The instructional materials reviewed for Grade 4 meet the expectations for anchor texts being of publishable quality and worth of careful reading and consider a range of interests. Texts are examined multiple times for multiple purposes and are used to expand big ideas, build academic vocabulary, and facilitate access to future similar texts. Most texts are engaging, build knowledge, and facilitate access to future text while building towards independent grade-level reading.

Unit 1 Topic: Science Integration: Becoming Researchers

• Unit 1, Module A: Porpoises in Peril by Gwendolyn Hooks builds knowledge of a challenging concept using scientific facts and terms. The text is engaging and facilitates access to other texts in the module’s text set.
• Unit 1, Module B: Skeletons Inside and Out by Claire Daniel has straightforward explanations and contains domain-specific vocabulary words that are defined both within the text and in a glossary to expand on the modules big idea.

Unit 2 Topic: Social Studies Integration: Exploring Culture and Nature

• Unit 2, Module A: Why the Sea is Salty by Dot McHarry engages students in a story of chronological events while including academic vocabulary and other challenging terms.
• Unit 2, Module B: The Longest Night by Jacqueline Guest is a narrative of a Native American boy and his rite of passage. The text builds knowledge of cultures that may be different than that of students.

Unit 3 Topic: Science Integration: Exploring Impact and Effect

• Unit 3, Module A: Earthquakes by award winning author Seymour Simon has both stories about real life earthquakes as well as facts about what causes earthquakes. There is a balance of text features and text to help students understand earthquakes to build knowledge and understanding that will help them access future texts.
• Unit 3, Module B: Anatomy of a Volcanic Eruption by Amy Leavitt contains chapters that include academic vocabulary as well as domain-specific words that have been defined to support students' knowledge of volcanoes and build toward the big idea of understanding the impact and effect of nature on people.

Unit 4 Topic: Social Studies Integration: Creating Innovative Solutions

• Unit 4, Module A: Lunch Money by Andrew Clements has a challenging theme organized in a series of titled chapters. Students must be able to follow and understand the frequent use of dialogue between characters to build knowledge and determine the theme of the text.
• Unit 4, Module B: Using Money contains a series of subtopics with graphics to support the building of knowledge with the text. There are domain-specific vocabulary and topics that include the origins and purposes of money and banking. This text supports the big idea of the module and helps to build students ability to access future text in the module.

Supplementary texts included in each module’s text set also encompass the Unit themes and help to integrate content areas while expanding big ideas and academic vocabulary.

The instructional materials reviewed for Grade 4 meet the expectations for reflecting the distribution of text types and genres required by the standards.

There is an overall balance of informational and literary texts within the anchor texts and supporting texts. Of the 8 anchor texts, four are informational texts and four are literary. There are also 17 supporting texts. Of these supporting texts, 9 texts are literary and 8 are informational. There is an overall balance of informational and literary texts, including both science and social studies topics.

Examples representing the balance of text types and genres include the following:

• Anchor Text - Porpoises in Peril (Literary, Adventure)
• Supporting Text -A Girl Who Cracked Open the World (Informational)
• Supporting Text - Fragile Frogs (Informational)
• Anchor Text - Skeletons Inside and Out (Informational)
• Supporting Text - Movers and Shapers (Informational)
• Supporting Text - King of the Parking Lot (Informational)
• Anchor Text - Why the Sea is Salty (Literary, Tale)
• Supporting Text - How the Stars Fell into the Sky (Literary, Legend)
• Supporting Text - Pecos Bill and John Henry from American Tall Tales (Literary, Folktale)
• Anchor Text - The Longest Night (Literary, Narrative Fiction)
• Supporting Text - Northwest Coast Peoples from Kids Discover (Informational)
• Supporting Text - Three Native Nations: Of the Woodlands, Plains, and Desert (Informational )

Poetry is included in the supporting texts (4-6 poems) and is listed in the Implementation Guide. A drama is included in Unit 4.

The instructional materials reviewed for Grade 4 meet expectations for text complexity, according to quantitative and qualitative analysis and relationship to their associated student task(s).

The materials include quantitative, qualitative, and reader and task information in the Teacher Resources section. Most texts are aligned to the complexity requirements outlined in the Common Core Standards with text complexity rubrics appearing at the back of each ReadyGEN Teacher’s Guide.

• Unit 1 Module A Porpoises in Peril by Gwendolyn Hooks 850L (Literary): This text contains a challenging concept with scientific facts and terms. It is a narrative fiction told with some sarcasm by an omniscient narrator. Topics include endangered species, mining, and snorkeling.
• Unit 1 Module B Skeletons Inside and Out by Claire Daniel 740L (Informational): This text has a straightforward explanation and contains domain–specific vocabulary. There is a glossary and index at the end.
• Unit 2 Module A Why the Sea is Salty by Dot McHarry 720L (Literary): This text has accessible folk talk, chronological events, some challenging vocabulary, and compound and complex sentences with some simple sentences.
• Unit 2 Module B The Longest Night by Jacqueline Guest 780L (Literary): This narrative about a Native American boy and his rite of passage is a chronological story that includes Native American terms. Students need background awareness of Native American culture.
• Unit 3 Module B Anatomy of a Volcanic Eruption by Amy Leavitt 890L (Informational): This text contains a straightforward explanation, an introductory example, and domain–specific vocabulary.
• Unit 4 Module A Lunch Money by Andrew Clements 840L (Literary) : This text has a challenging theme, a series of titled chapters, frequent dialogue, some advanced vocabulary, and occasional sarcasm.
• Unit 4 Module B Using Money by 920L (Informational): This text contains a series of subtopics with graphics to support the text. There are topics that include the origins and purposes of money and banking and domain-specific vocabulary.

