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

Throughout the year students read a variety of texts and genres; however, not all of the text selections will help students’ increasing literacy skills over the course of the year. The qualitative measures are in the middle low range and eventually go to middle high. Over the course of the year, the texts do not build in quantitative rigor, nor do the tasks associated with the texts increase in rigor. The complexity of texts are scattered throughout the year, with some lower level, less complex texts in the second half of the year through the last unit. There are  20-40 minutes a day of whole group reading of complex texts.

Examples of how the materials support and do not support students’ increasing literacy skills over the course of the year include:

• In Unit 1, Week 2, students begin reading an oral history, I was Dreaming to Come to America by Veronica Lawler, labeled qualitatively middle high. It is paired with a close reading of "Returning to Chile!," an e-mail by Elena and Catalina Rojas, which is also qualitatively middle high. There is a mix of straightforward questions and some that require deeper thinking for inferencing and viewpoint.
• In Unit 3, Week 2, there are a series of four science reports grouped for closing reading. They are all labeled qualitatively middle low, but the Lexiles are over 900. These include Types of Rainforests by Sharon Sanchez (1020L), The Forest Floor by Edward Calvert (1040L), What’s on the Menu? by Valerie Kasiske (1090L), and Small Food Web-Big Trouble (900L) by Erin Ming. All the texts have questions that ask students to consider details to compare text structures.
• In Unit 5, all of the texts are qualitatively middle high, but have much lower Lexiles than previous units. For example, in Week 3, students read the realistic fiction text, My Great-Grandmother’s Gourd by Christina Kessler, which has a Lexile of 700 and most of the tasks involve questions about details in the story or making connections to the text. In Week 4, there are a series of legends for close reads with Lexiles of 690, 820, and 940.
• In Unit 7, the qualitative and quantitative features are not much higher than the complexity levels at the beginning of the year. For example, students read Message in a Bottle by David de Rothschild, which is labeled qualitatively middle high and has a Lexile of 780.

The instructional materials reviewed for Grade 5 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The materials provide a qualitative measure in the form of Complexity Rubrics found under the Resource list tab; however, the rubrics do not share the rationale for why the specific text was chosen. Additionally, the qualitative measure provided is very broad, such as middle low, with no explanation of what makes the text qualitatively middle low. The program materials give a general rationale for why all of the texts were chosen for the program, but none are specific. The materials state that the Student Edition includes National Geographic content and authentic literature worth reading and rereading and that the units are four weeks long, built around a science or a social studies topic.

The instructional materials reviewed for Grade 5 partially meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

The culminating tasks are Unit Projects, some of which are in relation to the texts read throughout the unit; however, some are projects that do not require comprehension of the unit materials nor completion of the preceding equations and tasks. Students are given choices at the end of each unit to demonstrate their understanding of the Big Question. The options include Write It! which addresses the writing standards, Talk About It! which addresses the speaking and listening standards, and Do It!, which also addresses the speaking and listening standards. Examples of project choices include:

• In Unit 2, students write a letter to an astronaut including questions they would ask about the sun, perform a play of one of the myths read in class, hold a “press conference” about the first solar oven at their school with a partner, or write a song or chant to introduce one of the song selections from the unit. Some of these options allow students to integration knowledge from the unit, but not all require students to have answered a set of high-quality sequence of questions in order to do these projects.
• In Unit 3, students research food chains on the internet and present their information in a visual display; create a dialogue for scenes in the story, Coyote and Badger; create a food web based on the texts in the unit; or write their own ode to animals based on the ode in the unit as the mentor text.
• In Unit 5, students create a poster that encourages people to conserve water; decide on a media such as TV, web sites, or blogs and decide which one is best to convince people to conserve water; research a tropical wetland and then give a presentation; or write a short legend about two or three characters in the unit. While the options all connect to the text, the tasks do not require that students show an integration of skills.
• In Unit 6, students learn what it takes to settle a new land and then can write a list of things they would take with them if they had to move, prepare questions to ask characters from the text, write three jokes about living in a new place, or find pictures that show what life was like for settlers. Many of these choices are not text-dependent, and do not require the students to integrate ideas.
• In Unit 8, students learn about changing their future and can write about a business they would start by writing a list of steps they would need to get the business started, organize an activity that would help the school raise money, think of something that they could not live without and then make up a funny or serious song about what it would be like if someone had not thought of that thing, or research the internet to find a business that was started by a kid and then present their findings.

