3rd Grade - Gateway 2

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2a.

The materials include six overarching program themes over the course of the year, including Character, Changes, Communities, Life Science, Government and Creativity for Grades K-5. Each grade-level unit focuses on a theme or topic connected to the overall program theme. The grade-level units contain a big idea, theme question, and inquiry. Grade 3 includes both themes and topics including Respect, Extreme Weather, A Changing Nation, Animals and Their Habitats, Government at Work, and Arts on the Move. The series of texts in each unit are mostly cohesive and relate to the overall program theme. All units provide essential questions and a theme connection question. Big Idea and concept boards are used to broaden student knowledge while engaging with complex texts. Each lesson within a unit contains anchor texts that help to build knowledge based on the topic or theme. There is vertical alignment across the program, so similar topics and themes are seen throughout Grades K-5. Although there are connections to both the overarching program themes and vertical alignment within the materials, students are not always building knowledge towards a specific topic. Often students are building knowledge around a theme. 

Texts are connected by a grade-appropriate cohesive topic in some units. Some texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• In Unit 2, texts are connected to the topic of Extreme Weather. The texts examine the Big Idea of weather conditions that are out of the ordinary, and the Theme Connection of various ways extreme weather impacts our lives. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read Storm Chasers by Alanna Parker (informational text), and answer the Essential Questions, “How can technology help us understand weather hazards? What kinds of risks are involved in studying weather? When can it be worth it to take a risk?” 

  • In Lesson 3, students read Seasons of Change by Jan Mader (informational text), and answer the Essential Questions, “How do people adjust to the changing seasons? How can weather help you relate to other people around the world?” 

  • In Lesson 5, students read Hot Enough to Fry an Egg by Raymond Huber (informational text), and answer the Essential Questions, “How can weather affect large areas of the country? What are the usual weather conditions where you live?” 

  • In Lesson 6, students read Einstein Anderson and the Hurricane Hoax (realistic fiction) by Seymour Simon and respond to the Essential Questions, “Why do we measure weather? Why would people want to control the weather? What methods have people used to reduce the impact of extreme weather?”

• In Unit 4, texts are connected to the topic of Animals and Their Habitat. The texts explore the Big Idea of how different animals interact with their environments and ways they live and adapt. They also consider the Theme Connection of how animals survive in different habitats. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read The Country Mouse and the City Mouse (fable) by Vidas Barzdukas and respond to the Essential Questions, “What kinds of animals live in the country? What kinds of animals live in the city? Why do you think animals are better suited for one place over another?” 

  • In Lesson 3, students read Einstein Anderson and the Mighty Ants by Seymour Simon (realistic fiction) and respond to the Essential Questions, “How do people use animals? What are some special features of animals you are familiar with? How can special animal features be useful for people?” 

  • In Lesson 4, students read Amazing Animals by Karen E. Martin (informational text) and respond to the Essential Questions, “What are some animals that have unique traits or abilities? How do animals use their unique traits or abilities to survive?” 

  • In Lesson 5, students read Ecosystem Invaders by Nancy Morris (informational text) and answer the Essential Questions, “What could happen when an animal moves to a different habitat? How might your habitat be affected if something new was introduced?”

• In Unit 5, texts are connected to the topic of Government at Work. The texts help students explore the Big Idea of why a government is necessary and the components of the democratic process. They also explore the Theme Connection of what kinds of decisions are being made by the government. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read The Road to Democracy by Chandler Tyrell (informational text with an embedded myth) and answer the Essential Questions, “What are some ways that people make decisions as a group? What ways are the easiest? What ways are most fair?” 

  • In Lesson 2, students read Every Vote Counts by Lisa Kurkov (informational text with an embedded fable) and respond to the Essential Questions, “How do elections work? Why is it important for citizens to participate in elections?” 

  • In Lesson 4, students read The United States Capital by Holly Karapetkova (informational text) and respond to the Essential Questions, “What could happen if one person had too much power in the government? Who tells our government what to do? How?” 

  • In Lesson 6, students read So You Want to Be President? By Judith St. George (biography) and answer the Essential Questions, “What kind of person could become the president? What do you think all presidents should have in common?” 

• In Unit 6, texts are connected to the topic of Art on the Move. The texts guide students through the Big Ideas of ways that art can be made through the use of your voice or body, and how performing music, plays and dance routines are forms of artistic expression. They also touch on the Theme Connection of what can be considered a performance. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read The Power of Music by Karen E. Martin (informational text with an embedded myth) and respond to the Essential Questions, ”Why do you think ancient people valued music so highly? What myths, legends, fairy tales, or other stories have you heard about music?” 

  • In Lesson 2, students read Little Melba and Her Big Trombone by Kathryn Russell-Brown (biography) and answer the Essential Questions,”What role does natural talent play in a performer’s success? How can talent help a performer overcome adversity?” 

