6th Grade - Gateway 1

The instructional materials for Grade 6 meet the expectations for anchor texts being of publishable quality and worthy of especially careful reading. The anchor texts consider a range of student interests. The eight anchor texts, and sixteen supporting texts students read across the school year are of publishable quality and worthy of careful reading. The texts integrate content areas that align to the social studies and science content standards of 6th grade. They include relatable characters and consider a range of student interests in topics such as ancient civilizations, disasters, wartime experiences, space, and technology. Each unit consists of two trade books, one to two supplemental texts, and there are 60 leveled readers available in the 6th grade materials. In addition, there are 60 leveled texts that are accessible online and that correlate to topics and themes being covered in corresponding units. Texts are examined multiple times, for multiple tasks, including essential understandings and big ideas, building of academic and content-specific vocabulary, facilitating research using multiple sources, and facilitating access to similar texts. Texts are engaging, build knowledge, and assist independent grade-level reading achievement.

Unit 1 Theme: Treasuring History

• Unit 1, Module A Anchor Text: The Egypt Game by Zilpha Keatly Snyder is a Newbery Honor Award winner. This literary text is engaging to students with relatable characters and a story that begins with an imaginative game that leads to mysterious happenings. Careful, close reading of this text through analyzing point of view, word choice, and dialogue, citing text evidence to support inferences, and summarizing key events make the text worthy of students’ time and attention.

• Unit 1, Module B Anchor Text: The Ancient Maya by Jenny Fretland VanVoorst is from the Exploring the Ancient World Collection. This is an informational text selection. This text provides a broad overview of the civilization in an engaging format for students. It is organized into five chapters with the following topics: The World of the Maya, A Well-Ordered Universe, Intellectual Achievements, Daily Life, and Decline and Fall. Full-color illustrations, photographs of sites and artifacts, and maps add support as students work on skills such as determining central idea, analyzing key details, integrating information, comparing ideas across texts, summarizing, and comparing and contrasting topics and themes.

Unit 2 Theme: Exploring Earth and Its Forces

• Unit 2, Module A Anchor Text: Ocean Storm Alert! by Carrie Gleason is fascinating to students as it explores how whirlpools, tsunamis, and tidal waves begin and how they affect people living in areas where these natural disasters can occur. The book suggests ways to survive these phenomena and even explains a proper emergency disaster kit. In close reading of this text, students will cite evidence to support claims; compare and contrast to evaluate information; analyze word choice, language, examples, text and visual features, and central ideas; and analyze how authors engage readers.

• Unit 2, Module B Anchor Text: Journey to the Center of the Earth by Jules Verne, published in 1864, is a classic science fiction novel. With its fantastic journey to the center of the earth with adventures along the way, it's highly engaging to students. Students read and analyze the full novel, reading closely to analyze key story elements, conflicts, plot development and word choice. Students determine the author’s purpose and analyze story elements such as climax and resolution.

Unit 3 Theme: Defining Courage and Freedom

• Unit 3, Module A Anchor Text: The Journey that Saved Curious George: The True Wartime Escape by Margaret and H.A. Rey by Louise Borden is an informational text about a daring escape by the authors of the Curious George books, a familiar series of books for many students. Illustrations by Alan Drummond and photographs add support to the text and further draw students into the story. Students work on close reading skills such as drawing inferences, determining meaning of technical language, determining point of view, comparing and contrasting texts, and analyzing key events.

• Unit 3, Module B Anchor Text: A Single Shard by Linda Sue Park is the 2002 Newbery Award winner. This novel, about a twelve-year-old boy in 12th Century Korea who must overcome obstacles to achieve his dream, is very relatable for students at this grade level. Close reading tasks for this novel include supporting analysis of characters with text evidence, describing how characters and plot develop, summarizing, comparing and contrasting events and central ideas, and explaining point of view.

Unit 4 Theme : Innovating for the Future

• Unit 4, Module A Anchor Text: Titans of Business: Steve Jobs by Nick Hunter focuses on how Steve Jobs became successful through development of technology. Students who are familiar with Apple products may find this book engaging. Full-color photographs add support to the text throughout the book. Students engage in close reading of this text through analyzing author’s purpose and use of text and visual features, summarize with detail, analyze strength of an author’s claim, evaluate causes and effects, connect central idea and elaboration, and use text evidence to compare and contrast.
• Unit 4, Module B Anchor Text: George’s Cosmic Treasure Hunt by Lucy and Stephen Hawking is a literary text that takes students on a cosmic journey complete with essays from Stephen Hawking. Black and white illustrations are engaging and add to understanding of the text. Students closely read this text through analyzing text structure, language and word choice, and text elements, examining test structure and plot, determining central ideas, and analyzing scientific language across texts.

The instructional materials reviewed for Grade 6 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 and supporting texts. In addition, the leveled and close reading texts also reflect this balance. Each of the four units contains two anchor texts: one literary and one informational. There are 16 supporting texts of which ten are informational and six are literary. The close reading and leveled texts include a balance of literary and informational texts and are primarily centered around science and social studies topics. There are also poems, a play, a speech, and primary source resources such as the Bill of Rights.

