4th Grade - Gateway 3

Grade 4 instructional materials meet expectations for being well-designed and taking into account effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.

• Daily lesson structures include the components of the Literacy Workshop with 30-40 minutes for whole group reading instruction, 30-40 minutes for small group instruction, and 30-40 minutes for whole group writing instruction (Teacher’s Guide p viii).
  • Whole group instruction includes Built-In Foundational Skills Mini-Lessons, Building Understanding, Close Reads, Reading Analysis Lessons, and Focused Independent Reading. The suggested pace for the building understanding first read is 10-15 minutes, the close read second read is 10 minutes, and reading/language analysis is 10-15 minutes. (Implementation Guide p. 19)
  • Small Group Instruction includes Small Group Options such as additional instruction, practice, or extension as needed, Independent Literacy Work, and ReadyGen Intervention. It is suggested that teachers meet with up to 3 small groups per day for 10-15 minutes each. (Implementation Guide p.19)
  • Whole Group Writing Instruction contains focused lessons on a specific writing type critical to college and career readiness and conventions mini-lessons. The suggested pace for whole group writing includes introduction to the writing type for 15-20 minutes, independent practice for 10-15 minutes, and sharing writing for 5 minutes. (Implementation Guide p. 19)
• In Unit 3, Module A there are 18 lessons. The suggested pacing includes 30-40 minutes of Reading in which students build understanding, close read, are introduced to benchmark vocabulary and analyze text. Also include are 30-40 minutes of small group time in which students participate in focused independent reading and other small group options. Writing is also given 30-40 minutes in this module. Students are building toward writing and publishing an opinion piece independently.

The materials reviewed for Grade 4 meet the criteria for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding.

• There are 4 units that are each broken into 2 modules. Each module contains 18 lessons. There are a total of 144 lessons in the Grade 4 materials.
• Lessons are set up for 90 or 120 minute blocks that include Reading (Build Understanding, Close Read, Benchmark Vocabulary, Text Analysis), Small Group Time (Focused Independent Reading, Small Group Options), and Writing (Focused Writing, Independent Writing Practice).
• Additional lessons are included for the Performance Based Assessment as well as other unit assessments. Time is built in for teachers to modify lessons to tailor to their student’s needs.
• Pacing suggestions are provided in the Implementation Guide that suggest teachers can vary the lessons from day to day based on the text, needs of the students, and the amount of scaffolding necessary to delivery instruction appropriately (Implementation Guide p. 19). The program allows flexibility for teachers to rely on professional judgment to modify pacing.

Materials reviewed for Grade 4 meet the requirements for resources including ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

• Materials provided include trade books, text collections, scaffolded strategy activities, Sleuth close-reading texts, performance tasks, Reader’s and Writer’s Journal, a leveled text library, and Ready Up! Interventions, as well as digital interactive tools such as Reader’s and Writer’s Journal, Monster Word Mania, Pack Up the Skills, Envision It! Animations, Letter Tile Drag and Drop, and Grammar Jammers. Each of these resources includes ample opportunity to review and practice, clear directions (in some interactive tools directions are also given orally), and correct labeling.
• On Page 259 of the Grade 4 Scaffolded Strategies Handbook the Ask and Answer Questions routine is clearly explained. The handbook includes the purpose, procedure, teaching tips and an extension for the routine of asking and answering questions to better understand a text.
• The Dash Web online tool for student’s independent reading activities give clear instructions for each step of the independent reading response. For example, when working with theme for literary texts, students are directed to find the theme of a text, blog about it, and create their own activity about the theme in the book they are reading.
• On page 14 of the Grade 4, Unit 3 Teacher’s Guide, directions to practice/apply are clearly stated. The guide states, “Have students work independently or in small groups to complete the graphic organizer. Use the Small Group Discussion Routine on pp. TR6-TR7 to have students discuss the details and examples from the text that support their ideas. Check understanding by asking students to share or by circulating among students or groups.” Also include on this page are clear directions on how to model filling out the graphic organizer as well as an exemplar completed graphic organizer on sequencing events.

Grade 4 instructional materials meet expectations for including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Daily lessons and Performance Based Assessments specifically denote the standards to which the lessons and tasks are aligned.

