The instructional materials reviewed for Grade 5 do not meet the criteria for texts being organized around a topic to build students’ ability to read and comprehend complex texts independently and proficiently.

Each unit is organized around a central theme with a theme introduction at the beginning entitled Build Theme Connections. This section introduces the big idea or theme and includes a poem and brief discussion. Unit themes are broad and do not focus on specific vocabulary or knowledge across daily lessons. Students are not supported in accessing texts and building conceptual knowledge throughout the five-week theme. The series of texts in each lesson are sometimes cohesive and related to the central theme, but there are limited opportunities embedded for students to build expertise on specific topics so that they can increase their knowledge and vocabulary.

Materials do not provide teachers with guidance to help connect the texts to broader concepts. Sufficient time is not always allotted for students to refine their knowledge in order to access and comprehend future complex texts proficiently. Examples include:

• In Theme 1, the overarching idea is Finding a Way, which revolves around the idea of people face challenges, and must find ways to face them and find success amidst adversity.The overarching idea in Theme 1 is very broad. Some of the texts and questions connect to the idea of facing challenges, but there is no focused line of inquiry to connect texts back to the central theme. In Lesson 3, students are given the following questions while they read or listen to texts:
  • Day 1: Question of the Day: Think about a character from a movie. What did the character do that showed his or her motives? Texts: “The Deaf Musicians” (read aloud during the Listening Comprehension) and “Monkey Business” (Build Robust Vocabulary)
  • Day 2: Question of the Day: How do you think Chang’s mother will react when Chang returns home with the gift-wrapped wok? Text: “Chang and the Bamboo Flute” (main selection)
  • Day 3: Question of the Day: What is a chore that you do grudgingly? Text: “Evren Ozan, Musician” (paired selection)
  • Day 4: Question of the Day: What can you do if you come across an unfamiliar word in your reading?
  • Day 5: Question of the Day: How might a storm cause flooding near a river? Text: “A Case of Nerves (read-aloud during Warm-Up Routines)
• In Theme 6, texts are organized around the topic of exploration. There are eight literary pieces and two informational pieces centered around the topic. Though centered around a topic, texts do not build knowledge about the topic. There are few vocabulary terms shared between texts and students do not bring knowledge gained from one text to access another. In Theme 6, Lesson 28, the anchor text, “The Top of the World: Climbing Mount Everest” by Steve Jenkins, is paired with “On Top of the World” by J. Patrick Lewis, from A World of Wonders: Geographic Travels in Verse and Rhyme. The leveled texts used in small group instruction include “The Sensational Seven Summits” by Lisa Moore, describing the tallest mountains on each of the seven continents; “Meet the Sherpas” by Lisa Moore, describing the Sherpa people of Nepal, Bhutan, and Tibet; and “Watch Your Altitude!” by Lisa Moore, describing the causes and dangers of Acute Mountain Sickness, or AMS.

The instructional materials reviewed for Grade 5 do not meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

After reading the core text for a lesson, students either discuss or write responses to the Think Critically questions. However, there are very few examples of questions requiring students to determine author’s purpose for the use of specific language or craft, and these were found in the separate Teacher Support Book. Questions often ask about key ideas and details, but rarely addresses language, craft, or structure of texts.

Additionally, the sequence of questions lacks coherence. Teachers could select any of the six themes to start with and see the same approach is used in every lesson, which does not provide sufficient growth of rigor. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts. Lessons also teach these skills discretely and they are not embedded within the lessons. Students are asked questions during whole group instruction as the teacher monitors comprehension. Examples include:

