6th Grade - Gateway 2

The materials reviewed for Grade 6 meet the criteria for Indicator 2a. 

The materials are grouped around a unit theme or topic and an essential question to build students’ knowledge over the course of the school year. The sequence of the texts helps students read and comprehend complex texts independently and proficiently. Students read literary and informational texts across various genres that add to their knowledge of the theme or topic. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• Each of the seven units includes a variety of texts to illustrate and develop the topic and Essential Question. Each unit contains seven grade-appropriate modules, including several readings, student discourse opportunities, and a writing assignment connected by the theme or topic. The focus for each unit is as follows: “Who Are You?,” “How Do We Design Better Schools?,” “How Can Perceptions Shape Our Choices?,” “Where’s All The Food?,” “What Is All The Drama About?,” “How Do Our Brains Work?,” and “How Do Myths and Tales Teach Us?” 

• In Unit 1, the topic is “Who Are You?” and the Essential Question is, “What are the rewards and challenges of staying true to yourself?” Students read four mentor texts and five other selections in the Read Across Genres module that are related to the topic and try to find support to answer the essential question. The text promotes locating evidence and analyzing a single text to create responses. In Module 1, students read the short story “Eleven” by Sandra Cisneros. They read the text to “[U]nderstand the internal and external conflicts of growing up and how age shapes how we are expected to respond to life’s challenges.” In Amy Tan’s “Fish Cheeks,” students read to “[U]nderstand how one’s personal identity can sometimes conflict with family cultural expectations.” While reading the personal narrative “The Boy in the Back of the Class” by Ronald L. Smith, students read to “[U]nderstand how stereotypes can impact young people.” In “Ice” by Graham Salisbury, students read the memoir to “[U]nderstand how Salisbury develops themes of acceptance and identity when growing up.” Additional selections in the Read Across Genres section include a media literacy selection, poetry, and informational texts. After viewing the video by Aleeza Kazmi, students use the Quick Journal to answer the question, “How do you see yourself in ways that may be different from how others see you?”

• In Unit 3, the topic is “How Can Perceptions Shape Our Choices?” and the Essential Question is “How can looking at the world through someone else’s eyes change our perception?” Students read four mentor texts and five selections in the Read Across Genres module that are related to the topic. In Module 1, students read “Names/Nombres” by Julia Alvarez. Students evaluate the author’s “descriptions of her many name changes” to explain “how she saw herself growing up.” In Module 2, the students read the text “Sometimes a Dream Needs a Push” by Walter Dean Meyers. They explain how “Chris and his father begin to view wheelchair basketball and each other in different ways.” In Module 3, students read the short story “The Medicine Bag” by Virginia Driving Hawk Sneve. They use the text to gather evidence to support that the “main character change[s] as a result of his friends meeting his grandfather.” Students also explain the importance of family and heritage as it relates to the story. In Module 4, the students read “The Difficult Path” by Grace Lin. They determine the difficult path that the narrator, Lingsi, must travel. In addition, they evaluate “the author’s choice to use a first-person point of view to illuminate the strengths of the narrator.” In Module 5, students watch the video “Father Helps Olympian Cross the Finish Line” and write down their thoughts regarding the Module’s question, “How can looking at the world through someone else’s eyes change our perception?” in a Quick Journal. Students respond to each reading by using several other texts, including poetry and informational texts. They participate in a Socratic Discussion utilizing the text evidence to support their claims.

• In Unit 6, the topic is “How Do Our Brains Work?” and the Essential Question is, “What are the rewards and challenges of staying true to yourself?” Students read three mentor texts and five selections in the Read Across Genres module that are related to the topic. Students must sift through these complex texts, making connections between the author’s experiences and research. In Module 1, students read “Build Your Brain!” by R. Douglas Fields. The magazine article explains how the brain is developed. In Module 2, students read “Learning Rewires the Brain'' by Alison Pearce Stevens. In this nonfiction narrative, students are instructed to “explore different areas of the brain and their unique functions.” In Module 3, the students read the mentor text “Inside the Reading Mind '' by Carrie M. Cannella. In this magazine article, students read to “[U]nderstand how the different areas of the brain help us make meaning and sound out letters.” The final text from Module 4 is also a magazine article, “Mindset Matters” by Meg Thatcher. Students read to “[U]nderstand the benefits of having a growth mindset over a fixed mindset. Additional selections in the Read Across Genres section include a media literacy selection and two informational texts that “Compare Pathways” in two personal statements. After reading two passages, students compare the career pathways and results of Gil Bransford and Frederick Law Olmstead.

