1st Grade - Gateway 2

The instructional materials reviewed for Grade 1 meet the expectations for texts being organized around a topic/ topics to build students knowledge and vocabulary which will over time support and help grow students’ ability to comprehend complex texts independently and proficiently.

Texts are connected by a grade-level appropriate topic. Each module in every unit is built around a topic. In each module, there are anchor and supporting texts centered around the topic. Examples include:

• Unit 1: Connecting Our World
  • In Module A, students are expected to understand the theme around survival through adaptation, friendship, and the appreciation of differences.
  • In Module B, students are expected to understand how animals and people sleep.
• Unit 2: Becoming a Classroom Citizen
  • In Module A, students are expected to understand the theme of a story.
  • In Module B, students are expected to identify with a young boy that moves and adapts to new places, new schools, all with the embedded use of Chinese culture.
• Unit 3: Making Choices
  • In Module A, students are expected to understand helping others is needed to make good choices.
  • In Module B, students are expected to understand how producers and consumers interact to provide goods and services that create an economy.
• Unit 4: Planting for the Future
  • In Module A, students are expected to understand growth, tradition, and change.
  • In Module B, students are expected to understand specific facts about how apple trees grow from a seed to an apple.
• Unit 5: Observing Messages of the Natural World
  • In Module A, students are expected to understand that you can still be brave yet afraid at the same time.
  • In Module B, students are expected to understand information about the planets and their place in our solar system.
• Unit 6: Celebrating Diversity
  • In Module A, students are expected to understand the similarities and differences between children described in the text, cultural diversity, and diversity enriching classroom.
  • In Module B, students are expected to understand how friends celebrate cultural diversity.

Texts build knowledge, vocabulary, and the ability to read/listen and comprehend complex texts across a school year. In each lesson there is a benchmark vocabulary section taught. Benchmark vocabulary words are important for understanding concepts within a text. These words are needed to deeply comprehend a text and central to understanding the text. There is a Benchmark Vocabulary Routine included for teaching students the meaning of words. For example:

• In Unit 1, Module A, Lesson 3, the benchmark vocabulary words are limb, land, and perched. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 7 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
• In Unit 3, Module A, Lesson 8, the benchmark vocabulary word are shiny and bossy. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 172 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
• In Unit 6, Module B, Lesson 11, the benchmark vocabulary words are cloth, competition, and believe. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 443 in their Reader’s and Writer’s Journal to show contextual understanding of the words.

The instructional materials reviewed for Grade 1 meet the expectations for containing sets of coherently sequenced questions and tasks that require students to analyze language, key ideas, details, craft, and structure of individual texts.

Each lesson includes a Language or Reading Analysis section in which students analyze language, key ideas, details, craft, and structure of individual texts. Language or Reading Analysis is also included in some small group lessons. Examples include:

• In Unit 1, Module A, Lesson 4, students use the Story Sequence, a graphic organizer on p. TR37 to retell the story. They go back into the text Dragons and Giants on pp. 6 and 7 to figure out what happens at the beginning of the story. They are then guided to go through the rest of the text to complete the chart thinking about what Frog and Toad are doing and what they decided to do (in sequence).
• In Unit 2, Module B, Lesson 9, students look for information that is alike and different to help make connections and better understand the text. They complete the Compare and Contrast graphic organizer about how the two schools in Russia and South Africa are alike and different.
• In Unit 3, Module B, Lesson 2, students work on filling out a Three- Column Graphic Organizer filling out text features (headings, bold words, photographs). The explicit instruction around text features helps students better understand the boldfaced words or academic vocabulary. Once modeling the first three boxes students then work collaboratively in a small group to complete the graphic organizer.
• In Unit 4, Module A, Lesson 7, students tell about stories and informational texts. During the language analysis support section of small group time, the teacher helps children use the T-chart to find examples of ways the Author’s Note (information) and (story) in Arbor Day Square are different. Stories tell about a setting. In the left column, What setting does the story tell about? Facts are in the right column: In the first sentence on p.30, students identify facts.
• In Unit 5, Module B, Lesson 4, students work on clarifying meaning of unknown words completing a word web. Through the use of questions and answers around each part of the web students build a deeper conceptual understanding of the word and or term float away.
• In Unit 6, Module B, Lesson 11, students tell about stories and informational texts. A T-chart helps students find examples of ways Whose Is This? And L is for Liberty are different. Both texts tell about people who come from different places to live in America. Whose Is This? Tells about made-up characters from different places who are at a
  culture fair in a made-up town. How does- L is for Liberty-tell about people from different places?

