The materials reviewed for Grade 4 meet the criteria for Indicator 1a. 

The materials contain a variety of publishable anchor texts that span the year’s worth of materials. The texts include a wide range of student interests such as weather, science fiction, adventure, Greek Mythology, and biographies. Colorful and engaging illustrations are common among the texts. Texts include rich language that builds on key academic vocabulary that is highlighted throughout the text. Texts cover a variety of historical events and human interest. Texts and topics allow students to relate and/or reflect on themselves, their world and their actions. The texts are well-crafted and content-rich. 

Examples include, but are not limited to, the following:

• In Unit 1, Lesson 3, students read an excerpt from Charlotte's Web by E.B. White. This classic story takes place on a farm but also contains fantasy elements, such as talking animals.

• In Unit 2, Lesson 5, students read To Space & Back by Sally Ride with Susan Okie. This autobiography describes the voyage of the first American woman, Sally Ride, as she travels to space on the space shuttle Challenger in 1983.

• In Unit 3, Lesson 4, students read Hope and Tears: Ellis Island Voices. This informational text combines information about immigrants who traveled through Ellis Island, as well as free-verse poetry about the experience through a variety of perspectives. 

• In Unit 4, Lesson 2, students read Animal Defense Academy by Nicole Gill. This informational text is illustrated with both drawings and photographs of animals. The illustration of the skunk appears on each page along with more real pictures of animals and their adaptations.

• In Unit 5, Lesson 1, students read Paul Revere’s Ride by Henry Wadsworth Longfellow. This narrative poem, written in 1860, is a fictionalized account of the famous event in the American Revolution when American patriot Paul Revere rode to warn the Boston colonists of the approaching British soldiers. 

• In Unit 6, Lesson 5, students read Sleeping Beauty, an excerpt from the larger text The Fairy-Tale Princess: Seven Classic Stories from the Enchanted Forest. This retelling of a popular fairy tale contains unique visuals with images sculpted out of paper.

The materials reviewed for Grade 4 meet the criteria for Indicator 1b. 

The materials reflect the distribution of text types and genres required by the standards. Text types include, but are not limited to, historical fiction, myths, poetry, biographies, and dramas. The materials also reflect a 50/50 balance between informational texts and literary texts. Core texts demonstrate a comprehensive collection of informational and literary texts integrated throughout units. Some units may place more emphasis on informational or literature, but the overall year’s worth of material contains a balance. For example, Unit 4 contains five informational anchor texts with one literary text while Unit 6 contains six literary anchor texts. However, over the course of the year’s worth of materials students read a balance of text types. In addition, supplemental texts included to enhance core reading also provide a variety of genres including biographies, dramas, fables, historical fiction, poetry, narrative nonfiction, realistic fiction, and informational texts.

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following: 

• In Unit 1, Lesson 5, during Reading and Responding, students read the biography, Nelson Mandela by Kadir Nelson. 

• In Unit 2, Lesson 2, during Reading and Responding, students read the realistic fiction text, Ruby Godberg’s Bright Idea by Anna Humphrey.

• In Unit 3, Lesson 5, during Reading and Responding, students read the historical fiction text, My Diary From Here to There by Amada Irma Perez.

• In Unit 4, Lesson 1, during Reading and Responding, students read a folktale by reading an excerpt from How & Why Stories by Martha Hamilton and Mitch Weiss. 

• In Unit 5, Lesson 5, during Reading and Responding, students read a biography, Lady Liberty: A Biography by Doreen Rappaport.

• In Unit 6, Lesson 6, during Reading and Responding, students read the play “The Doomed Prince” by Paul Thompson. 

Materials reflect a roughly 50/50 balance of informational and literary texts with 18 literary and 19 informational texts. 

• Examples of informational include but are not limited to, the following:

  • In Unit 1, Lesson 2, students read the biography, Louis Braille’s Gift to the Blind by Tanya Anderson.

  • In Unit 3, Lesson 4, students read the informational text, Hope and Tears: Ellis Island Voices by Gwenyth Swain. 

  • In Unit 4, Lesson 5, students read an informational text,Survival at 40 Below by Debbie S. Miller. 

• Examples of literature include but are not limited to, the following:

  • In Unit 1, Lesson 3, students read an excerpt from the literary fantasy text, Charlotte’s Web by E.B. White.

  • In Unit 2, Lesson 2, students read a realistic fiction text, Ruby Godberg’s Bright Idea by Anna Humphrey.

  • In Unit 3, Lesson 5, students read an historical fiction text, My Diary From Here to There by Amada Irma Perez.

  • In Unit 4, Lesson 1, students read a folktale, How and Why Stories by Martha Hamilton and Mitch Weiss.

  • In Unit 5, Lesson 4, students read the literary fantasy text, Mice in the Mint by Karen Martin.

  • In Unit 6, Lesson 6, students read the play, “The Doomed Prince” by Paul Thompson.

The materials reviewed for Grade 4 meet the criteria for Indicator 1f. 