Of the texts that are not within the grade-level stretch band, a qualitative feature analysis gives additional insight as to the appropriateness of their placement in the curriculum. The following text has a Lexile level above the grade level stretch band, yet the qualitative and reader and task components make the text accessible for fourth grade readers.

• Unit 4, Module A Earthquakes by Seymour Simon (Informational, 1010L): Even though the Lexile is above the grade level stretch band, the level of meaning is straightforward. Vocabulary is defined. Examples, photos, and diagrams reinforce the details. To help Grade 4 students with background knowledge, the teacher can pre-teach earthquake related terms. The qualitative and reader and task features makes this text accessible for Grade 4 students.

Every text in the close reading materials (Sleuth) is within the Lexile band outlined in the standards.

The Leveled Text Library includes readers for each unit. The books in the library begin at the Lexile band at 270L (The Hoover Dam by John Manos) and go slightly above the Lexile band to 1130L (Birds Take Flight by Lillian Duggan).

The instructional materials reviewed for Grade 4 meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.

The anchor texts and supporting texts have a "Text Complexity Rubric" page in the Teacher Resources section that covers quantitative, qualitative, and reader and task measures.

Quantitative metrics are provided for each anchor text in four categories: Lexile Level, Average Sentence Length, Word Frequency and Page or Word Count. Qualitative measures are provided for each anchor text and supporting text in four categories: levels of meaning, structure, language conventionality and clarity, and theme and knowledge demands. Metrics provided for qualitative measures are in list form. Reader and Task Suggestions are in narrative form and provide teachers with suggestions for preparing all students to read the text as well as leveled tasks. For example, the following contains the Text Complexity Rubric for the supporting text Max Malone Makes a Million (Unit 4, Module A):

• Quantitative Measures- Lexile: 810L; Average Sentence Length: 11.47; Word Frequency: 3.62; Page Count: 20
• Qualitative Measures- Levels of Meaning: accessible theme (boys learn by trial and error that making money is not so easy as it seems; Structure: conventional sequence of events; Language Conventionality and Clarity: simple vocabulary; some complex sentences; Theme and Knowledge Demands: basic knowledge of business planning
• Reader and Task Suggestions: Preparing to Read the Text: Discuss with students why planning is important before starting a business; Leveled Tasks: Divide students into small groups and have them create a business proposal with detailed descriptions of supplies, tasks, and anticipated profit

At the beginning of each Module, teachers are provided with a Lexile and genre reminder about the upcoming text set. Lexiles and genres are listed for the anchor text and supporting texts. Lexiles are provided for the Sleuth texts and the Leveled Text Library. Following the Text Set information, teachers are also provided with more information about vocabulary in a section called Vocabulary to Unlock Text. This provides the teacher with Benchmark Vocabulary and Tier II and Tier III Words for the anchor text and supporting texts.

Within each unit and module, the texts are focused on a theme, which provides some rationale as to why the text was chosen.

The instructional materials for Grade 4 meet the expectations of indicator 1f. The instructional materials provide opportunities for students to engage in a range and volume of reading, and there are supports to build students’ comprehension of grade level texts in oral and silent reading.

Resources are provided to offer students texts to engage in a range and volume of reading. The eText Library includes leveled readers. The database is searchable by Lexile, Guided Reading, DRA, and Reading Maturity Matrix for initial search. Then, as a secondary search, texts can be chosen by grade level, language, comprehension skill, text feature, genre, and content area. Each unit has trade books which are authentic literary and informational texts. These trade books are available in digital format. In addition to texts, there are independent reading activities that students can access online.

Structures are built within the day to provide students with opportunities to practice silent and oral reading. Each day students engage in independent reading with a specific focus including building stamina and becoming independent readers. In addition, small group instruction each day either focuses on vocabulary, fluency, critical thinking or comprehension (Implementation Guide). Comprehension and vocabulary instruction dominates the small group instruction, but the few fluency lessons focus on a specific aspect of fluency such as phrasing, expression, and pacing. Students hear and see the teacher model reading the text and then practice using the same text.

A scaffolded strategies handbook is also provided, which gives teachers additional ways to teach the concepts to struggling learners and English language learners. In addition, throughout the teacher’s guide there are "if/then" sections which provide the teachers with concrete things to do when students do not understand the concept.