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

Unit 1

• Anchor: The Egypt Game (literary, realistic fiction)
• Supporting: You Wouldn’t Want to be Cleopatra (informational)
• Supporting: Calliope’s History Mystery (literary, realistic fiction)
• Anchor: The Ancient Maya (informational)
• Supporting: Macchu Picchu (informational)
• Supporting: Quetzalcoatl and the Maize (literary, Aztec myth)

Unit 2

• Anchor: Ocean Storm Alert (informational)
• Supporting: Waves: Energy on the Move (informational)
• Supporting: Science Fair Showdown (literary, realistic fiction)
• Anchor: Journey to the Center of the Earth (literary, science fiction)
• Supporting: The Monster in the Mountain (literary, fantasy)
• Supporting: Galveston Journal: September 1900 (literary, historical fiction)
• Supporting:The Wind (literary, poem)
• Supporting: Wilderness Medic (literary, realistic fiction)

Unit 3

• Anchor: The Journey that Saved Curious George (informational, narrative non-fiction)
• Supporting: The Invisible Thread (informational, autobiography)
• Supporting: Stories of Courage (informational, biography)
• Anchor: A Single Shard (literary, historical fiction)
• Supporting: Nelson Mandela (informational, biography)
• Supporting: No Vacancy (literary, drama)
• Supporting: A New Home for Kabunda (literary, realistic fiction)
• Supporting: The Hat Man (literary, realistic fiction)
• Supporting: Eulogy for Dr. Dorothy Height (literary, speech)

Unit 4

• Anchor: Steve Jobs (informational, biography)
• Supporting: No Easy Answers: Our Digital World (informational)
• Supporting: Gadgets and Games (informational)
• Anchor: George’s Cosmic Treasure Hunt (literary,science fiction)
• Supporting: A Bright Idea (informational)
• Supporting: What is Coding Anyway? (informational)
• Supporting: Getting Comfortable (literary, realistic fiction)

There are also 60 leveled readers reflecting the distribution of genres.

The instructional materials reviewed for Grade 6 meet expectations for the appropriate level of text complexity according to quantitative and qualitative analyses and relationship to their associated student task. Anchor texts are placed at appropriate grade level according to the standards, which state in part that “by the end of Grade 6, students read and comprehend literature, including stories, dramas, and poems in the Grade 6-8 complexity band proficiently (Lexile level 955-1155), with scaffolding as needed at the high end of the range.” When anchor texts fall below the grade level's recommended Lexile measure, the qualitative measures and associated student tasks meet the standards for rigor.

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 of the four units in the Teacher's Guide. The Implementation Guide provides Lexile Levels for each anchor text and supporting task, as well as information about each module’s Performance Based Assessment.

The leveled readers are content and unit specific. There are 60 leveled readers in all, with a Lexile level range of 900-1070. They contain a mix of literary and informational texts, as well as a variety of genres. The close reading passages in Sleuth are meant for close reading support and extension activities and range in Lexile level from 950-1170. Suggestions for tasks are found in teacher resources under leveled reader routines, as well as in the Scaffolded Strategies Handbook.

Examples of text that are within the Lexile Band and of appropriate complexity:

• Unit 1, Module A, The Egypt Game by Zilpha Keatly Snyder 1010L (Literary): This text demands familiarity with ancient Egypt. It has the complex theme of feeling accepted, and symbolic items such as Egyptian gods and artifacts. Some challenging, domain-specific vocabulary is present.

• Unit 1, Module B, The Ancient Maya by Jennifer Fretland VanVoorst 990L (Informational): This is a challenging informational text about the ancient Maya civilization. It is divided into chapters with graphics support. Knowledge demands include familiarity with ancient civilizations in Mexico and Central America.

• Unit 2, Module A, Ocean Storm Alert! by Carrie Gleason 1080L (Informational): This text includes domain-specific words that are defined in the glossary and in boldface within the reading. Knowledge demands include basic understanding of storms weather patterns, and oceans. Graphics support including photographs, charts, illustrations, diagrams and maps.

• Unit 2, Module B, Journey to the Center of the Earth by Jules Verne 960L (Literary): This is a science fiction selection with multiple levels of meaning. The chapters are chronological, but told in retrospect. Scientific terms and archaic language are found throughout the text.

• Unit 4, Module A, Steve Jobs by Nick Hunter 1010L (Informational): This is an accessible biography written in chronological order. Familiarity with computers and technology as well as entrepreneurship would help this text be more accessible. Domain specific vocabulary is defined throughout the text and in the glossary. Captioned photographs and other graphics are present.

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 examples have a Lexile below the grade-level stretch band, yet the qualitative and reader and task components make the text appropriate for Grade 6 readers.

• Unit 3, Module A, The Journey that Saved Curious George; The True Wartime Escape of Margret and H.A. Rey by Louise Borden L950 (Informational): This text falls below suggested quantitative complexity band of 955-1155L; however, the qualitative characteristics bring it into an appropriate text complexity for Grade 6. This narrative nonfiction selection includes theme and knowledge demands such as familiarity with WWII, and the effects of the Nazi invasion of Europe. Challenging vocabulary, foreign language words, illustrations and graphics help unlock the meaning.
• Unit 3, Module B, A Single Shard by Linda Sue Park 920L (Literary): This text falls below the suggested quantitative complexity band of 955-1155L; however, the qualitative characteristics bring it into an appropriate text complexity for Grade 6. This historical fiction narrative takes place in 12th century Korea and has multiple levels of meaning: literal, symbolic, and moral. Conversational dialogue, Korean words, and challenging vocabulary add to the text complexity of this selection.
• Unit 4, Module B, George’s Cosmic Treasure Hunt by Lucy and Steven Hawking 940L (Literary): This text falls below suggested quantitative complexity band of 955-1155L; the qualitative characteristics, however, bring it into an appropriate text complexity for Grade 6. The qualitative features of this text increase the complexity. It is a science fiction piece with domain-specific vocabulary, simple, compound and complex sentences, figurative language and pop culture references. Students need familiarity with the solar system. There are also essays on scientific theories interspersed throughout the chapters.