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

Students practice speaking and listening skills daily, though it is not always connected to the texts that they hear in read alouds. Some of the specific opportunities come before the text is read during a vocabulary lesson or during an opportunity to make predictions. There is also a Speaking and Listening Learning Station that does use texts, but not the anchor texts from the unit.

Examples of opportunities for students to practice their speaking and listening, though not always in conjunction with a text, include:

• In Unit 2, one of the end-of-unit project options is to review pages 137-141 in the text about how to make a solar oven and then hold a pretend press conference for classmates using formal presentation language.
• In Unit 4, Week 3, during the Speaking and Listening Learning Station, one option has students watch a video about Cesar Chavez and share the new information they learned. They can add the new information to their sequence chains, and then share and compare their sequence chain with a partner.
• In Unit 6, Week 4, students act out a scene from Discovering Treasure. They then discuss and compare how they brought the dialogue and stage directions to life.
• In Unit 8, Week 2, students compare and discuss the similarities and differences between sequential and problem-solution text structures, using problem-solution text structure, using From Super Idea to Super Jam and Diego’s Awesome Salsa.

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

Instructional materials provide opportunities across the school year for students to learn, practice, and apply narrative, opinion, and informative/expository writing; however, the majority of writing prompts focus on expository writing. Students are often asked to respond to the text. Narrative writing focuses on process writing and students have few opportunities for opinion writing. Materials provide tasks for students to use different modes of writing. Students write arguments, opinion pieces, persuasive essays, informative texts, interviews, letter or emails, reports, procedural texts, explanatory texts, narratives, stories, character sketches, poems, tall tales, myths, trickster tales, folktales, science fiction stories, and responses to texts. The instructional guide provides supports for teachers to assist students as they progress through the program, such as graphic organizers, checklists, and rubrics.   Each week focuses on a different writing genre, appropriately aligned to the text. Mini-lessons are scaffolded throughout the week in order to support student outcomes. Model writing samples and other instruction support accompany each unit.

Examples of narrative writing include:

• In Unit 1, Week 4, students write a personal narrative about a time that they had to adjust to a new place or situation.
• In Unit 3, Week 1, students write an animal adventure story from the perspective of the animal.
• In Unit 4, Week 1, students write a tale to tell young campers as they gather around the campfire.
• In Unit 7, Week 3, students write a science fiction story about the world being buried in trash.

Examples of expository writing include:

• In Unit 1, Week 2, students write an expository paragraph describing some aspect of what it was like to come to America in the early 1900s.
• In Unit 2, Week 2, students write one or two paragraphs to compare the two characters’ roles and actions in the story, Maul and the Sun.
• In Unit 3, Week 2, students write a science report explaining a food web within one ecosystem.
• In Unit 4, Week 3, students write a paragraph about one of the inferences they made when reading the editorial.
• In Unit 5, Week 4, students write a magazine article that explains something about the importance of water.
• In Unit 6, Week 3, students write a journal entry from the perspective of a miner in Rhyolite.
• In Unit 7, Week 2, students write a how-to article on the topic of reusing common household items.

Students write opinion writings such as:

• In Unit 4, Week 2, students write a newspaper article on their opinion of Martin Luther King Jr. Day by explain how contributions of individuals can be important and how one person can make a difference.
• In Unit 7, Week 4, students write an essay that persuades people to  reduce the amount of trash they produce.