The instructional materials reviewed for Grade 4 meet the expectations of most questions, tasks, and assignments being text-specific and requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Some explicit question examples include:

• "What details from the text support the idea that men and women had different roles among the people of the Northwest Coast?” (Unit 2, Module B, Lesson 7)
• Where can you find information about how scientists classify volcanoes? What are the three classifications? What detail is discussed in each classification?” (Unit 3, Module B, Lesson 3)

Some implicit question examples include:

• "What does Mary think about at the seacoast? How does she feel about working with her father?” (Unit 1, Module A, Lesson 9)
• "How do the events in these last two chapters help you answer the question: Why is the sea salty?” (Unit 2, Module A, Lesson 4)

Many lessons have a Reading Analysis section where students are working toward a specific standard and engaging in either independent work or small group work to complete a task involving the text. The majority of lessons have a turn and talk after the students read, which requires the students to discuss something from the text. Some of the questions are about the text itself while some are questions that focus on author’s craft, but the majority of them require students to be engaging with the text.

• For example, in Unit 2, Module A, Lesson 14 students identify the motivations of characters and complete the Web B Chart along with answering text-specific questions regarding the characters’ motivation.

Each lesson has small group options which include several options for students to answer text-dependent questions.

• For example, some options are extensions of the Close Reading or Reading Analysis sections. Students will read pieces of text, find evidence in order to answer specific questions, ask questions related to what they have read, and prove their case with evidence from the text. Depending on students’ readiness, questions are modified to meet students’ needs still addressing the standards.

All lessons have a Close Reading section that includes 3-4 text-dependent questions.

• For example, “What conclusion can you draw about compound interest from the chart on page 44 and the text on page 45? What conclusion can you draw about the advantage of saving your money in a commercial bank, rather than a piggy bank?” (Unit 4 Module B Lesson 8)

Additional materials that support students engaging with the text include:

• In the Sleuth materials (close reading texts), there is a gather evidence section for each close read which requires students to find evidence from the text.
• The Reader's and Writer's Notebook provides evidence-based questions.
• The Baseline Assessment also includes evidence-based questions.

There is the Reader/Writer Journal which asks students to answer text-dependent questions in writing for each lesson.

The materials reviewed for Grade 4 meet the expectation for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Students are given opportunities for evidence-based discussions as they work with other students in pairs and small groups.

Opportunities for discussion include:

• In Unit 3, Module A, Lesson 16 the teacher models the academic language of text structure for students. Students are reminded to use the examples in Text Talk discussion.
• In Unit 4, Module A, Lesson 17 structures are provided for students to work in pairs or small groups to complete a graphic organizer and discuss their responses using evidence from the text.
• In the Performance Based Assessment in Unit 3, Module B students read texts and write to share their opinion as to which article reflects the impact of earthquakes. Then they present their writing with the class as a speech and are given the opportunity to respond to questions and receive constructive comments from their peers.
• Close reading structures are included with discussion questions where students respond to questions with evidence from the text. (Implementation Guide p. 41)
• Many of the questions are evidence based (i.e. How does the physical setting make it difficult for the islanders to get the salt they need Unit 2 Module A Lesson 1 or What details in the text explain how the Northwest Coast people have tried to preserve their cultures? Unit 2 Module B Lesson 8), and some are about the writing craft.

In each unit there are protocols for discussions including protocols for Think–Pair–Share Routine, Small Group Discussion Routine, and Whole Class Discussion Routine.

• Each routine includes steps, a rationale, implementation for success, and going deeper. In each protocol there is also a suggestion about how to model it.
  • For example, the Think–Pair–Share Routine suggests modeling how you would prepare for discussions by modeling thinking through ideas to express them clearly and supporting ideas with text evidence.
• In the small group section of each daily lesson in the Teacher's Guide, there are additional opportunities for evidence – based discussions such as the extend in the reading analysis section of the lesson and having students do additional Think–Pair–Shares for those who need extra support.

The instructional materials reviewed for Grade 4 meet indicator 1j for supporting students listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.

The materials reviewed provide opportunities for speaking and listening that include whole group discussions and small group discussions. There are protocols in the Teacher's Guide that explain how to implement all of these discussions and how to model best practices for speaking and listening.

• For example, the Small Group Discussion Routine modeling includes referring to the text or topic in the discussion and posing and responding to questions to check and clarify understanding.
• Routines are provided for teachers on how to summarize the texts and topics discussed. This also correlates to many of the Common Core Speaking and Listening Standards, including SL 4.3 (identifying the reasons and evidence a speaker provides).

In Sleuth (Close Reading materials), structures are included for students to gather evidence, ask questions regarding the text, use evidence to make a case, and prove their case to other students within their team, with all team members having a voice. For example, in Unit 4, Module A, Lesson 17 students work in pairs or small groups to complete a graphic organizer and discuss their responses using evidence from the text.

In the writing workshop component, students are asked to share their writings. There are directions for both the speaker and the listener.

• For example, in Unit 2, Module A, Lesson 1 students are asked to share their writing, and the audience is asked to identify the situation established in the opening paragraph.

Although students have opportunities for discussing posed questions, students have fewer opportunities to pose their own questions (SL.4.1c) and explain their own ideas (SL.4.1d).