  • In Lesson 3, students read Marshall’s Role by Sam Estrada (realistic fiction) and answer the Essential Questions,”What goes into a performance that the audience does not see? Who works to make performances possible?” 

  • In Lesson 5, students read A World Tour in Song and Dance by Jack Stearns (informational text) and answer the Essential Questions,”Why do people around the world sing and dance? What kinds of things do all people have in common?”

Texts are connected by a theme in some units. Examples include, but are not limited to, the following:

• In Unit 1, texts are connected to the theme of Respect. The texts connect to the unit’s Big Idea by providing examples of what respect means to different people and the ways that people show respect to others, as well as the Theme Connection of what respect means to you. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read The Origami Master by Nathaniel Lochenmeyer (fantasy) and answer the Essential Questions, “How important is friendship? Why should you respect and support your friends?” 

  • In Lesson 3, students read Damon and Pythias by Brian Dalton (legend) and answer the Essential Questions, “How important is trust between friends? Have you ever worked hard to show somebody that you care about him or her? What would you be willing to give up for a friend?” 

  • In Lesson 6, students read The White Spider’s Gift adapted by Marilynn Reynolds (play) and answer the Essential Questions, “What makes somebody a good person? How do actions speak louder than words?”

• In Unit 3, texts are connected to the theme of A Changing Nation. The texts address the Big Idea of how we can learn from our past and different ways change is demonstrated in our communities and how change teaches us about our past. The Theme Connection is how transportation has changed over time. Texts in this unit include, but are not limited to, the following: 

  • In Lesson 1, students read A New Life for Mei by Judy Kentor Schmauss (historical fiction) and answer the Essential Questions, “How did immigrants help build the country? How would you feel if you had to immigrate to an unfamiliar place?” 

  • In Lesson 2, students read The Harlem Renaissance by Matthew Gollub (informational text) and answer the Essential Questions, “Why would people want to feel like they are part of a community? Is there anything about your community that makes you feel proud?” 

  • In Lesson 4, students read The Cherokee: Gold and Tears by Jessica Lasko (informational text) and answer the Essential Questions, “What impact have Native Americans had on this country? How were early Native American communities forced to change?” 

  • In Lesson 6, students read Arbor Day Square by Kathryn O. Galbraith (historical fiction) and answer the Essential Questions, “What is the oldest thing in your neighborhood? What in your community reminds you of the past? What effect can you have on your community’s future?”

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2c.

The materials provide some questions and tasks that support students’ analysis of knowledge and ideas. Within the Reading and Responding sections of the lesson such as, Access Context Text, Close Read, Writer’s Craft and Inquiry, Steps 1-6 are paired with Anchor Texts and supporting texts in both the Student Anthology and Science/Social Studies Connection Text. Students have the opportunity to analyze topics and integrate ideas in their discussions and writing tasks. Often discussion questions and prompts posed by the teacher help to incorporate knowledge related to the topic or theme with the text being read during class. Some comprehension questions found in the Student Anthology require students to incorporate knowledge and ideas, although many comprehension questions are surface-level and do not always require the student to access the text. The materials also focus on comprehension strategies that are repeated throughout the course of the year. These comprehension strategies are often focused on helping students build knowledge. 

Some sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 2, Day 3, during Reading and Responding, students read the poems “Language of the Birds” and “My Grandma’s Stories” by Jorge Argueta. Under Theme Connection, the Teacher Edition states, “Discuss with students what message each poem is trying to convey. Talk about how the speaker of ‘Language of the Birds’ honors an ancestral language so ancient that it seems it could have been learned from birds. Discuss how the speaker of ‘My Grandma’s Stories’ feels about Mita’s stories. Ask students to explain how both of these poems talk about respect.”

• In Unit 2, Lesson 2, Day 3, during Reading and Responding, students read Seasons of Change by Elizabeth Bryant. Students answer four comprehension questions about the text. The questions build on each other, but some of them can be answered without the text. The questions include, “What three cities are coldest in the winter? What three cities are hottest in the summer? Do the leaves change color in San Antonio in autumn? Why not? Where else might leaves not change color? Which season has the most extreme weather in the United States? Use evidence from the text to explain your answer. Which cities on the charts are most likely to be visited by weather scientists like the ones you learned about in ‘Storm Chasers?’ Why?” 

• In Unit 3, Lesson 4, Day 3, during Reading and Responding, students are asked to, “Contrast how the Cherokee moved to Oklahoma with how the people in the other stories moved.” Text in the unit include A New Life for Mei by Judy Kentor Schmauss, The Harlem Renaissance by Matthew Gollub, The Overlanders by Jason D. Nemeth, and The Cherokee: Gold and Tears by Jessica Lasko.

