texts. Module 2, Unit 1, Lessons 1-12 directs students to address writing on-demand, evidence-based, short constructed responses to literature. In Unit 1, Lesson 3, students find the gist of the text: Finding the Gist and Unfamiliar Vocabulary: Rainforests and Why They Are Important.
• In the Module 2, Mid-Unit 1 Assessment, students read passages about the destruction of the rainforest, written in two different text structures and create a graphic organizer to record the main ideas and details of each text. Students then use the graphic organizer to write a summary of the texts.
• The Module 3, Mid-Unit 3 Assessment is an informative essay comparing and contrasting athletes who broke barriers. Students begin the assessment by reading and watching a video about a new professional athlete, Janet Guthrie. Students then identify the similarities and differences between the factors that supported her success in being an effective leader of social change with those of Jackie Robinson. Finally, students write an on-demand essay outlining the similarities and differences using evidence from both texts.
• The Module 3, End of Unit 2 Assessment is an opinion essay where students explain what factors and success in Jackie Robinson’s life contributed to the person he became. In Part 1 of the assessment, students continue to work on the opinion essay that was previously started in class by drafting a second body paragraph and conclusion. In Part 2, they revise their essays to ensure that each reason is clearly linked to the stated opinion and is well-supported by facts and details.
• In Module 4, Unit 3, Lessons 3-7, students write an opinion piece responding to the prompt: “Which two items do you think are most important to include in your emergency preparedness kit? Why?” In Lesson 3, students begin by stating their opinion with reasons and evidence and then receiving peer feedback on strength of the supporting evidence and the organization of their opinion introduction. In Lesson 4, students write the body paragraphs of their opinion, continually referring back to the Opinion Writing Checklist. In Lesson 5, students draft the conclusion for the opinion writing and cite sources for the evidence. In Lessons 6 and 7, the End of Unit Assessment, students are asked to write an on-demand opinion writing about two items they would choose to include in an emergency preparedness kit. During these lessons, “students are directed to look back at the Opinion Writing Planning graphic organizer and the Model Essay: Branch Rickey as a model for an organizer and an opinion essay and to transfer what they learned in Module 3 to this content.”

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

Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

• In Module 1, Unit 1, students answer text-based questions using short-constructed responses on the novel, Esperanza Rising, citing evidence from text.
• In Module 1, Unit 2, Lesson 6, students complete “Character Reaction Note-catcher: “Los Espárragos.” This note-catcher asks students, “What do the character think/feel? How do you know?”
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• In the Module 1, End of Unit 1 Assessment, students participate in a text-based discussion about threats to human rights from chapters 4-6 of Esperanza Rising with a focus on a character’s reaction to those challenges. Students must quote accurately from the text and additional resources (UDHR) to answer questions about the text.
• In Module 2, Unit 1, Lesson 2, students read The Most Beautiful Roof in the World for gist, and in Lesson 3, students do a close reading of an excerpt from this section answering text-dependent questions in writing and citing textual evidence in their short responses.
• In the Module 2, Mid-Unit 2 Assessment, Part 1, students read a passage about the rainforest and use evidence to answer text-based questions. Then, in Part 2, students read and analyze two excerpts about the same event comparing points of view and supporting the comparisons with evidence from the text.
• In the Lesson Ticket for Module 3, Unit 1, Lesson 2, students are asked to determine the main idea and identify key details from Promises to Keep, citing relevant details in short-constructed responses.
• In Module 3, Unit 1, Lesson 4, students have to determine the main idea and supporting details using “Determining Main Ideas and Key Details: 'Signs of Hope' Note-catcher”.
• In Module 4, Unit 1, Lesson 4, students complete “Close Reading Note-catcher: How Well Is Your Community Prepared?” This note-catcher require students to supply the reason and evidence from the text.
• In Module 4, Unit 2, Lesson 7, students are analyzing the author’s point of view for the text “Eight Days: A Story of Haiti.” Through student analysis of the text, they are able to answer the question, “How does the narrator’s point of view influence how the events are described in 'Eight Days: A Story of Haiti'?” Students must look for evidence and examples from the text to support their rationale about the author’s point of view.

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

Opportunities to learn language standards are in the Module Lessons including Language Dives and lessons in the ALL Block. Materials include instruction of all grammar and conventions standards for the grade level. Examples of each language standard include:

• L.5.1a
• In Module 2, Unit 3, Lesson 3, students learn to use conjunctions in their writing. Students are told that conjunctions can give writing natural flow or rhythm.The teacher shows examples of conjunctions from the Coordinating and Subordinating Conjunctions handout. Students reread the first three paragraphs of “Bite at Night” and find examples of conjunctions. Students answer questions about the kinds of conjunctions and the purpose of the conjunctions.
• L.5.1b
• In Module 1, Unit 3, Lesson 2, the teacher reminds students that verbs are words that describe an action or state of being. The teacher displays and distributes Perfect Verb Tenses handout, which explains verb tenses. Using a total participation technique, students answer questions about verb tenses. Students rewrite a sentence to show present perfect tense.
• L.5.1c
• In Module 3, Unit 1, Lesson 2, during a Language Dive, students use a Note-catcher to analyze the verbs in the following sentence: “Before we get into the story of Jackie Robinson, however, we need to understand how segregation became a way of life in the United States.”
• L.5.1d
• In Module 3, Unit 1, Lesson 3, during a Language Dive, students use a Note-catcher to learn about verb tense to determine the inappropriate shifts in verb tense.
• L.5.1e
• In Module 3, Unit 3, Lesson 4, during a Language Dive, students focus on the following sentence to analyze correlative conjunctions: “Both Jackie Robinson and Jim Abbott faced adversity with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.” Students use a Note-catcher to practice using correlative conjunctions.
• L.5.2a
• In Module 4, Unit 1, Lesson 10, the teacher displays and distributes Using Punctuation in a Series handout. The teacher clarifies that items in a series must all be the same grammatically and shows in a model sentence. Students whisper read with a partner the second practice sentence and edit the sentence for commas in a series.
• L.5.2b
• In Module 3, Unit 2, Lesson 5, the teacher distributes the Introductory Elements handout. The teacher tells students they should use a comma to separate the introductory element from the rest of the sentence.
• L.5.2c
• In Module 4, Unit 1, Lesson 11, the teacher distributes Using Commas to Set Off Words and Phrases handout. The teacher informs students that yes and no can be found at the beginning of a sentence. The teacher shows a practice sentence with no at the beginning of a sentence, and the teacher shows putting a comma after no. The teacher also shows how to set off a tag question with a comma. Students practice adding commas to set off yes, no, tag questions, and direct address.
• L.5.2d
• In Module 2, Unit 2, Lesson 3, students learn how to mark titles and quotations. The teacher asks, “How should we indicate the titles of the texts in our paragraphs? How should we mark the quotations from the texts in our paragraphs?” Students write a paragraph using the Comparison Paragraph frame and are to correctly indicate the titles of texts and quotations from the texts.
• L.5.2e
• In Module 4, students are reminded to use correct spelling as they pen an on-demand opinion essay using the Opinion Writing Checklist.
• L.5.3a
• In Module 2, Unit 3, Lesson 6, the teacher leads students through analyzing a model text for how the author sped up time. The teacher asks: “Looking across the parts you have underlined, what do you notice about what the author did to speed up time?” The teacher and students add new information about combining sentences and reducing sentences to the Narrative Texts anchor chart.
• L.5.3b
• In Module 4, Unit 2, Lesson 8, during a Language Dive, students focus on analyzing “I got the Rain in my veins” to compare varieties of English. The teacher asks: “What variety of English does Smith use in this chunk? Can you figure out why Smith chose to switch between a local variety of English and classroom English prose?"

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

The materials include instruction and practice in Word Study and Vocabulary that occurs as a component of the five components in the ALL Block. During each two-cycle, students have two teacher guided sessions and two independent heterogeneous grouping sessions, which provides students the opportunity to participate in 20 minutes of Word Study and Vocabulary four times a week every other week. The emphasis of Word Study and Vocabulary is context-driven word study. The Your Curriculum Companion states that “readers in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition (p. 85). There is an increased focus on morphology of words related to word meaning. The Your Curriculum Companion describes Word Study and Vocabulary as working with words from complex texts and use of vocabulary protocols, routines and tools to figure out meaning of new words (p. 87). In the Modules, there are some opportunities for students to analyze words when words are being added to the Academic Word Wall. Ongoing word analysis assessments are not used over the course of the Grade 5 sequence.

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

• In Module 1, Unit 3, Week 2, Day 3, ALL Block, students complete the following task:
• "Say this word three times: monologue.
• Pair up with someone. Talk with your partner about what the word means.
• Practice using the word in sentences. Say two sentences aloud to your partner using the word.
• Write two or three sentences using the word below. You can write more sentences on the back if you have time."
• In Module 2, Unit 2, Lesson 5, students had an opportunity to answer questions about what they thought "meaningless" means when close reading: “Meg’s voice spins out into the night. The words dissolve into the thick, humid air of the rainforest. They become meaningless sounds in the darkness.” The teacher asks: “What other words can you think of with the suffix -less? What does the suffix -less at the end of the word mean? So what does meaningless mean?”
• In Module 3, Unit 1, Week 2, Days 2 and 4, ALL Block, students use a vocabulary tree to analyze the words “unacceptable” and “resentment” from the text, Promises to Keep.
• In Module 3, Unit 2, Week 2, Days 2 and 4, ALL Block, students use a vocabulary tree to analyze the words “greatness” and “integrity” from the text, This I Believe: Free Hearts and Minds at Work.
• In Module 4, Unit 2, Week 2, Days 2 and 4, ALL Block, students use a vocabulary tree to analyze the words “population” and “equivalent” from the text Eight Days: A Story of Haiti.