The materials include multiple opportunities for students to engage with text-dependent questions and tasks. The materials provide text-dependent questions throughout the week through the Access Complex Text, Essential Questions, Text Connections, and Anchor and Supporting text within the Teacher Edition and Student Anthology Student Book. During the first read, most questions are addressed through teacher-led discussions, but move toward students writing the responses on Days 3 and 4. The materials provide comprehension questions in the Student Anthology that ask students to refer to the text to answer. The Teacher Edition provides prompts, modeling, and possible answers that show how to refer to the text to respond to questions. These prompts help the teacher plan and implement the use of text-dependent questions and tasks with their reading. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following: 

• In Unit 1, Lesson 2, Day 3, during Reading and Responding, students read Louis Braille’s Gift to the Blind by Tanya Anderson. During the Text Connections section, students answer questions provided in the Student Anthology. The following are some of the questions they answer, “Biographers have noted Louis Braille had a stubborn personality. Give examples from Louis Braille’s life to support the benefits of this character trait.” and “Recall ‘Ava and Pip’ from Lesson 1. Do you think Ava or Louis Braille made the bigger sacrifice in order to help other people? Explain your answer, using examples from the selections.” 

• In Unit 2, Lesson 6, Day 1, during Reading and Responding, Discussion Starters within the Teacher Edition include, “How is the experience of space travel described in this selection similar to Sally Ride’s firsthand account in To Space and Back by Matthew Martinez? What is the difference between these firsthand and secondhand accounts? Does one give more information? Do the facts in the two selections ever conflict?” On Day 3, during Reading and Responding, Access Complex Text section, students read the text a second time and “identify one cause and its effect described on page 214 on Out of this World.” Students are also asked to “explain the sequence of events involved in the space shuttle’s descent as described on page 215.” Students write the answers in a sequencing chart. 

• In Unit 3, Lesson 6, Day 1, during Reading and Responding, students read Fish for Jimmy: Inspired by One Family’s Experience in a Japanese American Internment Camp. While reading the text, the teacher provides the following questions, “Taro and his mother and brother have been forced to leave their home and live in a kind of camp surrounded by fences simply because they are Japanese and not because they have done anything wrong. Think about the selection ‘The Unbreakable Code,’ which you read at the beginning of this unit. Can you make a connection between these events and the early life of John's Grandfather?”

• In Unit 4, Lesson 3, Day 1, during Reading and Responding, students read the anchor text Masters of Illusion by Jean Enicks. At the end of the lesson on Day 1, students are redirected to the Big Idea: “How do adaptations help plants and animals?” to discuss how the selection supports the idea of the unit. During Day 3 of the continuation of the Close Reading lesson, students identify the main idea and details in the selection by answering questions such as, “Look at the heading for the section on pages 384 and 385. This should help you determine the main idea, or overall point of this section. What is the main idea? The author uses three examples to support this main idea. What are they?” 

• In Unit 5, Lesson 5, Day 4, during Reading and Responding, students read Lady Liberty: A Biography by Doreen Rappaport. The Student Anthology includes comprehension questions such as, “Why didn’t workers digging the foundation on Bedloe’s Island complain about the rough work? Use details from the text to support your inference.” “What is the theme of ‘The New Colossus’? Explain how details support it.”

• In Unit 6, Lesson 3, Day 1, during Reading and Responding, students read the anchor text Little Red Riding Hood by Brothers Grimm, retold by Karen Martin. Students look at the setting of the story and how the author uses words to help them visualize the scene, “This is an important scene in the story. Little Red Riding Hood bravely faces the wolf and lures him out of the cottage so the huntsman can trap him. What specific words does the author use here to appeal to our senses and help us visualize the action?” During Day 2 of the Close Reading Lesson, students make inferences about the characters, following the prompt, “Sometimes we can see characters themselves making inferences when we read. They combine the evidence they see with their own knowledge to assume something about a person or situation. The huntsman has made two inferences here based on information from Little Red Riding Hood. Both are about the wolf. What are they and what are they based on?”

Teacher materials provide support for planning and implementation of text-based questions, tasks, and assignments. Examples include, but are not limited to, the following: 

• In Unit 1, Lesson 5, Day 4, during Reading and Responding, students read Nelson Mandela by Kadir Nelson. In the Keys to Comprehension section the students answer the following prompt, “Use information from the text to explain why Nelson Mandela was eventually freed.” The Teacher Edition provides the following possible answer, “The text says that South Africa began to fall apart and the world pressed South Africa to change. A new president came into power who agreed South Africa needed to change. All of these events led to Nelson Mandela being freed.”

• In Unit 2, Lesson 6, Day 3, during Reading and Responding, students read the text To Space and Back by Matthew Martinez. Within the Text Connection portion of the lesson, in the Student Anthology on page 218, students answer questions such as, “What are some of the emotions a crew feels aboard a spacecraft? Why does the text say that astronauts are different inside after their return to Earth? Why do people in rural areas see more stars than people in cities?” Students are also encouraged to ask their own questions about the text. The Teacher Edition states, “Read each question with the class. Call on various students to answer each question. Provide enough time for students to respond to each other’s questions and ask new ones when relevant to the topic.” Possible answers are provided. 

• In Unit 3, Lesson 4, Day 2, during Reading and Responding, students read Hope and Tears: Ellis Island Voices by Gwenyth Swain. In the Access Complex Text section, the Teacher Edition provides the prompt for the teacher to help students determine the main idea and details of the text, “Remind students the main idea of a paragraph is the most important, overarching idea. Ask students to reread the second paragraph on page 285 and state the main idea.” The Teacher Edition provides a possible answer, then states, “Then help them determine the key details that support the main idea.”

