6th Grade - Gateway 2

The materials reviewed in Grade 6 meet the expectations for text being organized around a topic to aid in students’ ability to read and comprehend complex texts independently and proficiently. Anchor and supporting texts, close reading passages, leveled readers, are built around a central topic in each unit. Daily tasks and performance assessments also reflect the topic.

Most of the anchor and supporting texts are arranged around a central unit theme, and then a more focused theme or topic for each module. Some of the units have clear topic-aligned selections, while others are more loosely or generally tied to an idea or topic.

Unit 1 centers around the idea of “Treasuring History.”

• In Module A, texts help readers understand that inferences drawn from texts can be supported by textual evidence. Using historical fiction and informational texts, the topic of ancient Egypt is explored. Students are expected to understand that the past and present relate to each other in interesting ways.
• In Module B, texts help students understand that every text has a theme or central idea. Students use informational texts and a myth to explore this idea. The topic of ancient civilizations in South America is explored. Students are expected to understand there are similarities and differences among early civilizations.

Unit 2 centers around the topic of “Exploring Earth and Its Forces.”

• In Module A, the selected texts and tasks lead readers to understand that authors of literary and informational texts have points of view. The selections are more loosely tied to the topic exploring Earth and its forces (Ocean Storm Alert! Waves: Energy on the Move, and Science Fair Showdown!). Students are expected to understand the importance of learning about various forms of energy.
• In Module B, students look closely at literary texts to understand that the plot of a story unfolds in a series of episodes toward a resolution. Two of the selections are loosely tied to a topic of volcanoes (Journey to the Center of the World and Monster in the Mountain) while the other selection relates to the natural disaster topic, and might be better placed in the Module A topic students are expected to understand the power of Earth and its forces.

Unit 3 centers around the theme of “Defining Courage and Freedom.”

• In Module A, the selected informational texts and tasks lead students to understand that one author can present information differently from another author. The anchor and supporting selections are tied to the topic/theme of courage. The Journey That Saved Curious George and The Invisible Thread revolve around World War 2, while Stories of Courage encompass a range of people and places. Students are expected to understand the definition of courage and how courage is displayed in people’s lives
• In Module B, close reading of the novel and supporting texts lead readers to understand that objective summaries should be distinct from personal opinions or judgments. Anchor text and supporting texts all relate to the topic of overcoming obstacles. Students are expected to understand that adversity often leads to courageous acts.

Unit 4 centers on the theme of “Innovating for the Future.”

• In Module A, the selected informational texts lead students to understand how authors introduce and elaborate on individuals, events, and ideas. Steve Jobs, No Easy Answers: Our Digital World, and Gadgets and Games are all on the topic of technology. Students are expected to understand that technological innovations can be both beneficial and challenging
• In Module B, the literary and informational texts lead students to understand that analyzing text structure aids in comprehension. The texts in this module are loosely tied to the topic of discovery and technology. Space travel is explored in George’s Cosmic Treasure Hunt, the invention of the lightbulb in A Bright Idea, and coding is explored in What is Coding Anyway? Students are expected to understand the role creativity plays in new ideas and inventions.

The materials reviewed for Grade 6 meet the expectations that texts contain sets of coherently sequenced questions and tasks that require students to analyze language, key ideas, details, craft and structure of individual texts. These tasks increase in complexity across the school year. Materials reviewed provide mechanisms through questions and tasks to evaluate student comprehension and understanding of these concepts.

Some examples of the different type of instruction that supports students in their analysis of language, key ideas, details, craft and structure are the following:

• Whole class instruction on reading and language analysis takes place during each lesson. The Implementation Guide describes the purpose of the language analysis instruction as “students [learning] about author’s craft, or how the text works. Through close reading lessons that take place during the second read of each day, students explore elements such as figurative language, sentence structure, dialogue, and word choice” (page 13).
• During small group time, the teacher uses the Scaffolded Strategies Handbook's “Unlock the Text” section to support struggling and accelerated learners in accessing ideas, key language and structures, and provide scaffolded lessons to help struggling readers unlock the anchor and supporting texts.
• Word Analysis mini lessons are provided with each lesson with extensive support for these concepts in the back of each Teacher’s Guide.
• Vocabulary instruction is divided into “By the Way Words” and the teacher is instructed to define the words for the students along with “Benchmark Vocabulary Words.”
• Keystone Assessments are provided throughout the lessons for reading and throughout the unit for writing, and are quick checks to assess students’ understanding of key ideas and language, as well as text structure.
• The Reader’s and Writer’s Journal helps teachers monitor progress by requiring consistent demonstration of contextual understandings.

