6th Grade - Gateway 2

Materials reviewed for Grade 6 partially meet expectations for texts being organized around a topic/topics or themes to build students’ ability to read and comprehend complex texts independently and proficiently. Each unit of study is organized around a theme. Each week of the unit is then organized around either a topic or a theme that addresses an essential question related to the unit’s theme. Unit themes are broad and do not build vocabulary and knowledge across weeks, which would allow students to access future texts within a unit.

Each weekly topic/theme shares common vocabulary throughout the texts but does not necessarily provide the opportunity to establish a base of knowledge across a wide range of subject matter in a one-week setting. Weekly topics/themes do not provide students the opportunity to refine and share their knowledge before continuing on to a new topic and set of texts.

Some topics/themes do promote some growth of knowledge, but sufficient time is not allotted for students to refine that knowledge and to be able to access and comprehend future complex texts proficiently.

• In Unit 6, the theme is Taking Action. In week 3, the topic for the week is Investigations. Texts within the week share common vocabulary. During the week, students listen to, read, discuss, and write about the following texts:
  • “Space Neighbor”
    • Students summarize what they are learning about the moon.
  • “Researcher to the Rescue”
    • Students learn about Dr. Mignucci’s efforts to rescue marine animals, citing text evidence to answer text-dependent questions.
    • Students reread and cite text evidence to analyze text, craft, and structure.
  • Model Writing about Investigations
    • Students read and analyze a short-response student model writing.
  • Extreme Scientists
    • Students use text evidence to understand how the author presents information about the microbes and bacteria found in caves.
    • Students learn about Hazel Barton’s job as a microbiologist, which takes her to the depths of the world's most dangerous caves.
  • “Making the Scientific Method Work for You”
    • Students compare information about different experiments in this text to Extreme Scientists.
  • Students also read differentiated texts during small group such as Adventure Under the Ice and “What’s Bean Happening?”

• In Unit 3, the theme is accomplishments. In week 3, the theme is inspiration. Texts within the week share common vocabulary. During the week students listen to, read, discuss and write about the following texts:
  • “A Spur-of-the-Moment Speech”
    • Students discuss the challenge Senator John F. Kennedy issued.
  • “Jewels from the Sea”
    • Students read to learn about a group of women who have been inspired to change their community, and cite text evidence to answer text-dependent questions.
    • Students reread to analyze text, craft and structure, citing text evidence.
  • Model Writing about “ Inspiration”
    • Students read and analyze a short response student model writing.
  • The Pot that Juan Built
    • Students read to learn how a potter used local materials to turn his community into a village of successful artists.
    • Students reread and use text evidence to understand how the author presents information about how Juan changed the lives of the people who live in Mata Ortiz.
  • “A Box of Ideas”
    • Students compare this to The Pot That Juan Built.
  • Students also read differentiated texts during small group such as: Coming Together for Change and “Food for Thought.”

According to suggestions in the Teacher Edition, weekly texts are read, reread, discussed, and written about on a four-day timeline. On the fifth day, students will integrate ideas between texts and complete the weekly assessment.

Throughout lessons, the time allotted to each text for reading, rereading, discussion, and note taking is outlined but support for teachers who need to flex or change the timeline is minimal. For example, in Unit 5, week 2, teachers are to close read “Journey to Freedom,” complete a mini lesson on the strategy of making predictions, have a mini lesson on the skill of cause and effect, and a mini lesson on the vocabulary strategy of understanding adages and proverbs. Each of the following mini lessons is allotted ten minutes during a shared read of the text.

• In the Comprehension Strategy: Make Predictions section ten-minute mini lesson, the teacher reviews how to make predictions, model a prediction during the close read of page 326, and have students work in pairs to discuss predictions about Abigail’s actions when, returning home with the herbs, she meets a neighbor. Pairs then discuss whether their predictions about how the story would end were confirmed by details in the text.
• In the Comprehension Skill: In the Character, Setting, Plot: Cause and Effect ten-minute mini lesson, the teacher reviews the skill with students. Teachers then model how to use a graphic organizer and identify plot events at the beginning of the text. Teachers then model recognizing and interpreting character’s reactions to events. Students write a summary using the information and work in pairs to complete the graphic organizer by recording significant plot events in the story and characters’ reactions to those events. Students are to discuss each event as they complete the graphic organizer. Finally, students work in pairs to summarize characters' reactions to story events.
• In the Vocabulary Strategy: In the Adages and Proverbs ten-minute mini lesson, the teacher explains what adages and proverbs are. The teacher models an adage in the text and discusses the meaning. Students then work in pairs to interpret the meaning of the two proverbs from the text.