• In Unit 4, Lesson 1, Day 2, during Reading and Responding, students engage in a discussion by using questions that encourage them to draw upon the reading selection as well as other information they know about the topic in order to contribute to the discussion. Questions include, “How are the tales in the selection alike? How are they different? Besides the explanations for animal adaptations, what other lessons are taught by the tales?” The Teacher Edition instructs the teacher to use Routine A, the Handing-Off Routine, to discuss as a class. The Management Routine A is provided in the materials, and is hyperlinked in the lesson for teachers using the online version. Possible answers are provided. 

• In Unit 5, Lesson 4, Day 4, during Reading and Responding, students are asked to summarize Hamilton’s career, citing text evidence. The Teacher Edition provides a possible answer to support the teacher. For example, “Possible answer: At 18, Hamilton was a soldier. He became a captain, then Washington’s aide-de-camp, and finally a commander. Hamilton then became a lawyer. He also worked in politics, becoming a New York delegate to the Constitutional Convention. President Washington then appointed Hamilton as leader of the Department of the Treasury.”

• In Unit 6, Lesson 1, Day 4, during Reading and Responding, students and teachers read from the Student Anthology book a Social Studies Connection titled, “Advertising a Folk Hero.” Students are guided through the discussion of the text with questions such as, “What people first told stories about Paul Bunyan? How do advertising designs and storytelling influence American popular culture? How do media like television and the Internet spread cultural ideas today?” In addition, students have the option to research places across the United States that feature the statues of Paul Bunyan and Babe the Blue Ox. They respond to the question, “Why might a community build such a statue?” Possible answers are provided for all the questions in the Teacher’s Edition. Under the Go Digital section, the Teacher Edition provides information for the teacher to help the students conduct research.

The materials reviewed for Grade 4 meet the criteria for Indicator 1g. 

Materials provide opportunities for students to use speaking and listening skills to apply their knowledge with a partner or whole group class discussions. In the Resource Library,  teachers can find procedures for a variety of speaking and listening protocols, including Selection Vocabulary, Clues, Problems, and Wondering, Reading the Selection, Know, Want to Know, Learned, and Handing-Off. The materials provide explicit “routines” throughout each unit. Although there are explicit protocols, the protocols have only slight variations over the course of the year. Variations in complexity occur through different types of student discussions, an increase of student independence, and question complexity.

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• In Unit 1, Getting Started, Day 1, students learn about the Discussion Rules. This routine is continued after the first read of the text selection of every lesson in the unit. According to Unit 1, Lesson 1, Day 2, students review the general rules of discussion and the teacher models how to ask for clarification about a topic that is being discussed. As the year progresses, students take more responsibility during the discussion. They connect conversations, explain their own ideas, clarify when necessary, summarize when appropriate, and ask additional questions. They begin discussing the selection. Discussion rules include:

  • Listen carefully as others speak. 

  • Do not interrupt a speaker. 

  • Raise their hands when they want to speak. 

  • Ask questions to get more information from a speaker. 

  • Respect others when they are speaking. 

  • Take turns speaking. 

  • Keep questions and responses focused on the idea that is being discussed.

• The Know, Want to Know, Learned Routine supports students as they browse the story and encourages student discussion of possible things that may be learned, questions and connections to content or topic. 

• The Handing-Off Routine is carried out in groups or with a partner, utilizing sentence stems for discussion such as: “I didn’t know that….” or “This selection made me think of…” or “I think this connects to the theme because…”. This routine encourages students to take control and lead the discussions, while the teacher periodically “checks in.” Over time, students are directed to take over more of the protocols and discussions as the teacher decreases their participation/scaffolding.

• The Reading the Selection routine provides explicit teacher modeling of student expectations for before reading, during reading, and after reading, including speaking and listening protocols. 

• In Unit 2, Lesson 3, Day 1, students read My Brothers’ Flying Machine: Wilbur, Orville, and Me by Jane Yolen. Under Discuss the Selection, the Teacher Edition directs the teacher to, “Engage students in a discussion by asking them the questions that follow. Encourage them to draw upon the reading selection as well as other information they know about the topic in order to contribute to the discussion. Remind them they need to follow the class’s rules for discussion.” The Teacher Edition also directs the teacher to use the Handing-Off Routine.

• In Unit 3, Lesson 3, Day 1, students browse Fiona’s Lace by Patricia Palacco using the Clues, Problems, and Wonderings Routine. The teacher gives a short background about the selection. Students follow Instructional Routine #12 during the reading where they use a graphic organizer to record any clues about the selection using text features such as charts, graphs, pictures or illustrations, write any possible problems anticipated (e.g., unknown words, confusing content, or text features), and record wonders about the selection in the third column of the graphic organizer. This includes connections to the theme or other stories. After reading, students review and discuss what they have written with the whole class. The Teacher Guide directs, “Have students explain their thoughts and what they have learned from the discussion. Tell them they can return to the CPW chart to determine whether any of their questions were answered or whether they learned any new information from reading this selection. Let students decide which items need further discussion.” The Teacher Guide also notes that in this selection, “Students might be unfamiliar with the word parlour. Students might wonder what the family will do when the textile mill closes.”

• In Unit 4, Lesson 4, Day 1, students read Plants Found a Way by Lynn Williams. Students fill out a KWL chart while reading, which the materials introduce during the Preview the Selection section. Under Discuss the Selection, the Teacher Edition states, “Have students explain their thoughts and what they have learned from the discussion. Tell them they can return to the KWL chart to record facts and details discovered in the text. For example, students might have learned that some plants actually eat insects. Then let students decide which items need further discussion.” The materials provide a completed KWL chart and Instruction Routine 8: Know, Want to Know, Learned.