• In Unit 4, Lesson 2, Day 4, during Reading and Responding, students read A Saguaro’s Story by Lindsay Evans. Students are provided the following prompt, “Look at the illustration on pages 40-41. What is the mood of the birds and the other desert animals? How does the illustration help you understand this part of the story?”   

• In Unit 5, Lesson 4, Day 3, during Reading and Responding, students read The United States Capitol by Holly Karapetkova. Under Text Connections, students answer questions in the Student Anthology. One question states, “Why might the Capitol be a good resource for people who want to know more about American history? Find evidence in the text to support your answer.” 

• In Unit 6, Lesson 6, Day 3, during Reading and Responding, students read Ah, Music! by Aliki. Under Access Complex Text, students focus on Fact and Opinion. The Teacher Edition states, “Discuss with students which statements on these pages could be considered facts, and which ones are opinions. Ask students how some of the statements about the effects of music might be proven true. Talk about whether this makes them facts or opinions. Ask students if they agree with the opinion they have found. Have them support their answer with evidence from the text and from their own lives.” This discussion on fact and opinion emphasizes the comprehension strategy, but not analyzing the text to build knowledge.  

Sets of questions and tasks provide opportunities to analyze across multiple texts. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 3, Day 3, during Reading and Responding, students answer questions in the Student Anthology under text connection. These questions relate to the text It Couldn’t Be Done by Edgar Albert Guest and One Small Step by Vidas Barzdukas. One of the questions states, “Using ‘The Inventor’s Secret: What Thomas Edison Told Henry Ford’ and ‘One Small Step’, identify characteristics of the process of invention that are shared by both enterprises.” Possible answers are provided. 

• In Unit 2, Lesson 2, Day 3, during Reading and Responding, students read Seasons of Change by Jan Moder and answer a series of questions such as, “How do people adjust to the changing seasons? How can weather help you relate to other people around the world? According to the selection, what are the best things that each season has to offer in the U.S.? Students reread pages 188-189 to compare and contrast winter in Colorado with winter in Kenya. Which season has the most extreme weather in the United States? Use evidence from the text to explain your answer.”

• In Unit 3, Lesson 3, Day 3, during Reading and Responding, students are asked, “What does Ellie’s family have in common with Mei and Hong in “A New Life for Mei” and the people who were part of the Great Migration North in ‘The Harlem Renaissance?’” Students are asked to compare characters from the selections over three lessons in Unit 3.

• In Unit 5, Lesson 2, Day 2, during Reading and Responding, students read Every Vote Counts by Lisa Kurkov. During Access Complex Text, students focus on the skill of comparing and contrasting. The Teacher Edition states, “Have students reread the fable on pages 182-183. Discuss as follows. Remember the fable you read in Unit 4 called ‘The Country Mouse and the City Mouse’? This story is also considered a fable. How is it similar to the Unit 4 story? How are the two fables different?” Possible answers are provided.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2e.

The materials contain a variety of text types addressed over the course of the year, with instruction, guided practice, and independent work in the Language Arts section of the materials. The Scope and Sequence of the Teacher Edition lays out the year-long writing plan for the materials. The first three units have students practice a different type of writing for the full unit. These include persuasive/opinion, informational/explanatory, and narrative writing. These are distributed throughout the school year in later units also, as well as writing in a specific genre; however, they do not reflect the balance called for in the standards. Students write every day during the Language Arts section and the materials include sufficient writing opportunities for students. The materials create a gradual release model by beginning with more guided instruction, and releasing to more independent work as the year goes on. Each lesson includes sections organized into Instruct, Guided Practice, and Apply. Often during the Instruct or Guided Practice section, the materials provide an example text the teacher can use to model instruction. Procedures and routines are provided for the teacher regarding conferencing with students about their writing and modeling writing. The materials provide the teacher with instructional routines, checklists, student writing goals, rubrics, and detailed plans in the Language Arts Lesson Plan found in the Teacher’s Unit Lesson Plan. Editing, revising, and publishing checklists are provided for the students in the Skills Practice book. 

Materials include writing instruction that partially aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In Unit 1, during the Language Arts section, students work on opinion writing. Students complete four opinion writing pieces over the course of six weeks. The first piece is an opinion piece written as a class, then an opinion piece written with a partner. Later,  students write two opinion pieces independently. 

• In Unit 3, during the Language Arts section, students write four narrative pieces over the six-week period. Students write a realistic story, a tall tale, a personal narrative, and a fantasy. The realistic story is written as a class, the tall tale is written with a partner, and the personal narrative and fantasy text are written independently. 

• In Unit 5, during the Language Arts section, students write five pieces. Students write a persuasive writing piece, a response to nonfiction, a business letter, a summary, and a response to literature. Students write these texts independently. 