• In Theme 1, Lesson 3, during whole group instruction, the teacher asks the following question to monitor comprehension: “What does the author mean when she says that “a sharp sorrow stabbed Chang?”
• In Theme 2, Lesson 7 in the text When the Circus Came to Town, author’s craft is addressed in the question, “How does the author show that Ursula is nervous? Is his description effective in helping you relate to her feelings? Explain.”
• In Theme 3, Lesson 11, during whole group instruction, the teacher asks the following questions to monitor comprehension: “What does each parent teach the children? Why isn’t Miss Shipman able to teach geography to the children? How do the ship’s crew feel about the children?”
• In Theme 5, Lesson 24, during the whole group instruction, the teacher asks the following questions to monitor comprehension: “How does Lulu save Chester? Contrast the way Lulu and Chester each feel about continuing the tour.”
• In the Teacher Support Book, the following supplementary lessons address analyzing the structure of text: Compare and Contrast Text Structures, Analyze Point of View, and Explain Relationships Between Ideas.
• In Theme 2 Lesson 7, the Listening Comprehension read-aloud Language and the Circus, includes a brief genre study on expository nonfiction. Students are then advised to listen to the read aloud for the specific purpose of learning the history behind familiar phrases.
• In Theme 4, Lesson 19, before reading Inventing the Future, students learn about the elements of biography, and are taught to use a main idea and details chart.
• In Theme 6, Lesson 28, before reading On Top of the World, students preview and analyze both a poem and almanac entries, including the purpose of visuals.
• In Theme 6, Lesson 27, the narrative nonfiction selection, Grand Canyon, asks students to analyze sentence variety.

Materials reviewed for Grade 5 do not meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The units are organized into six themes that span the school year. Each theme includes an overarching idea, with text selections that directly or loosely connect to that concept. Each weekly lesson has a new topic connected to the unit theme, but it does not build knowledge or ideas. Some questions and tasks support students’ analysis of ideas, but most are intent on building students’ literal comprehension of text.

As a theme progresses, students may come to understand more about the theme’s big idea, but the overarching concept is broad and deep comprehension or integration of ideas would often be incidental, not intentional. Tasks and/or culminating tasks are often disconnected from a thematic study. The amount of class time allotted to each text and question set may not be sufficient to provide the time needed for students to analyze texts and gain knowledge and ideas. The teacher’s edition contains little direction for how teachers support students' engaging in a deep analysis of and across texts.

Within each weekly lesson, text-specific questions appear in the Think Critically section. There are typically 5 questions following each selection. Examples of questions and tasks that meet the expectations are:

• In Theme 2, Common Goals, focusing on working together, in Lesson 6, after reading the anchor text, “The Night of San Juan” by Lulu Delacre, students orally respond to the question, “What theme about friendship do the characters’ actions suggest?” Students complete an on-demand writing task, “Why do you think Jose’ Manuel’s grandma seems less scary when the girls sit down with her to eat corn fritters? Use specific details from the selection to support your ideas?” After completing the paired text, a photo essay, “Tejano Conjunto Festival” by Kathleen D. Lindsey, students respond orally to “What are some similarities between the Tejano Conjunto Festival and the “Night of San Juan”?” There are no instructional directions for teachers to support students’ engagement or scaffolding to encourage the integration of knowledge across texts.
• In Theme 4, Dare to Be Great, focusing on creativity, in Lesson 19, after reading the anchor text, “Inventing the Future: A Photobiography of Thomas Edison” by Marfe Ferguson Delano, students orally respond to the question, “Tell what type of person Thomas Edison was. Use details from the selection in your description.” Students complete an on-demand writing task: “You read about many of Thomas Edison’s inventions. Choose one of the inventions you read about. Describe the invention and tell how it was used. Use information and details from the selection in your answer.” After completing the paired texts, two primary sources, one a letter written by Thomas Edison and one an advertisement for his phonograph, students orally respond to the following: “How is the phonograph advertisement different from an advertisement for a music player that you might see today?” Students are not directed to use text evidence to respond.
• In Theme 6, Feats of Daring, focusing on exploration, in Lesson 27, after reading the anchor text, “Klondike Kate” by Liza Ketchum, students orally respond to the question, “Klondike Kate said about herself, 'I wasn’t build for going backwards. When I once step forward, I must go ahead.' Did she describe herself accurately? Give an example to support your answer.” Students complete an on-demand writing task: “Write a letter from Klondike Kate to her friends in Vancouver, telling them why she wanted to stay in the north, at Whitehorse. In your letter, include details from the selection.” After completing the paired text, “Sourdough” by Jane Scherer, students respond orally to the following: “Having read 'Sourdough,' why do you think the author of 'Klondike Kate' stressed the importance of the sourdough starter that Kate got from the Wrangell’s baker?” Students are not directed to use text evidence to respond.