The materials reviewed for Grade 6 meet the criteria for Indicator 2b. 

The materials include opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts. After each reading, students are provided with multiple-choice questions that are aligned to the standards. The tasks within the student materials include opportunities for students to analyze the text through varied tasks such as completing graphic organizers, participating in debates, and writing tasks. Each unit of instruction includes direct instruction on a specific text analysis skill, thematically linked reading selections with reading check tasks, which include multiple choice questions to apply the reading analysis skill, and an Apply Your Learning Task, allowing students to practice the skill prior to engaging in a written response. Students have multiple opportunities throughout the year to practice literacy skills across various genres and text selections.

For most texts, students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 2, Module 1, students read “Starting Schools Later Leads To Less Tardiness, Fewer ‘Zombies’” by Alison Pearce Stevens. They analyze the development of the central idea. The Student Guide includes a graphic organizer for students to Apply Your Learning to Determining and Tracing a Central Idea Through Details. Students reflect on details and evidence from the passage to answer the prompt, “Does the author provide convincing evidence to persuade the audience that school start times need to change?” The graphic organizer includes the questions, 

  • “What is the author’s central idea in the text above? Which statement in the passage tells you this? 

  • What does the expert quote tell you about the issue? How does this piece of evidence shape and strengthen the author’s argument?” 

• In Unit 3, Module 2, students read “Sometimes a Dream Needs a Push” by Walter Dean Myers. Then, students answer the question, “Which of the following pieces of text evidence best explains how Chris’s dad felt about basketball at the beginning of Chris’s wheelchair basketball career?” Students also complete an Apply Your Learning task to answer questions and summarize how the characters’ perceptions changed from the beginning to the end of the story. 

• In Unit 7, Module 1, students complete a Direct Instruction lesson on summarizing literary text and read “The Twin Heroes,” an African myth adapted by Alphonso O. Stafford. The Student Guide includes an Apply Your Learning: Summarizing Literary Text task, which asks students to compose a one-sentence summary for the characters, setting, and plot before combining them to create a summary of the text. In Module 4, students complete a direct instruction lesson on Common Themes Within and Across Texts. Students complete an Apply Your Learning Task analyzing specific aspects of ”The Fisherman and His Wife” and “Jenny and the Night Women” to determine each text's theme about living without boundaries.

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 2, Module 4, students read “Down with Class Participation Grades” by Melissa Pandika. Then, they take the reading check and answer the question, “Which of these statements best describes the author’s purpose in writing this essay?” Students also complete an Apply Your Learning task to break the texts into chunks and then note how the author relays her message effectively.

• In Unit 3, Module 1, students read “Names and Nombres” by Julia Alvarez. Then, they analyze the author’s craft by completing a graphic organizer in the Student Guide. The students find examples of establishing the setting, point of view, and characters and employing narrative techniques. Students also respond to multiple choice questions, such as, 

  • “Which quote from the text uses the literary device called a simile in order to convey how different the narrator spent most of her life feeling? 

  • What can you mostly infer from the details provided about how the author feels when her classmates ask her where she is ‘from’?” 

• In Unit 7, Module 5, students complete a Direct Instruction lesson on poetic structure before reading the poems “Contentment” by Oliver Wendell Holmes and “Legacies” by Nikki Giovanni. Then, they complete the Analyze Poetic Structure task. Students are asked to “find at least two pieces of evidence to explain how each poet uses structural choices to express what matters most. In your analysis, consider line breaks, spacing, and stanzas, as well as other visual elements like font, punctuation, or styles such as italics.” 

The materials reviewed for Grade 6 meet the criteria for Indicator 2c. 

The materials include multiple opportunities for students to read and analyze individual texts as well as multiple texts. The tasks are sequenced in a way that is appropriate for the grade level and include text-specific and text-dependent questions and/or tasks. In order to complete the tasks provided, students must analyze the texts and integrate their knowledge to complete the literacy activities throughout the unit. Each unit is designed around the unit’s Essential Question. Each unit also includes a Reading Across Genres module, which allows students to read a variety of text types and make connections across topics by responding to questions and completing tasks that require knowledge of the topic.