• In the Unit 2, Module A, Foundational Skills Lesson on page FS3 of the Teacher’s Guide the standards that align to the lesson are included. Students analyze Latin prefixes and apply their knowledge with new words. Standards CCSS RF.4.4, CCSS RF.4.3.a, and CCSS L.4.4.b are addressed in the lesson.
• In Unit 2, Module B, Lesson 1, publisher-produced alignment to standards is provided. Students form, state, and support an opinion. Standards CCSS.W.4.1a and CCSS.W.4.1.b are included in the lesson objectives in the Teacher’s Guide.
• In the Unit 3, Module A, Performance Based Assessment standards being assessed are clearly noted. Students analyze two of the texts they read in the module and state and support an opinion about which text more effectively portrays the impact of earthquakes on human beings. Standards CCSS.W.4.1.a, CCSS.W.4.1.b, CCSS.W.4.1.c, CCSS.W.4.1.d, CCSS.W.4.4, CCSS.W.4.5, CCSS.W.4.6, and CCSS.W.4.8 are included in objectives of the assessment.

Materials reviewed for Grade 4 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials include a teacher’s edition that includes a clear outline of each unit as well as notes and suggestions of how to present content. The Teacher’s Edition also includes the objectives of the lesson, explanations of where to find descriptions of routine, and suggested ways to present content as well as possible questions to ask that are noted in blue. Each question asked is followed by a sample student answer. The teacher’s edition also includes scaffolded instruction boxes to address learners needs with suggestions and ideas on how to differentiate instruction for those students in need.

• In Unit 1, Module B, Lesson 4 the teacher is provided with a first read guide. The teacher is directed to set the purpose, explore poetry, and engage students. Also included are the “Think-Pair-Share” routine and a foundational skills mini-lesson. The teacher is directed to use the Teacher Resources pages to implement the think-pair-share routine and are given a place to go in foundational skills for more explicit instruction of the mini-lesson.
• In Unit 2, Module A, Lesson 10 the teaching guide includes a language analysis text talk which includes modeling as students complete a graphic organizer. On page 104, the Teacher’s Guide states, “On page 55, I hear one cowpoke exclaim to Bill, ‘You’re a cowboy! So start acting like one!’ On page 56, the ranch hands talk about the toughest bunch of 'low life varmints that ever grew hair,' to which Bill responds, ‘Sounds like my kind of folks.’ These lines of dialogue tell me that unlike the ranch hands, Bill values the characteristics of animals more than those of humans. I am going to write in my web, Bill prefers to be wild and free.”
• In Unit 3, Module B, Lesson 3 the Small Group Time directions describe how a teacher can monitor progress of Focused Independent Reading. The Teacher’s Edition page 235 directs teachers to monitor progress based on a process focus or a strategy focus. Teachers are also directed to the Teacher Resources pages 12-19 for further guidance on the independent reading routine.
• In the Unit 4, Module A, Scaffolded Strategies Handbook, on page 134 teachers are given guidance on how to offer more support to English Language Learners and struggling readers when dealing with text vocabulary.

Materials include teacher guidance for the use of embedded technology to support and enhance student learning.

• In Unit 2, Module A, Lesson 18 students publish a narrative with a visual. Guidance is provided for teachers to implement this technology.
• In Unit 3, Module B, Lesson 7 teachers are provided with guidance on how students can use digital sources during research. On page 278 of the Teacher’s Edition the teacher is directed to set the purpose and teach and model the use of digital sources during research.
• In all Units and Modules Digital Centerpieces center options include Students as Authors, Students as Thinkers, Students as Word Workers, and Students as Readers. Each of these centers include an online technology piece provided.
• In the Unit 4, Module B, Performance Based Assessment a digital option is included and guidance given on how to incorporate technology. On Page 394 of the Teacher’s Edition, teachers are provided information about how to use technology during the assessment.

Materials reviewed for Grade 4 meet the expectation of materials containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. The materials also include an Implementation Guide to provide specific explanations, rational, and examples of key concepts that are needed to improve knowledge of the subject.