This time frame does not necessarily allow time for extended collaboration or discussions to build student knowledge and access future texts or grow the ability to read and comprehend complex texts independently and proficiently.

The materials reviewed for Grade 6 partially meet expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that ask students to analyze the integration of knowledge and ideas across both individual and multiple texts. The units are organized by themes and have a broad range of topics that do not always connect or build knowledge and ideas. Each week has a new topic/theme connected to the unit theme, but that does not necessarily build knowledge or ideas.

Although there are multiple questions and tasks that direct students to analyze integration of knowledge and ideas across both individual and multiple texts, the time allotted these questions and tasks is not sufficient for students to analyze the information. Each unit contains five weekly text sets with questions and tasks created for each set. Each text set centers around a theme or topic with questions and tasks that asks students to refer back to the text to find and support answers to questions and to complete tasks. Questions and tasks require connected knowledge and ask students to connect ideas between multiple texts. Rubrics for each week and for each unit guide teachers in what to look for to support student learning. The amount of class time allotted to each text and question set may not be sufficient to provide the time needed for students to analyze texts and gain knowledge and ideas, and teachers may need to use outside resources to plan accordingly.

Unit 3, week 4, examples of questions and tasks include but are not limited to:

• Compare Texts: As students read and reread “Margaret Bourke-White: Fearless Photographer,” encourage them to take notes and think about the Essential Question: How can one person affect the opinion others? Teachers are directed to ask students to think about how the queen got the information she needed and compare it to what they learned in Major Taylor: Champion Cyclist.
• First Read Strategy: Summarize: Summarize the events in the story that led Major Taylor to compete in his first bicycle race.
• Make Connections: How was Marshall able to affect the opinions of others?
• Read/Summarize/Guide: Students summarize the selection.
• Reread/Analyze the Text : After students read and summarize, the teacher is to have them reread to develop a deeper understanding of the text by annotating and answering questions on pages 217B-217P of the Close Reading Companion.
• Integrate: Text to Media: Post Online: Teachers are directed to remind students to discuss their responses to the Blast along with information from all the week’s reads. How does the Blast connect to what you read this week? To Cornelius’s photograph?
• Access Complex Text:Specific Vocabulary: The teacher is to review strategies for finding the meaning of an unfamiliar word, such as using context clues, word parts, or a dictionary. They are also to point out the word maneuvered in the fourth paragraph on page 243.
  • How does the overall meaning of the sentence help you figure out the meaning of maneuvered?
  • Substitute the meaning you determined in the sentence to see whether it makes sense.

In Unit 6, week 3, examples of questions and tasks include but are not limited to:

• Compare texts: As students read and reread “Excursion to Mars,” the teacher is to encourage them to take notes and think about the Essential Question: How does technology lead to discoveries? Tell students to think about how this text compares with what they learned about Arctic animals in Planet Hunter.
• First Read Strategy: Genre Expository Text: What relationship is explained on these pages?
• Read/Summarize/Guide: Students summarize the selection.
• Reread/Analyze the Text : After students read and summarize, have them reread to develop a deeper understanding of the text by annotating and answering questions.
• Make Connections: How does advanced robotic technology lead to discoveries in this story?
• Integrate: Text to Fine Art: How does Hall’s etching connect to what you read this week?
• Access Complex Text: Prior Knowledge: Tell students that observatories on Earth are often located on a mountaintop in an area where there is clear air and little light from towns and cities, which can obscure a clear view of the night sky.
  • What might happen if the observatory was located farther down the mountain?
  • Why might the summit of a dormant volcano be a good place for an observatory?

Materials reviewed for Grade 6 partially meet expectations for questions and tasks supporting students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening). Students read, discuss and listen when addressing the Unit Big idea and the weekly Essential Question Text Connection Questions. Students do not have to write at length about the question; instead, they create graphic organizers to aid in class discussion. The weekly discussions and creation of the graphic organizer would lead to students being able to complete the Unit Wrap Up. The Big Idea questions are frequently broader than the focused knowledge building that may be happening in the lessons.

The Unit 4 Big Idea is "How do people meet challenges and solve problems?" This topic is broad.