The Scaffolded Instruction Handbook also includes lessons to support the unit lessons. Examples include:

• Unit 3, Module B, Lesson 7, references using the Scaffolded Instruction Handbook to provide support with vocabulary. Students are guided to understand how producers earn money and then become consumers when they spend the money they earn. Students then use play money and props to act out the earning, buying, and spending money process to connect with the text.
• Unit 6, Module A, Lesson 11, references using the Scaffolded Instruction Handbook, where students who are having difficulty with inferencing are guided through extra practice. The teacher reminds students they can use details from the text to make inferences about how a character feels. They look back at p. 14 about another character in the story and discuss how his feelings at the beginning of the story help children to understand how he feels when he seems them on the island on p. 33.

The instructional materials reviewed for Grade 1 meet the expectations for containing a coherently sequenced set of text-based questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Most sets of coherent questions and tasks support students’ analysis of knowledge and ideas. Examples include:

• In Unit 1, Module A, Lesson 9, students read the text Stellaluna and study how writers understand that pictures and words about events help tell a story. They can improve their comprehension by identifying story elements. Students turn and talk to answer the question, “How does Mother Bat recognize Stellaluna?” During the second read (Close Read), students cite evidence to focus on events in the middle of the story on pp. 30-33. Readers look for details in the words and illustrations to better understand the story. Students are asked, “Who is Stellaluna talking to? What makes the other bat come talk to Stellaluna? Let’s read together what the other bat says. Why is the bat so interested in what Stellaluna has to stay? What does ‘Wrong for a bird, maybe, but not for a bat’ mean? When can something be wrong in one situation but not in another? How does the illustration on p. 31 help readers understand the conversation Stellaluna has with the other bat? and Show me in the picture, which bat is Stellaluna?”.
• In Unit 3, Module B, Lesson 3, students read the text Goods and Services to understand that an opinion should be supported with a reason and focus on finding the main topic of the text which is what the text is mostly about. Students focus on the fact that readers understand asking and answering questions helps them understand the text. Students turn and talk about what they read on page 5 and discuss questions and use pictures to help them better understand the text. Students cite evidence to focus on the various structures and features that readers use to understand a text. Students answer questions using the text to cite and support their answers that include the following: “What kind of service do you see most often in the community?”

Sets of questions and tasks provide opportunities to analyze, describe, compare/contrast, and explain across multiple texts as well as within single texts. Examples include:

• In Unit 2, Module B, Lessons 11 and 12, students analyze and answer questions across the texts Far from Home and Going to School. Students compare and contrast key details using words and pictures. Students discuss questions the following questions, “How are the schools in these texts alike and different? What do children in China, Afghanistan, and Australia do during recess? How is recess in these places similar? In what ways are Bryan, Maria, and Rosita similar? and In what ways are these children different?”
• In Unit 3, Module A, Lesson 5, using the text The Winners Choice, pp. 20-21 students analyze and answer questions across the text in their Reading Analysis Extension portion of the lesson to extend their learning. Partners turn to pp. 20-21 and work together to find details in the words and pictures that tell about the setting on these pages. The following questions guide the partner discussion, “Where does this part of the story take place? Point to the sentence in the text that helped you figure this out. When does this part of the story take place? How do you know? How is the soccer field damaged by the earthquake? and Point to details in the words and picture that tell you this.”
• In Unit 4, Module A, Lessons 12 and 13, students analyze, compare and contrast, and answer questions across the texts Arbor Day Square pp. 24-29, and The Family Tree pp. 7-9, 22-41. Students re-read parts of these stories to compare and contrast important ideas and details in the books. The teacher notes that when students compare and contrast, they tell how things are alike and different. Students discuss questions that include, “Why are the trees in the books special? How are Katie’s family and the boy’s family alike? How are these families different? Point to details in the texts that help you understand how the families are alike and different. How is the Grandma tree similar to the family tree? What can you tell me about the townspeople in Arbor Day Square? Let’s look for details that support this idea (students look at p. 24, 29 to find supporting details). How are workers in The Family Tree and the townspeople in Arbor Day Square alike? and How are the workers and townspeople different?”
• In Unit 5, Module B, Lesson 1, using the text Our World in Space, pp. 32-43, students analyze and answer questions. The following questions are asked, “What does the chapter heading on p. 34 tell readers? Show me where it says so. What does the chapter heading on p. 34 tell readers? Show me where the text says so.What do you notice about the text on p. 35? Look at p. 36. How does the chapter heading relate to the text? What can you observe in the night sky? What are the lights in the night sky? and What information have you learned about plants so far?”