Most texts in the close reading materials (Sleuth) fall within the Lexile band outlined in the standards. The lowest quantitative measure of the closer reading materials is Eulogy for Dr. Dorothy Height 930L, and the highest is Shaping Tomorrow Through Innovation Today 1170L. Texts are qualitatively appropriate for the grade level.

The instructional materials reviewed for Grade 6 meet expectations for supporting students’ ability to access texts with increasing text complexity across the year. According to the Grade 6 standards and appendices in the CCSS-ELA, Grade 6 Lexile levels begin at 955 and end at 1055. The Lexile levels in ReadyGen increase only slightly over the course of the year; however the qualitative measures and the reader and tasks suggestions show a marked increase over the year. An analysis of the levels of meaning, structure, theme, knowledge demands, and language conventionality and clarity does show an increase in the literacy skills required of students. When looked at from the three-sided approach to text complexity of the CCSS-ELA, this material does meet the requirement for meeting the advancing literacy skills of the students.

The knowledge, structure, and language use within the texts expand through the collections. Some examples of this expanding rigor are found in the following examples:

• In Unit 1, Module A, the anchor text is The Egypt Game by Zilpha Keatley Snyder. It is a book written in chronological order with no significant shifts in time. The chapters are titled and include illustrations. Third-person omniscient point of view allows the reader to see all sides of the story. The sentence structure includes simple, compound and complex sentences. The following are examples taken directly from the text:
  • Simple: “April shrugged.” (p.13).
  • Compound: “Her name was April Hall, but she often called herself April Dawn.” (p.11).
  • Complex: “It wasn't until she was out on the sidewalk that she remembered what Caroline had said about reporting to Mrs. Ross before she left the building.” (p.16).

Overall, the text is at an appropriate level for the beginning of the Grade 6 year.

• In Unit 3, Module A, the anchor text is The Journey that Saved Curious George: The True Wartime Escape of Margret and H.A. Rey by Louise Borden. This text is written chronologically and divided into parts and sections with headings. For example, Part 1 is titled, “Two Artists.” There are then sections in Part 1 titled, “Childhoods in Germany,” “Teaming Up in Brazil,” “A Hotel in Paris,” “Books for Children,” “War Begins,” “The Winter of 1940,” “Working by the Sea,” and The Terrible Week.” Included with each section are photographs and illustrations. It is also written using unconventional text structures in that much of it is written in poetic form. The following example is from the Part 1 section entitled, “A Hotel in Paris": "The Reys’ neighborhood,/Montmartre,/was really an old village on the highest hill of the city,/with vineyards,/stray cats,/and the windmill of the famed Moulin Rouge cabaret” (Borden, page 20). This is an appropriate text for the middle of the Grade 6 year. The language is not too difficult, but the unusual text structure offers more complexity.
• In Unit 4, Module B, the anchor text is George’s Cosmic Treasure Hunt by Lucy and Stephen Hawking. This is a conventional text divided into chapters. The book begins with a prologue that describes the main character getting ready to take off in a space shuttle. The prologue ends with George waking up and a character saying: “George! . . . George! Get up! It’s an emergency!” (Hawking, page 12). Then Chapter 1 jumps back to a time before the prologue takes place. This is more complex for the readers because the timeline is not chronological. The action of the prologue is picked up on page 90 of the book: “‘George! Get up! It’s an emergency!’ It was Annie in her pajamas.” Interspersed throughout the book are explanations of different terms or concepts discussed in the book. For example, on page 16 and 17, there are two pages devoted to explaining the planet of Venus because it is mentioned in the book on page 15: “George had shown them how to use [the computer] and had even helped them put together a very snappy virtual ad featuring a huge photo of Venus. WHO WOULD WANT TO LIVE HERE? it said in big letters.” There are also essays on scientific theories included throughout the book. These essays are written by scientists; some examples of these essays include, but are not limited to:
  • “A Voyage Across the Universe” by Professor Bernard Carr
  • “Did Life Come from Mars?” by Dr. Brandon Carter
  • “How to Find a Planet in Space” by Professor Geoff Marcy

The complexity of this book is higher than those seen in Unit 1 and Unit 3 and is appropriate for the end of the Grade 6 year.

The instructional materials reviewed for Grade 6 meet the expectations that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Each of four units contains a Teacher’s Resource Section.

There are Text Complexity Rubrics for each Anchor and Supporting Text. Thorough explanations for qualitative and quantitative analyses are given, as well as reader task suggestions for students at various ability levels.

