3rd Grade - Gateway 2

The instructional materials reviewed for Grade 3 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 entitled Build Theme Connections provided at the beginning. 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 build 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 3 the overarching idea is As We Grow, which revolves around the idea of how experiences shape students’ lives. The overarching idea in Theme 3 is very broad. Texts are centered around the idea of experiences students, have, but there is no focused line of inquiry to connect texts back to the central theme. In Lesson 11, students answer the following questions after they read or listen texts:
  • Day 1: Question of the Day: Have you ever performed or given a speech in front of a group? How did you feel? Texts: “The Speech” (read aloud during the Warm-Up Routine) and “Evie and Margie” (listening comprehension from Read-Aloud Anthology
  • Day 2: Question of the Day: If you were going to put on a show or a play, what would it be about? Texts: “A Good Play” (poem read aloud during the Warm-Up Routine), “Jacob’s Journal” (building robust vocabulary), and “Loved Best” (main selection)
  • Day 3: Question of the Day: If you were part of a talent show, what talent would you share with the audience? Texts: “The Shepherd Boy and the Wolf” (paired selection poem)
  • Day 4: Question of the Day: Have you ever helped someone feel better? What happened? Text: “A Case of Nerves” (read-aloud during Warm-Up Routines)
  • Day 5: Question of the Day: What have you done that, at first, you thought you couldn’t do? Text: “A Case of Nerves (read-aloud during Warm-Up Routines)
• In Theme 6, all texts are loosely organized around the topic of exploring, experimenting, and discovering. There are five literary pieces and five 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 29, Day 2, the anchor text is “The Planets” by Gail Gibbons, expository nonfiction explaining the solar system. The paired text on Day 3 is a poem, “Jeremy’s House” by Lois Simmie about a boy with no roof on his house so he can watch the stars. The leveled readers used with small group instruction in Lesson 29 are: “Earth’s Moon” by Kia Winston, explaining the moon’s orbit around the Earth; “Star Patterns in the Sky” explaining the constellations; and “The Sun and the Stars” by Scarlett Jones, explaining the sun as the Earth’s closest star and its relationship.

The instructional materials reviewed for Grade 3 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 1, Day 2, students are asked to analyze key details about character and setting in “Ruby the Copycat” in the following questions: “What is the setting of the story? How can you tell? What does Ruby do and say that lets the reader know that she wants to fit in and be liked?”
• In Theme 2, Lesson 8, during the Listening Comprehension read aloud, the teacher edition includes a think-aloud that helps students identify the text selection, “Weird Friends”, as nonfiction. “ Students are directed to listen for facts and explanations.
• In Theme 3, Lesson 13, Day 2, students analyze key details of “A Tree Is Growing” by responding to the following questions: “How do people use the bark of a cork tree? What are xylem and phloem? Why are they important?
• In Theme 4, Lesson 16, Day 2, in the text Lon Po Po, author’s craft is addressed in the question, “The author says the wolf is cunning. What details support this idea?”
• In Theme 5, Lesson 25, Day 1, students analyze details of “The Robodogs of Greenville” in the question, “What details tell you that the story takes place in the future?”
• In Theme 5, Lesson 23, Day 2. Students are asked, “What does the author think about the way the villagers change during the contest? How do you know?”
• In Theme 6, Day 2, Lesson 29, before reading The Planets, students learn about the elements of expository nonfiction, and are taught to use a KWL chart.

The instructional materials reviewed for Grade 3 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, "School Days," and the Reading-Writing Connection task is a personal narrative of a personal experience the students choose. However, the writing lessons across the theme are: Lesson 1-Descriptive Paragraph, Lesson 2-Interview, Lesson 3-Informational Paragraph, Lesson 4-Biography, Lesson 5-Student Choice: Revise and Publish. While some of the daily writing supports students in completing the culminating task of a personal narrative, they do not build the student’s knowledge of the Theme. Students are asked to use “online and print resources,” art materials, poster board, and props from an extracurricular activity to create a map of their school and choose a special area to highlight and write directions for getting there. Students can complete this task without reading any of the selections during the week and speaking and listening is not included in the task.
• In Theme 3, the teacher introduces the theme, "As We Grow," and the Theme Project is to conduct an interview of school staff members and organize the information in an oral and visual presentation. Students brainstorm staff they want to interview, plan questions to ask, interview staff, publish in multimedia slide show or on posters. It is unclear how this culminating task helps students demonstrate acquired knowledge about the theme, “As We Grow,” and completion of this project can be achieved without reading or analyzing the anchor text. Students are asked to use a computer, pencil, paper, poster board, and crayons or markers to create a multimedia slide show or poster after interviewing a staff member at their school. Students can complete this task without reading any of the selections during the week.
• In Theme 5, the teacher introduces the theme, "A Place for All," and the Theme Wrap-up and Review provides teachers the following questions to help students make connection across the texts: “In what ways do the selections in this theme tell about being part of a community? Why do you think “Bat Loves the Night” was included in this theme? Which character from the theme selections best show the qualities of being part of a community?” Students then complete a cause/effect graphic organizer to organize information about the community in one of the selections they read and listened to. Students are given the option to respond with what they have learned about communities by writing a reflection or using their reading log. These tasks are not multifaceted nor do they require students to demonstrate mastery of several different standards for third grade.

