4th Grade - Gateway 2

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.