Each theme is followed by a Theme Wrap-up in which teachers guide students in making connections across the texts in the theme by asking whole-group questions. These questions do not require an analysis of ideas across texts to complete.

• In Theme 2, the question is, “In what way do the selections in this theme tell about working together?”
• In Theme 4, the question is, “In what way do the selections in this theme focus on creativity?”
• In Theme 6, the question is, “In what way do the selections in this theme tell about exploration?”

Students return to the graphic organizer started at the beginning of the theme to include information about all the selections read. Most of the graphic organizers do not support students in a deep analysis of multiple texts.

• In Theme 2, the graphic organizer is a chart that students complete showing the problem and solution in each selection.
• In Theme 4, the graphic organizer is a sequence chart about the creative process showing ways the main character in each selection uses creativity to solve a problem.
• In Theme 6, the graphic organizer is a chart that students complete of places to go and tools explorers use in those places.

The instructional materials reviewed for Grade 5 do not meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Each Theme has a big idea that aims to tie the unit together. Texts and discussions, directly or loosely, connect to the big idea. Each Theme also includes a Theme Project. Theme Projects do not consistently integrate reading, writing, speaking, and listening, nor do they require close reading and comprehension of the texts read. Question sets that accompany texts within the Theme do not support students in integrating skills required for the Theme Project. For example:

• In Theme 1, the teacher introduces the theme, "Finding A Way," and the students analyze the characteristics and motivations that enable people to achieve extraordinary goals as the Theme Project (pages T12-T13). The teacher leads a discussion on individual who have achieved great things to build background knowledge and students follow the project steps: Brainstorm a list of remarkable individuals from history and choose one to research, research what that person was like, write a profile of their subject, create a display such as a shoebox, and present. Completion of this project can be achieved without reading or analysis of the anchor text and, it fails to demonstrate comprehension and knowledge of the theme. Students are asked to use paper, pencil, markers, notebook paper, shoe boxes, art supplies, print resources about selected individuals, and computer with Internet access to analyze the characteristics and motivations that enable people to achieve extraordinary goals. Students can complete this task without reading any of the selections during the week.
• In Theme 5, pages T14-T15, the teacher introduces the theme, “Making a Difference,” and helps students access prior knowledge by leading a discussion about people who have made a difference in the students’ lives. Students develop the theme by beginning a web of ways people can make a difference in their communities. Students will add to this chart as they read the theme selections. At the end of the five week theme (page T324), the teacher leads discussion of the Theme Wrap-up asking the following questions: “In what way do the selections in this theme tell about communities? Why do you think 'Chester Cricket’s Pigeon Ride' was included in this theme? Imagine that you could join one of the community projects you read about in this theme. Which project would you choose and why?” Students review and revise the chart started at the beginning of the theme and respond by reflecting on and writing about what they learned about communities. Students are asked to use pencils, notebook paper, recent local newspapers, and the Internet to address a community problem or issue, and develop a plan to solve it. Students can complete this task without reading any of the selections during the week. These tasks are not multifaceted, nor do they require students to demonstrate mastery of several different standards for fifth grade.
• In Theme 3, pages T78-T91, the teacher introduces the theme, "Go with the Flow," and the Reading-Writing Connection task is an expository composition on a topic of their choice. The writing lessons across the theme are: Lesson 1-Descriptive Paragraph: Setting, Lesson 2-Compare and Contrast Composition, Lesson 3-Descriptive Paragraph: Character, Lesson 4-Cause and Effect Paragraph, Lesson 5-Student Choice: Revise and Publish. While some of the daily writing supports students in completing the culminating task of an explanatory essay, they do not build the student’s knowledge of the theme. Students are asked to use pencil, markers, note cards or large paper, print or Internet resources to create a display that shows how water formed certain landforms in an area. Students can complete this task without reading any of the selections during the week.