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Module 2, students read “Should Kids Get Homework?” by Sarah Wood. They complete reading check questions such as, “Which claim best supports the central idea of this article?” and “Which piece of text evidence most strongly supports the argument that homework can have a favorable effect on children?” Then, students analyze the author’s claims by highlighting the evidence provided by the author about the harmful effects of homework on children and the value of homework. Students engage in a direct instruction lesson on Citing Evidence to Support Analysis in Informational Texts before completing an Apply Your Learning task with a graphic organizer students use to determine “What evidence does the author provide about school start times and adolescents that strengthened the argument for one side or the other?” and “What evidence does Wood provide about homework that strengthened the argument for one side or the other?” Students then complete a writing task responding to the prompt, “Trace and evaluate the author’s evidence for and against homework. Which side of the argument is more convincing based on the evidence?” The text and tasks align with the guiding question for the module, “Does homework truly support academic growth?”

• In Unit 5, Module 4, students compare and contrast a drama text with a radio performance of the drama. During this unit, students read Sorry, Wrong Number by Lucille Fletcher. In this module, they listen to the live production of Sorry, Wrong Number by Lucille Fletcher, Suspense: Dramatists Play Service, Inc., and Old Time Radio Archive. Then, students answer questions such as “How does the acting of the woman at Henchley hospital match the description ‘middle-aged, solid, firm, practical’ from the script?” and “Which of the following statements does not explain significant differences between the script and the recording?” Students also complete a Compare Text to Multimedia task using a graphic organizer to answer the question, “What effects do the techniques of the play’s production have on the text’s meaning?”

• In Unit 6, Module 4, students read “Mindset Matters” by Meg Thacher. Then, students answer five comprehension questions in the Reading Check that include questions like “Which of the following is the best description of how the author develops the central idea of fixed versus growth mindsets?” and “What is the most likely reason the author includes information on how the brain works?” They analyze the text, highlighting “information about growth and fixed mindsets” and “how having a growth mindset affects learning.” Students plan an argument that answers the Writing Prompt, “How does the author convey the idea of a growth mindset through anecdotes, examples, and expert sources?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 2, Module 6, students prepare and conduct a Debate Game. The Unit’s topic is “How do we design better schools?” and the texts for this unit relate to the topic. For example, one of the anchor texts, “Starting Schools Later Leads To Less Tardiness, Fewer ‘Zombies’” by Alison Pearce Stevens, and a multimedia selection, “School for Tired Teens” by BBC News. Each text selection comes with questions and tasks about the topic. At the end of the unit, students use these varied texts to complete the debate preparation. The debate prompt is “What is the best way for today’s schools to ensure the success of tomorrow’s students?” students complete a graphic organizer to gather reasons, evidence, rebuttal, and closing notes for their debate from each of the texts from the unit. 

• In Unit 6, Module 5, students explore various texts about career pathways. Students read “By the Numbers” by Brian S. McGrath and answer reading check questions, including, “Which piece of evidence from the text proves that Bransford gained necessary skills from his first position to reach his dream job?“ Then, students read “The Search for a Career” by Helen Kitrosser and complete the reading check questions, including, “Which detail from the passage best explains something that inspired Olmsted to become a landscape architect?” Finally, students work with a small group or a partner to complete an organizer to compare the two articles, focusing on the different pathways, evidence, personalities/interests, and connections to the future for each article. 

• In Unit 7, Module 8, students read an “Excerpt from The Shepherdess and the Sweep” by Hans Christian Anderson and “The Road Not Taken” by Robert Frost. Then, students answer a set of multiple-choice questions based on the individual texts and then compare the two texts, including, but not limited to, 

  • “Which statement provides the best comparison of the topics of ‘Excerpt from The Shepherdess and the Sweep’ and ‘The Road Not Taken’?

  • How does the poetic form of ‘The Road Not Taken’ most differ from the fairy tale ‘Excerpt from The Shepherdess and the Sweep’ in the way the message is developed and revealed?”

The materials reviewed for Grade 6 meet the criteria for Indicator 2d. 

The materials include two culminating tasks for each unit: a speaking and listening task and a writing task that becomes part of the student’s portfolio. In each culminating writing task, students show their knowledge and understanding of the topic by writing an essay for a specific genre. Each writing task is organized by a topic or theme and allows students to demonstrate their understanding of the unit’s topic and/or essential question. The culminating writing assignment requires students to read and analyze texts to draft their response to the prompt. Many of the steps toward the completion of each task are repetitive. For example, students read narrative texts and then write a narrative. There is no variation in building skills or improving writing over the school year. The opportunities for speaking and listening related to these writing tasks are limited to peer review tasks focused on developing the composition, not standards addressed within the unit. In each culminating speaking and listening task, students participate in various speaking and listening activities as they explore each unit’s essential question(s) and knowledge. Student tasks are Socratic discussions, pitch decks, performances, debate games, and panel discussions. 