The instructional materials for Grade 4 meet the expectations of this indicator. Materials include a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects incorporating digital resources where appropriate.

Explicit instruction guides students through the writing process, requiring them to analyze good writing models from the text sets they read. There are 4 units and two modules (A & B) within each unit. The 18 lessons within each module focus on one type of writing.

Each Module’s writing lessons are based on text(s) and offer a model for students as they write. On-demand writing occurs each day when students write to what they have read in various formats. Examples of writing include taking notes, short answer, or paragraph construction. Lessons have been structures, so that by the end of the Module, students have addressed all components of the writing process.

Each module is structured the same way regarding process and on-demand writing. Representative examples of process writing include, but are not limited to, the following:

• In Unit 1, Module A, Lesson 13 (Narrative Writing Component): Using the text as a model, students are taught how Thunder Cake includes the necessary elements for a narrative. Students are instructed to read specific pieces at the beginning and end of the text to see what the author did to provide a sense of closure. Students are then given an opportunity to choose a problem to write about and a solution to that problem that creates closure. During independent writing practice, students are to write a brief narrative that provides a sense of closure.
• In Unit 2, Module B, Lesson 1 (Informative Writing): Students write informative/explanatory paragraphs that express views and provide factual information. Students are reminded to have a main idea and details to support it. Students will use the text, City Homes, as a model for how to write an informative/explanatory text. Students are to write their paragraphs in their Reader’s and Writer’s Journal and are encouraged to add a digital component where they are to find pictures with details to support their main idea. Scaffolds are provided as well as specific examples from the text to support students. Many of the tasks listed are preparing students for process writing.

On-demand writing occurs each day and vary from short answers to paragraph instruction. On-demand writing occurs in high stakes environments (e.g. assessments) as well as frequent low-stakes writing (e.g. Sample writing tasks that are on-demand include, but are not limited to, the following focused work

In Unit 2, Module B, students read various texts and use evidence to support text-based opinions. Portions of the texts will serve as writing models and students will have opportunities to practice writing tasks independently after seeing text models. The on-demand writing tasks in this Unit and Module include short writing activities in which students:

• Form, state and support an opinion, including text evidence
• Organize and group related ideas
• Practice quoting accurately from text in short writes
• Use linking words and phrases in short responses
• Summarize the texts

Other examples of on-demand and process writing are evident throughout the materials. On-demand tasks often connect to the larger process assignment, such as the writing performance-based assessment in Unit 4: “Students will analyze two of the texts they have read in this module – Earthquakes and Quake! –and state and support an opinion about which text more effectively portrays the impact of earthquakes on human beings.”

To complete this task, students will read texts and understand that both literary and informational texts can be analyzed for ideas and information, and then use the test to complete on-demand tasks which are later synthesized into process pieces. Some shorter writing tasks have students complete:

• Link opinions to reasons in paragraphs
• State and support an opinion, using facts and details from the text
• Research and draw evidence
• List opinions and reasons

The instructional materials reviewed for Grade 4 meet the criteria for indicator 1l. Materials provide opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Students are given opportunities for instruction and practice in a variety of genres addressed in the standards over the course of the school year. Examples of text types practiced include informational, opinion, and narrative tasks such as research projects, tall tales, and opinion essays.

Performance Based Assessments can be found at the end of each unit. The assessments provide a variety of writing opportunities that reflect the distribution by the standards. In the examples below, students are engaged in narratives, informative/explanatory and opinion writing.

• Unit 1, Module A- Informational - Research Paper
• Unit 1, Module B- Informational - Investigation Project
• Unit 2, Module A- Narrative - Write a tall tale
• Unit 2, Module B- Opinion - Essay on Native Americans
• Unit 3, Module A- Opinion - Essay on impact of Earthquakes
• Unit 3, Module B- Informational - Research a Natural Event
• Unit 4, Module A- Narrative - Write a short story
• Unit 4, Module B- Opinion - Essay on impact of innovation

Other genres/modes of writing are found throughout the materials reviewed. They include tall tales, short stories, summaries, biographies, brochures, interviews, news reports, as well as with opinion and informative essays. There were no noted opportunities for students to write poetry.

The instructional materials reviewed for Grade 4 meet the expectations for the materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

Students are taught each day to carefully analyze and synthesize sources, write to sources, and defend claims as part of Whole Group Writing instruction. Each writing lesson focuses on a writing mode that is specified in the Common Core Standards

The Reading/Writing Journal provides on-demand writing tasks that require students to produce evidence based responses.

Some examples of opportunities for evidence-based writing in the instructional materials include:

• In Unit 1, Module A, Lesson 1, students “Read about a person and write an introductory paragraph about the achievements of that person using evidence from the text.” Other tasks within that lesson include answering questions using evidence such as “What key details does the author provide…?” and “What do the characters learn…?”
• In Unit 1, Module A, Lesson 2, students will reread p. 22 of Porpoises in Peril. A snorkeler tells the squad that the porpoises look thin and hungry. The question asks, “What key details does the author provide that might help explain this? Support your answer using text evidence."
• In Unit 2, Module A, Lesson 6, students read How the Stars Fell Into the Sky, and answer the following questions:
  • What evidence from the text shows that First Woman trusts Coyote?
  • What details from the text indicate that First Woman is precise in how she places the stars? Show me where the text says so.
  • How does Coyote feel about First Woman “tacking up the night sky” with her jewels? What text evidence can you find that supports this?
  • Later in the lesson, students will use this information to write about how the author establishes tone.
• In Unit 3, Module B, Lesson 8, students are told to use pages from the text to help them write facts and quotations on what life is like living in the shadow of a volcano.