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 A, lesson 1, students analyze one aspect of author's craft-- the use of text feature, point of view. Students complete a chart exploring how the narrator reveals the character’s point of view through their thoughts and feelings.

• In Unit 1, Module A, lesson 2, readers understand that inferences drawn from text can be supported by textual evidence. In this lesson, students examine the relationships between events in the story and how characters respond to these events, referring to text evidence to describe story’s plot development in anchor text The Egypt Game. “How is April evolving as a character, what causes these changes?” (Depth of Knowledge Level 3).

• In Unit 1, Module A, lesson 5, students analyze author’s craft by focusing on the author’s tone. Students work individually or in small groups to fill in a chart, searching for keywords in the text which have positive or negative connotations. They use this analysis to determine the author’s tone.

• In Unit 1, Module B, lesson 7, the focus of this lesson is on how to use the central idea to construct a summary of an informational article, “Secret to Mayan Blue Paint Found.” The close read discussion asks instructors to remind students that to summarize, they must determine central idea and supporting details. For instance: “How could the scientist’s theory about the paint be tested based on information in the article?" (Depth of Knowledge Level 3).

• In Unit 1, Module B, lesson 9, students examine what the author says to determine the central idea. Students work in small groups to complete a graphic organizer as they discuss text evidence where key ideas lead to the central idea.

• In Unit 2, Module A, lesson 6, readers understand that authors of both literary and informational text have points of view.” During whole class first read, teacher instructs students to “Select an unfamiliar term in Chapter One. What language does the author use to explain or define the term?”

• In Unit 2, Module A, lesson 10, students analyze the writer's use of visual features and text structure to reveal an author’s purpose. Students work individually or in small groups to analyze the usefulness of diagrams, photographs, headings and sidebars in the text.

• In Unit 2, Module A, lesson 12, students analyze the language authors use, specifically word choices, to make scientific content more engaging to readers. Students work independently or in small groups to create a graphic organizer with words the author chose to make the reading engaging.

• Unit 2, Module B, lesson 7, students analyze story events from a text to show how the author developed the plot. Students discuss the details of how the events help develop the plot in small groups.

• In Unit 3, Module A, lesson 5, students read closely to analyze how the author uses figurative language to describe and explain the central idea of courage. “On page 9, the author says my heart sank when I saw the drab, gray building that looked like a jail- What simile does the author use” (Depth of Knowledge Level 2). The Language Analysis Whole Class Lesson uses a graphic organizer to examine examples of personification, metaphors, and similes.

• Unit 3, Module A, lesson 5, students analyze figurative language. Students work independently or in small groups to identify use of personification, metaphor, and simile in the anchor text. They work to find the meaning of each example.

• In Unit 3, Module B, lesson 6, students summarize while avoiding opinions or judgments when telling about events or characters. They look for important details such as events, characters, and setting from the reading selection and summarize.

• In Unit 3, Module B, lesson 12, the focus of this lesson is to determine the central idea by looking at details in “Nelson Mandela,” drawing inferences, then writing an objective summary. Close read discussion questions ask students to support answers with textual evidence “In what specific ways did Nelson Mandela help other people? Why does the author include information about Mandela’s childhood?” (Depth of Knowledge Level 3). Reading Analysis whole class instruction uses main idea graphic organizer found in Teacher’s Resource Section of Teacher’s Guide. Teacher models finding supporting details.

• In Unit 4, Module A, lesson 2, students analyze how the author uses both text and visual features to tell the reader about the life and accomplishments of Steve Jobs. During close read, students use text evidence to support their answer to the question, “What visual details or examples does the author provide about Jobs as a leader and designer? What do these details tell you about author’s purpose?” (Depth of Knowledge Level 3).

• In Unit 4, Module A, lesson 13 students analyze the structure and purpose of text features. Students analyze labeled photos, sidebars, flow charts, bar graphs, and definitions in the anchor text that help explain complicated ideas.

• In Unit 4, Module B, lesson 1 students analyze how the author uses the structure of the text to engage the reader, focusing on the prologue and Chapter 1. In the Close Read students use textual evidence to support their answer to this question: “I see there are two special sections in this reading ‘Venus’ and ‘Light and How it Travels Through Space’. How do these sections engage the reader differently than the fictional narrative does?” (Depth of Knowledge Level 3)

• In Unit 4, Module B, lesson 15 students examine implied ideas. Students use images in the anchor text to analyze key ideas implied in the text.