• The Unit 4, week 3 Essential Question is "How do people uncover what they have in common?" This question is broad and will not build knowledge of a topic.
• The questions at the end of the week's texts are repetitive and do not require students to broaden their knowledge of a topic. Questions at the end of the week’s texts include the following:
  • Talk about how Silvina discovers what she has in common with the Gomez family.
  • How did the students in Kek’ class find a way to discover what they have in common?
  • How was Aminata able to uncover what she and her classmates in their new school have in common?
• In the End of Week Integrate Ideas: Text Connections section, students create a layered book foldable to record comparisons about the week’s texts. Students are to compare the information they have learned how people discover what they have in common.This task asks students to compare the texts using a foldable. There are few directions to support this task to promote deeper thinking or building knowledge.
• In the End of Unit Wrap Up the Unit: The Big Idea section, the teacher writes “How do people meet challenges and solve problems?” on the board. In small groups students will compare the information they have learned during the course of the unit in order to answer the Big Idea question. Students use an accordion foldable to record comparisons of texts. Students present their ideas and list ideas on the board. If there are more than five ideas, students vote to narrow down the list to the top five most important ones. Students are encouraged to continue building knowledge about the Unit Big Idea. This task is a listing what you have learned task. Students share out answers, vote on a top five, and then move on to a new unit. This task repeats itself in all six units.
• The Unit 5 Unit 5 Big Idea is "How can discoveries open new possibilities?" This topic is broad.
• The Unit 5, week 3 Essential Question is "How do people benefit from innovation?" This question is broad and will not build knowledge of a topic.
• The questions at the end of the week's texts are repetitive and do not require students to broaden their knowledge of a topic. Questions at the end of the week’s texts include the following:
  • Talk about the role humans play in silk production. How have innovations over time benefitted people?
  • Talk about how people’s lives have been helped by innovations in farming.
  • How have plants provided medical treatments for people throughout history?
• In the End of Week Integrate Ideas: Text Connections section, students create an accordion foldable to record comparisons about the week’s texts. Students are to compare the information they have learned discoveries open new possibilities. This task asks students to compare the texts using a foldable. There are few directions to support this task to promote deeper thinking or building knowledge.
• In the End of Unit Wrap Up the Unit: The Big Idea section, the teacher writes “How can discoveries open new possibilities?” on the board. In small groups students will compare the information they have learned during the course of the unit in order to answer the Big Idea question. Students use an accordion foldable to record comparisons of texts. Students present their ideas and list ideas on the board. If there are more than five ideas, students vote to narrow down the list to the top five most important ones. Students are encouraged to continue building knowledge about the Unit Big Idea. This task is a listing what you have learned task. Students share out answers, vote on a top five, and then move on the a new unit. This task repeats itself in all six units.

The instructional materials reviewed for Grade 6 partially meet expectations for materials supporting students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year. Students write to address multiple topics over both short and extended time frames and are provided with mentor texts, conference questions, anchor papers, and rubrics to help them self-evaluate writing as well as giving them a tool for teachers to evaluate and give feedback. The required time the weekly lesson would take with the amount of writing students are responsible for is unbalanced. Students may not be able to adequately refine and reflect on their writings before moving on to a new topic, therefore, materials do not fully support increasing students’ writing skills and ability.

Students participate in both on-demand and process writings throughout the year. Each week students Write to Sources and Work on a Genre Writing.

Write to Sources process has students read and reread texts to take notes, cite text evidence to support their ideas and opinions, and write short analytical responses. After reading, students write to build writing fluency, analyze model responses, incorporate stronger evidence, and focus on a writing trait. Write to Sources provides students with student exemplars and analyzes writing prompts while modeling organizational tools such as graphic organizers.

• In Unit 4, week 4
  • Students read the prompt: “Write about Silvina’s relationship with Mike and Carl.”
  • Students analyze the prompt and reread to note literary elements such as sequence, ideas, and strong conclusions.
  • Students then analyze text evidence by looking at model student notes.
  • Students analyze the student model and discuss focus on a topic, sentence structure, and a strong conclusion.
  • Students then write to answer the prompt and craft their responses focusing on a topic, sentence structure, and a strong conclusion.
  • Students check for errors in pronoun/verb agreement.
  • Students then analyze the prompt: Imagine that Aminata and Kek were both in Mrs. Hernandez’s ESL class. Write a diary entry from Ms. Hernandez's point of view describing her impressions of Aminat and Kek on their first day.
  • Students use two texts as sources to answer the prompt.
  • Students analyze text evidence and look at another student exemplar to discuss.
  • Students analyze the student model and then write to answer the prompt.

Write to Sources also hosts Teacher Conferences and Peer Conferences.