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

Materials provide opportunities that are varied and build writing skills over the course of the school year; however, materials do not consistently provide opportunities for students to learn to write careful analyses, well-defended claims, or clear information. Many writing prompts are related to the texts, but do not require students to find evidence. Other writing prompts use the text as a mentor, but do not require the students to demonstrate understanding.

Daily writing skills and writing lessons are not consistently evidence-based writing opportunities. For example:

• In Unit 2, Week 1, students review the weekly writing skill by collaborating with a partner to write a short passage that includes two characters. Students include both dialogue and actions that give clues to each character’s traits. This requires no text evidence.
• In Unit 4, Week 3, students work on introductory sentences for the entire week. Students use a model, then practice using sentence stems, and finally work together to write introductory sentences for an original story.
• In Unit 6, Week 1, students write a paragraph about the character in their character map.
• In Unit 7, Week 2, students write their response to the idea of living in a spaceship such as TransHab for months or years.
• In Unit 8, Week 2, after reading Saving Bison from Extinction, students write their opinions about whether they think the bison would have been left alone if the railroad had not come.

Some weekly writing projects are connected to texts, while others do not require students to provide evidence to support analysis or claims. For example:

• In Unit 1, Week 1, students write a story about a student’s first day at a new school. They are required to include an engaging introduction that presents that character and his or her situation.
• In Unit 3, Week 2, students write a science report explaining a food web within one ecosystem by using the texts from the unit.

Some small group reading writing prompts ask students to find evidence; however, many choices do not require students to return to the text for evidence. This also depends on which leveled group students are in. For example:

• In Unit 4, Week 1, students considered on level have the choice of writing a new ending for the story in which Mary and her brothers find the treasure of Amelia Island, write an email in which they recommend or do not recommend the book to a friend, or write a journal entry in which they explain whether or not they think Mary and her brothers made the right decision to go looking for the treasure.
• In Unit 7, Week 3, students considered below level have the choice of writing a few sentences telling what they think happens to Andrew and his friends after the tour ends, write three questions that they would want to ask Andrew about his experience in the garbage, or write about an invention they would make to get rid of or reduce garbage.

Weekly learning stations include a writing station. These stations rarely ask students to find evidence from texts.

• In Unit 5, Week 3, students either make a poster about Sudan or the write a news article to go with the headline about the new water pump that came to Fatima’s village.

The instructional materials reviewed for Grade 5 partially meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.

Foundational skills across Grades 3-5 contain a focus on similar skills rather than focusing on skills for the grade level standard. For example, in Unit 3 of all three grade levels, there is a focus on long vowel and making plural words with -s and -es. While the level of the word gets longer, the skill is similar in all three grade levels.

Materials contain phonics and word work instruction based in prior grade level phonics learning rather than providing explicit instruction in Grade 5 phonics and word recognition. Examples include:

• In Unit 1, students are taught short vowel sounds in multisyllabic words.
• In Week 1, the teacher displays the word aspect with a line between the syllables. The teacher is to emphasize the short /a/.
• In Week 3, the teacher displays the word classic and puts a line between the syllables. The teacher states the word and points to the syllables. Students sort the spelling words into three categories: short /i/ in the first syllable, short /i/ in second syllable, and short /i/ in more than one syllable.
• In Unit 2, students are taught short vowel sounds in multisyllabic words, digraphs, and consonant blends
• In Week 1, the teacher displays the word density. The teacher points out the CVC pattern and explains: “One vowel between two consonants usually has short-vowel sound, but there are exceptions to this rule.” Students divide words into syllables.
• In Week 4, the teacher displays the word droop. The teacher points to the blend dr and emphasizes the blend. The teacher explains the blend.
• In Unit 3, students are taught long vowels and plural words with -s and -es.
• In Week 1, the teacher displays procure and points out the syllables. The teacher circles o and pronounces the word. The teacher states: “When a syllable ends with a vowel, the vowel is usually long.”
• In Week 4, the teacher shows words with s, sh, and ss. The teacher shows students how to add -es to make the words plural. The teacher shows peril and phase and shows students how to add -s to make plural. Students categorize plural words.
• In Unit 4, students are taught long vowels with vowel combinations, and students are taught verbs with endings.
• In Week 2, the teacher displays the word creed and circles the ee. The teacher pronounces the word. The teacher displays impeach and circles ea. The teacher pronounces the word. Students sort words into the two categories.
• In Unit 5, students are taught long vowels with vowel combinations, and students are taught r-controlled vowels.
• In Week 2, the teacher shows the word pursue, circles ue, and pronounces the word. The teacher explains: “The vowel combination ue is used to spell the long /u/ sound at the end of a syllable.”
• In Unit 6, students are taught r-controlled vowels, words with y, words with oi, oy, ou, ow, and words with oo, ew; au, aw, al, all.
• In Week 2, the teacher displays depart, alert, stirrups, fortress, and durable.
• In Week 3, the teacher shows bout and vow. The teacher circles ou and ow and pronounces the words. Students write each of the spelling words on index cards.
• In Unit 7, students are taught words with hard and soft /c/ and /g/, words with oo, words with VCV pattern and VCCV pattern, and multisyllabic words with VCCV pattern and VCCCV pattern.
• In Week 1, the teacher shows calculate, certify, criticize and underlines each c. The teacher pronounces the words and explains hard /c/ and soft /c/.
• In Unit 8, students are taught words with prefixes and words with suffixes. Students also learn about syllable types and multisyllabic words.
• In Week 3, the teacher displays abide, gallery, and gentle. The teacher explains: “When the last syllable of a word ends in -y or -le, the preceding consonant usually goes with the -y or -le.” The teacher pronounces the words, and students echo.
• In Week 4, the teacher explains how to break a long word into syllables. Students print each spelling word on index card and students draw vertical lines in pencil where they think syllable breaks are in each word.

Some tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year, decoding multi-syllable words). Instruction in prefixes and suffixes are limited to two units, Unit 3 and Unit 8. Examples include:

• In Unit 3, Week 2, Day 1, during Vocabulary Strategy, the teacher introduces prefixes: “A prefix is a word part added to the beginning of a word that can affect its meaning.” Students learn in-, micro-, and mis-.
• In Unit 3, Week 2, Day 5, the teacher is directed to review with students the meanings of the following prefixes: bio-, de-, mis-, trans, and un-.
• In Unit 3, Week 4, Day 1, during Vocabulary Strategy, the teacher introduces suffixes: “Today we will learn about a word part called a suffix that we add to the end of a word.” Students learn -able, -ist, -ful.
• In Unit 3, Week 2, Day 5, the teacher shows eVisual 3.39 and reviews the suffixes students have learned and how adding a suffix can change a base word’s meaning.
• In Unit 8, Week 1, Day 2, the teacher shows students reassure, regain, and unequal. The teacher pronounces the words and explains what a prefix is. Students write the spelling words which contain the prefix on index card.

Minimal assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include:

• In the Reach for Phonics Foundations, there are the following assessments: Placement/Summative Test and Mastery Progress Checks.
• The materials contain a Phonics and Decoding Test for reading placement.
• At the end of a week, there are spelling tests for assessing the phonics and word work skill for the week. If students need additional practice, there are reteach opportunities.

Materials contain some explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words in the Reach into Phonics Foundations. Examples include:

• In Script 1: Lessons 1-6, during Guided Practice 1, students identify letters and letter sounds in a word. During See it Say it Hear it Read it, partner B states the sounds of each letter and blends the letters into a real word.
• In Script 3: Replacement for Lessons 18-19, the teacher explains the schwa vowel sound. The teacher displays letter tiles for Word 1 and divides the word into syllables. Students use the schwa sound to decode the word.