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 Steve Jobs (Unit 4, Module A):

• Quantitative Measures
  • Lexile 1010L
  • Average Sentence Length: 14.93
  • Word Frequency: 3.45
  • Page Count: 48

• Qualitative Measures
  • Levels of Meaning: accessible biography (founder and CEO of Apple)
  • Structure: typical chronological order of a biography divided into chapter and subheads; text is supplemented by captioned photographs, sidebars, map, glossary, additional resources and index.
  • Language Conventionality and Clarity: domain specific vocabulary mostly in boldface and defined in the glossary; combination of simple, compound and complex sentences.
  • Theme and Knowledge Demands: familiarity with computers and technological innovations, entrepreneurship.

• Reader and Task Suggestions
  • Preparing to Read the Text: Before reading, work with students to brainstorm types of text features and their purposes. After brainstorming, have students flip through Steve Jobs to identify text features that are included in the book.
  • Leveled Tasks: After reading, have students choose one technological innovation that Steve Jobs worked to develop and create a T-chart to identify the benefits and challenges of the innovation. Once their charts are complete, have students share their ideas in small groups.

At the beginning of each module teachers are provided with Lexile and genre information about the upcoming text set. Lexile and genres are listed for anchor and supporting texts. Lexiles are also provided for Sleuth Close Reading passages and the Leveled Text Library. The Scaffolded Strategies Handbook contains qualitative factors of text complexity for each selection.

The instructional materials for Grade 6 meet the expectations that instructional materials provide opportunities for students to engage in a range and volume of reading, with supports to build students’ comprehension of grade-level texts to achieve grade level reading.

Materials reviewed provide explicit and systematic practice in both oral and silent reading across modules, units, and the year. Materials identified to build fluency include a range to engage and support students as they grow as readers independently across the grade level. The Grade 6 reading materials include four units, each containing two modules. Within each module is an anchor text, two supporting texts, and a magazine style reading guide that contains two more stories. Additionally, this curriculum also has a leveled text library with multiple supporting texts.

Teacher’s Guides include Independent Reading Activity Logs and Teacher Quick Checks for teachers and students to monitor progress toward grade-level fluency goals. After first read of anchor or supporting text, students then read with teacher, or read independently. The Teacher’s Resource Section of the Teacher’s Guide contains Instructional Routines to employ throughout the year for read-aloud, shared and independent reading, as well as text club routines. The materials provide opportunities for students to engage in a range and volume of reading to achieve grade-level reading. Anchor texts, supplemental texts, Sleuth texts, and leveled readers provide a range of genres including but not limited to, fiction, nonfiction, poetry, drama, myths, science fiction, and biographies. Each unit contains trade books, including literary novels and informational texts. An e-text library is provided which includes a database of leveled readers that may be searched by Lexile, guided reading, DRA, and reading maturity matrix. Teachers may also search by grade level, language, comprehension skill, text features, genre, and content area.

The Implementation Guide provides a framework of desired reading instructional practices, routines and research. Each module consists of an anchor text, supporting texts, close reading selections, and leveled readers in a variety of levels and genres. These text sets are the center of instruction and are worthy of close reading and rereading.

Each lesson begins with a focused close read activity, then there is a reading and language analysis that delivers focused comprehension instruction. This is followed by focused, independent reading during which students apply the day’s learning to a text that is appropriate to their independent reading level. Various options for self monitoring and formative assessments are present. Students have opportunities to digitally complete independent reading activities, which they can share with their teacher. Daily lessons include a variety of oral and silent reading. Small groups focus on processes such as engagement and identity, stamina, or independence and strategies such as vocabulary knowledge, fluency, critical thinking, or comprehension. Students build accountability through self-selected texts for independent reading.

Support for developing readers is found in the Scaffolded Strategies Handbook, Implementation Guide, and throughout the Teacher's Guide. Most lessons have a Scaffolded Instruction strategy as well as a Quick Check to monitor progress, offering teachers support in helping guide students who are struggling.

The student can also self monitor their progress through focused process and strategy focus lessons provided in the Teacher's Guide. For example, from Unit 1, Module A in the Teacher's Guide states, “Process Focus - Have students record their reading in a Daily Reading Log. Students should describe why the author, topic, characters, or genre they selected is their favorite, write whether they are enjoying the book, and why, and note the title, author, and pages they read. Strategy Focus - Have students review with you their graphic organizer. Ask them to explain text evidence they chose and encourage them to make inferences based on what they know about the character’s perspective.”

Teachers are encouraged to conference each day with two or three students to discuss self-selected texts and support their reading. In the Teacher Resource section, an Independent Reading Continuum chart shows a progression of the essential elements of independent reading in the elementary grades. This chart describes strategies and processes that students practice when engaged in purposeful, self-selected reading. Teachers can use this chart to help gauge how well students apply what they learn in the whole class reading lessons to texts of their own choosing.

Sidebars in the Teacher's Guide offer suggestions for oral fluency quick checks, as well as rudimentary follow-up strategies. For example, in Unit 1, Module A, “Explain to students that reading with accuracy means reading all the words in a text without making mistakes. Have students follow along as you read aloud the first paragraph of page 22 of The Egypt Game. Explain that skipping, adding, or mispronouncing words can change a text’s meaning. Have students continue with the next paragraph taking turns reading aloud with accuracy. If students are mispronouncing words, have them practice several times before reading aloud. If students are skipping words, have them slow down and be careful.”