Performance-Based Assessments (PBA) are assigned at the end of each module. These include writing projects where students use the anchor text and the major writing skill from the module in order to respond to questions to synthesize learning. These projects lead students to analyze and synthesize the texts they have read.

• For example, students will revisit the text, The Boy Who Invented TV, and how different inventions affected other peoples’ lives. As students revisit the text, they are to take notes on the innovations and their effects so they can use the notes to help them write an opinion task that includes a main idea and details to support their opinion. (Unit 4, Module B)

The instructional materials reviewed for Grade 4 meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

In each lesson, there are materials that include explicit instruction of grammar and conventions. Conventions are included in the writing rubrics within each Unit (Writing Rubric) as well. Language (grammar) lessons are included in each lesson and meet the standards for 4th grade. Skills include, but are not limited to:

• Unit 1: nouns, pronouns, simple verb tenses, adverbs, adjectives, prepositional phrases, capitalization, punctuation
• Unit 2: sentence structures, adjectives, quotation marks, prepositional phrases, relative pronouns, adverbs, progressive verb tenses, capitalization, dialogue, commas, coordinating conjunctions, nouns
• Unit 3: verb tenses, adjectives, capitalization, prepositional phrases, commas, quotation marks, compound sentences, relative adverbs, relative pronouns, fragments, run-on sentences, progressive tenses, coordinating conjunctions
• Unit 4: adjectives, subject-verb agreement, progressive verb tenses, modal auxiliaries, relative adverbs, prepositional phrases

In the lessons, the teacher provides instruction and models the skill, then offers practice. Some of the practice includes using the text of the day and other practice comes in the Reader's and Writer's Journal. There is a guided practice section where the student practices on the board and discusses it with students before they engage in the independent practice.

The Reading/Writing Journal, found online, includes lessons specific to the conventions of writing, as well as providing students with on-demand writing tasks.

Note: Unit 1, Module 1 includes a review of skills addressed in Grade 3 standards.

The materials reviewed for Grade 4 meet the criteria for materials, questions, and tasks addressing grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, morphology, vocabulary, syntax, and reading fluency in a research-based and transparent progression.

Lessons include grade-appropriate foundational skills including phonics, word recognition, morphology, vocabulary, syntax, and fluency. Each lesson provides a teacher-directed mini-lesson related to foundational skills. These lessons include isolated reading and reading the words in context. The reading in context is not from the Unit anchor texts but additional short passages for students to practice reading in context.

Word analysis mini lessons are found within each lesson and include introductions to isolated foundational skills, practice with the skill, and application of the skill with specific words/sentences/phrases.

The following is the progression of foundational skills taught.

• Unit 1 skills focus on –ed and -ing; -er and -est; -or; -er; compound words; –ist, -ive, and -ess; synonyms and antonyms; un- and in -; and words from other languages.
• Unit 2 skills focus on Latin prefixes dis–, re–, and non-; compound words; the suffix –ly; unknown words; words from Latin; Greek roots; related words; and Latin roots struct, scrib, and scrip.
• Unit 3 skills focus on multiple meaning words; suffixes –ian, -ist, and - ism; Latin roots aqua and dict; prefixes I'm– and in–; Greek & Latin prefixes trans – and tele-, Greek prefixes amphi- and anti-; synonyms and antonyms, words from French, and suffixes –ous, -able, and -ible.
• Unit 4 skills focus on related words; the suffix –ion; words from German; homographs; Latin roots gener, port, dur, and ject; words from French; Greek roots; and Greek and Latin suffixes.

Lessons include direct and explicit instruction of how to decode unknown words.

• For example in Unit 2, Module A, Lesson 16 students are taught how to break up the word endure by breaking it up into two syllables.

Lessons are provided for the teacher that can be used for whole group instruction, as well as optional small group tasks.

• Word Work suggestions are provided as small group options in the Implementation Guide.
• There are a series of foundational skill lessons that include opportunities to practice in and out of context with practice applying the skills reading in the Practice Reader.
  • In Unit 3, Module A Lesson 15 the Practice Reader 20A-20C tasks include instruction regarding the word roots aqua and dict, write the meaning of the root, describing the use of roots in words in context, using a dictionary to confirm the meaning of the roots, and reading.

There is also a printable foundational skills page that includes additional practice of the foundational skills, with a focus on the spelling of the words as well as the definitions.

The materials reviewed for Grade 4 meet the expectations for providing students ample opportunity to increase oral and silent reading fluency across the grade level.

Instructional opportunities are 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 practice is included as a section within the small group options portion of the materials.
Several lessons in small group time are devoted to fluency.