The curriculum scaffolds the skills throughout the units and has them build up on the Depth of Knowledge and Bloom’s Taxonomy levels. Examples include, but are not limited to:

• the Grade 6 Reading for Literature Standard 6.5 is “Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, and plot.” This standard is taught in Unit 1, Module A; Unit 2, Module B; Unit 3, Module B; and Unit 4, Module B. For example, Unit 4, Module B is looking specifically at text structure and theme. Students are looking at events that lead to conflict and events that lead to resolution and writing evidence on a graphic organizer. Building upon this skill, students are able to continue digging deeper during their small group reading instruction time. Students are guided to this thinking through questions such as: “What is the purpose of the flashback in Chapter 18,” “Explain the purpose of the epilogue,” and “How are the flashback and the epilogue related to the story’s theme of forgiveness?” Students have multiple opportunities to meet these standards and practice the skill for coherence.

• The Grade 6 Reading for Information Standard 6.3 says to “Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).” This standard comes up in Unit 1, Module A; Unit 1, Module B; Unit 2, Module A; Unit 3, Module A; and Unit 4, Module A. For example, lesson 9 on page 94 focuses on students analyzing the author’s purpose, specifically on how authors organize their ideas. To build onto their thinking students also use this standard in their small group time along with their mini-lesson. Their guiding questions are “How does the title No Easy Answers prepare readers for the structure that the author uses? Does the structure help the author to achieve his purpose?”

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

• On page 10 of the Scaffolded Instruction Handbook, students discuss the chronological structure of the Unit 1A anchor text.

• On page 36 of the Scaffolded Instruction Handbook, students look closely at the sentences of a text. They look at compound and complex sentences and note that the variety of sentence types creates a more complex, interesting prose style.

• On page 96 of the Scaffolded Instruction Handbook, students look closely at how the photographs and illustrations affect the tone of the book and what they learn about the characters and events.

The instructional materials for Grade 6 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.

Most sets of questions in materials reviewed for Grade 6 support student analysis of knowledge and ideas. 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 continuum. 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.

By the end of the year, integration of knowledge and ideas are embedded in student work. Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Each lesson contains a second reading, or Close Read, of the day’s lesson. Close Reading questions require higher order thinking skills. This allows the students opportunities to dig deeper into focused, sustained reading and rereading of portions of the text for the purpose of understanding key points, gathering text evidence, and building knowledge.

• In Unit 2, Module A, lesson 2, students read the anchor text Ocean Storm Alert to learn information about several types of dangers in the ocean and evaluate information by comparing and contrasting sea danger facts. Students answer questions such as the following during the whole class read: “Select two ocean storms or dangers from pages 10-15. How are the causes of both ocean storms and dangers similar or different?” Also during whole class instruction, students use a graphic organizer found in Teacher’s Resource section of Teacher’s Guide to model comparing tsunamis to rogue waves on page 14 of text. During close read discussion, students present text evidence to support their answer to this question: “Look at how the author presents information about sea dangers on pages 10-15. How does this presentation assist readers in comparing and contrasting these sea dangers? (Depth of Knowledge Level 3). The Writing Workshop lesson has students review anchor text to gather evidence about the dangers that ocean waves can present.
• In Unit 3, Module B, lesson 1 students are asked to use text evidence to support character analyses. Using Anchor Text A Single Shard, students find examples of difficulties the three main characters face. During whole class instruction, students use a web organizer to support the analysis of character traits. The close read lesson asks students to find text evidence to support their answers to discussion question: “Let’s analyze the relationship between Crane-Man and Tree Ear. I’ll look for details in the text to support this analysis. Using text evidence on pages 3, 4, 5, 8.and 9, how can you describe their relationship?” (Depth of Knowledge Level 3). In Writer’s Workshop, the students write a critical review by making a judgment about Tree-Ear and Crane-Man’s relationship.
• In Unit 3, Module B, lesson 6, students read the text A Single Shard and work to objectively summarize. Students answer questions such as the following: “On page 97, what does Crane-Man mean when he says, ‘But a well-kept tradition can be stronger than law?” “Why is this wisdom important for Tree-Ear to understand?” “To help Tree-Ear on his journey, Crane-Man advises him on page 107, ‘...it will be people who are the greatest danger. But it will also be people to whom you must turn if ever you are in need of aid," "What does he mean?” and “How might Crane-man’s riddles help Tree-ear resolve conflicts?”
• In Unit 4, Module A, lesson 3, students analyze the anchor text Steve Jobs and find examples the author uses to elaborate on individuals, events, and ideas to help readers understand concepts. During the first read, partners turn and talk to each other about examples of Steve Jobs’ successes and failures the author gave to elaborate on Jobs’ time away from Apple. The Close Read Discussion question asks for students to cite text evidence in support of their answer: The Sleuth lesson on page 38-39 helps support and extend the close reading lesson for struggling and advanced learners. The Writing Workshop Lesson asks students to gather and analyze text evidence in anchor text to support a claim that answers “Which quality is critical to the success of an entrepreneur?”
• In Unit 4, Module A, lesson 7, students read the text No Easy Answers: Our Digital World. Students analyze how the author introduces arguments. Students answer questions such as the following: “Explain whether the author provides convincing evidence to support his claim that artists are adequately compensated for streaming music"; “According to the author, what family problems are solved by technology?”; “Explain if you are persuaded by the argument”; “On page 25, the author states that children think parents disrupt family time by working at home. How does the author address this issue?”; and “Explain how this problem and author’s proposed solution affects the argument about technology enhancing family time.”