The instructional materials reviewed for Grade 5 do not meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

The materials do not include a cohesive, year-long plan that allows for repeated exposure and use of different types of vocabulary or for students to interact with and build key academic vocabulary words across texts throughout the year. Some vocabulary is repeated before texts and within the anchor texts but not across multiple texts. Attention is paid to vocabulary essential to understanding the text and, although key academic vocabulary is used in discussion, it is not taught directly. Students are provided minimal opportunities to accelerate vocabulary learning by using vocabulary in their speaking and writing tasks. Opportunities are present for students to learn, practice, apply, and transfer words into familiar and new contexts such as centers, discussions, and partner work. Examples include:

Within each weekly lesson, students have the opportunity to interact with 8 target words. Words are introduced in context. On Day 1, the 6-8 words are introduced in a contextual setting. On Day 2, students review the words in the Connections: Comparing Texts section. This section follows the paired selection. On Day 3, words from the week are revisited by answering a question about each word. On Day 4, students extend word meanings answering critical thinking questions related to each word. On Day 5, there is a Cumulative Review of words from the current and previous week. Words are encountered in two of the reading selections for that week, a passage specifically written to introduce the words, and the main selection. The words are not found in the paired selection or Leveled Readers. For example, in Theme 4, Lesson 17:

• On Day 1, the teacher introduces the 7 vocabulary words for the week using student-friendly explanations: extravagant, unimaginable, gourmet, throng, embarked, precarious, and hiatus. Students are asked questions such as: “Why might an actor want to avoid being on a long hiatus? Describe what an extravagant party might be like. Describe a situation in which you might see a throng.” Students read the Vocabulary selection, “Between Two Lives,” and respond to questions: “If there was a throng of partygoers at Mila’s party, would you say the party was crowded? Why does Mila consider her situation precarious? Why is Mila’s hiatus not as much fun as she’d hoped?” In the Word Detective section, students are encouraged to find vocabulary words outside the classroom this week looking in advertisements, newspapers, etc. They write them in their vocabulary journal and tell where they found it and how it was used.
• On Day 2, after reading the anchor and paired texts, students work in pairs writing the vocabulary words on index cards, placing them face down, and taking turns turning over two cards and using them both in a sentence for review.
• On Day 3, students reinforce word meanings by responding to questions about the anchor text, “Nothing Ever Happens on 90th Street” by Roni Schotter: “Why is Mr. Sims on hiatus? Do you think Olivier has an extravagant life? Explain. What happens that makes a throng gather on 90th Street?”
• On Day 4, students extend word meanings by answering questions that include vocabulary words: “Name a precarious place, and tell why it’s precarious. What is one thing that you think is unimaginable?”
• On Day 5, students complete a cumulative review from Lessons 16 and 17 by answering vocabulary-related questions in a group discussion.

The instructional materials reviewed for Grade 5 do not meet the criteria 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 materials reviewed offer prompts and performance tasks, and students practice writing in each lesson; however, materials do not increase the student’s writing skills over the course of the school year. Students write to address multiple topics and genres across the year with limited cohesiveness in placement throughout themes. Rubrics are provided to help students self-assess their writing, but are general in nature and do not address specifics required by the standards. The teacher edition has limited development in well-designed models, protocols and support for teachers in helping students meet the writing standards for third grade.

There are options for daily prompts provided each day in the Suggested Lesson Planner, but no instruction is provided for these. A weekly writing task is built into the instruction; these writing forms are not connected to the overall theme writing mode.The teacher’s edition includes several lesson plans for the Reading-Writing Connection process piece in each Theme, but no pacing time frames are suggested. A 45-minute on-demand writing task connects to the extended writing mode. Examples include:

• In Theme 3, Lesson 12, students complete an on-demand explanatory response to the prompt “How do plants and animals of Cobscook Bay survive in a harsh environment? Use information and details from the selection to explain your answer.” However, instruction on explanatory paragraphs appears in Theme 6, Lesson 26. The teacher directs students in analyzing the mentor text and student model, use a main idea chart to plan, and steps to write their draft. Students then use peer conferencing and the provided rubric to self-assess. While students are instructed to include details in their paragraph, there is no instruction on linking ideas using words, phrases and clauses or using precise language and domain-specific vocabulary as required.
• In Theme 5, Lesson 25, Day 4 students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor. Students are asked to publish their portfolio selection. Next a series of tips are bulleted that may be helpful for students. The directions say, “Tell students to: Make sure creative writing include specific details that appeals to the senses” but it does not suggest what this would look like or sound like. The scoring rubric provided is on a 6-point scale measuring conventions, support, organization, and focus. The rubric is generalized for any paragraph and does not provide the support students would need to effectively offer feedback for a their selection.
• In Theme 2 the Reading-Writing Connection writing mode is Response to Literature, the on-demand writing task is a timed response to a book, story, or other piece of literature. The weekly writing lessons include: Lesson 6: Personal Response Paragraph, Lesson 7: Journal Entry, Lesson 8: Biography, Lesson 9: Explanatory Paragraph, Lesson 10: Revise and Publish choice piece. Daily prompts for Theme 2, Lesson 6 include:
  • Everyone has read a good realistic fiction story. Think about a realistic fiction story you have enjoyed reading. Write a paragraph telling why you liked this story.
  • Some stories are set in real places that are unfamiliar to you. Think of a story you have read that was set in an unfamiliar place. Write a paragraph telling what you learned about that place by reading the story.
  • Write a response to “The Night of San Juan.” Begin by telling what the story is about. Then tell what you think is the story’s theme. Conclude by sharing your opinion about the story.
  • Everyone has helped someone else overcome a problem. Think about a time when you helped someone. Describe what the problem was and how you helped the person solve the problem.

Teacher guidance for weekly writing lessons lack specificity and do not include direction or questions to support individual or small group writing conferences. All instruction is intended for whole-class delivery. For example, in Theme 2, Lesson 6, Day 1, students are introduced to a personal response paragraph. They are told they will write a personal response paragraph, look at a passage from “The Night of San Juan,” and add details about a central idea to the story web.

The required time the weekly lesson would take, along with the amount of writing students are responsible for, is not indicated in the materials. Students do not have time to adequately refine and reflect on their writing before moving on to a new topic. Different forms and modes of writing are introduced throughout the year without in-depth instruction, and without spiraling back to build previously introduced skills. Students will not demonstrate proficiency by the end of the school year.

The instructional materials reviewed for Grade 5 do not meet the criteria 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.

Each unit includes a Theme Project. This is outlined at the beginning of each theme, and teachers decide when and how to integrate it into the flow of the theme. The materials do not include a progression of focused lessons, or engaging topics to research, nor do they provide students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. The research skills that are directly taught minimally build to student independence. Materials lack the direction and support for teachers to facilitate these projects. Research skills for Theme Projects do not follow a clear progression; it is unlikely that students develop deep knowledge on a given topic.

Theme Project research topics are often broad, may employ print or online resources, and almost always involve art supplies. In Theme 6, Research Report is the focus of the Reading-Writing Connection. This incorporates a purpose and audience for writing, more of a writing process progression, a checklist for elements of a research report, and a 4-point scoring rubric; however, the topic does not develop students’ knowledge of multiple text or source materials or require investigation of different aspects of a topic. For example:

• In thTheme 1 Project, students identify an historical figure they consider to be remarkable and research this person to answer the research question, “What are the characteristics and motivations of people who overcome challenges to accomplish great things?” The teacher directs students to use an encyclopedia, social studies textbook, or other nonfiction sources to complete their research. Students record bibliographical data on the sources. There is little direction for how teachers support students completing this project. This project does connect to the unit theme, “Finding a Way,” where students read about characters who discover their inner strengths and find ways to succeed; however, it does not require students to synthesize and analyze the texts and source materials within the theme to complete the project.
• In the Theme 3 Project, students create a visual display of one landform that water shaped through erosion, weathering, or deposition, and answer the research question, “How can water shape landforms?” The teacher directs students to use an encyclopedia, science textbook, or the internet to complete their research. There is little direction for how teachers support students completing this project. The project does connect to the unit Theme, “Go with the Flow,” where students read about some of the ways water can cause changes and how living things adjust to the ebb and flow of water in their lives; however, it does not require students synthesize and analyze the texts and source materials within the theme to complete the project.
• In the Theme 5 Project, students create and implement a plan for community service and answer the research question, “What can we do to address a problem or need within our Community?” The teacher directs students to gather information about their topic and take notes on what they find, recording bibliographic information. There is little direction for how teachers support students completing this project. The project does connect to the unit Theme, “Making a Difference,” where students read about how individuals have worked to make a difference in the lives of others; however, it does not require students synthesize and analyze the texts and source materials within the theme to complete the project.
• In Theme 6, the Reading-Writing Connection is a research report on a topic of their choice. While there is instruction on skills, such as reference sources earlier in the school year, this is the first opportunity to write a report. Students are guided through the writing process of Pre-Write, Draft, Revise, Proofread, Evaluate/Publish. Within each of these lessons there is modeling, guided practice, and apply to writing. Students are required to take notes, categorize information, and provide a list of sources as directly taught during whole group instruction.