• In teacher conferences, teachers and students talk about the strength of the writings and focus on how the writer uses text evidence, and the teacher makes concrete suggestions and suggests revisions. Focuses and sentence stems are given in the Teacher Edition to guide the suggested revisions. For example, Unit 5, week 3 suggests that teachers focus on a sentence by stating, “Rewrite your thesis sentence to explain the focus of your writing. Teachers may also focus on a section by stating, “This section has many good details, but they are not well organized. Rewrite this section to put the details in a logical order. ” Teachers may also focus on a revision strategy. The teacher can have a student underline a section and use a specific revision strategy, such adding detail.
• In the Peer Conference notes, three questions are given to focus the conference conversation. For example in Unit 2, week 2, the student conference notes tell the teacher, “Did your partner clearly state a claim? Did your partner organize text evidence and supporting details effectively? Did your partner sum up the argument in a strong conclusion?”

Genre Writing takes place over a three-week period. Each unit has two genre writing topics. These topics are not always tied to a unit text and do not always require text evidence. During the genre writing, students analyze an expert model, prewrite, draft, revise, proofread and publish, and evaluate their writing using a student rubric.

• In Unit 4, students write a fictional narrative in weeks 1-3. Students write about what, in their opinion, would make an interesting story.
  • Students read and analyze a model student response and discuss the features of a fictional narrative.
  • Students discuss and plan for the purpose and audience of their writing.
  • Students participate in a mini-lesson about strong openings.
  • Students work in a small group to brainstorm ideas and plan their writing using a story map organizer.
  • Students then study a revised student model and participate in mini-lessons on developing characters and plot.
  • Students revise their drafts.
  • Students discuss an edited student model and edit their own papers.
  • Students publish a final presentation of their fictional narrative writings, in print or digitally.
  • Students then use the student rubric to evaluate their own fictional narrative essays and reflect on their progress as writers. Students are asked to consider areas where they feel they have shown improvement and to think about what areas need further improvement.
  • Students set writing goals and prepare for teacher and peer conferences.

To evaluate genre writings teachers are directed to use the rubric and anchor papers provided to help evaluate student writing. Teachers are directed to review with individual students the writing goals they have set and discuss ways to achieve these goals.

The materials for Grade 6 partially meet the criteria for including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Students will work on a series of short and long research projects throughout the year. In Units 1, 5, and 6, students will work on short Research and Inquiry projects each week. In Units 2, 3, and 4, students will work on three longer online Inquiry Space performance tasks. Teacher instructions in the Teacher Edition for Research and Inquiry and Inquiry Space are brief and do not contain explicit direction for effectively guiding students through the research process with online and print materials. Neither the Research and Inquiry projects nor the Inquiry Space performance tasks are designated time during the suggested lesson plan for the week for core or optional student tasks until week 6 of the unit. There may not be sufficient time built in to complete these projects and there is inconsistent guidance for teachers on how or when the projects and tasks would be completed.

Research and Inquiry: Weekly Projects

• These are week-long projects that take place during three out of the six units in the school year during Unit 1, Unit 5, and Unit 6.
• Students conduct research and create short projects such as interviews, summaries, illustrations, poems, story maps, and brochures.
• Speaking and listening skills are incorporated on Day 5, when students present their projects.
• Teacher instructions in the Teacher Edition are brief and lack explicit directions for effectively guiding students through the research process with online and print materials.
  • Unit 5, week 3: “Find Resources - Review how to locate and use reliable print and online resources. Students should verify all facts in multiple sources.”
  • Unit 6, week 2: “Find Resources - Review the difference between primary and secondary sources, as well as the importance of using both kinds when reflecting on historical events. Students should look for both types of sources online and in multiple print resources.

Unit 1 Changes - Weekly Projects

• Week 1 - Create a Presentation, T38
• Week 2 - Create a Presentation, T102
• Week 3 - Make a Venn Diagram, T166
• Week 4 - Write a Description, T230
• Week 5 - Make a Chart, T294
• Week 6 - Choice of Blog About How an Invention Impacted a Life, Propaganda Poster, Multimedia Presentation, Natural Force Presentation, News Article

Unit 5 Discoveries - Weekly Projects

• Week 1 - Write a Summary, T38
• Week 2 - Develop a Research Plan, T102
• Week 3 - Create a Print Ad, T166
• Week 4 - Make and Outline, T230
• Week 5 - Make a Timeline, T294
• Week 6 - Choice of Modernized Myth, Presentation on the Underground Railroad, Commercial for an Early Innovation, Visual Representation of Discoveries, Presentation for a Tool Improvement

Unit 6 Taking Action - Weekly Projects

• Week 1 - Make a List, T38
• Week 2 - Create a List of Sources, T102
• Week 3 - Make a List, T166
• Week 4 - Make a Pamphlet, T230
• Week 5 - Conduct a Survey or Interview, T294
• Week 6 - Choice of Poster or Slideshow About a Natural Resource, Mock Interview About Studying a Historical Event, journal Entries by an Explorer/ Scientist, Article About an Archaeologist’s Discovery, Persuasive speech About a Vacation Location

Inquiry Space

Inquiry Space is a digitally-delivered program that provides students practice and instruction in integrating and applying reading, writing, speaking, and listening skills to build and share knowledge about a science or social studies topic. Inquiry Space performance tasks are found in Units 2, 3, and 4. Each six-week project is made up of six levels that step out the research, writing, and presenting process. Inquiry Space is not allotted time during the suggested lesson plans in either the core nor optional plans until week 6 of the Unit.