• In Unit 1, Module A, page 2 of the Teacher’s Edition explains how to use vocabulary to unlock the text. Definitions of generative vocabulary are included. Teachers learn about benchmark vocabulary and by-the-way words. Teachers are also directed to a webpage and the Scaffolded Strategies Handbook for vocabulary support.
• In Unit 2, Module A, Lesson 1, the scaffolded instruction notes explain what a phrasal verb is. In the Teacher’s Edition on page 13 it states, “Help students understand the nature of phrasal verbs-a verb plus an adverb or a verb plus a preposition. Direct their attention to two examples from Chapter 2: “Great piles of salt rose up to the roof” and “Vines and twisted tree roots grew across the path.”
• On pages 8 and 9 of the Implementation Guide, vocabulary instruction in the curriculum is outlined including detailed definitions of the multiple types of vocabulary found throughout lessons.
• On page 10 of the Implementation Guide, text complexity measures definitions and uses are explained.
• Modeling videos are also provided including Close Reading Modeling Videos and Independent Reading Modeling Videos to aid teachers in implementation of these strategies.

The materials reviewed for Grade 4 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

• On page 66-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and which Unit and Module they are addressed.
• On pages 74-81 of the Implementation Guide, Standards maps are provided for each Module. These maps include a description of the performance based assessment, essential questions that are linked with standards, a list of anchor and support texts, a list of all standards covered, Module goals that are linked to standards, and enduring understandings that are linked to standards.
• On pages 84-94 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 4 Common Core Standards and then gives the Unit and page number the standard is addressed.

Materials reviewed for Grade 4 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include an Implementation Guide that provides a walkthrough of the curriculum citing and explaining the rationale and research-based strategies including but not limited to the principals of backwards design and the design principle of backward mapping.

• Page 22 of the Implementation Guide states “ReadyGEN uses the principles of backward design to help teachers deliver instruction based on learning goals.” This is connected to the quote on the bottom of the page form the research of Wiggins and McTighe.
• Page 24 of the Implementation Guide states “ReadyGEN offers a robust range of assessments.” This is connected to the quote on the same page from the research of Peter Afflerbach about formative and summative assessments.
• Page 45 of the Implementation Guide states “Quick Checks provide formative assessments opportunities to monitor student’s fluency progress.”
• Page 50 of the Implementation Guide states “Performance-Based Assessments emphasize integration of reading, writing, and speaking and listening as students draw from the texts sets to demonstrate their knowledge of core understandings.” This is connected to the quote on page 51 from the research of Linda Darling-Hammond and Frank Adamson.

Materials for Grade 4 meet expectations for regularly and systematically offering assessment opportunities that genuinely measure student progress. Materials include a baseline assessment, multiple formative assessments, performance-based assessments, and end-of-unit assessments. Each of these assessments are included in the Assessment Book along with an overview, directions, passages, running records, student tests, test administration information, answer keys, and rubrics.

• Opportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities to assess oral reading fluency.
• Unit 4, Module B, Lesson 7, page 317 of the Teacher’s Edition includes a Quick Check to monitor student progress. If… then… statements help teachers assess students’ progress and offer immediate adjustments and feedback.
• Reading Keystones and Writing Keystones formative assessments are included in daily lessons with sections titled “practice” or “application.”
• Oral Reading Fluency Quick Checks are included in the Small Group Options for daily lessons. For example, Unit 1, Module B, Lesson 7, page 277 of the Teacher’s Edition includes an Oral Reading Fluency Quick Check to assess accuracy.
• Oral Reading Fluency can be assessed using text and guidelines provided for Running Records (Assessment Book Teacher’s Guide).
• Performance-Based Assessments are included with each Module in which students complete a task that requires text analysis and demonstrating knowledge in writing.
• End-of-Unit Assessments are provided that include both constructed-response items and extended-response items with checklists and rubrics to use in scoring (Assessment Book Teacher’s Guide).

Grade 4 instructional materials meet the expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Materials provide teachers with guidance for administering assessments and interpreting results through rubrics and scoring guidance documents.

• Performance Based Assessments provide teachers with notes and guidance regarding administration of assessments. Information is provided which guides teachers to allow students to complete the assessment over multiple lessons, to review the Essential Questions, and revisit the main selection texts. Also provided are scaffolded supports for students as they are completing the assessments and follow-up support for students scoring a 0, 1, or 2 on the assessment with “if…then…” statements.
• Guidance is provided for teachers in administering, scoring assessments, and interpreting student assessment scores on End-of-Unit Assessments. For example, in the Assessment Book Teacher’s Guide on page T65 guidance is given on scoring of constructed response items using a rubric. A rubric is also provided for scoring the extended response items of the End-Of-Unit Assessment.
• The Assessment Book Teacher’s Guide provides guidance on what to do with assessment results. Teachers are directed to examine results and then use the results to inform your instruction. Page T52 of the Assessment Book Teacher’s Guide provides this guidance.
• Instruction and guidance are provided for administering Running Records with the fluency passages used for the assessments. Information is also provided for teachers in interpreting student scores and specific miscues in the Assessment Book Teacher’s Guide.