• In Unit 6, Lesson 6, Day 1, students read The Doomed Prince: An Egyptian Tale Retold in Two Acts by Paul Thompson. Under Discuss the Selection, the Teacher Edition provides the following prompt, “Engage students in a discussion by asking them the questions that follow. Encourage them to draw upon the reading selection as well as other information they know about the picture in order to contribute to the discussion. Remind them that they need to follow the class’s rules for discussion.” 

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• The Program Overview provides general guidance on the facilitation of speaking and listening instruction. It states, “Listening and speaking skills are integrated throughout the lessons in Open Court Reading,” and then lists that the focus skills are “listening, speaking, interaction, and presenting information.” Throughout the program, tips are provided for the teacher to utilize when integrating these focus areas into classroom instruction including facilitating discussions, monitoring skills, and scaffolding support. 

• In Unit 2, Lesson 3, Day 3, the Teacher Edition provides the teacher with support as students discuss the selection vocabulary. For example, materials state, “Explain to students that the concept vocabulary word for this part of the lesson is documentation. Tell them that documentation is defined as ‘materials that provide evidence or serve as a record’. Have students discuss how they think the word documentation relates to the unit theme. 

• In Unit 5, Lesson 1, Day 2, materials provide discussion questions with possible expected responses to support the teacher during the discussion. For example, materials state, “Why are Leah and Ayla at the museum after hours? What do they see? Possible Answer: The girls are there for a special program with their class. They get to stay at the Archives overnight. They are led into the Rotunda, where the Declaration of Independence, the Constitution, and the Bill of Rights are kept. They meet the Archivist of the United States, who tells them about these documents. They also see murals depicting the Founders, such as George Washington and Ben Franklin.”

The materials reviewed for Grade 4 meet the criteria for Indicator 1h.

Throughout the year’s worth of materials, students have opportunities to discuss what they are reading through varied speaking and listening opportunities. Discussions are incorporated into all the lessons under the Discuss the Text section. Students engage in conversations throughout each unit through the Reading and Responding portion of the lesson plan. Opportunities can be found within Reading and Responding in Access Complex Text, Text Connections, Close Reading, Comprehension Strategies, Discuss the Selection, Look Closer, and Inquiry Steps. These opportunities vary depending on the lesson and day within each unit. Many comprehension questions ask the students to discuss their answers and provide follow-up and related questions. Students discuss the theme and the Big Ideas in relation to the texts they are reading. Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and sources. Many of the discussions ask for evidence from the text that they are reading in the lesson. Students orally deliver their findings from the research they conduct during the inquiry process. A rubric is provided to assist in expectations for both the speaker and listeners during presentations. During the inquiry process, the teacher and students ask follow-up questions related to text previously read in the unit.

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 1, Day 1, during Reading and Responding, students listen for details about the conflict and its resolution in the story, Saving the City Below the Sea by Rosalie Keeley. After the Read-Aloud, students discuss the major events of the plot by answering questions such as,  “How would you describe the setting of this story? How do you know this story is a legend? What do you think the lesson of the story is?” Students are asked to revisit the purpose of reading by responding to, “What is the story’s conflict and resolution? What personal qualities does Hans have that help him make a difference?”

• In Unit 2, Lesson 6, Day 4, during Reading and Responding, Inquiry, students present their Inquiry Project to the class. Materials state, “Have students take turns recounting their experience doing the research project for Inquiry. What was difficult? What did they enjoy? Encourage them to share appropriate facts, ideas, and relevant, descriptive details at an understandable pace. Guide students to identify that informal English is appropriate in discussions such as these.”

• In Unit 3, Lesson 2, Day 1, during Reading and Responding, students read the text Ben and the Emancipation Proclamation by Pat Sherman. After reading the selection, students engage in a discussion using the Handing Off Routine by answering questions such as, “How does Ben learn to read and write? Why does Ben have to hide his ability to read? How does reading give someone power?” Students are then encouraged to pose their own questions to the class, asking questions that should be specifically linked to the discussion of Ben and the Emancipation Proclamation.

• In Unit 4, Lesson 2, Day 4, during Reading and Responding, students read Animal Defense Academy by Nicole Gill. In the Look Closer section, students answer comprehension questions. The Teacher Edition states, “Call on various students to answer each question. Provide enough time for students to respond to each other’s questions and ask new ones when relevant to the topic.” The questions are as follows,  “Why do animals use the defense they do in a snowy climate, according to the text?” “Describe the details that support the concept that an animal's first line of defense is running away.” 

• In Unit 5, Lesson 4, Day 4, during Reading and Responding, Science Connection, students read The Story of Greenbacks as a class. Afterwards, students work with a partner to discuss the questions, “How was money different in the United States before 1862? How did the function of the U.S. government gradually change after 1862, in regard to money and banking? Do you think federal governments should have the authority to control a country’s money? Why or why not?”

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• In Unit 4, Lesson 5, Day 1, during Reading and Responding, students read Survival at 40 Below by Debbie S. Miller. Under Discuss the Selection, the Teacher Edition states, “Encourage them to draw upon the reading selection as well as other information they know about the topic in order to contribute to the discussion.” The following questions are included, “Which animals in this habitat hibernate for the winter? What happens to them? What are some of the special body parts and functions that help arctic animals survive the cold?”