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

• In Unit 1, Module 1, lesson 11, students read The Egypt Game and You Wouldn’t Want to be Cleopatra! Students compare how two different types of text support the module topic, “Treasuring History.” Students answer questions such as the following during the close read discussion: “How are book covers related to the topic of Ancient Egypt?”; “What do you notice about the table of contents? How are they alike?” (Depth of Knowledge Level 2); “Both texts mostly present events in the order they happen, but the pages in the texts look different. What differences do you notice when you compare pages 42, 46, and 47 of The Egypt Game to pages 14 and 15 of You Wouldn't Want to be Cleopatra!" (Depth of Knowledge Level 3). The reading analysis lesson has students use two-column graphic organizer to compare text features.
• In Unit 1, Module A, lesson 17, students analyze and answer questions across the texts The Egypt Game, Calliope’s History Mystery, and You Wouldn’t Want to Be Cleopatra. Students compare and contrast the approach to the topic of history among the texts in the close read and reading analysis extension portions of the lesson. Example questions include: “Which approach to Egyptian history gives readers the most factual information?” and “How is the author’s approach to Cleopatra’s life in You Wouldn’t Want to Be Cleopatra! different from that of the author of The Egypt Game?”
• In Unit 2, Module B, lesson 12 students use events, language, and theme to compare and contrast Anchor Text Journey to the Center of the Earth of the science fiction genre with text collection selection “The Monster in the Mountain” of the fantasy genre. The close reading lesson has the teacher ask students to analyze the effect of language on the science fiction genre: “One example of how the author presents a topic about Earth and its forces is by describing an eruption using scientific language on pages 225-229. How does this presentation likely have an impact on the reader?” (Depth of Knowledge Level 3). The whole class lesson has students use the Venn diagram graphic organizer to compare the genres of the two texts.
• In Unit 3, Module A, lesson 16, students cite text evidence as they compare and contrast individuals in and across the texts The Journey that Saved Curious George and Stories of Courage. Students answer questions that include: “How do Malala Yousafzai and John Bul Dau respond differently to terrorism? In what ways do both individuals show courage?”; “Compare and contrast the humanitarian’s attitudes”; “How does the combination of words and illustrations in The Journey That Saved Curious George compare and contrast with that of Stories of Courage?”
• In Unit 3, Module A, lesson 17, students review the texts they have read in this module by analyzing how the authors convey central ideas through particular details. The texts include the anchor text The Journey that Saved Curious George, and the supporting texts The Invisible Thread, Stories of Courage, and the Bill of Rights. Students answer the module’s essential question “What are some central ideas that this collection of text share?” by answering the following questions: “Which textual details help you infer the Reys are courageous?” “Which textual details allow readers to infer that the individuals in Stories of Courage are courageous?” (Depth of Knowledge Level 2) “How does the genre of each text influence how central ideas about freedom and courage are developed?” (Depth of Knowledge Level 3). The whole class instruction uses a four-column graphic organizer to compare and contrast central ideas across the four texts. The writer’s workshop has students use the module’s texts to write a definition of courage or freedom.

There are also other materials that provide guidance to teachers in supporting student skills.

• The Sleuth lessons include sets of questions in materials reviewed that are provided for struggling and accelerated readers to support and extend learning for diverse populations. These short, high-interest selections are used to sharpen close reading skills and are provided three to four times in each unit. Scaffolded Instruction for Small Group lessons use Sleuth to reteach, practice, and refine close reading skills and strategies.
• The Scaffolded Strategies Handbook provides additional support strategies to use during small group instruction with those students who need extra scaffolding. In the “Unlock the Text” section, the “Interact with Text” lessons allow students to react to the text through discussion and writing.

Overall the curriculum is strong in having students analyze various components of texts and then having students integrate their ideas across multiple texts.