Grade 4 instructional materials meet the expectations for including routines and guidance that point out opportunities to monitor student progress. Ongoing progress monitoring formative assessments are integrated within every module.

Progress monitoring opportunities include:

• Reading and Writing Keystones that assess students’ reading and writing and their understanding of key language, structure, and ideas. For example, in Unit 2, Module A, Lesson 5 a writing keystone checklist provides a checklist for narrative writing.
• Fluency Quick Checks that offer If. . . then suggestions to monitor students’ fluency progress; Check Progress assessments in each unit that assess students’ phonics and word analysis skills. For example, in Unit 1, Module A, Lesson 1 it is suggested that if students are reading too slowly then the teacher should encourage them to practice the passage several times to become more confident with the words.
• Student work in the Reader’s and Writer’s Journal, including Write in Response to Reading prompts that require students to cite text evidence as they write about what they’ve read. For example, in Unit 4, Module A, Lesson 1 students record their reading in a daily reading log. They note each part that they found difficult and explain why that part was challenging.
• If. . . then suggestions for monitoring progress in the Scaffolded Strategies Handbook.

The instructional materials reviewed for Grade 4 meet the expectations for providing strategies to meet the needs of a range of learners so the content is accessible to all learners and support them in meeting or exceeding the grade-level standard.

The Scaffolded Strategies Handbook addresses English Language Learners, students with disabilities, struggling readers, and accelerated learners.

• The handbook provides models of scaffolded instruction, useful strategies, and practical routines to employ during reading. The lessons provided are intended to be used during small-group time with students the teacher determines to need additional scaffolded instruction.
• Small group instruction is provided based on student need with options such as:
  • Unlock the Text which supports students in accessing ideas, key language, and key structures
  • Word Analysis which supports students with their foundational skills.
  • Conferencing which helps students to grow their independent reading accountability as they discuss their self-selected texts with the teacher.
  • Support Instruction which targets students who need additional scaffolding for the instructional focus of each lesson.
  • Extensions which are intended for students who understand the lesson focus and would benefit from opportunities to extend the lesson and enhance learning.
  • Sleuth which is used three to four times each unit for small group lessons to reteach, practice, and refine close-reading skills and strategies.
• The Scaffolding Strategies Handbook is organized into four parts.
  • Within Part 1, titled Unlock the Text, every anchor and supporting text is supported with scaffolds and strategies. The lessons are divided into Prepare to Read, Interact with Text, and Express and Extend.
  • Part 2 is titled Unlock the Writing. These lessons work to scaffold the module-level Performance Based Assessments and it also provides additional lessons to teach the writing types required by the standards.
  • In Part 3 of the Scaffolded Strategies Handbook routines, graphic organizers, and activities are provided to support students.
  • Part 4 is titled Unlock Language Learning and focuses on supporting English Language Learners construct the meaning and explore vocabulary of a text. This section provides support to build background, talk about sentences, speak and write about the text, expand understanding of vocabulary, and write about the anchor and supporting text.

The Teacher’s Guide includes Scaffolded Instruction notes throughout all lessons.

• In Unit 1, Module A, Lesson 6 on p. 63 the Scaffolded Instruction note is for Strategic Support. The note states, “Technology: Tell students that the picture recognition software Jada uses on pp. 34-35 actually exists. The software can find the identity of someone in a photograph and then supply information about the person. That’ how the Squad discovers who Drake Darkly is and what he’s up to.”
• In Unit 2, Module B, Lesson 11 on p. 323 the Scaffolded Instruction note is for Strategic Support. The note states, “Key Details: Students may have difficulty absorbing all the information presented on each page. Guide them to read the main body text and then review the illustrations and captions. Encourage them to start at the top and move across the page to ensure they do not miss important details.”
• Unit 3, Module B, Lesson 16 on p. 363 the Scaffolded Instruction note is for Strategic Support. The note states, “Visuals: Help students compare the visuals as well as understand reasons for the differences. Have students count the number of diagrams, maps, or charts in each text. They might note how many disasters are represented. They might count photographs of people, and determine the roles of people who are presented and the purpose for their inclusion.”
• In Unit 4, Module A, Lesson 3 on p. 23 the Scaffolded Instruction note is for Strategic Support. The note states, “Character’s Thoughts: Help students recognize that the author uses italics to tell what Greg is actually thinking. Contrast this with other parts of the narrative where the author describes Greg’s general feelings or ideas. The narrator’s descriptions of Greg’s feelings are written in regular text.”