• In the “Look Closer” section of the Student Anthology, students respond to an On-Demand writing prompt under the Write section. This typically happens on Day 4 for every lesson in all the units. 

Instructional materials include a variety of well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Resource Library, the materials provide an Instructional Routine for Modeling Writing Strategies. The routine includes information states, “Model how to use the strategy when writing by saying aloud your thoughts and by describing each thing you do. Provide students with assistance in applying the strategy until they can do it on their own.” 

• In the Resource Library, the materials provide teachers a Management Routine for Writing Conference. The routine includes these steps, “Review any feedback the student has received. Identify positive elements of the student’s writing.” Strategies to help with students' writing are provided as well as writing conference questions about the students’ ideas, organization, voice, and word choice. 

• Grade 3 students keep writing notebooks. Set-up directions for the writing notebook include a spiral-bound notebook or three-ring binder with four dividers. Each divider includes a Response Journal for students to write their thoughts about each selection as they read, a Vocabulary section for students to record vocabulary words and their definitions from each selection, an Inquiry section for students to organize ideas and record information they find as they research theme-related concepts, and a Writing Ideas section for students to note ideas they have for writing or ideas to improve or add to existing writing. During Workshop, students are able to practice and review what was taught in the lesson, read, work on writing activities, or work on Inquiry projects that relate to the unit theme. Materials include protocols for the Workshop, Modeling Writing Strategies, Presenting Writing, and Writing Conferences.

• In Unit 1, Lesson 1, Day 4, during the Language Arts section, students review the TREE diagram from the previous day’s lesson and refer to the Writing Checklist before they begin drafting their opinion essay. Students also look at page 201 in the Language Arts Handbook for examples and explanations on linking words. In Lesson 2, Day 4, during the Language Arts section, students publish their opinion writing piece. A writing rubric is linked in the Teacher Edition. The materials state, “You will use the Writing Rubrics found in the Level Appendix to evaluate students’ opinion writing. You may use any of the rubrics for Genre, Writing Process, and Writing Traits. Share with students what you will be looking for when assessing their opinion writing.” 

• In Unit 2, Lesson 4, Day 3, during the Language Arts section, students edit their informational text. In the Guided Practice section, the materials provide practice sentences for students to edit. In the Apply section, students edit their informational text by using the checklist in Skills Practice. The checklist includes the following, “Did you use proofreading symbols when editing? Did you use adjectives? Do your sentences contain both subjects and predicates? Did you check your writing for spelling mistakes?” The Skill Practice book also provides the proofreading symbols for students to use.

• In Unit 3, Lesson 5, Day 1, during the Language Arts section, students review how to write a fantasy. Students review a model text of fantasy writing provided in the Language Arts Handbook, and are provided with a story map with beginning, middle, and end. Students work with partners to discuss the story map. The Teacher Edition provides models, graphic organizers, and examples/reminders for the teacher to use when teaching writing. The teacher follows the Instruct, Guided Practice, and Apply daily routine found in the Teacher Edition.

• In Unit 4, Lesson 6, Day 3, during the Language Arts section, students edit their explanatory writing. In the Instruct section of the Teacher Edition, the teacher models editing a model writing piece. In the Guided Practice section, the Teacher Edition provides model sentences for the students to practice editing before moving onto editing their own explanatory text. In the Apply section, the Teacher Edition states, “Have students edit their explanatory texts using the checklist on Skills Practice 2 page 66. Encourage students to use the proofreading marks shown on Skills Practice 2 page 38. Remind students to reread their writing several times to look for errors in spelling, grammar, punctuation, and capitalization.” 

• In Unit 5, Lesson 1, Day 1, during the Language Arts section, students refer to page 204 in the Language Arts Handbook to read the sample paragraph and identify the three reasons provided by the author for why the reader should agree. In addition, students use the Graphic Organizer Routine to complete a web to write an opinion and brainstorm ideas. 

• In Unit 6, Lesson 5, Day 4, during the Language Arts section, students draft biographies. The teacher instructs students how to organize their biographies in chronological order. A prewriting graphic organizer is provided in the Skills Practice book for students to organize their information. In the Guided Practice section, the teacher models drafting the narrative. The Teacher Edition states, “Model beginning the draft of your biography, guided by the graphic organizers from Skills Practice 2 pages 207-221. Narrate your thoughts as you compose the draft. Point out that you are including facts and information, but you are also telling a story about the subject’s life.” The materials also provide an example text that the teacher can use to model their writing. 

• Writing Rubrics can be found at the end of each unit in the Appendix. Different sets of rubrics cover various elements of writing, including genre, writing process, and writing traits.The rubrics are intended to help teachers provide criteria and feedback to students. The program provides a four-point rubric in each of the four areas: 1 point: student is performing below basic level, 2-points: student abilities are emerging, 3-points: student work is adequate and achieving expectations; 4-points: student is exceeding writing expectations.