The materials reviewed for Grade 6 meet the criteria for questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills (e.g., combination of reading, writing, speaking, listening). Culminating tasks are provided and integrate reading, writing, speaking, and listening strands. They provide students opportunities to demonstrate comprehension and knowledge of a topic or topics. Earlier questions and tasks will give the teacher usable information about students’ readiness to complete culminating tasks.

Each module concludes with a Performance Based Assessment (PBA). These tasks allow students to apply the skills they learned in that module to their writing. This PBA process helps teachers measure students’ mastery of the standards. The Teacher’s Guide features a four-point writing rubric to evaluate students’ performance and a Reflect and Respond piece that includes suggestions for writers struggling with the task.

Throughout the lesson there are checkpoints for teachers to check students’ understanding and mastery of skills. The “Reading Keystones” in every lesson assess students’ understanding of key language, structures, and ideas, helping the instructor check students’ progress before the end of the module. The “Writing Keystones” throughout the unit assess students’ narrative, informative and argumentative writing. These checklists help the teacher determine how students are progressing towards the PBA. There are other Formative Assessments such as “Fluency Quick Checks,” “Check Progress for Phonics,”and “Response to Reading” prompts in the Reader’s and Writer’s Journal that inform instructor as to students’ readiness to complete PBAs. The “Daily Independent Writing Practice” activities prepare students for PBAs, and teachers can use performance on these activities to inform and adjust instruction for students as needed.

Examples of the different PBAs and lessons building up to the culminating task are:

• In Unit 1, Module A, students use characters from anchor text The Egypt Game to write a new mystery that logically progresses from events in the text. To prepare, students are reintroduced to main characters of April, Melanie, and the others, and asked to imagine how the characters will act think and speak after the events in The Egypt Game: “Ask students to consider what characters will do next, and how those actions will lead into a fresh mystery.” The lessons throughout Module A scaffold the skills until the students present their mystery in lesson 17.
  • Lessons 1-7 focus on process of writing a mystery.
  • Starting in lesson 8, students are asked to gather vivid descriptions of characters, settings, and events from the text that help create suspense.
  • Lesson 13 has students plan and prewrite the beginning, middle, and end of a mystery that takes place in Cleopatra’s palace.
  • In lesson 17, students present their mystery in oral presentations to classmates. The teacher models reading dialogue with expression; explains that effective speakers use and maintain appropriate eye contact, ensure appropriate volume, clear pronunciation, and speak clearly and accurately.
  • During the Shared Writing portion of lesson 18, students are asked to critique a classmate’s oral presentation: “How did speaker adjust rate when action changed or use expression to convey character’s emotion?”
• In Unit 2, Module A, students use what they have read in Ocean Storm Alert, “Waves Energy on the Move," and “Science Fair Showdown” to write a speech to persuade their peers as to which form of energy they believe is most advantageous.
  • In lesson 4, students learn about citing evidence to support multiple purposes.
  • Lessons 7 through 10 focus on analyzing how examples, text structure, and central ideas convey purpose.
  • Lesson 13 has students compare and contrast purposes and perspectives.

Writing lessons include the following:

• In lesson 2, students gather and analyze text evidence.
• In lessons 12-18, students gather evidence in support of an argument. They then plan, draft, revise, edit, proofread, publish and present their persuasive speech.
• Students present persuasive speech in front of a Mock Energy Symposium.

In Unit 4, Module B, students will choose and research one of the topics they read about in the anchor text George’s Cosmic Treasure Hunt, and supporting texts, “A Bright Idea,” or “What is Coding, Anyway?” They will present their research in the form of a brochure. Reading lessons to support the culminating task include the following:

• In lessons 1-9 students analyze text structure, characters, and plot.
• In lesson 16 students analyze scientific language across texts.
• The writing process lessons that support the culminating task ask students to select and research a topic, outline ideas, write a draft, review, revise, edit, proofread, publish, and present with multimedia and visual aids.

The instructional materials reviewed for Grade 6 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 curriculum contains a multitude of academic vocabulary to help students navigate through the text collections and to build schema on these word choices.

Within this four-unit, eight-module curriculum, there are strategy focuses within the independent reading routine. An example of these strategies is the Vocabulary Focus which is related to the lesson’s benchmark vocabulary or language analysis instruction. Students are to apply vocabulary and language strategies to confront unfamiliar words and decipher complex language. These skills will help students become a more fluent reader, both on their independent reading and their reading tasks in the classroom.

The curriculum provides teacher guidance outlining a cohesive, year-long vocabulary development component. Vocabulary is repeated in contexts before texts, in texts, and across multiple texts. Students are supported to accelerate vocabulary learning in their reading, speaking, and writing tasks. The Implementation Guide provides explanation of the material’s vocabulary instructional plan. On page 8, it states that “Generative vocabulary aims to make visible to students critical features and functions of words and connections among words… to support students in generating meanings of unknown words in texts” (Hiebert).