The instructional materials reviewed for Grade 5 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Students read a main selection and paired selection each week as part of the reading program. They also read a short passage with each week’s Build Robust Vocabulary lesson. Additionally, a Leveled Reader is included each week as a way to differentiate instruction and reinforce skills introduced in whole group. However, the materials offer few ways to support students who struggle with grade level texts, nor do they provide instructional scaffolds that lead readers toward independence. A weekly independent reading objective is included with the suggested literacy centers at the beginning of each weekly lesson, but the routine provided is simplistic, with no suggested time allotments, accountability, or goal-setting components. The are no procedures for independent reading at home and/or while reading core texts nor an independent accountability system appropriate for in- and out-of-school independent reading. While opportunities for independent reading exist, they are minimal and do not build students’ reading abilities or their knowledge base and vocabulary. Examples include:

• Each theme contains suggested titles for additional related reading by “Easy, Average, Challenge”; however, teachers are not given suggestions on how to set up the classroom library or how to help students select an independent reading book in the teacher edition.
• Each anchor text has “Options for Reading” suggesting that below-level students read in small group, on-level students read in whole group or with a partner, and advanced students read independently.
• In Theme 1, Lesson 3, prior to reading “Chang and the Bamboo Flute” by Elizabeth Starr Hill, teachers are instructed to preview the selection with below-level students in a small group and model how to use the preview and genre to set a purpose for reading; to use the Monitor Comprehension questions as on-level students read the selection in whole-group or partner-read and complete Practice Book page 2; and have advanced students read the selection independently using the student Practice Book page 2 to monitor their own comprehension.
• During “After Reading” whole-group comprehension instruction, students are often directed to reread specific sections to respond to questions.
  • In Theme 3, Lesson 13, after reading “Stormalong” by Mary Pope Osborne and “Paul Bunyan Makes Progress” by Pleasant DeSpain, students are reviewing cause and effect. The teacher directs them to reread specific selections and answer questions.
  • In Theme 5, Lesson 21, prior to reading the anchor text, the teacher is providing direct instruction on author’s purpose and perspective. Students are directed to read a paragraph then complete the provided graphic organizer
• Students work in 15-minute centers during guided reading when they are not meeting as a small group. Literacy Centers include a reading center instructing students to choose one of the additional theme books and use their reading log to keep track of their independent reading. Teachers are not provided direction on helping students select a book or how to record in their reading log. There is no direction for how teachers are to follow up with students on their independent reading log.
• In Theme 3, Lesson 11, the student objective during a literacy center rotation titled “Reading Log” is to “select and read books independently." The Management support system states, “While you provided direct instruction to individuals or small groups, other students can work on these activities.” There is no evidence of a clear protocol or accountability system in place other than recording their reading in a reading log.
• Teacher Support Book, Extending the Common Core State Standards Companion states, “After completing each theme in StoryTown, The Teacher Support Book builds on and extends the instruction in that theme to meet the Common Core State Standards.” However, there are no instructions and/or protocols that support and/or encourage independent reading.
• Reading Literacy Center includes one objective: to select and read books independently. Reading Log routine:
  • Look for these books about working with others to solve a problem: Thimbleberry Stories by Cynthia Rylant; Yang the Youngest and His Terrible Ear by Lensey Namioka; Unwitting Wisdom: Ships of the Air by Lynn Curlee.
  • Select one that you find interesting.
  • Keep track of what you read each day in your Reading Log.

This simple routine and log is repeated with each weekly lesson, with the three book suggestions being the only difference. No time allocations for independent reading are included. Other than a reading log form, no guidance for goal-setting or accountability is included.