• Writing rubrics align with the standards so teachers can monitor student progress. For example, the materials provide Narrative Writing Genres rubrics. One aspect where students may earn a four in the rubric states, “The narrative includes the use of temporal words and phrases to signal order event, and characters’ thoughts and feeling are clearly evident.”

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2f.

The materials include a year’s worth of research projects called Inquiry Projects. During Inquiry portions of the units, students learn more about the unit by investigating the theme or overarching idea. Inquiry begins in Units 1-2 as whole-class instruction. The teacher models the steps of the investigation for students, who are asked to apply the steps in future research. In Units 3-4, students work in small groups on investigations of interest to them. Students learn research skills including locating reliable Internet websites and sources for information, interviewing subject-matter experts, collecting information, taking notes, working collaboratively, and presenting information in a variety of ways. While students have opportunities to brainstorm questions, create a conjecture, and conduct research, the research skills remain static across the year and do not grow in sophistication. Inquiry begins with whole class inquiry and then transitions to group work. Over the course of the year, students do not work with the inquiry process independently; therefore, students never demonstrate individual mastery of the research skills outlined in the standards. The materials provide numerous modeling prompts for the teacher to use, as well as graphic organizers and rubrics to help guide research. Students choose which resources they want to use for research, with a heavy emphasis on online content. Some guidance is provided to assure students are selecting appropriate and adequate resources for their projects. The Inquiry Projects serve as an extension of the unit and are not always tied to the unit texts.

Research projects are somewhat sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to the following: 

• The Inquiry process has the same steps throughout the year: Step 1: Develop Questions, Step 2: Create Conjectures, Step 3: Collect Information, Step 4: Revise Conjectures, Step 5: Develop Presentations, and Step 6: Deliver Presentations.

• In Unit 1, Lesson 3, Day 3, during the Inquiry section, the teacher discusses why students might want to include an interview with a subject-matter expert in their research. The teacher highlights the steps needed prior to the interview, including doing some preliminary research in order to write good questions to prepare for the interview. The teacher prepares the students for the steps of scheduling interviews, how they should behave during the interview, including having multiple people write down the interviewee’s responses. 

• In Unit 3, Lesson 3, Day 2, students engage in Inquiry Step 3: Collecting Information. The teacher reminds students of the importance of note-taking during research. The teacher reviews some note-taking procedures and summary writing. The class also discusses and brainstorms symbols and abbreviations that would be useful when taking notes for research, especially during interviews. 

• In Unit 4, Lesson 4, Day 4, students work on Inquiry Step 4: Revise Conjectures. The Teacher Edition states, “Have each group’s members share all information they have gathered through the research and Inquiry process, and help them organize that information into related groups. If relevant, help student groups collaborate and edit their class wiki.” 

Materials provide some support for teachers in employing projects that develop students’ knowledge of different aspects of a topic. Examples include, but are not limited to, the following:  

• In Unit 1, Lesson 1, Day 3, during Step 1: Develop Questions, the teacher uses a Sample Concept/Question Board to support the modeling of generating questions and ideas. In Lesson 2, Day 3, teachers display the provided Questions and Conjectures graphic organizer to support the students’ discussion of sample conjectures. In Lesson 2, Day 4, the teacher displays and discusses a list of possible ideas and the resources that can be used for research. In Lesson 3, Day 2, the teacher continues to model strategies using the Combination Notes graphic organizer as students prepare to begin collecting information and note-taking. 

• In Unit 2, Lesson 3, Day 2, students complete Inquiry Step 3: Collect Information. The Teacher Edition provides the following guided questions for taking summary notes, “Use your own words, double check your summary against the original, and write down information about your source.” The teacher then models these skills and has the class discuss if the research would or would not support their conjecture. 

• In Unit 5, Lesson 5, Day 2, students brainstorm presentation ideas during Step 6: Develop Presentations. The teacher uses Inquiry TechTutors to provide general overviews of the chosen presentation mode. These short videos can aid in students’ understanding of how to present their information. 

Materials provide some opportunities for students to conduct research projects that synthesize and analyze content tied to the topics under study as a part of the research process. Examples include, but are not limited to, the following:

• In Unit 2, Lesson 2, Day 2, during Inquiry, the Teacher Edition provides a think-aloud to support students in synthesizing and analyzing information as they form a conjecture. The materials state, “Model doing this by offering a sample question, ‘Why are unmanned drones more effective than people when studying some types of weather?’ Then say, ‘The selection said that drones transmit data from a storm. I would imagine that the drones safely go places that might be too dangerous for a person. They can also fly, and I think even storm chasers probably do not fly into storms. I will use this to make a conjecture: Unmanned drones are more effective than people when studying some weather because they can safely reach dangerous areas.” The teacher leads the group through subsequent conjectures and continues this process with the students throughout the week.