The Scaffolding Strategies Handbook provides extensive scaffolded reading lessons to help struggling learners access anchor and supporting texts. Each lesson in the module has a companion lesson for struggling readers that is divided into three sections. Prepare to Read serves to activate background knowledge and vocabulary. Interact with Text provides a focused close read lesson, and Express and Extend offers multiple pathways to allow students to react to text through discussion and writing.

The instructional materials reviewed for Grade 6 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).

Explicit question examples include:

• "On page 36, we learned that ‘With Melanie, April was herself.’ What details does Melanie use to describe her friend?” (Unit 1, Module A, Lesson 2)
• “Summarize the central idea of each text. Compare and contrast how these ideas are illustrated within the texts.” (Unit 3, Module A, Lesson 10)

Implicit question examples include:

• "Crane-Man says, ‘Scholars read the great words of the world. But you and I must learn to read the world itself.’ What does he mean?” (Unit 3, Module B, Lesson 1)
• "Based on these details, what do you learn about the author’s point of view regarding Jobs?” (Unit 4, Module A, Lesson 1)

Many lessons have a Reading Analysis section in which 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 engage with the text.

• In Unit 4, Module A, Lesson 1, students are learning about author’s purpose and point of view. The question they are asked is “Reread ‘Risking Failure’ on page 9. What do you think we will learn about Jobs based on this? How might this detail support the author’s purpose?”

All lessons have a Close Reading section that includes three to four text-dependent questions.

• For example, “What does the table of contents tell you about the author’s purpose for writing this text?” (Unit 24, Module A, Lesson 6)

Additional materials that support students engaging with the text include:

• The Sleuth materials (Close Reading Texts) contain a Gather Evidence section which requires students to find evidence from the text to support their answers.
• The Reader's and Writer's Notebook provides evidence-based questions.
• The Baseline Assessment includes evidence-based questions.
• The Reader/Writer Journal asks students to answer text-dependent questions in writing for each lesson.

The materials reviewed for Grade 6 meet the expectations for the indicator by providing sets of high-quality sequences of text-dependent questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination). Culminating tasks are supported by coherent sequences of text-dependent questions and tasks. The culminating tasks are also rich and provide opportunities for students to demonstrate what they know and are able to do using a variety of platforms (i.e., reading, speaking, writing, etc.) The Performance Based Assessments (PBAs) are text driven or text dependent.

Examples of performance-based assessment culminating tasks built by high-quality sequences of text-dependent questions include:

• In the Unit 3, Module A, PBA: In “Write a Biography,” students use The Journey that Saved Curious George, The Invisible Thread, Stories of Courage, and additional research to write a biography about someone who exhibited courage. Lessons and text-dependent questions leading to this PBA prepare students to understand how writers write about a person’s life.
  • “How does the repetition between the two chapters help the author elaborate on the key event of Japanese evacuation?” (Unit 3, Module A, Lesson 6)
  • “One way an author introduces and elaborates is through text structure or organization. In this case, clue words such as influence and response suggest a cause-and-effect text structure. How does the author use this structure to introduce Yousafzai?” (Unit 3, Module A, Lesson 13)

• In the Unit 3, Module B, PBA: In “Write a Critical Review,” students reflect on A Single Shard, Nelson Mandela, and “No Vacancy,” then choose which text best conveys courage and freedom. Students write a critical review, constructing an argument and supporting their claim with clear reasons and relevant text evidence. In preparation for this task, students prepare with lessons and text-dependent questions leading to how readers create an objective summary of a text, and how writers support an argument with clear reasons and relevant evidence.
  • “Summarize the conflict Raymond faces. What are the barriers facing Raymond and Coach Lovshin, and in what ways are these barriers similar?” (Unit 3, Module B, Lesson 10)
  • “President Obama says that Dr. Height deserves a place in the history books, Do you agree with him? Use text evidence to support your opinion.” (Unit 3 Module B Lesson 13)

• In the Unit 4, Module A, PBA: In “Write an Argument,” using what they have read in Steve Jobs and Gadgets and Games as well as additional research, students state a claim about what they believe to be the most valuable innovation. Students construct an argument and support their claim with clear reasons and relevant evidence. Prior to this PBA there are lessons and text-dependent questions leading to knowledge of how readers analyze the ways authors introduce and elaborate on individuals, events and ideas, and how writers assess the credibility of sources.
  • “President Obama says that Dr. Height deserves a place in the history books, Do you agree with him? Use text evidence to support your opinion.” (Unit 3, Module B, Lesson 13)
  • “On page 41, why did the author choose to quote Barack Obama’s tribute to Steve Jobs? (Unit 4, Module A, Lesson 5)
  • “Explain whether the author provides convincing evidence to support his claim that artists are adequately compensated for streaming music.” (Unit 4, Module A, Lesson 7)
  • “Compare how the two authors have elaborated on their main points in order to support their purposes for writing.” (Unit 4, Module A, Lesson 10)

• In the Unit 4, Module B, PBA: In “Write an Informational Brochure,” students choose and research one of the topics they read about in George’s Cosmic Treasure Hunt, A Bright Idea, or What is Coding, Anyway? Students present their research in the form of a brochure. Lessons and questions leading to this PBA facilitate student understanding of how readers analyze the structure of a text to increase their comprehension, and how writers create an engaging informational brochure.
  • “How does the author use The User’s Guide to the Universe selections and the special science sections in these chapters to help readers comprehend the text?” (Unit 4, Module B, Lesson 7)
  • “An author will often include graphics in the structure of a text. How did a photo or diagram in this text help increase your comprehension of the text?” (Unit 4, Module B, Lesson 14)

The instructional materials reviewed for Grade 6 meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Students are provided multiple opportunities to work with partners, small groups, and large groups to practice application of academic vocabulary and syntax and to build communication and presentation skills.