• In Unit 5, Lesson 5, Day 3, during Reading and Responding, students reread Lady Liberty: A Biography by Doreen Rappaport. After the reading, students turn to page 556 in the Student Anthology book and locate Text Connections. Students read the questions and are asked specifically at times to use the text selection to explain their answer. For example, in question 4 students are asked to make a connection between two texts. “How does the section about Emma Lazarus in ‘Lady Liberty: A Biography’ connect with the poem ‘The New Colossus’?” The teacher calls on each student to answer the questions and then provides time for students to respond to each other's questions and ask new ones when relevant.

• In Unit 6, Lesson 1, Day 4, during Reading and Responding, Look Closer: Keys to Comprehension, after a second read of the text, students are directed to use evidence when answering comprehension questions. The teacher calls on students to orally answer questions such as, “How does digging Lake Ontario lead to a new hobby for Paul Bunyan? Give details from the text to support your answer. Why do you think Babe the Blue Ox is the only pet Paul Bunyan ever has? Use text examples to support your inference.”

• In Unit 6, Lesson 2, Day 1, during Reading and Responding, students read The Labors of Hercules by Vidas Berzdukas. Under the Discuss the Selection section, students use the Handing-Off Routine. The Teacher Edition states, “Encourage them to draw upon the reading selection as well as other information they know about the topic in order to contribute to the discussion.” The following discussion starters are included: “What qualities does Hercules show in this story? How are Hercules and Paul Bunyan alike? How are they different?”

The materials reviewed for Grade 4 meet the criteria for Indicator 1l.

Materials provide explicit instruction of the grade-level grammar and usage standards through the instruction and guided practice sections of the day’s activities that direct the teacher on wording and examples to teach the skill. The Skills Practice pages, Dictation, Writing Assignments, and the Apply section of the Teacher Edition provide opportunities for students to demonstrate the application of skills in context, including applying grammar and convention skills to writing.

Materials include explicit instruction of all grammar and usage standards for the grade level. Examples include, but are not limited to, the following:

• Students have opportunities to learn how to use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

  • In Unit 1, Lesson 4, Day 2, Grammar, Usage, and Mechanics Adverbs, Instruct, the materials state, “Display the following sentence and point out the adverb. This is the playground where we found our dog, Tucker. Explain that an adverb is a word that modifies a verb, an adjective, or another adverb. Adverbs often tell how, when, where, or to what extent an action is performed. Explain the adverb where in the last sentence is a relative adverb. A relative adverb introduces a group of words that tell more about a noun. When, where, and why are the main relative adverbs, and they are used in place of the phrases at which, in which, and for which.”

  • In Unit 6, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Apply, students each write three sentences: one with a demonstrative pronoun, one with a reflexive pronoun, and one with a relative pronoun at the start of a relative clause. Students exchange sentences with a partner and check for correct usage. Volunteers share their sentences with the class.

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

  • In Unit 4, Lesson 4, Day 2, Grammar, Usage, and Mechanics, Verb Tenses, Apply, students brainstorm a list of regular verbs. The teacher chooses one of the verbs and verb tense and directs students to write a sentence using that verb and tense. Volunteers share their sentences and confirm that each uses the correct tense. This is continued until students have written sentences for each of the six verb tenses discussed in this lesson. 

  • In Unit 6, Lesson 4, Day 2, Grammar, Usage, and Mechanics Subordinating and Correlative Conjunctions, Complex Sentences, Possessives, Verb Tenses, Irregular Verbs, the teacher asks students to name the main verb tenses: past, present, future. The teacher reminds students that the progressive tenses describe actions that are ongoing, and they are formed by using a form of the verb be with the participle of the main verb. The teacher asks the students to identify the progressive tense verb in the sentences in the ePresentation Resources.

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

  • In Unit 1, Lesson 2, Day 2, Grammar, Usage, and Mechanics Verbs, the materials state, “Display sentences from ePresentation Resources. Explain to students modal auxiliary verbs express a condition about the action or state of being. Modal auxiliary verbs include can, could, would, should, may, and must. In the fifth sentence (Jordan should shovel the driveway when he gets home. should shovel.), the modal auxiliary verb should tell the reader it will be best if Jordan does shovel, but it is unknown whether he will or will not.”

  • In Unit 6, Lesson 1, Day 2, Grammar, Usage, and Mechanics, Apply, students write three sentences: one with a modal auxiliary verb.

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

  • In Unit 6, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Guided Practice, three sentences are displayed and the teacher helps students reorder the adjectives in each sentence so they follow conventional patterns.

  • In Unit 5, Lesson 1, Day 2, Grammar, Usage, and Mechanics, Apply, students choose an object in the classroom and provide multiple adjectives describing it. Students use two or more adjectives in the same sentence to describe the object. The teacher discusses the correct order of adjectives. The exercise is repeated with other objects as time allows. 

• Students have opportunities to learn how to form and use prepositional phrases.

  • In Unit 2, Lesson 2, Day 2, Grammar, Usage, Presentation and Mechanics Prepositions and Prepositional Phrases Instruct, the materials state: “Display sentences from ePresentation Resources. Point out the preposition and the object of the preposition in each sentence. The air was filled with excitement. with; excitement; Jayden lost his gloves behind the desk. behind; desk Explain a preposition is a word that relates a noun or a pronoun and is used to convey locations, time, directions, or provide details. The noun or pronoun that follows the preposition is the object of the preposition. Point out to students that the preposition in the second sentence behind relates the object of the preposition desk.Tell students a preposition must have an object and cannot stand alone. Explain to students a prepositional phrase is the group of words that begins with a preposition and ends with the object of the preposition. For example, in the second sentence, the prepositional phrase is behind the desk.”