By the end of the year, integrating knowledge and ideas is embedded in students’ work through tasks and/or culminating tasks. Every module includes a culminating performance-based assessment where students write, draw, or dictate to a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the texts they have read. The lessons and questions leading up to the task offer support to complete the task. For example, students are asked to use the text from the lessons in Unit 4, Module A, students recall the importance of families in the stories that they read. Children write a narrative that tells a story about a family. Children also write a narrative in which two or more events are properly sequenced using temporal words, include some descriptive details about the events, and provide some sense of closure to the story.

The instructional materials reviewed for Grade 1 meet expectations for containing a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

Each writing lesson focuses on a standard based writing type (narrative, opinion, or informative/explanatory). Students receive explicit instruction that guides them through the writing process. Students have writing models from anchor and supporting texts that they can use to examine writers’ styles and techniques. Students have the opportunity to apply writing skills during Independent Writing Practice and share their work at the end of each lesson. Students develop grammar, usage, and convention skills by practicing in their Reader’s and Writer’s Journal.

Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include:

• In Unit 2, Module B, Lesson 2, Informative/Explanatory Writing: The teacher helps students identify the main topic from Far from Home. They work together to write a topic sentence about an informational text. “I will begin my topic sentence in a way that lets my readers know what I am writing about. One way I can begin my topic sentence is This book is all about_____. This lets readers know that I am going to write about the topic of the book.” Students will write their own topic sentences in their Reader’s and Writer’s Journal about Far from Home.
• In Unit 3, Module B, Lesson 1, Opinion Writing: The teacher explains what an opinion is, then states that they should provide opinions about topics they are familiar with and cite sources to support their opinion. Teacher asks the students Are good or services more important? Teacher and students work together to complete a t-chart about goods and services. Then the teacher models how to write an opinion. “When I look at the chart, I think that goods are more important. This is my opinion because other people might not think that goods are more important than services.” Students will then write a response to the question in their Reader’s and Writer’s Journal.
• In Unit 4, Module A, Lesson 12, Narrative Writing: The teacher helps students discuss the ending of the Family Tree. Through discussion the teacher will help students see that the story ends with a memorable event. Students revise their story from Lesson 11. Then they will write an ending for their story in their Reader’s and Writer’s Journal.

Each module ends with a Performance-Based Assessment. The task provide opportunities for students to apply the skills they learned during the module to their own writing. Examples include:

• In Unit 1, Module A, students think about the friendship between the birds and Stellaluna. They they illustrate and write sentences about how the characters showed their friendship when they first met and then later in the story.
• In Unit 3, Module A, students write a short story about a choice they made to save or spend money.
• In Unit 6, Module B, students think about the lost items they read about in Whose is This? and decide which one they think was most interesting and shy. They write their opinion and include information from the text that helped them form their opinion.

Writing instruction supports students’ growth in writing skills over the course of the school year. Each lesson includes a writing task. It varies from narrative, opinion to explanatory/informative across the lessons. Included in lesson is an Independent Writing Practice lesson, Conventions Mini-Lesson and a Shared Writing section where students get the opportunity to share their writing. Examples include:

• In Unit 2, Module A, Lesson 4, the focus writing is Opinion Writing. During Set the Purpose the Teacher's Guide states, “Explain that opinions show what characters think, feel, or believe about something. Explain that students will continue to write their own opinions today.” During Teach and Model, “‘When I go out to dinner, I prefer vegetarian meals. I dislike meat because I don’t like the fact that it comes from animals. This is an opinion I have. Other people may not like vegetarian meals. They may prefer the taste of meat to the taste of vegetables. This is their opinion.’ Point out that your opinion told how you feel about certain foods. You told why you disliked meat and provided a reason. You also told the opinion of others and gave a reason. Provide the example from p. 15-16 to show Mr. Keene’s opinion and how he supports it.” During Independent Writing Practice, “Students imagine themselves as a character from A Fine, Fine School. They pretend to go to school with Tillie and Mr. Keene. Students use p. 87 of their Reader’s and Writer’s Journal to write or dictate an opinion they would share with Mr. Keene about his decision to have more school.” Students can share their writing. Conventions Mini-Lesson: Teacher model using quotation marks. Students revisit p. 20 in A Fine, Fine School. They identify quotation marks and read it aloud. Students practice using quotation marks on p. 87 in their Reader’s and Writer’s Journal.
• In Unit 5, Module B, Lesson 11, the focus writing is Informational/Explanatory Writing. During Set the Purpose the Teacher's Guide states, “‘Writers check to make sure their ideas make sense and that the facts they use are correct. They also check for errors in capitalization, punctuation, grammar, and spelling.’ Review the checklist that many writers think about while revising and editing. Review with students the five steps in the writing process.” During Independent Writing Practice students continue to work on their planet books by making revisions and edits. Students trade books with their peers to check for mistakes and offer suggestions. Students can share their writing. Conventions Mini-Lesson: Teacher write sentences with errors, then edit together with students. Students practice editing on p. 370 in their Reader’s and Writer’s Journal.

Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. For example, in each lesson, the teacher’s guide provides lesson plans for setting the purpose and teaching and modeling. Each lesson is scripted and outlines what the teacher says and does. There are rubrics in the Assessment Handbook for end of the unit assessments.

The instructional materials reviewed for Grade 1 meet expectations for including a progression of focused shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.

Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. Materials provide opportunities for students to apply Reading, Writing, Speaking & Listening, Language skills to synthesize and analyze per their grade level readings. Research projects are sequenced across a school year to include a progression of research skills. Examples include:

• In Unit 1, Module B, the performance based assessment requires students to use facts from Time to Sleep and What You Do With a Tail Like This? to write questions and answers about animals.
• In Unit 2, Module A, the performance based assessment requires students to think about The Recess Queen and A Fine, Fine School and how the characters acted as good classroom citizens. Children write their opinion about how good classroom citizens act and supply a reason for the opinion.
• In Unit 3, Module A, the performance based assessment requires students to use the selections from this unit to write a short story about a choice they made to save or spend money.
• In Unit 4, Module B, the performance based assessment requires children to use the information and features in How a Seed Grows and The Life Cycle of an Apple Tree to write their own book explaining how a seed grows.
• In Unit 5, Module A, the performance based assessment requires students to write a story that includes the moon as a central feature. It can be make-believe or realistic fiction. Children are encouraged to use King Kafu and the Moon and Let’s Visit the Moon for ideas and inspiration.
• In Unit 6, Module A, the performance based assessment requires students write a review that states their opinion of one of the texts they have read. They include information from the text that helped them form their opinion.

The materials also include an optional center called The Research Center that can be visited daily. Suggested research topics are included in each module. For example:

• In Unit 1, Module A, suggestions include researching a community and making a small poster with facts about that community and its people.
• In Unit 4, Module A, suggestions include researching two different cultures and creating a compare-and-contrast chart on a word processing document.

• In Unit 6, Module B, suggestions include researching stories of real pioneers who helped our country grow, and write a paragraphs about one of them, as well as researching online a journey they would like to take, and write a description of the journey using a computer.

The instructional materials reviewed for Grade 1 meet expectations for providing a design, including accountability, for how students regularly engage in a volume of independent reading either in or outside of class.

Most texts are organized with built in supports/scaffolds to foster independence. Examples include:

• ReadyUp! Intervention provides additional instruction with the lesson’s reading and foundational skills standards.
• The Leveled Text Library allows students/teachers to choose texts based on student’s needs.
• Reading Analysis Support provides additional support for students who are struggling as well as Unlock the Text.
• The Scaffolded Strategies Handbook provides additional support for each lesson.

Procedures are organized for independent reading included in the lessons. Examples include:

• Focused Independent Reading instruction is the first step of Small Group Time each day.
• The Independent Reading Routine provides teachers with support for introducing and continuing Independent Reading, as well as a rationale for implementation.
• The Text Club Routine provides teacher with support for a protocol to have children read a text then discuss it with meaning and purpose. Each text club has assigned roles for students.
• A Pearson Realize online contents page links to Independent Reading Activities. The teacher can direct and students can access Dash content to input comprehension and vocabulary notes.

There is sufficient teacher guidance to foster independence for all readers. Examples include:

• Students are guided how to apply the content of each day's Reading Analysis lesson to their self-selected text, starting with Unit 1, Module A, Lesson 1.
• Teachers meet with two or three individual students during Small Group Time each day to discuss their texts and support independent reading. This is found on each lesson’s fifth page.

• Each module includes center time which involves independent reading. During independent reading, the teacher directs students to focus on either a process focus or a strategy focus. A process focus is where students either focus on independence, stamina, or engagement. The strategy focus has students focus on fluency, comprehension, vocabulary, or critical thinking.

There is a proposed schedule for independent reading. For example, teachers prepare students for Focused Independent Reading that they do during Small Group Time while teachers teach mini-lessons and assess individual students.

There is a tracking system (which may include a student component) to track independent reading. For example, students monitor their reading by recording it in their daily reading log. They gauge and record their engagement, their opinion of what they read, and their plan for the next day’s reading.

Student reading materials span a wide volume of texts at grade levels (and at various lexile levels within the grade). For example, students can use the Leveled Text Library or online leveled texts to practice reading at their independent levels. Texts are related to the unit topic and offer a range of levels to meet every student’s needs.