• In Unit 4, Lesson 4, Day 4, students complete Inquiry Step 4: Revise Conjectures. In this lesson, group members share the information they have found and try to organize it all. After discussing the information, the Teacher Edition provides the following prompt, “Discuss whether each group’s conjecture should be revised again, based on all the research. Remind students that the next step will be to think of a way to present their findings.”

• In Unit 6, Lesson 4, Day 2, students complete Inquiry Step 4: Revise Conjectures. The Teacher Edition states, “Remind students that as people research and learn new things, they often realize that their findings do not match their conjectures. When this happens, people must adjust their conjectures and continue doing research.” The materials also provide some modeling for the teacher to use. The materials state, “Help student groups review their conjectures in light of their research, and, if necessary, make revisions. Continue to give students time to do research.”

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2g.

Over the course of each unit, some of the instruction, questions, tasks, and assessment questions align to grade level standards; however, a significant amount of time is spent on comprehension strategies that do not align to the standards. These comprehension strategies include predicting, cause and effect, making inferences, visualizing, and making connections. Over the course of the year, many of these strategies are repeated and do not support knowledge building and growth toward mastery of grade level standards. The assessment components may help the teacher to confirm progress toward mastery of some standards, yet may not provide a strong picture of the depth of the knowledge and skills built during the unit as many assessment questions focus on unaligned comprehension strategies. An intervention guide is provided to differentiate instruction for students, but most differentiated instruction uses the same materials with question or activity scaffolds. Some differentiated activities fall short of meeting the standards, particularly for students working below-level. 

Over the course of each unit, some instruction is aligned to grade-level standards. Examples include, but are not limited to, the following: 

• In Unit 1, Lesson 2, Day 2, Language Arts, students revise their opinion writing (W.3.5). The Teacher Edition provides a writing checklist for the teacher and students to use as well as modeling for the teacher to use. During the Guided Practice portion, the materials state, “Model using proofreading symbols to add descriptive details and make any other revision to the opinion writing paragraph. Request that students support you as you revise the paragraph, and incorporate their suggestions as well.”

• In Unit 2, Lesson 1, Day 2, during Reading and Responding, the teacher models the use of the comprehension strategies Visualizing and Asking and Answering Questions (RI.3.1), during the first read of Storm Chasers by Allana Parker. Students look specifically for descriptive nouns, verbs, adjectives, adverbs, and sensory language that appeal to their five senses when attempting to visualize, so that it may help them understand and better engage with the text. Students are also provided with standards-aligned sample questions to encourage them to ask questions when they read an informational text, including, “What is this text mostly about? What evidence has the author provided to support the main idea? How has the information been organized? What information is provided by the photographs, charts, and diagrams? What does the author mean when he or she says__________? How are _______and _________alike and different?” For students struggling with these skills, teachers may use the Intervention Teacher’s Guide during Workshop to reteach the Visualizing and Asking and Answering Questions comprehension strategies. The Visualizing Strategy is not aligned to grade-level standards. 

• In Unit 3, Lesson 1, Day 2, during Reading and Responding, students read A New Life for Mei by Judy Kentor Schmauss. During this lesson, the students focus on the comprehension strategy of predicting. The Teacher Edition provides a prompt for the teacher, “Review that engaged readers make predictions as they read a story. They use details from the text and their own knowledge of the world and human nature to guess what will happen next. Then they read on to find out whether their predictions have been confirmed.” This lesson does not address grade-level standards. 

• In Unit 5, Lesson 4, Day 2, during Reading and Responding, students review sequencing before rereading The United States Capitol by Holly Karapetkova. The materials state, “Review with students that sequence is the order in which events happen in time. Remind students to look for time-order words in the text that will help them determine sequence, such as first, next, finally, then, and yesterday.” The materials have the teacher prompt students to help them sequence events from the text. (RI.3.3)

Over the course of each unit, some of the questions and tasks are aligned to grade-level standards. However, some questions are focused on repeated comprehension strategies that do not build knowledge nor align to grade-level standards. Examples include, but are not limited to, the following: 

• In Unit 1, Getting Started, Day 1, prior to the read-aloud of a retelling/adaptation of the Jules Vern text, Around the World in 80 Days, the teacher is reminded to teach the following comprehension strategies to students: Predicting, Asking and Answering Questions, Visualizing, Summarizing, Making Connections, and Clarifying on the board. Students tell what they know about each one. These strategies are not aligned to the standards for this grade level, and yet they form the foundation for roughly a quarter of the questions across the program. 