  • In Unit 6, Lesson 2, Day 2, Grammar, Usage, and Mechanics Direct Objects, Prepositional Phrases, Capitalization, Simple Sentences, Kinds of Sentences, Coordinating Conjunctions, the teacher reminds students that a prepositional phrase provides information about locations, time, directions, or additional details. The teacher asks students to identify two prepositional phrases from the ePresentation Resources sentence. 

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

  • In Unit 2, Lesson 1, Day 5, Developing Oral Language, the teacher organizes the class into two groups. Each group writes simple sentences using words from the word lines on the ePresentation Resources. The groups exchange papers and extend the sentences they have been given. The teacher explains that as students write extended sentences, they should add details that demonstrate the meanings of the target words from the word lines. Groups wrap up the exercise by reading aloud their extended sentences.

  • In Unit 3, Lesson 3, Day 2, Grammar, Usage, and Mechanics, Apply, the teacher displays run-ons and fragments and students write complete sentences to correct each one. Examples: Before my uncle arrives next week. Bella listened to the band’s new song she didn’t like it. Students exchange papes with a partner, and partners check that all sentences have subjects and predicates.

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

  • In Unit 1, Lesson 3, Day 4, Word Analysis Homophones and Homographs, Word Relationships Decoding, the materials state, “Review that homophones are words that are pronounced the same but have different spellings and different meanings. The teacher asks students to define the word homophone (“same sound”). Remind students that homographs are words that are spelled the same but have different pronunciations and different meanings.”

  • In Unit 5, Lesson 2, Day 2, Word Analysis, Guided Practice, the teacher displays sentences, and students identify the misused homophone in each sentence and correct it. Examples: Are you going two the store after work? Did you bring you’re lunch today?” 

• Students have opportunities to learn how to use correct capitalization.

  • In Unit 1, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Apply, students each write a pair of sentences: one that has a proper noun or nouns as the subject, and one that has a proper noun or nouns as an object. Students are reminded to use correct capitalization. Students exchange sentences with a partner and rewrite the sentences using pronouns. Volunteers share their new sentences with the class. 

  • In Unit 2, Lesson 3, Day 5, Grammar, Usage, and Mechanics Capitalization Review, students review capitalization in dates, addresses, geographical locations, book titles, languages, races, and historical events. Materials state, “Review that, in book titles, typically the first and last words are always capitalized, as well as other important words. Remind students historical documents are capitalized like titles.”

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

  • In Unit 5, Lesson 4, Day 4, Grammar, Usage, and Mechanics Commas and Quotation Marks in Direct Quotations and Dialogue, the teacher displays the sentences from the ePresentation Resources and points out the dialogue in each sentence. The teacher explains to students that dialogue and direct quotations are the exact words spoken by characters or real people and to use quotation marks to set off the exact words, and to place commas and end punctuation inside the quotation marks as well. 

  • In Unit 6, Lesson 2, Day 5, Grammar, Usage, and Mechanics, Apply, the ePresentation slide with sentences is displayed. Each student writes three sentences containing dialogue, using the displayed sentences as the dialogue being spoken. The first sentence has the speaker tag at the beginning; the second has the speaker tag in the middle; and the third sentence has the speaker tag at the end. Students exchange sentences with partners to check for correct usage of commas and quotation marks. 

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

  • In Unit 3, Lesson 2, Day 5,Grammar, Usage, and Mechanics, Guided Practice, the teacher displays sentence pairs and models combining the first pair to create a compound sentence. Volunteers create compound sentences from the remaining pairs. A conjunction is provided to use if necessary. Example: The sink is full of dirty dishes. The trashcan is overflowing.

  • In Unit 6, Lesson 2, Day 5, Grammar, Usage, and Mechanics, Review, an ePresentation slide with sentences is displayed, and students combine them into compound sentences or sentences with compound subjects or predicates. The teacher reminds students to put a comma before the conjunction in a compound sentence.

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

  • In Unit 5, Lesson 5, Day 5, Spelling, students write words dictated by the teacher. The teacher reads each word, uses it in a sentence, and gives students time to spell it correctly. The words on the list have Latin roots flect, ped, and loc.

  • In Unit 6, Lesson 2, Day 5, Spelling, students write words dictated by the teacher. The teacher reads each word, uses it in a sentence, and gives students time to spell it correctly. The words on the list have suffixes -ist and -ous.

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

  • In Unit 1, Lesson 6, Day 2, Apply, students continue revising their opinion essays using the writer’s goals, the feedback they received from their peers, and the revising checklist on Skills Practice 1 page 66. The teacher reminds students to try to use precise word choice and include enough details to make their ideas clear and interesting.

  • In Unit 2, Lesson 4, Day 1, Informational Writing, Instruct, the teacher reminds students that revising is the third step in the writing process. Students carefully read their writing and make changes to improve the content of their work. They meet in writer’s conferences where peers read their drafts and provide feedback. Writer’s goals are displayed, which include,  “Use a strong voice. Include precise details and descriptions. Present a clear purpose for writing.” 

• Students have opportunities to learn how to choose punctuation for effect.