The instructional materials reviewed for Grade 4 meet the expectations for providing all students, including those who read, write, speak, or listen below grade level or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards. The Teacher’s Guide provides daily scaffolding for immediate feedback during lessons, and the Scaffolded Strategies Handbook provides more extensive follow up to support English Language Learners.

The Teacher’s Guide provides on-the-spot scaffolds in each lesson. These address common stumbling blocks encountered by English Language Learners and struggling readers and writers. They are highlighted at the bottom of each lesson in blue.

• In Unit 1, Module A, Lesson 18 on page 191 the Scaffolded Instruction note is for English Language Learners. The note states, “Frequently Confused Words: Help students understand that many words that sound the same can have different meanings. Give students a few examples, such as capital and capitol, lessen and lesson, or reign, rain, and rein. Explain the different meanings of the words. Students may wish to start a list of such words or search online for lists of words and definitions that fall into this category.”
• In Unit 2, Module B, Lesson 6 on page 213 the Scaffolded Instruction note is for English Language Learners. The note states, “Cultural References: Help students understand cultural language and terms such as Wind Runner, Raven People, sacred drum, Vision Quest, warrior, fourteen summers, and ceremonial fire. Discuss the meaning of the names and define unfamiliar words. Prompt students to share what they know about native peoples from their cultures.”
• In Unit 3, Module A, Lesson 5 on page 81 the Scaffolded Instruction note is for English Language Learners. The note states, “Quotation Marks: Help students understand that quotations are the exact words that people or characters say. Tell them that in English, quotation marks are used in writing to show where the speaker’s exact words begin and end. Remind students that quotation marks look like two apostrophes and that they always are written in pairs.”
• In Unit 4, Module A, Lesson 9 on page 103 the Scaffolded Instruction note is for English Language Learners. The note states, “Puns: Students may not understand the pun in the chapter title “In the Chips.” Explain that chocolate chips are pieces of chocolate baked into cookies, but chips may also refer to money. Being “in the chips” means having a lot of money. In this case, a boy makes money selling chocolate-chip cookies.”

The Scaffolded Strategies Handbook has a number of resources for teachers to assist English Language Learners, struggling readers and writers as well as students with disabilities. These are intended to be used during small group time.

The handbook has four sections of resources that include:

• Unlock the Text: This section includes text complexity rubrics that offer insight into the quantitative, qualitative and reader and task measures of text. The qualitative measures provide strategies for levels of meaning, structure, language conventionality and clarity, and knowledge demands. Cognate charts are provided for each anchor text and supporting text in this section of the handbook as well.
• Unlock Writing: This section provides scaffolded lessons for the Performance-Based Assessments and grade level support and guidelines for teaching the standards based writing types.
• Routines and Activities: This section includes routines, reproducible graphic organizers, and activities that can be used to support teaching the standards.
• Unlock Language Learning: This section provides specific resources for English Language Learners to construct meaning in the selections as well as explore vocabulary of texts. The strategies and activities are designed to develop mastery of reading, writing and speaking around the areas of Building Background, talking about Sentences, Speaking and Writing about the Texts, and Expanding Understanding of Vocabulary.

If/then sections are provided in the Scaffolded Strategies Handbook to support students.

• In the Scaffolded Strategies Handbook on page 181 students are to Unlock the Task: Create an Infographic. Students break apart the task, answer questions about the task, and then restate the task. If/then statements are provided to monitor and support struggling students. For example, “If …. students are intimidated by the task, then…. Review with them what an infographic is. Ask: Who can remind us what an infographic is? How can we define it using the words info and graphic? Who can give us examples of an infographic that we have studied in this unit? As students answer the questions, assess their understanding of an infographic. Clear up any misconceptions.”

To build speaking and listening skills the Scaffolded Strategies Handbook lists a Listening Skills Log on pages 301-302 and a Prepare for Discussions Routine and Rating Sheet pages 304-305.