Opportunities for discussion include:

• In Unit 3, Module A, Lesson 10 students turn to their partners and discuss, “Where in the Invisible Thread does the author make direct references to the U.S. Constitution? Which amendment from the Bill of Rights does the author cite?” This discussion question requires students to use the text, making it both text specific and text dependent.

• In the Unit 1, Module A, research center activities (optional centers), students research and discuss in groups why it is important for people today to learn about the past using evidence from the anchor text and supplementary resources.
• During the close read (available for each lesson), teachers are prompted to have students answer evidence discussion questions to guide the whole class into using text evidence to support answers and claims. Every lesson contains a close reading structure with a teacher prompt stating, “Engage the class in a discussion about…” Text dependent questions are then presented to guide the discussion.

Examples of protocols for discussions include:

• In the back of each Teacher's Guide, guidelines and directions are given for discussion with Partners, Think-Pair-Share, Small Group and Whole Class Discussions.
  • Think-Pair-Share instruction example: “Spend a few moments finding evidence in the text that will support your response to a question, then get together with a partner and prepare to present your answer to whole class.”
  • Small Group routine example: Each person in the group has a distinct job. For example, the Fact Checker confirms or clarifies text evidence. The teacher is instructed to model protocols and provide students with group frames, “I don’t agree with you because the text says …” Text Clubs also have distinct roles within the group. For example, the Discussion Leader keeps everyone on task, the Word Wizard defines unfamiliar vocabulary, the Summarizer writes a short summary of the text distinct from personal opinions or judgments and the investigator researches information about the text, author, topic, theme, or genre.

Examples of use of Academic Vocabulary and Syntax include:

• Support for syntax instruction for anchor texts is provided in the Scaffolded Strategies Handbook in the “Talk About Sentences” section. For example, in Unit 2, Module A, Ocean Storm Alert, the handbook states, “For students who need support accessing key ideas and key language, use the Sentence Talk Routine on page 437-438 to draw their attention to the relationship between meaning and the words, phrases, and clauses in the text.”
• The Daily Lesson Planner provides suggested vocabulary to teach each day. The Teachers Resource Section provides a routine for teaching benchmark vocabulary and suggests that “ Students use a Reading and Writing Journal to show contextual understanding” At the beginning of the units there are a list of academic benchmark vocabulary as well as “By-The-Way words, which are defined as “sophisticated or unusual Tier 2 and 3 words for known concepts that can be stumbling blocks to comprehending a text.” Specific words are presented and defined in the close reading section in each lesson. Word analysis mini-lessons are also presented in each lesson. Additionally, each lesson has a word analysis section where students use context clues to identify unknown words where they are introduced the word, practice the word, and then apply the word. For example, on WA2 of Unit 1 students are working with understanding what makes a context clue and how to use context clues to find the meanings of unknown words. Students are also introduced to Greek and Latin roots where they analyze words and their meanings, using the roots to guide their thinking.

The materials reviewed for Grade 6 meet the expectation for indicator 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 partner, whole group, and small group discussions. Speaking and listening instruction is applied frequently over the course of the school year and includes facilitation, monitoring, and instructional supports for teachers. Instructional materials reviewed for Grade 6 include practice of speaking and listening skills that increase in rigor over the course of the school year. Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied speaking and listening opportunities. Speaking and listening work requires students to marshall evidence from texts and sources.

Students have ample opportunity for both listening and speaking about what they are reading.

• On page 20 of Unit 3, Module A, students are analyzing the text The Journey that Saved Curious George. They are specifically looking at the text and visual features. The curriculum poses specific questions to guide their thinking. Afterwards they are able to share out in small groups while building onto one another's’ ideas to come to a “deeper understanding.”

There are protocols in the Teacher's Guide that explain how to implement text summary discussions and how to model best practices for speaking and listening. For example:

• The Think-Pair-Share routine found on pages TR2 and TR3 includes rationale for the routine as well as an 8-step guide for implementation. The guide includes reminding students of appropriate proximity and eye contact, posing open-ended questions, and modeling ways in which to respond to each other with specific sentence stems.
• The Whole Class Discussion Routine on pages TR4 and TR5 gives the teacher specific guidance for leading a whole class discussion with sentence and question stems.
• The Small Group Discussion Routine on pages TR6 and TR7 introduces protocols and specific roles for each student including group organizer, fact checker, clarifier, elaborator, summarizer, and reporter.
• The Routines for Read Aloud and Shared reading are also included in the Teacher's Guide.

In the 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 3, students read Major League Dreams. Teachers are prompted to have students “work with a partner to create a mock interview between a Dominican baseball player and a camp recruiter. What questions might they ask of each other, and how would they answer? Base your questions and answers on text evidence.”

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 1, Module B, students are selecting a research topic, have writing practice time and then share their writing. The audience is prompted with specific things to point out in each others’ writing.