Each selection includes benchmark vocabulary and by-the-way words.

• Benchmark vocabulary is defined as
  • Words needed to deeply comprehend a text
  • Words from other disciplines
  • Words that are part of a thematic, semantic, and/or morphological network
  • Words central to unlocking the enduring understanding of the text

• By-the-way words are defined as unusual Tier II and III words for known concepts that can be stumbling blocks to comprehending a text. They are to be defined quickly during reading and are addressed during close reading portion of each lesson.
  • Words that don’t require lengthy discussion within a text
  • Words supported by the text for meaning
  • Words that are more concrete

The teacher is instructed to address and define these words during close read whole class instruction that takes place during the second read of the lesson’s text. Sidebars in the Teacher’s Guide for each lesson identify words and provide student-friendly definitions.

Each module offers "center options” for students to use to practice and apply standards taught during the daily lesson while the teacher is working with small groups. The “word work center” portion of “center options” asks students to write a list of unfamiliar words from texts they are reading in class. Then students discuss with a partner details from the text that can be used to figure out the meaning of unfamiliar word.

Monitoring of vocabulary development takes place through formative assessment reading keystones located at end of every lesson. The “end of unit” assessments provide vocabulary questions for students, and the “Reader’s and Writer’s Journal” provides prompts for each lesson that asks students to demonstrate conceptual understanding of the lesson’s words in a way that the teacher can monitor development. Performance-based writing assessments ask for students to demonstrate a deep understanding of vocabulary, and teachers are encouraged to require students to demonstrate this understanding in academic conversations as well.

Each of these vocabulary strategies help students process their knowledge across texts, across domains, across tasks, and into their schema. Through these applications students build knowledge and background knowledge to ensure success.

Specific Instructional examples include but are not limited to:

• In Unit 1, Module A, lesson 5 students analyze anchor the text The Egypt Game and the impact of words in the story on the author’s tone toward and what she is writing about.
  • The word analysis mini lesson covers context clues.
  • The close read whole class instruction focuses on defining by-the-way words that can be stumbling blocks to understanding: bier,and anointed.
  • For the Benchmark Vocabulary, the students ". . . find and read sentences from the text with the words casualties, deciphered, and rendezvous, using Benchmark Routine for Literary Text on pages TR28-TR31 in Teacher’s Guide Unit 1. Use anchor chart on pages 2-5 of the Teacher’s Guide to discuss morphological, semantic and informational links as well as synonyms and antonyms.”
  • In the “Keystone Formative Assessment,” students use page 14 in their Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary. Teacher uses the performance on this task to monitor vocabulary development.
  • The Language Analysis whole class instruction analyzes positive and negative connotations of words in the anchor text to determine author’s tone. Students form small discussion groups and follow the discussion routine provided on Teacher’s Resource page 7 to discuss key words from the text that establish tone.
  • During Focused Independent Reading, the strategy focus is vocabulary knowledge. The teacher is instructed to help students apply the context of language analysis lesson to self-selected text. Students are to note words and phrases that have positive or negative connotations, sort into groups, and determine author's tone by which group has more words.
  • The Scaffolded Strategies handbook offers support and extend mini lessons to help struggling and accelerated learners on pages 8-13.

• In Unit 2, Module A, lesson 3 students read the anchor text Ocean Storm Alert! examining how author’s word choice on pages 16-21 conveys her point of view.
  • During close read whole class instruction students look at author’s description of El Nino to determine point of view. By-the-way words defined here are drought, jet stream, and dewpoint, as they can be stumbling blocks to comprehending the text.
  • Benchmark vocabulary whole class instruction uses Benchmark Vocabulary Routine for Informational Text. Students are asked to find and read sentences from the text that contain the words catastrophic, approximate, and detected.
  • The Keystone Formative Assessment asks students to complete page 110 in Reader’s and Writer’s Journal to show contextual understanding of lesson vocabulary so teacher can monitor vocabulary development.

• In Unit 3, Module A, lesson 9, students will read the Bill of Rights to determine the meaning of technical language.
  • The word analysis mini lesson has students learn the Greek and Latin roots tele, medi, funct, struct.
  • During the close read the teacher models how to use a dictionary to find the meanings of Greek or Latin roots or affixes. “How can you use the Latin root meaning count and the Roman numerals text feature to determine a meaning for the word enumeration in Amendment IX?”
  • By-the-way words defined here are militia and indictment.
  • For the benchmark vocabulary, students find sentences in the Bill of Rights that contain the words prohibiting, compensation, and impartial. They use page 231 in their Reader’s and Writer’s Journal to show conceptual understanding and allow teacher to monitor vocabulary development.
  • Within the “Language Analysis,” students use the web graphic organizer to summarize a selected amendment. Students pull out unfamiliar words to put in web and analyze meaning using context clues.