• Level 1: Analyze the Task - purpose and audience, keywords, research plan, design your presentation.
• Level 2: Evaluate Sources - skim and scan, evaluate sources.
• Level 3: Take Notes - taking notes from audio sources, taking notes from video sources, paraphrasing, research plan, taking notes from print sources.
• Level 4: Write an Outline and Draft - organizing notes, outline to draft, student model outline, opinion statement, paraphrasing, writing rubric.
• Level 5: Revise and Edit Your Draft: revised student model, edited student model, cite sources, proofreader marks, peer conferencing checklist, revise and edit checklist, writing rubric, peer conferencing video.
• Level 6: Publish and Present - how to give a presentation, presentation checklist, listening checklist, presentation rubric, how to publish your work, design your presentation, record and edit audio.
• For example, in Unit 4, students complete a Narrative Performance Task. The Teacher Edition states, “Each week, students will complete one level of a six-week narrative performance task in a digital environment. Via a game-like interface, students are assigned a task and work independently to plan and conduct research, synthesize information, and communicate ideas in writing and presentation.
• Resource Toolkit: At each level, a toolkit of resources is available to students. The point-of-use resources include a variety of animated tutorials, videos and slide presentations that students can view to help them at each level.
• Projects integrate reading and writing skills throughout all six weeks. Projects incorporate speaking and listening skills in the fifth and sixth weeks as students peer conference and later present their projects.

The Inquiry Space projects require research skills over the six weeks of the unit, but there is not a progression of skills sequenced across a school year. Additionally, there is not a gradual release of responsibility over the course of the school year with regards to the research skills.

• Research skills are introduced through narrated, text-heavy slideshows and tutorials. Students are directed to apply skills by answering free-response and yes or no questions/prompts in a step-by-step research process (analyze the task, evaluate sources, take notes, create a story map and write a draft, revise and edit your draft, publish and present). Students have the option to skip the instructional slideshows and tutorials.
• During the “evaluate sources” step, they evaluate and select three out of four digital sources provided in Inquiry Space.
• Various research skills are addressed as students take notes from multiple sources. However, each unit’s project follows a similar pattern of instruction, with small changes according to the type of writing required.

Unit 2 Inquiry Space - Investigate: Ancient Egypt - Informative

• Week 1 - Research Plan, T38-39
• Week 2 - Evaluate sources, T102-103
• Week 3 - Take notes on sources, T166-167
• Week 4 - Outline and draft, T230-231
• Week 5 - Collaborative conversation, revise, edit, T294-295
• Week 6 - Publish and present, T330-331

Unit 3 Inquiry Space - Take a Stand: Hubble Space Telescope- Opinion

• Week 1 - Research Plan, T38-39
• Week 2 - Evaluate sources, T102-103
• Week 3 - Take notes on sources, T166-167
• Week 4 - Outline and draft, T230-231
• Week 5 - Collaborative conversation, revise, edit, T294-295
• Week 6 - Publish and present, T330-331

Unit 4 Inquiry Space - Write About: Asian Elephants - Narrative

• Week 1 - Research Plan, T38-39
• Week 2 - Evaluate sources, T102-103
• Week 3 - Take notes on sources, T166-167
• Week 4 - Outline and draft, T23-231
• Week 5 - Collaborative conversation, revise, edit, T294-295
• Week 6 - Publish and present, T330-331

Included in the materials are student and teacher checklists for Research and Inquiry, which are to guide the research process and the presentation. Speaking and listening skills are incorporated on Day 5, when students present their projects.

A “Research Roadmap” PDF is available for students, providing free-response questions to guide them through their project, but the materials lack explicit instructions for effective research.

Reading Digitally

Reading Digitally occurs during week 6 of each unit. After reading the Time for Kids digital article, four options are provided for work around the Time for Kids article. Two options are about research, Research for Study and Independent Study.

• In Unit 3, week 6, Research Online states, “Point out that there are no real restrictions on publishing on the internet, so students should evaluate carefully.”
• In Unit 3, week 6 in Independent Study, students choose a topic related to the article, conduct internet research, and present to the group.