The instructional materials reviewed for Grade 3 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. 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.

Within each weekly lesson, students have the opportunity to interact with 10 target words. Words are introduced in context. On Day 1, two words are introduced during the read aloud. On Day 2, 6 words are introduced prior to reading the main selection, and 2 additional words are introduced after reading the main selection. On Day 3, words from that week are reviewed in a new context. On Day 4, students interact with that week’s vocabulary words in different contexts. 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. Robust vocabulary also appears in Small Group Instruction where it is reintroduced to below-level students, reinforced with on-level students, and extended with advanced students. Literacy centers include a “Word Work” center instructing students to write sentences using each vocabulary word, then write a star sentence that includes two words. For example, in Theme 2, Lesson 9:

• On Day 1, students read The Read Aloud selection, “Soup in China,” is read and students are introduced to the words, dense and reaction through discussion and student-friendly explanations.
• On Day 2, the teacher introduces the anchor text vocabulary, generous, banquet, gaze, agreeable, curiosity, and famine, having students read the “Build Robust Vocabulary” selection in their books and responding to discussion questions: “Would it be generous of your friends to share their lunch with you? Would you gaze at a colorful sunset? Explain. Why would a neon blue cat be a curiosity? Explain.” After reading the anchor text, “Stone Soup” by Jon J. Muth, the teacher introduces two more words from the read-aloud selection, ingredients and momentum, and participate in a discussion about them. Students create a list of ingredients for a soup and tell about a time when an idea of theirs gained momentum.
• On Day 3, after reading the paired text, “The Legend of Johnny Appleseed” by Eric A. Kimmel, students work with a partner placing vocabulary words on a ‘word line’ between the words Happy and Sad based on the following statements: “Your friend was generous with his snack. You are invited to a banquet. You received a gift that was a curiosity to you.” Students review all the vocabulary directly taught in the lesson as part of a class discussion responding to questions: “What is the reaction of ice to heat? How would most people feel if they are in the midst of a famine? Does the group of desks in this classroom look dense?”
• On Day 4, students review vocabulary by drawing different things that are dense, acting out a reaction of something that might happen to a piece of paper, and acting out adding ingredients to soup. Students respond in whole-group discussion to questions: “How do you feel if someone gazes at you? Why? Which would make a more agreeable lunch, a bowl of soup or a bowl of worms? Why? Name food you think might be served at a banquet.”
• On Day 5, students use a graphic organizer to list vocabulary words from Lessons 8 and 9 and different situations when the word could happen. They also respond to questions for review.

The instructional materials reviewed for Grade 3 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.

Each Theme includes writing activities in each of the 5 Lessons that are a mix of on-demand and process writing. For example, at the end of the Reading-Writing Connection in Theme 2, the culminating writing activity is an on-demand, timed expository composition. Students analyze the prompt as a whole-group with teacher support. The teacher leads a discussion on word choice, organization, and budgeting time. Students respond to the prompt, “Everyone has a favorite sport. Think about how to play your favorite game or sport. Now write to explain how to play your favorite game or sport. Include the rules, where it is played, how many people are needed, and other details.” Students are given a copy of a rubric to self-evaluate their writing. The rubric does not assess student writing as required by the writing standards. At the end of the Reading-Writing Connection in Theme 6, students are given the same type of assignment, an on-demand, timed expository composition, with the same teacher supports. Students responds to the prompt, “We all learn things from a variety of people and sources. Think about the most important thing you have ever learned. Then, write to explain why this is the most important thing you have ever learned.” There is no release of responsibility from the beginning of the year to the end, and the rigor required by the standards is not present.