• In Unit 2, Lesson 1, Day 4, during Reading and Responding in the Student Anthology, the Look Closer section provides students an opportunity to revisit the text selection with a focus on the lessons. Skills and standards from the previous days’ lessons are revisited in the Look Closer questions, “Why is driving usually the most dangerous part of being a storm chaser? What is the main idea of this selection? List three details that support the main idea.” (RI.3.1-2)

• In Unit 4, Lesson 4, Day 1, during Reading and Responding, students are able to focus on multiple standards/skills. This opportunity arises in the Discuss the Selection section when students use the Handing-Off Routine to discuss Amazing Animals. Students review the general rules for discussions, such as speaking one at a time, listening respectfully, and staying on topic. Students are encouraged to build on each other’s conversations by connecting their comments to the comments of others. (SL.3.1, SL3.1.b-c) Teachers use discussion questions for the text selection such as, “Which animals use their traits to run or hide, and which ones use them to hunt or work? Explain. (RI.3.1, SL.3.1.a) Which animal trait described in the selection do you find most amazing? Why?” (SL.3.1.D)

• In Unit 6, Lesson 2, Day 2, during Reading and Responding, students read Little Melba and Her Big Trombone by Katheryn Russell-Brown. While reading, students focus on the comprehension strategy of sequencing. The Teacher Edition provides the prompt for teachers to use, “Ask students to identify the sequence of events on pages 342-343. Have students explain why she and her mother have to move.” (RL.3.3)

Over the course of each unit, some of the assessment questions are aligned to grade-level standards. However, they may not address the depth and breadth of the standards nor the knowledge gained from the unit. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 3 Assessment, students analyze the text selection “Damon and Pythias” from Lesson 3. They are asked to, “Read the question below. Write complete sentences for your answer. Support your answer with evidence from the selection. Who do you think suffered more, Damon or Pythias?” (RL.3.1)

• In Unit 2, Lesson 4, Day 4, during Reading and Responding: Look Closer, the assessment presents text-dependent questions that assess comprehension and writer’s craft. Questions include,“How have the students prepared for a tornado warning? Do you think the students are very interested in weather at the start of the play? Does their attitude change by the end? If you were going to divide this play into two scenes, where would the first scene end and why?”(RL.3.1, RL.3.3)

• In Unit 4, Lesson 1, Day 5, during Reading and Responding, Formal Assessment example questions include,“What does the word scrutinized mean in this sentence: The hiker scrutinized the map to find the right trail.” (L.3.4.a)

• In Unit 5, Lesson 1, Day 5, Foundational Skills, students complete a formal assessment within the Monitor Progress section. The assessment contains multiple choice questions asking about the prefixes re-, pre-, mis-, un-. One question states, “Which word has a prefix that means again?” with the options depeat, repeat, and mispeat. (L.3.4.b-c)

By the end of the academic year, standards are addressed within and across units; however the emphasis on unaligned strategies throughout may not allow students to fully master the depth and breadth of the standards. Examples include, but are not limited to, the following:

• Some of the standards are repeated throughout the majority of the units, such as:

  • RL.3.1-7 and 10 are found in all units. 

  • All RI standards are covered in all units; however, the coverage of RI.3.9 is limited in comparison to other standards.

  • W.3.1 (including all substandards) is found only in units 1, 5, and 6. W.3.2 (including all substandards) is found in Units 2, 4, 5, and 6. W.3.3 (including all substandards) is found primarily in Units 3 and 6. W.3.4 is found in all units except Unit 5. W.3.5 is found in all units. W.3.6 is found only in Units 4-6. W.3.7 appears in all units except Unit 1. W.3.8 appears in all units. W.3.10 appears in Units 3-6. 

  • SL.3.1-3 appear in all units. Some Speaking and Listening standards receive only minimal coverage. SL.3.4 appears only in Units 2, 3, and 6 for a total of four instances across the year. SL.3.5 is only found in Units 3, 4, and 6 for a total of seven instances across the year. SL.3.6 appears only four times throughout the year and is found in Units 1, 2, and 6.  

  • The majority of the language standards are found across the year, but some language standards, including L.3.3.a and L.3.4.d, are found only a few times throughout the year.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 2h.

The materials are all grouped into six units over the course of the year. Materials are designed for 36 weeks of instruction plus an additional Getting Started week-long lesson in Unit 1. Each lesson contains five days with activities for Foundational Skills, Reading and Responding, and Language Arts. The core instructional materials are all contained within those sections of the materials. While the materials do provide a scope and sequence to help teachers plan their year along with highly-structured lessons that follow a similar format week after week, the materials do not include a daily schedule or time allotment for each section of the lesson. The daily plans and instructional routines do not explicitly state a suggested time frame or estimated amount of time per activity. Without suggested times for the various activities, it would be a challenge to fit the activities within these three components into the daily schedule. Workshop Time is the only portion for which a suggested time frame of 15-30 minutes is provided. Within the Workshop Time, the materials suggest using decodables and leveled readers, as well as providing time to work on the Inquiry project during Workshop. Optional materials do not distract from the core learning, although it can be unclear when optional activities should be incorporated. 

• Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The materials contain a scope and sequence for each unit. For example, in Unit 3 the materials describe the theme, A Changing Nation, and then lay out the three components: Foundational Skills, Reading and Responding, and Language Arts. The materials presented in the scope and sequence follow core learning, but a suggested time frame is not provided. 

• An Intervention Teacher Guide is provided in the Resource Library. These materials provide lessons for all six units. The lessons in the Intervention Guide line up with the lessons in the traditional Teacher Edition, following the same path. 

• The Curriculum Overview states that Foundational Skills include Phonics and Word Analysis, Oral Language Activities, Reading the Decodables, and Reading Fluency Passages. Recommended time for instruction is not provided.

• The Curriculum Overview states that during Reading and Responding, students read each selection twice: the first time to practice comprehension strategies, and the second to analyze complex text. Students work with vocabulary every day using the Selection Vocabulary Routine. Students read a science or social studies connection text toward the end of each week. Recommended time for instruction is not provided.

• The Curriculum Overview states that during Language Arts, students work on the writing process daily during this block. Spelling and grammar are also included in the Language Arts block. Recommended time for instruction is not provided.

• Suggested implementation times and schedules are not provided for most aspects of the program. The volume of materials may be more than can be completed within the scope of an average school week/year. Examples include, but are not limited to, the following:

  • The Scope and Sequence provides a color-coded planner which includes Foundational Skills (green), Reading and Responding (red), and Language (blue) in that order. Each day begins with Foundation Skills lessons, then moves to the Reading and Responding lessons, ending with Language Arts. Recommended time for teaching and implementation of daily lessons is not provided. 

  • The Workshop Overview states, “Workshop can be implemented during the reading/language arts timeframe in a flexible manner. This can come before the core instruction begins, sometimes in the middle of the reading/language block, or at the end of that time period. Workshop may last 15-30 minutes, depending on the needs of the classroom.” This is the only time frame mentioned in the materials.

  • There are six units included in the materials. Each unit is made up of six lessons, with each lesson containing five days. There is also a Getting Started lesson at the beginning of Unit 1. 

• Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

  • Letter cards are provided to help students form letters. Penmanship videos are included to help students write cursive letters. The Program Overview suggests that the teacher should create a writing area for Workshop and, “The area should also have various Letter Cards and other handwriting models for those students who want to practice letter formation or handwriting.” These materials do not appear to have specific lessons, and are meant to supplement the materials. 

  • The Social Emotional Learning Content Guide illustrates how Character Lab can integrate with Open Court Reading. The Teacher Tips guide states, “Incorporate the Playbook or SEL outcome as part of building background and discussing the selection around the Essential Question.” 

  • Core and Practice Decodables: Pre-Decodables and Decodables give students practice reading at their own pace and allows them to listen to a fluent model of reading. Decodable Stories Takehome Books allow students to apply their knowledge of phonic elements to read. Each story supports instruction in a new phonic element and incorporates elements and words that have been learned earlier.

  • Genre Practice provides students with additional opportunities to read and respond to a variety of genres. Each activity contains one or two reading selections. Multiple-choice or written-response comprehension questions and a writing prompt follow the reading selection(s).

• Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

  • Challenge Novels are intended for beyond-level students and are suggested as additional reading to what students already complete with the normal lessons. The Challenge Novels focus around the unit theme. For example, the Unit 1 theme is Respect. Students read the Challenge Novel Riding Freedom. During Week 1, Think about It, prior to the reading, students consider questions such as, “How do you show respect to others?” The Challenge Novel also contains comprehension questions such as, “In the first chapter, Vern tells Charlotte, ‘That boy is full of no respect for horses.’” There is not a clear expectation as to if or when the students are expected to complete these additional questions. 

  • The Visual Vocabulary section provides a brief video for vocabulary words. These videos provide audio of the word, the definition, an example sentence, and a picture to help students better understand the vocabulary. 

  • Technology and Digitally Enhanced Activities include, but are not limited to, the following:

    • ePresentation can be used during the lesson as a presentation tool of the elements within the lesson.

    • eGames provide students a way to practice skills learned in class from all key sections within the daily lesson including Foundational Skills, Reading and Responding, and Language Arts. These may be found in the Resource Library under “Games.”

    • eActivities give students additional practice with high-frequency words, comprehension, grammar, spelling, and writing. These may be found in the Resource Library under “Activities.”