  • In Unit 2, Lesson 4, Day 2, Grammar, Usage, and Mechanics, Guided Practice, the teacher writes sentences on the board, leaving off the end marks. Students identify each sentence type and choose the appropriate end mark. 

  • In Unit 6, Lesson 2, Day 2, Grammar, Usage, and Mechanics, Apply, students work with partners to write a declarative sentence, an exclamatory sentence, an interrogative sentence, and an imperative sentence. Partners exchange sentences with another set of partners, read the sentences, and correct any errors in capitalization, end punctuation, or usage.

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

  • In Unit 2, Lesson 5, Day 4, Writer’s Craft Language Use: Formal vs. Informal Language, the materials state, “Point out Sally Ride’s statement on page 195 that she wrote the selection to answer some of the questions that young people ask of astronauts. Talk about why this purpose might signal the use of less formal language than what might be found in a scientific report or article for professionals or adults.”

  • In Unit 5, Lesson 2, Day 1, Persuasive Essay, volunteers take turns presenting their persuasive essays to the class. Listeners identify the opinion that is introduced at the beginning of the essay; a reason and explanation that are shown in support of the opinion; an opposing viewpoint that is addressed in the essay; a persuasive technique used in the essay (facts, logic, emotion); examples of transition words and phrases used in writing; examples of language or reasons that were appropriate for the audience.

Materials include opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Apply, students each write a pair of sentences: one that has a proper noun or nouns as the subject, and one that has a proper noun or nouns as an object. Students are reminded to use correct capitalization. Students complete Skills Practice 1 pages 69-70 where they write object pronouns to replace nouns and write in missing pronouns in a paragraph.

• In Unit 3, Lesson 2, Day 1, Narrative Writing: Revising, Guided Practice, students complete Skills Practice 1, page 183, to practice adding vivid action and describing words and phrases to sentences. The teacher models revising their draft narrative. Students use the teacher model as a guide to revise their narratives. 

• In Unit 4, Lesson 3, Day 3, Writing to Explain, Guided Practice, after reviewing information in the Language Arts Handbook, students rewrite a paragraph so that the sentences have a variety of beginnings. 

• In Unit 6, Lesson 3, Day 3, Letters of Request: Revising, Appy, students revise their letters of request to include precise words and phrases in their letter.

The materials reviewed for Grade 4 meet the criteria for Indicator 1m. 

The teacher materials provide a daily lesson or component for vocabulary development and strategies that are consistent throughout each unit. The Scope and Sequence provides the vocabulary words for each lesson. Lessons contain concept vocabulary that relates to the unit theme as well as selection vocabulary found in the mentor text. The selection vocabulary words are also included in a vocabulary story, in which keywords are used and highlighted throughout the text in the Student Anthology Book. The Social Studies and Science Connection texts contain some of the selection vocabulary words as well. Students discuss vocabulary words together in class and write sentences using vocabulary words in the Skills Practice book. In the Language Arts portion of the materials, students are encouraged to use their new vocabulary in writing. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• Section 4 of the Language Arts Handbook examines a series of vocabulary skills in the form of mini-lessons for students to learn, practice, and apply to their writing. 

• The Selection Vocabulary Routine provides guidance and support for student instruction which is referenced throughout the year: The routine is as follows:

  • Develop Vocabulary: Display the vocabulary words, pronunciations, and parts of speech. For each vocabulary word, discuss the definition. Have students use the context in the selection or the parts of the word to verify the meaning of the word. Provide examples and clarification as needed. 

  • Practice Vocabulary: As a class, review the selection vocabulary words by completing the vocabulary activity orally. Have students complete the vocabulary Skills Practice individually.

  • Apply vocabulary: Have students spread the vocabulary story in Skills Practice. Review the selection vocabulary words and discuss the new forms of the words and any meanings that may have changed. Discuss the Concept Vocabulary Word and its connection to the theme.

  • Extend Vocabulary: As a class, complete the Extend Vocabulary Activity to help students expand their understanding of the selection vocabulary words. If applicable, complete the Multiple-Meaning Words activity to help students identify and understand the multiple-meaning vocabulary words.

  • Review Vocabulary: Complete the vocabulary activity to help students review the words. Provide examples and clarification as needed.

• The activities in the Intervention Guide can be used to develop and reinforce vocabulary. If students struggle to comprehend the meaning of vocabulary words, it is recommended to develop student-friendly definitions before proceeding with reinforcing activities. Reinforcing activities are grouped by general activities as well as category-specific activities for position words, naming words, action words, descriptive words, and listening, speaking, and viewing.

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 1, Day 2, during Reading and Responding, Concept Vocabulary is introduced in the Build Background section for Ava and Pip by Olga and Aleksy Ivanov. The Concept Vocabulary Word is leadership. The Teacher Edition directs the teacher to define the word and states, “Have the students discuss how they think the word leadership relates to the unit theme.” The unit theme is Making a Difference. After the reading, the Teacher Edition states, “Remind students that the Concept Vocabulary Word for this selection is leadership. Give them the definition again and ask them to discuss how that word relates to this selection.” In Lesson 5, Day 3, students again examine the word leadership as they read Nelson Mandela by Kadir Nelson and apply their knowledge of this word as they discuss the theme of leadership using this text and the poem “The Statesman” by J. Patrick Lewis. 