• In Theme 3, Lesson 11, Day 5, students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor. Students are asked to write a Compare Paragraph. On day 5, students need to “revise/edit” their work. The teacher directions say, ”Have pairs or small groups read each other’s work. Tell students the characteristics of paragraph that compare as a checklist....Have students revise their paragraphs.” The information for teachers does not provide examples of what this may look like or sound like when completed properly. 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 each other’s Compare Paragraph.
• In Theme 2, the Reading-Writing Connection writing mode is Response to Literature, the on-demand writing task is an expository composition on how to play a favorite sport or game, and the weekly writing lessons include the following forms of writing within Theme 2. Examples of the multiple writing topics, tasks, and prompts students encounter during a 5-week period of study include: Lesson 6: Character Sketch, Lesson 7: How-To Paragraph, Lesson 8: Description, Lesson 9: Summary, Lesson 10: Revise and Publish choice piece.

Daily prompts for Theme 2, Lesson 6 include:

• Write about a way a member of your family looks, sounds, or acts.
• Write a topic sentence for your character sketch in three different ways: a declarative sentence, an interrogative sentence, and an exclamatory sentence.
• Write your opinion of Babe Ruth based on what he says and how he looks on page 178 of “The Babe and I."
• Choose a section of “The Babe and I” and write about how it describes the characters.Revise a sentence for your sketch so that it is either a question or an exclamation.

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 writing a character sketch. They are briefly introduced to a character sketch, led to brainstorm words that tell how Robert’s father in “Pop’s Bridge” looks, sounds, and acts, then conclude what he is like. For individual practice, the guidance is “Have small groups choose a person to write about and create a list of words that describe how he or she looks, sounds, or acts.”

• In Theme 6 the Reading-Writing Connection writing mode is Research Report, the on-demand writing task is an expository composition on why a specific insect is most interesting. The weekly writing task is to develop a set of directions on how to do something.

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 3 do not meet the expectations of including 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:

• The Theme 1 Project is to create a school map for an oral and visual presentation. The teacher is directed to help students find maps in the library or online to use for reference, and to guide students to research the facility they will map, learning about the features and what happens there. There is a disconnect between this project and the unit theme of “School Days” and does not require students synthesize and analyze multiple texts and source materials to complete the project.
• The Theme 3 Project is to conduct an interview and organize the information for an oral and visual presentation. There is not a research component to this project, and there is a disconnect between this project and the unit theme, “As We Grow,” identifying the way things grow and how they change.
• The Theme 5 Project is to work in a small group to develop an advertisement to “sell” their community. The teacher is directed to have groups use the school library to research books and articles about their community and guide students in organizing their ideas. There is a loose connection between this project and the unit theme, “A Place for All,” as they both relate to communities; however, the project does not require students to synthesize and analyze multiple texts and source materials 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 locating information and using 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 independent practice. Students are required to develop questions they would like answered on their topic and work with a partner to determine the purpose and audience for their report. There is very little guidance for how teachers support students during the process.

The instructional materials reviewed for Grade 3 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. There are no procedures for independent reading at home and/or while reading core texts, and no independent accountability system that is 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.

• 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, Day 2, prior to reading “Schools Around the World” by Margaret C. Hall, 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.
• In Theme 6, Lesson 29, by the end of the year, the suggestions given to teacher in “Options for Reading” are the same.
• During “After Reading” language arts instruction, students are often directed to reread specific sections to respond to questions.
• In Theme 3, Lesson 12, Day 2, after reading “A Pen Pal for Max” by Gloria Rand, students are prewriting a realistic story. The teacher directs them to reread page 350 to identify how the author uses words to convey ideas and feelings. Students use this model to complete a story map.
• Theme 3, Lesson 13 , the student objective during a literacy center rotation titled “Author’s Purpose” is to “identify the author’s purpose.” The Management support system states, “While you provided direct instruction to individuals or small groups, other students can work on these activities.” No evidence of a clear protocol or accountability system is in place other than student directions to reread a core text indicated on the center board and “write what you think is the author’s purpose….”
• Theme 5, Lesson 22 students objective during a literacy center rotation titled, “Read and Respond,” students are asked to “organize information from a text using a graphic aid.” The Management support system states, “While you provided direct instruction to individuals or small groups, other students can work on these activities.” No evidence of a clear protocol or accountability system is in place other than student directions to copy a chart, reread “Half - Chicken,” and fill in chart provided.
• 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.
• The Reading Literacy Center includes one objective: to select and read books independently. The reading log routine is as follows:
  • 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.