The Implementation Guide lists Common Core Correlations for Speaking and Listening Standards. It provides information and locations in text where speaking and listening standards are addressed in each unit and module.

• For example, to find lessons encompassing Speaking and Listening Standard SL6.1 There are 24 different locations across all four units where this particular standard is addressed: Unit 1 (Teacher's Guide, pages 34, 224, 244, 254, 334, 384 ) and Unit 4 (Teacher's Guide, pages 24, 82, 94, 104, 114, 144). All other Speaking and Listening Standards are listed in this section and teachers are provided page numbers where instruction takes place.

The instructional materials reviewed for Grade 6 meet the expectations of materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

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 respond to what they have read in various formats. Examples of writing including taking notes or short answer. Lessons have are structured in a way that by the end of the module, students have address 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, the focus in the unit is on Narrative Writing. Lessons leading up to the PBA include: Establishing Point of View, Establishing Linear and Nonlinear Plot Sequences, Plotting Clues to Solve a Mystery, Balancing Narration and Dialogue, Analyzing Word Choice to Create Suspense, Adding Transitions to Convey Sequence and Shifts in Time and Setting, and Writing an Effective Conclusion. In the PBA, students write a mystery that involves characters in the novel they just read. Scaffolded support includes a checklist, graphic organizer, and peer review.

• In Unit 1, Module B, the focus in the unit is on Informational Writing. Lessons leading up to the end of unit PBA include: Analyzing Features and Purpose of an Encyclopedia Article, Choosing a topic, Researching a topic, Taking Notes, Organizing ideas, and Developing a Topic. In the PBA, students write an encyclopedia article about a topic related to the reading selections in the module. Scaffolded supports include checklist, graphic organizer, and peer editing.

On-demand writing occurs throughout the materials consistently. On-demand writing occurs each day and varies from short answers to paragraph instruction. Sample writing tasks that are on-demand include, but are not limited to, the following focused work:

• In the online “Reader’s and Writer’s Journal” students are directed to write in response to reading selections.
• In Unit 4, the Independent Writing Practice example has students write a paragraph that supports the author’s claim on page 10 that “Jobs was always an independent thinker.”
• Also in Unit 4, Module A , lesson 1 a digital option is provided: “Have students use computers or tablets to draft their writing, At the beginning of the unit, students may also wish to start a class blog.

Other examples of on-demand and process writing are evidence throughout the materials. On-demand tasks often connect to the larger process assignment, such as the writing PBA in Unit 4: “Using Anchor and Supporting Text and additional research, students will state a claim about what they believe to be the most valuable innovation.”

Each of the 18 lessons in Unit 4, Module A, contains a writing instructional focus,and an independent writing focus that ties to the anchor and supporting texts. For example:

• Lesson 10: Writing Instructional Focus: Conduct Research Independent Writing Focus: Collect and Evaluate Sources
• Lesson 12: Writing Instructional Focus: Citing Sources Independent Writing Focus: Add Citations and Bibliographic Information
• Lesson 17 Writing Instructional Focus : Writing Process: Edit and Proofread an Argument Independent Writing Focus: Edit and Proofread

Instructional materials reviewed for Grade 6 meet the expectations for materials providing 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. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Each lesson offers a purpose for the writing, a teaching and modeling section, examples to help guide students, independent writing time, and then shared writing practice. Additionally, there is a conventions mini-lesson that goes with each writing lesson.

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Each writing lesson in a module focuses on one writing type such as narrative, informative/explanatory, or argument/opinion that will be assigned as a PBA at the end of the module. The writing skills taught in each lesson build on previous lessons to provide students with the skills and practice they need in order to complete a PBA.

Examples of different writing types and genres include, but are not limited to, the following:

• In Unit 1, Module A students write a narrative in the form of a mystery. This is connected to the anchor text, The Egypt Game. Using the characters from anchor text The Egypt Game, the students continue the characters’ adventure in their imaginary game.
• In Unit 1, Module B, students write an informational essay in the form of an encyclopedia article. This is connected to the anchor texts, The Ancient Maya, Machu Picchu, and Quetzalcoatl and the Maize. Using information from anchor text The Ancient Maya, as well as supporting texts and additional research, students will write an encyclopedia article related to topic of ancient civilizations.
• In Unit 2, Module A, students write a persuasive speech. This is connected to the anchor texts, Ocean Storm Alert!, Waves: Energy on the Move, and Science Fair Showdown! Using what they have read in anchor and supporting texts students will write a speech to persuade their peers which form of energy they believe is most advantageous.
• In Unit 2, Module B, students write a narrative in the form of a story. This story relates to the topic of Earth and its forces. Students are encouraged to use ideas from the anchor texts, Journey to the Center of the Earth and The Monster in the Mountain. Using ideas and information from anchor text Journey to the Center of the Earth as well as supporting texts, students will write either a fantasy or science fiction story that relates to unit theme.
• In Unit 3, Module A, students write an informational/explanatory essay in the form of a biography. Using anchor and supporting texts and additional research, students will write a biography about a courageous person.
• In Unit 3, Module B, students write an opinion essay in the form of a critical review. Students choose which anchor text, A Single Shard, Nelson Mandela, or No Vacancy best conveys courage and freedom. Students then reflect on anchor and supporting texts and construct an argument to support their claim about which text best conveys unit theme.
• In Unit 4, Module A, students write an opinion essay about the most valuable invention. Students write an argument using anchor and supporting text and additional research. Students state and support a claim of which invention has been the most valuable.
• In Unit 4, Module B, students write an informative/explanatory writing in the form of an informational brochure. Students choose and research one of the topics they read about in the anchor texts: George’s Cosmic Treasure Hunt, A Bright Idea, or What is Coding, Anyway? Using research from anchor and supporting texts, students create and present an informational brochure about the topic.