• In Unit 3, Lesson 4, Day 1, during Reading and Responding, students are introduced to the selection vocabulary for Hope and Tears: Ellis Island Voices by Gwenyth Swain. The Teacher Edition states, “Display the vocabulary words. Read each line with the class, and then have students turn to page 285 in the Student Anthology. Use the activity below to help students develop their vocabularies.” Vocabulary words include immigrant, contagious, and warrant. In Unit 3, Lesson 4, Day 3, during Reading and Responding, students read “Earth Day Rally” in their Skills Practice book. The Teacher Edition states, “Tell students that as they read this story they should circle the selection vocabulary words they recognize. Have them note how each vocabulary word is being used within the story. After students have finished reading the vocabulary story, tell them to use the Student Anthology Glossary to compare and contrast how the words are used in ‘Hope and Tears’ with how they are used in ‘Earth Day Rally’.”

• In Unit 4, Lesson 4, Day 3, during Reading and Responding, Apply Vocabulary, after reading the vocabulary story for the week, students are asked to, “Use the Student Anthology Glossary to compare and contrast how the words (including the Selection Vocabulary word ecology) are used in ‘Plants Found a Way’ with how they are used in ‘Papa Begins to Hope.’”

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In Unit 1, Lesson 5, Day 4, during Reading and Responding, students read “Truth and Reconciliation in South Africa” for their Social Studies Connection. Two of the selection vocabulary words, apartheid and cleanse, are used in this selection. Students use their understanding of the vocabulary to better understand the timeline included in the selection as well as answer questions, such as. “Read the time line and think about what you know about the history of South Africa. What negative and positive roles has the government played in that country?” 

• In Unit 2, Lesson 6, Day 3, during Reading and Responding, Concept Vocabulary, students focus on the word endurance. Students respond to the question, “After reading this week’s selection, you can see why astronauts need endurance. What other professionals need endurance? Why?” 

• In Unit 3, Lesson 2, Day 4, during Reading and Responding, students read “Songs of Freedom'' as a part of the Social Studies Connection. This passage contains the vocabulary words flee, designated, and plantations. Students answer questions such as, “Why did fugitives from slavery take the risk of running away?”

• In Unit 4, Lesson 4, Day 4, in the Science Connect Article “An Unusual Heritage,” Content Vocabulary is highlighted throughout the article, including lacked and resisted. In Extend Vocabulary, students use a Word Web and write the word merge in the center. Then students write synonyms for merge. The routine continues with antonyms. 

• In Unit 5, Lesson 2, Day 1, during Reading and Responding for the text Give Me Liberty! The Story of the Declaration of Independence by Russell Freedman, students learn the concept vocabulary liberate. In Unit 5, Lesson 2, Day 3, during Reading and Responding, students discuss the Content Vocabulary. The Teacher Edition states, “Tell students to think about the Concept Vocabulary Word liberate. Ask, How do you think people feel when they have been liberated?”

Students are supported to accelerate vocabulary learning with vocabulary in their reading, speaking, and writing tasks. Examples include, but are not limited to, the following:

• In the Program Overview, Vocabulary, directions state that after reading “Students review any interesting words they identified and discussed during reading. They record these words in their Writer’s Notebooks and are encouraged to use these words in their discussions and in writing.” Students also use the words in a variety of oral and written activities. Vocabulary review activities are found regularly throughout the lesson.

• Visual Vocabulary can be found in the Resource Library. This activity allows students to see and hear the word in the form of a flash card. Students are given the pronunciation of the word, part of speech, definition, and how the word is used in context. In addition, students see the word and an image that can be connected to the word.

• In Unit 1, Lesson 1, Day 3, during Reading and Responding, students practice vocabulary under the Practice Vocabulary section. The Teacher Edition states, “Display the following sentence stems, and have students complete each one. Make sure students’ responses show that they understand the vocabulary words.” Example sentence stems are, “You might be flattered if someone told you ______.” and “To perform a heart transplant, a surgeon must _____.” Students complete the Skills Practice page on vocabulary where they circle words that match each sentence and write responses to questions about vocabulary using complete sentences. 

• In Unit 2, Lesson 1, Day 2, during Reading and Responding, students use the Instructional Routine and the vocabulary strategy, Context Clues, to understand the meaning of the word revolved on page 120 in the Student Anthology. Students browse the preceding lines for clues that might help them understand the definition of revolved. Students practice on their own with the word reputation. It is defined as “what most people think of a person or thing.” It also appears on page 121. The teacher asks the students, “How can you use context clues in the surrounding sentences to understand this meaning of reputation?”

• In Unit 3, Lesson 5, Day 3, during Reading and Responding, students discuss the concept vocabulary. The Teacher Edition states, “Tell students to think about the Concept Vocabulary Word transition. Ask, When in your life did you have to make an important transition? Why did you do it? How did it make you feel?”

• In Unit 4, Lesson 1, Day 3, during Reading and Responding, students reflect on the vocabulary from the text selection, using the Selection Vocabulary Routine. This activity gives students practice with the selection vocabulary and verifies they understand the meaning of each word. Students discuss their answers to prompts in small groups. Each group shares their answers with the class.  The prompts include, “What is a signal you see every day? Describe it. What is it for? What is something new you have tried recently? How many attempts did it take to get it right?”

• In Unit 6, Lesson 1, Day 5, during Reading and Responding, students review vocabulary. Students decide which word correctly completes each sentence. They explain their answers and provide examples and clarification as needed. Students may also use time to create their own sentences using the selection vocabulary and review the meaning in context.