• In Unit 1, Module A, Lesson 14, the fluency lesson uses the Oral Reading Fluency Quick Check. The teacher models and points out how to read with appropriate phrasing and then students are asked to read the same passage.
• In Unit 2, Module A, Lesson 2, students are reading from Why the Sea is Salty and then students focus on accuracy.
• In Unit 1 Module A Lesson 6 Fluency tasks include model fluent reading aloud with expression from Porpoises in Peril and students practice reading aloud from the same text.

Fluency assessments are included in the Assessment Book and include scoring guides. There are benchmark fluency passages to be administered in the beginning, middle, and end of the year. There is also a great deal of information for teachers on how to administer fluency assessments and a class record chart is provided.

The materials reviewed for Grade 4 meet the expectations for texts being organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are built around a topic for each unit.

Modules in each unit are built around a unit topic. In each module the anchor text and supporting texts center around the topic.

• Unit 1 centers around the topic of Becoming Researchers.
  • In Module A, students are expected to understand how researchers and scientists do their work.
  • In Module B, students are expected to identify and use evidence for multiple sources to build an idea.
• Unit 2 centers around the topic of Interactions in Nature and Culture.
  • In Module A, students are expected to understand the interactions between culture and nature.
  • In Module B, students are expected to understand how interactions among communities affect cultures and people.
• Unit 3 centers around the topic of Exploring Impact and Effect.
  • In Module A, students are expected to understand that the ways in which people explain natural phenomena have changed over time.
  • In Module B, students are expected to understand the effects of changes to Earth's surface.
• Unit 4 centers around the topic of Creating Innovative Solutions.
  • In Module A, students are expected to understand how creativity, cooperation, and innovation can make a difference in people's lives.
  • In Module B, students are expected to understand how innovative ideas spark economic growth.

The materials reviewed for Grade 4 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 an Analysis section in which students analyze language, key ideas, details, craft, and structure of individual texts. Language Analysis is also included in some small group lessons.

• In Unit 1, Module B, Lesson 9, students break an informational text into main idea and key details and record on a graphic organizer.
• In Unit 1, Module B, Lesson 18, students analyze word choice in the three texts. Students scan specific paragraphs from the texts for characteristics of language choices the authors made, such as giving facts, telling a story, using formal or conversational language, and utilizing specific vocabulary.
• In Unit 1, Module B, Lesson 18, students study word choice and formal language. Students answer questions that include, the following: “How is the language in these texts alike or different? Why did the authors make these choices?”, “Where have you read language similar to these texts?", “How is the language similar to or different from the other texts? Why did the author make this choice?”, and “Where have you read language similar to this text?”
• In Unit 2, Module B, Lesson 2, students analyze author’s word choice when discussing reasons for choosing "weeping" over other synonyms. Students host a small group discussion.
• In Unit 2, Module A, Lesson 3, students study point of view of narrative text. Students find evidence of third person and first person points of view in a text and then create the first person point of view version of the event.
• In Unit 2, Module B, Lesson 5, students locate figurative language in a text and use context and personal knowledge to determine meaning of words and phrases.
• In Unit 2, Module A, Lesson 9, students analyze idioms in a text to describe the meaning of the idiom and the effect the idiom has on the text.
• In Unit 3, Module A, Lesson 1, students find evidence in an informational text by looking at how the author organizes information. Students work individually or in small groups to complete a sequence of events organizer for the informational text.
• In Unit 3, Module A, Lesson 14, students use key details in the text to determine the meaning of words found in a myth. Students complete a context clues three-column graphic organizer to determine the unfamiliar word and context clues or key details that lead them to the meaning as used in the text.
• In Unit 4, Module A, Lesson 1, students study the characteristics of narrative fiction including characters, plot, and setting. Students answer the question “What do I learn about Greg from the things he does?” Students complete a t-chart to record information about character development.
• In Unit 4, Module A, Lesson 6, students analyze descriptive details authors use to help readers visualize characters, settings, and events.
• In Unit 4, Module B, Lesson 10, students answer questions about word choice that include the following: “What is the effect of the word click-clacking in this sentence?”, “What does it mean to gasp?”, “Why did the author choose this word instead of breathed in, for example?”,“What does snapped mean in this sentence?”, and "What does this sentence tell you about Gloria’s personality?”

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

• On page 12 of the Scaffolded Instruction Handbook students discuss how a writer sometimes describes two events that happen at the same time. Students discuss point of view and answer how the text would be different if it had been told by Drake Darkly.
• On page 117 of the Scaffolded Instruction Handbook students discuss questions that include the following: “What word does the author use to describe the soil?”, “What does riches mean?”, and “Why do you think the author chose to use this word instead of just saying 'great soil'?”
• On page 179 of the Scaffolded Instruction Handbook students look closely at author’s craft. Students look closely to see that their sentences work together within each paragraph to support the main idea and demonstrate sequence.

The instructional materials for Grade 4 meet the expectations that the materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The majority of questions in a module require students to analyze text. Many of the questions measure at levels 2 and 3 on the Depth of Knowledge scale. Students reason, analyze and evaluate the text or texts, and questions and tasks are sequenced so that students analyze and integrate knowledge during each lesson.