The instructional materials reviewed for Grade 6 meet the expectations for the materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

The materials offer a multitude of writing opportunities for students to write using evidence. This curriculum supports students’ evidence-based writing, supporting their analyzing, and sharing their writing to support their own writing and make it strong. All lessons include a Close Read in which students are expected to cite text evidence to support answers to discussion questions. Reading analysis extensions may also include further practice with citing evidence.

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

• In Unit 1, Module A, lesson 12, students research a related topic. Students will learn how to perform research that will help them add historically accurate details to Performance Based Assessment demand. A student model demonstrates citing credible sources. The teacher models assessing credibility of sources, identifying relevant information, and paraphrasing ideas. Sidebar provides scaffolding tips for struggling students. An Independent Writing Practice asks students to research Cleopatra using supporting text and other print and digital sources, providing credit for each source when paraphrasing. Students follow the prompt on page 34 of Reader’s and Writer’s Handbook.
• In Unit 1, Module B, lesson 3, students write an informative/explanatory piece. A student model demonstrates asking questions about selected topic, research sources, and evaluating credibility of sources. The teacher models developing questions and search terms and assessing credibility of sources Scaffolded Strategies Support Sidebar offers additional questions for struggling students to ask when evaluating credibility of sources. An Independent Writing Practice requires students to finalize a list of sources and bibliographic information and record it on page 61 of Reader’s and Writer’s Journal.
• In Unit 2, Module A, lesson 13, students write an argument piece. Students gather evidence in support of an argument. Students gather evidence from the supporting text “Waves: Energy on the Move” to decide which type of wave is most worthy of additional study by scientists. A student model demonstrates gathering evidence to support argument. The teacher models how to determine a claim after reviewing evidence,and gathering supporting evidence using graphic organizers. Scaffolded Strategies for struggling writers include providing sentence frames to assist them in gathering evidence. An Independent Writing Practice requires students to record evidence supporting their claim on page 141 of Reader’s and Writer’s Journal.
• In Unit 3, Module A, lesson 2, students write an informative/explanatory piece. Students use graphic organizers to prepare research questions for biography assignment. A student model is provided showing sample biographical questions about the author of anchor text. The teacher models identifying gaps in information, writing good research questions, and conducting research to answer questions. An Independent Writing Practice asks students to use graphic organizers to write research questions about the subject of anchor text, and look for information that could be used in biography of this individual. Students are required to take notes, record bibliographic information about the source of each note, and respond to prompt on page 212 of Reader’s and Writer’s Journal.
• In Unit 4, Module A, lesson 4, students write a claim. Students write an introductory paragraph of an argument by stating a claim and providing supporting reasons. A student model shows a claim based on data, supported with reasons backed up by facts and details. The teacher models generating a claim based on analysis of text evidence from anchor text, Steve Jobs, and support that claim with reasons based on text evidence. In the Independent Writing Practice, students write introductory paragraph on page 322 of Reader’s and Writer’s Journal.

The instructional materials reviewed for Grade 6 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 the curriculum, there are ample opportunities for students to work on both grammar and conventions throughout the entire school year. The Implementation Guide, under section labeled Common Core Correlations, lists each Language Standard for Grade 6 and the location in the Teacher's Guide for each unit that standard is addressed. For example, Standard L6.1 “Demonstrate command of the conventions of standard English grammar and usage when writing and speaking” is addressed 57 times across 4 units of instruction. The Implementation Guide also contains Unit Overview Standards Maps that outline language standards covered by each module

Each unit has a conventions mini-lesson in which a certain skill is taught and practiced. There is an additional scaffolded instruction lesson in which English Language Learners have an additional support system. An example of this structure is seen in Unit 1 on page 101 in which a lesson focuses on pronoun-antecedent agreement:

• The mini-lesson is teaching and modeling with examples to share with students and then a practice section.
• The scaffolded instruction section focuses on explaining the difference between two different sentences and talking about the use of pronouns and how they create a better flow in writing. Grammar and conventions are taught in a sequence consistent with demands of the standards and are integrated with reading and writing instruction.

Grammar and conventions lessons are included throughout each Unit with opportunities for students to learn grade-appropriate skills that build in difficulty throughout the course of the year. Skills include, but are not limited to:

• In Unit 1, Module A, lessons 1 - 3 focus on nouns (below grade level), but Lessons 4-10 focus on pronouns (grade level). Lessons 11 – 17 focus on verb tenses and agreement.
• In Unit 1, Module B, phonics lessons become more sophisticated including Lesson 8 Pronoun Shifts in Person, and Lesson 9 Recognizing and Correcting Vague Pronouns.
• In Unit 2, Module A, further development of work with pronouns is evident such as lesson 9 Using Object Pronouns with Prepositions.
• Some conventions mini-lessons focus on spelling, modeling phonological rules, and frequently confused words.