• The Leveled Text Instructional Plan addresses speaking and listening skills in the section titled After Reading on page TR62. During the Talk About It section, it states, “The activities in this section are designed to help students develop their understanding of the unit topic and enhance their listening and speaking skills by engaging in a group discussion.” Discussion questions are provided to help students express their ideas.
• In Unit 4, Module A, Lesson 12 students use the Think-Pair-Share Routine to practice speaking and listening. Teachers are reminded to make sure that students are using best practices for speaking and listening as outlined in the routine.

The instructional materials reviewed for Grade 4 meet the expectations for including extensions and /or more advanced opportunities for students who read, write, speak, or listen above grade level.

Each lesson offers support for accelerated learners in Small Group Options. The small group options provided in the Teacher’s Guide offers teachers opportunities to direct their instruction to the needs of their students. Teachers are encouraged to gather formative assessment information from whole group instruction to help determine student needs during small groups. Opportunities within small groups that include:

• Independent Reading Conferences: Opportunities for students to discuss self-selected texts can be found in the Teacher Resource Book. Independent reading rubrics are also provided for students to self-assess reading preferences and behaviors.
• Close Reading Extension or Language Analysis Extension are provided for students who are adept or excel at the skill or lesson.
• Mini-lessons can also be found in the Sleuth materials that offer extensions for students who excel at close reading or language analysis.
• In Unit 3, Module A, Lesson 3 the Close Reading Extension on page 37 asks students to complete an Extend Mini-Lesson for Sleuth activity. Students discuss questions, gather evidence, ask questions, make their case, and prove their thinking.

The Scaffolded Strategies Handbook included opportunities outside of the teacher guide for extensions for students who are above grade level. These sections are titled Extend, Accelerated, and Going Deeper.

• ·There are four parts in the Scaffolded Strategies Handbook. Including Unlock the Text, Unlock the Writing, Routines and Activities, and Unlock Language Learning. Within each part, there are extensions activities and strategies.
• In Unit 1, Module A on page 18 of the Scaffolded Strategies Handbook, students Unlock the Text to Express and Extend after reading Mary Anning: The Girl Who Cracked Open the World. The Extend section states, “Have students research another female paleontologist such as Karen Chin, Sue Hendrickson, Ruth Mason, Elizabeth Nicoholis, Patricia Vickers-Rich, or Joan Wiffin. Have them compare and contrast one of these women with Mary Anning.”
• In Part 2, Unlock the Writing on page 235 students are provided with a practice and a deeper practice when working with informative/explanatory texts. The Deeper Practice note states, “Have students work individually and use their group’s graphic organizer to write a clear introduction to the topic that includes introductory words and phrases. Have them share their introductions, discuss what parts are clear, and explain why.”
• On page TR11 in the Unit 1 Shared Reading Routine, teachers are provided with a Going Deeper activity once students are familiar with the routine. The directions state, “Once students are familiar with the routine, have them add sticky notes to text sections that cause confusion and are “Aha!” moments. These sections can then be discussed after the reading.”
• On page TR22 in the Unit 2 Text Club Routine directions, teachers are provided with a Going Deeper activity for when students become comfortable with routine to help them explore Text Clubs more deeply. The directions state, “Have students from each group “jigsaw” with students from other group to share an element of the text they read. This engages all students in all texts being read in the class.” It also states, “Ask students to prepare a Discussion Guide that may be used in future Text Clubs. They can use their own discussions to guide other groups as they read the text.”

The instructional materials reviewed for Grade 4 meet the expectations for providing opportunities for teachers to use a variety of grouping strategies. Students participate in partner and small group Think/Pair/Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Clubs, and Benchmark Vocabulary Discussions for both Informational and Literary texts.

The Teacher’s Guide provides small group options for teachers to direct instruction to the needs of their students. Teachers are encouraged to use information gained from whole group instruction to help determine where students need additional supports or extensions during small groups.

• In Unit 1, Module A, Lesson 11 the Teacher’s Guide states, “Have students work independently or in small groups to complete the graphic organizer. Use the Small Group Discussion Routine on pp. TR6-TR7 to have students discuss how finding specific details in the text helped them answer the questions. Check understanding by asking students to share or by circulating among students or groups.”
• In Unit 3, Module B, Lesson 6 the Teacher’s Guide has students Turn and Talk, “After reading, have students turn to a partner and discuss these questions using examples from the text: How does the way the text is organized under heading help readers answer the question, “What are the good and bad effects of a volcanic eruption?”

Routines and protocols for grouping strategies are provided in the Teacher Resources section of the Teacher’s Guide.