• In Unit 2, Module B, Lesson 4 students read the text The Longest Night and draw inferences from the text by using details in order to form an opinion. Students answer questions such as the following: “What details indicate that the first night of Wind Runner’s Vision Quest was difficult?”, “Why does Wind Runner say the rattlesnake is not to be trusted? What details from the text help you infer this?”, “What details on page 27 help you infer that events didn’t unfold as Wind Runner expected?”, and “What details on page 28 help you infer that Worthless One possibly saved Wind Runner’s life? Students then state and support reasons in an opinion writing, using the text to support reasons with evidence.
• In Unit 4, Module A, Lesson 9 students read the text Lunch Money and use elements of a narrative to better understand and determine theme. Students answer questions such as the following: “What have Maura and Greg learned about how to achieve their goals?”, “What causes Mrs. Davenport to change her mind about the value of comic books?”, and “What does the School Committee decide? What conclusion can you draw based on this decision?” Students then write a sequel to Lunch Money in which Greg and Maura discuss adding a new product to their Chunky Comics business.

Multiple lessons in each module require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

• Unit 1 Module B, Lesson 17 students analyze and answer questions across the texts Skeletons Inside and Out, Movers and Shapers, and “King of the Parking Lot.” Students make connections and better understand a topic by reading multiple texts. Students discuss how the illustrations in the texts help the reader understand the meaning and compare information presented in different sources to make connections across texts. Students answer questions such as “How is the focus of Skeletons Inside and Out and Movers and Shapers similar? Show me where the text says so.” Students are asked to consider the function of skeletons in all three texts. Students make connections across texts by looking at elements such as topics, main ideas, and means of presentation to complete a three-column chart.
• In Unit 3, Module A, Lesson 17 students analyze and answer questions across the texts Earthquakes, Quake!, “Earthshaker’s Bad Day,” and “The Monster Beneath the Sea.” Students compare and contrast how explanations of earthquakes have changed over time. Students discuss the kinds of details that are included in informational texts about earthquakes and the kind of details included in literary texts. Students answer questions that include the following: “What is the cause of earthquakes, according to all three texts?”, “Why do you think the texts have different explanations?", "What common event in history do both Earthquakes and Quake! discuss?", and "How do they treat the same event differently?" Students then compare text purposes to describe the causes and effects of earthquakes as they are described in each text.

Other examples of lessons that integrate knowledge and ideas across both individual and multiple texts include:

• In Unit 1, Module A, Lesson 17 students analyze and answer questions across the texts Science Squad, Porpoises in Peril, Mary Anning, The Girl Who Cracked Open the World, and “Fragile Frogs.”
• In Unit 2, Module A, Lesson 17 students analyze and answer questions across the texts Why the is Salty, How the Stairs Fell into the Sky, “Pecos Bill,” and “John Henry.”
• In Unit 2, Module B, Lessons 17 and 18 students analyze and answer questions across the texts The Longest Night, “Northwest Coast Peoples,” and Three Native Nations, Of the Woodlands, Plains, and Desert.
• In Unit 3 Module B, Lessons 16, 17, and 18 students analyze and answer questions across the texts Anatomy of a Volcanic Eruption, Escape from Pompeii, and A Tsunami Unfolds.
• In Unit 4 Module A, Lessons 16, 17, and 18 students analyze and answer questions across the texts Lunch Money, Max Malone Makes a Million, and “Coyote School News.”
• In Unit 4 Module B, Lessons 16, 17, and 18 students analyze and answer questions across the texts Using Money, A Tale of Two Poggles, and The Boy Who Invented TV.

The instructional materials reviewed for Grade 4 meet the expectations that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

The materials use a generative approach to vocabulary instruction. In each module of the curriculum, there are Benchmark Vocabulary words that are, according to the Publisher's Guide, important for understanding concepts within the text. This vocabulary is addressed during Focused Reading Instruction where students find and read sentences from the text with the words. Students develop contextual understanding of the Benchmark Vocabulary words in their Reader’s and Writer’s Journal.

• There are benchmark vocabulary routines for informational texts where students learn 2-6 words. Teachers write the sentence or display the passage that contains the unknown word. Then they encourage students to use context clues or go back in the text to help determine the word. The materials suggest that teachers have students create a semantic map as a class and give students time to talk with a partner using the word.
  • In Unit 1, Module B, benchmark vocabulary words include, but are not limited to, supports, framework, flexible, vary, sturdy, ancient, tissue, segments, armor, internal, rigid, and fused.
• There is a benchmark vocabulary routine for literary texts where students learn 2-6 new words. Teachers write the sentence or display the passage that contains the unknown word. Then students look up the word in the dictionary. Then the teacher uses the word in other ways, and the class discusses the word in more depth. Students compare and contrast the word with synonyms and have a conversation with a partner using the word.
  
  • In Unit 4, Module A, benchmark vocabulary words include, but are not limited to, profit, bargain, activate, imitation, conceited, contritely, efficient, agenda, negotiations, envelope, and quality.