The instructional materials for Grade 6 meet the expectations that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

The curriculum allows for spiraled writing practice and endurance over the course of the school year. It includes writing instruction aligned to the standards for the grade level, and writing instruction that spans the whole school year. Writing instruction supports students’ growth in writing skills over the course of the school year. Instructional materials include well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development

Each writing lesson focuses on a standards-based writing type (narrative, persuasive/argument, or informative/explanatory). Students receive explicit instruction in writing lessons throughout each module that guide them through the writing process. Writing tasks are closely related to the anchor texts, so students have writing models from anchor and supporting texts that they can use to examine writers’ styles and techniques. There are also annotated student models in each writing lesson.

Writing lessons contain independent writing practice which includes a “Share Writing” section in which students share their writing and are prompted to give feedback. For example, in Unit 3, Module A, lesson 9, students are asked to “identify examples of precise language as well as any general language or inaccurate statements and provide constructive feedback with suggestions or revision.” Most writing lessons include a writing checklist for students to check their own work.

Students also practice independent writing within the lessons on smaller assignments that help build up to a culminating task. Within these assignments, students have focuses they zoom in on and then are able to share their writing and have peer conversations. Students have access to various mini-lessons throughout the year that they can input into their writing. These include conventions, sentence structure, and vocabulary strategies. Throughout the year, students apply their learned knowledge to their writing and continue to build on it to make it strong and meet grade-level expectations following rubrics and standards

Examples include, but are not limited to:

• In Unit 1, Module A the writing goal of the module is that students will write a narrative that contains the elements of the story. The culminating PBA is that students will write a mystery. This aligns with standard W.6.5, W.6.3, and W.6.4. Lessons throughout the module build to this task, and include using dialogue and description to develop plot and characters, analyzing word choice to create suspense, and balancing narration and dialogue. Lessons 13-17 take students through the writing process as they plan, pre-write, draft, review, revise, edit, proofread, publish, and present a mystery in advance of the Performance Based Writing Assessment that asks them to use evidence from Anchor Text The Egypt Game to write a mystery.

• In Unit 2, Module A students are asked to synthesize information from three different texts and write a speech to persuade others. Lessons 13-18 are specifically identified as writing process lessons that guide students as they plan, draft, revise, edit, proofread, publish, and present a persuasive speech in advance of the Performance Based Writing Assessment that asks them to marshal what they have read in anchor and supporting texts to write a persuasive speech.

• In Unit 3, Module A, the writing goal is that students “will write a biography about someone who exhibited courage.” This culminating PBA aligns to writing standards, W.6.7, W.6.8, W.6.2, and W.6.6. Lessons building to the assessment prepare students to complete the task include; organizing ideas, concepts and information, using appropriate strategies to organize writing, and using precise language to inform and explain. In lessons 11-16, students use anchor and supporting texts to plan, pre-write, research, draft, review, revise, edit, proofread, publish, and present a biography in advance of Performance Based Writing Assessment that asks them to write a biography.

• In Unit 3, Module B, lesson 3, students will state a claim about one of the characters from the anchor text A Single Shard. To begin, the teacher tells students they will read the story and collect evidence on a graphic organizer. After reading, students will write an introductory paragraph about Tree-Ear and Crane-Man’s relationship that contains a claim. The teacher provides guiding questions, and also models text evidence collection, writing a clear claim, and summarizing supporting reasons in an introduction. After the whole class instruction, students do “Independent Writing Practice,” during which they write their claim and introductory paragraph on page 268 in their Reader’s and Writer’s Journal. After completing their introductory paragraph, students share them and listeners comment on the strength of supporting reasons and point out vague pronoun usage.
• In Unit 4, Module B, lesson 6, students understand the importance of engaging readers in their writing. Teachers provide a model from page 196 of the anchor text George’s Cosmic Treasure Hunt that shows that informative writing can be interesting if the writer keeps the reader engaged. The students will write about a place on Earth or space they would like to visit by writing two informational paragraphs. Students are instructed on adding facts, detail, examples, definitions, or quotations.