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

Opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected tasks. Opportunities for students to use word analysis skills are limited for applying the skills to connected texts. Examples of students using word analysis in connected tasks are:

• In Unit 1, students are taught short vowel sounds in multisyllabic words.
• In Week 1, students practice activities to work on short /a/ words such as aspect and bashful.
• In Week 3, students participate in activities such as syllable categories to practice short /i/ and /u/ words.
• In Unit 2, students are taught short vowel sounds in multisyllabic words, digraphs, and consonant blends
• In Week 2, students participate in activities to practice ck and sh in words.
• In Week 4, students practice activities to learn consonant blends, such as nd, st, lt, mp, nt, fr, sm, sn, sl, cl, tr, pl, and dr.
• In Unit 3, students are taught long vowels and plural words with -s and -es.
• In Week 1, students participate in activities to practice long /e/, /i/, and /o/.
• In Week 4, students practice making plurals with words such as mammal, cell, and phase.
• In Unit 4, students are taught long vowels with vowel combinations, and students are taught verbs with endings.
• In Week 2, students participate in activities with long /a/ such as ai and ay. Students make notecards of the words and shuffle the letters for a partner to unscramble the letters.
• In Week 4, students participate in adding the ending -ing to verbs. Students create a postcard with as many spelling words that contain verbs with -ing.
• In Unit 5, students are taught long vowels with vowel combinations, and students are taught r-controlled vowels.
• In Week 1, students practice words with long /i/ using ie and igh. Students create sentences using sentences with smaller words they found in a spelling word.
• In Week 2, students practice words with long /u/ that contain ui and ue such as duel and blueprint. Students play a game spelling words with ui and ue.
• In Unit 6, students are taught r-controlled vowels, words with y, words with oi, oy, ou, ow, and words with oo, ew; au, aw, al, all.
• In Week 2, students write spelling words with ar, er, ir, or, ur on index cards and students highlight the r-controlled combination.
• In Week 3, students learn words with ou and ow. Students make comic strips with the words.
• In Unit 7, students are taught words with hard and soft /c/ and /g/, words with oo, words with VCV pattern and VCCV pattern, and multisyllabic words with VCCV pattern and VCCCV pattern.
• In Week 1, students create word webs that use the following words: accumulate, calculate, certify, comply, container, criticize, disgusting, garbage, indulge, obligation, regulate.
• In Week 4, students write a poem using the Watch-Out Words, which are words homophones using VCCV.
• In Unit 8, students are taught words with prefixes and words with suffixes. Students also learn about syllable types and multisyllabic words.
• In Week 3, students write and perform a skit using the Watch-Out Words with contain disburse, disperse, advice, and advise.
• In Week 4, students play a game taking turns writing a missing word in a sentence and checking the spelling of the word.

Students practice using prefixes and suffixes from Units 3 and 8 in connected tasks. For example:

• In Unit 3, Week 2, Day 2, during Vocabulary Strategy, the teacher introduces three new more prefixes: de-, un-, and trans-. The teacher is to model how to use the chart and context clues to determine the meaning of decompose.
• In Unit 3, Week 2, Day 4, during Vocabulary Practice, the teacher shows students eVisual 3.17 and explains that students have to find the word in the sentence with a prefix. Then students define the prefix.
• In Unit 3, Week 2, Day 5, students are showed eVisual 3.19. Students use context clues to figure out the missing word in sentences. The missing word has a prefix.
• In Unit 3, Week 2, Day 2, students learn two more suffixes and read the suffixes in words in sentences. Students determine the meaning and part of speech.
• In Unit 3, Week 2, Day 4, the teacher shows eVisual 3.38 which contains base words and words with suffixes. Students use the meaning of the base word to write the meaning of each word and its part of speech. Students use each form of the word in an oral sentence.
• In Unit 8, Week 1, students practice un- and re- by making a drawing and using re- and un- in words to describe the drawing.
• In Unit 8, Week 2, students learn three suffixes: -ly, -less, -ful. Students classify words into the following categories: 2 syllables, 3 syllables, and 4 syllables.