In each module of the curriculum, there are By-the-Way Words that are sophisticated or unusual words for known concepts that can be stumbling blocks to comprehending a text. The words are defined quickly during reading without interfering with the fluent reading of the text. These words are addressed during Close Reading.

• In Unit 2, Module A, when reading the text “How the Stars Fell into the Sky,” By-The-Way Words include moons and hogans.

Students demonstrate their understanding of the generative vocabulary process by using words in conversations, in their writings, and in the Performance-Based Assessments.

The instructional materials for Grade 4 meet the expectations for materials including instruction in writing aligned to the standards, including well-designed plans, models, and protocols to support students writing.

Each writing lesson focuses on a standards-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. Student 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.

Each module has a writing goal aligned to grade-level standards.

• In Unit 2, Module A, the writing goal is that writers will understand that dialogue and description reveal character traits and story themes. This aligns with standard W.4.3b, use dialogue and description to develop experiences and events or show the responses of characters to situations.

Each module lesson includes writing that is connected either by genre or topic to the texts being read in the lesson. Writing lessons align to the grade-level standards as seen in Unit 3, Module A:

• Standard W.4.1.a requires students to introduce a topic with an opinion, which is taught in Lessons 1, 2, and 5 of this module.
• Standard W.4.1b requires students to provide reasons that are supported by facts and details, which is taught in lessons 3, 7, 8, 9, and 10 of this module.
• Standard W.4.1c which states that students link opinions, which is taught in lessons 6 and 16 of this module.
• Standard W.4.1d which is about writing a concluding statement is taught in lessons 14 and 15 of this module.

Teachers support students during writing and tasks offer multiple opportunities for students to revisit and edit writings edit as their skills develop.

Several of the lessons connect to texts or text sets. For example, in Unit 3, Module A, Lesson 13 has students compare two text on earthquakes and decide which text offers a stronger account of an earthquake. However, some writing tasks do not connect to a text. In Unit 1, Module A, the writing assignment is not connected to a text when students conduct an investigation on an animal of their choice.

All of the performance based assessments have a presentation opportunity to share students’ writings and involve a writing assignment that aligns to the writing focus of the module.

• In Unit 3, Module B, which focuses on informative writing, students choose a natural event to research and then have to write a news report that explains the effects of the natural event on both living things and the Earth.
• In Unit 4, Module A, students write a narrative and have the opportunity to share their writings with the class with the class as an author presentation.
• In Unit 4, Module B, students are writing about an innovation that has impacted the economy and has change the way people do things. They are given the option of researching their chosen innovation online.

The instructional materials for Grade 4 fully meet the expectations of indicator 2g. Students engage in a progression of short research projects to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

A number of research opportunities are provided within each unit.

• In Unit 1, Module A, Lesson 12, students prepare to write an informative text, brainstorm a topic, and develop a research topic.
• In Unit 1, Module B, Lesson 5, students research an animal of their choice using 2-3 sources.
• In Unit 1, Module B, Lesson 7, students learn how writers group related information into paragraphs.

Several Performance Based Assessments (found at the end of each unit) include research projects.

• In Unit 1, Module A, students conduct research on a scientist and write a biography.
• In Unit 2, Module B, students read The Longest Night, "Northwest Coast Peoples" and Three Native Nations and write an opinion piece on which Native American tribe they would like to grow up with and have the option of conducting research online to further prove their point.
• In Unit 3, Module A, students analyze Earthquakes and Quake! In order to state and support an opinion about which text more effectively portrays the impact of earthquakes on human beings.
• In Unit 3, Module B students research a natural event and the effects it has on people and earth. It also requires students to research a natural event and analyze the information in order to group related information into paragraphs with headings.

The materials provide research center options within small group time with several suggestions for additional research.

• For example, in Unit 2, Module B one option is researching how muscles and tendons work together and another option is to research medical advances in regards to muscle injuries.

The research lessons throughout the year progress from the simple looking up of information to share facts in Unit 1 to collecting evidence to write a persuasive opinion piece on the most important scientific innovation in Unit 4, Module B.

The materials for Grade 4 meet the standards for providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Independent reading is part of the daily reading instruction. A number of resources are provided to assist students as they engage in a volume of independent reading. Students are provided regular opportunities to apply their learning in the reading lessons to texts of their own choosing. The instructional materials provide students a number of opportunities to extend and apply what they have learned to a “just right” text of their choice.

• The Independent Reading Routine on page TR14 of Teacher’s Guide provides teachers with support and a rationale for implementation.
• Independent Reading Rubric is included on TR16 of the Teacher’s Guide.
• Students are guided in how to apply the content of the day's Reading Analysis lesson to their self-selected text.
• Students monitor their reading by recording it in their daily reading log. TheyA B gauge and record their engagement.
• Students can review books they read on Pearson Realize as well as find an Independent Reading Activity that is appropriate for the text they are reading.
• Each module includes 15 leveled texts which can be used for independent reading.
• Each module includes center time which involves independent reading. During independent reading, the teacher can have the student 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.