Materials reviewed for Grade 6 meet the expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. The materials provide instruction, practice, and application of research skills as required by the standards. They incorporate reading, writing, speaking, listening, and language skills, while simultaneously building knowledge across topics. Research projects are sequenced across a school year to include a progression of research skills. Materials support teachers in employing projects that develop students’ knowledge on a topic via multiple resources. Materials provide many opportunities to apply reading, writing, speaking, listening, and language skills to synthesize and analyze grade level reading.

Within the curriculum there is a multitude of opportunities for students to research a variety of topics using multiple texts and sources. These research projects include, but are not limited to:

• In Unit 1, Module A, lesson 12, students research a topic for a fictional narrative. The lesson focuses on assessing source credibility, identifying relevant information, and paraphrasing ideas.
• In Unit 1, Module A, lesson 18, students conduct research to explore and develop theme. In the Teacher’s Guide on page 188 it states, “Conducting research helps writers develop specific story ideas and gather historically accurate details they can use to convey a theme.” Students write a narrative based on research that focuses on credible print and digital sources.
• In Unit 2, Module B, lesson 12, students conduct research on a topic for use in science fiction narratives. The student model uses credible sources, restates information in their own words, and uses multiple reliable sources to confirm specific facts. Teacher uses the supporting text “The Monster in the Mountain” to model using multiple sources and the anchor text Journey to the Center of the Earth to model incorporating fantasy.
• In Unit 3, Module A, lesson 11, students plan and pre-write about the topic. They select a subject, research basic facts and write research questions.

Several PBAs (found at the end of each unit) include research projects such as:

• In Unit 3, Module A, students write a biography using The Journey That Saved Curious George, The Invisible Thread, Stories of Courage, and additional research. Many of the writing lessons in this module are related to research writing.
  • In lesson 2, students research and take notes about an individual. Lesson 7 has the students develop a topic using research.
  • In lesson 12, students record and organize information.
  • In lesson 17, students write a paragraph based on research.
• In Unit 4, Module A, students use what they have read in Steve Jobs and Gadgets and Games, as well as additional research to state a claim about what they believe to be the most valuable innovation. The lessons in this unit scaffold the research skills, so students will be ready to complete the PBA.
  • In lessons 1-4, students develop, write and support a claim.
  • Lesson 5 instructs students in how to draft an outline.
  • Lesson 10 focuses on collecting and evaluating sources
  • Lesson 12 informs students about the importance of citing sources and adding a bibliography.
  • Lesson 13 walks students through the process of gathering evidence, including setting a purpose and taking notes.
• In Unit 4, Module B, students will choose and research one of the topics they read about in George’s Cosmic Treasure Hunt, A Bright Idea, or "What is Coding, Anyway?" and present their research in a brochure. As in previous modules, the skills for researching and creating the brochure are scaffolded throughout the lessons.
  • In lessons 2 and 13, students conduct their own research. Within the lessons, students analyze their sources and look for primary sources.
  • In lesson 3 and 4, students research and take notes using both print and online sources
  • After students have researched, lesson 5 has students organize their information by classifying and creating sub-headings.

Throughout the curriculum, students are asked to look up information within the provided materials, as well as to research topics by finding reliable outside sources, both print and online.

The materials for Grade 6 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. On page TR12 of the Teacher's Resources, Unit 1 defines independent reading as: “independent reading offers you the chance to choose the texts you want to read. Keep in mind they should be texts that allow you to practice some of the things we have discussed during our reading lessons.” There is no evidence of students being required to read outside of the class (or at home) within the materials; however, students are provided regular in-class opportunities to apply their learning in the reading lessons to texts of their own choosing. A number of resources are provided to assist students as they engage in a volume of independent reading in the classroom, and 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 using self-selected texts. There is an implementation for success section which includes, preparation, introduction for students, guidance for self-selecting texts, strategies to use during independent reading, and going deeper.
• An Independent Reading Rubric is included on TR16 of the Teacher’s Guide. This has criteria such as:
  • Engagement and identity
  • Stamina
  • Independence
  • Vocabulary knowledge
  • Fluency
  • Critical thinking
  • Comprehension
• Students monitor their reading by recording it in their daily reading log. They 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 unit includes leveled texts which can be used for independent reading.
  • Unit 1 = 13 leveled texts
  • Unit 2 = 13 leveled texts
  • Unit 3 = 13 leveled texts
  • Unit 4 = 13 leveled texts
• 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. For example:
  • Unit 2, Module A, Reading Center: “Have small groups use independent reading books and share ideas about how to determine the author’s point of view in each.
  • Unit 3, Module B, Research Center: “Have students choose one person from their independent reading texts and research ways in which that person displayed courage.”
  • Unit 4, Module A, Reading Center: “Have students think about one of the main characters from their independent reading and how the author introduced that character. Then have students fill out a details web with details about that character.