Materials include few word analysis assessments to monitor student learning of word analysis skills. During the weekly vocabulary tests, students usually fill in a blank with a missing spelling word. This does not require students to analyze word parts. In Units 3 and 8, students use prefixes and suffixes to analyze word parts to answer the assessment. For example, in Unit 3, Week 2, students answer the following question: "What does the word retell mean in 'I asked him to retell the story.'?" The answer options are as follows: not tell, tell again, tell wrongly, tell beyond.

The instructional materials reviewed for Grade 5 partially meet the criteria for instructional opportunities being frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Fluency is included almost daily, although some days the fluency practice lacks an explicit focus on fluency especially on Days 3 and 4. On Day 1, students hear the teacher model a fluency aspect such as expression, phrasing, accuracy, and intonation. On Day 2, partners read aloud a text and the teacher circulates and listens for fluency such as expression. On Day 3, students read the whole group text and the teacher monitors their expression, accuracy, and rate. On Day 4, students read the whole group text and the teacher monitors their expression, accuracy, and rate. On Day 5 of Weeks 1 and 3, students use the Comprehension Coach to practice reading fluently or students can use a Practice Master to read.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading.

• Students have opportunities to read grade-level texts with purpose and understanding. For example:
• In Unit 1, Week 1, Day 3, a student reads aloud the following purpose statement: “Amada discovers that her family is moving. Find out why.” The class discusses the purpose.
• In Unit 4, Week 3, Day 3, a student reads aloud the following purpose statement: “Find out how Cesar Chavez’s life changed when he was ten.” The class discusses the purpose.
• In Unit 7, Week 1, Day 3, the teacher reads aloud the introduction and states: “Find out about the complex world of garbage and recycling.” The class discusses the purpose.

Materials support reading or prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary.  For example:

• In Unit 1, Week 2, Day 1, the teacher explains correct phrasing: “When you read with correct phrasing, you pause at the end of each group of words that goes together. Punctuation gives you clues about when to pause between groups of words.” However, students do not practice phrasing.
• In Unit 2, Week 1, Day 4, the teacher circulates and listens as students read a myth to monitor students’ intonation, rate, and accuracy.
• In Unit 3, Week 3, Day 5, students practice fluency by reading Practice Master 3.24. The teacher assess intonation, rate, and accuracy.
• In Unit 6, Week 2, Day 2, the teacher circulates and listens as students read A Day in the Life of a Vaquero to monitor students’ phrasing, accuracy, and rate.

Materials do not consistently support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Opportunities are limited to Phonics Games in Intervention and the instruction is not connected to texts.

Assessment materials provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency.

• During Day 5 of Week 1 and 3, there are opportunities for students to be assessed in their fluency. Students can use the Practice Master to read and show fluency. The teacher evaluates expression, rate, and accuracy.
• In each unit, a teacher can use the Oral Reading Assessment to document student fluency. If a student needs to be retaught, the manual points the teacher to the Fluency Routines.
• In Fluency Routine 1, the focus is Choral or Echo Reading/Marking the Text. The teacher is directed to select short passage. The teacher is to model reading the text or use an audio CD or MP3 format. Students mark the passage for the reader’s phrasing and intonation. Students chorally read the text or echo read the text. Students read the text multiple times with a partner until they can read the passage fluently.
• In Fluency Routine 2, the focus is Paired Reading. The teacher is directed to select an appropriate text. Students are paired with a partner or an adult. Partners alternate reading sentences. The teacher is to encourage students to read with prosody.
• In Fluency Routine 3, the focus is Recording and Tracking. Students use the Comprehension Coach to record and analyze their readings. Student are to re-recorded as needed. Student note their accuracy and rate.
• In Fluency Routine 4, the focus is Timed Reading. Students use the Comprehension Coach to record their reading. “The Comprehension Coach encourages students to read carefully and thoughtfully, repairing miscues, thinking about vocabulary, and actively comprehending." Students graph their WCO on a graph each time they use the Comprehension Coach.