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 1, Module 6, students participate in a Socratic Discussion. Students begin by independently reviewing the Socratic Discussion direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Discussion graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “What are the rewards and challenges of staying true to yourself?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 2, Module 7, students complete a writing task that serves as the conclusion of the unit. Students use their texts and tasks from the unit to answer the writing prompt, “Based on your readings, what single change to your learning environment or school’s design would have the greatest positive impact for student success?” This relates to the module topic of “How do we design better schools?” Students learn the steps in writing an argument by viewing a slide deck, and then students read and score a student exemplar. Students map their arguments, revise sentences to make the writing powerful, share and edit their draft with a partner, and reflect on their writing. To complete the task, students must include “well-chosen and relevant” evidence from credible sources, primarily from the texts in the unit. The Portfolio addresses reading informational texts standards and argument writing standards. 

• In Unit 3, Module 7, students complete a writing task at the conclusion of the unit. Students view a direct instruction lesson on Writing the Short Story and answer five questions about the content. Students review the narrative rubric before choosing an idea for their short story. Then, they begin planning the story. Students develop their ideas, draft the story, and get feedback from a peer who they will collaborate with to edit the story. At the end of the task, students reflect on their writing and what they learned from the experience. 

• In Unit 4, Module 7, students participate in a Panel Discussion. They begin by independently reviewing the Panel Discussion direct instruction slick deck. Then, they look at a list of texts they read throughout the unit that should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Plan Your Points graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “What are the impacts of locally grown and sustainable food sources?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 5, Module 6, students read the play Sorry, Wrong Number by Lucille Fletcher before composing the final piece of writing. Students complete a “cause-and-effect essay” in response to the prompt, “Analyze Mrs. Stevenson’s behavior throughout the play. How do her character’s behaviors, dialogue, and actions affect the final outcome of the play?” The instructional materials include a direct instruction lesson on Writing the Cause-and-Effect Essay and a student exemplar, “Mrs. Stevenson” by Ellery Rohlfing. Students view the direct instruction lesson and answer five questions to show their understanding. Then, they analyze the student exemplar by using the unit rubric. These activities prepare students to produce a draft of their essay and participate in a peer review task. During the peer review, they focus on improving their writing by following the directions provided by the materials, “[w]when you have finished an initial draft, pair with another writer and ask each other to look for sentences in the essay that need transitions.” They complete the Share and Listen graphic organizer and suggest ways to improve a peer’s essay. Students also receive suggestions for improving their own draft before submitting a final draft. 

The materials reviewed for Grade 6 meet the criteria for Indicator 2e. 

The materials provide writing instruction that aligns to the standards across the school year and meets the distribution required by the standards for argumentative, informative/explanatory, and narrative writing. Each unit includes lessons and activities that follow a consistent pattern for developing students’ writing. The modules provide guidance and protocols for students to practice writing summaries and argumentative paragraphs with respect to the readings. Over the school year, students focus on writing an argumentative paragraph for the modules within each unit. Still, they also write full-length essays in the form of a personal narrative, an argument, a short story, a research paper, a cause-and-effect essay, a personal statement, and a literary analysis. Within each instruction unit, students have opportunities to engage in direct instruction slide decks focused on composition skills related to the culminating writing task for the unit. The Student Guide allows students to complete graphic organizers to develop and organize ideas, analyze student examples, and participate in revising and editing tasks to improve writing. Each unit provides mentor texts that emphasize different writing techniques for students to reference and learn techniques to apply in their writing. Guidance is provided for students as they practice and apply writing standards. The standards can be located in each Unit-At-a-Glance, Scope and Sequence, and Teacher Guide. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies to support the tasks, and additional materials found in the Resources tab of the platform provide guidance for implementing and monitoring students’ writing development. Each culminating writing assignment includes a final rubric to evaluate student writing.

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In each unit, students complete a culminating task that covers a specific genre of writing based on the texts students read in that unit. 

• In all units, the Student Guide offers support in the form of a prewriting, drafting, and revising checklist, an informative writing rubric, a student model that students score using the rubric, and a worksheet to practice giving feedback to peers. The Student Guide includes a page with specific guidance for the writing task with instructions, the writing prompt, and notes on either collecting research or planning the writing task. Graphic organizers are provided to complete various tasks, such as goal-setting, mapping the task, gathering evidence, and proofreading evidence for mistakes and inconsistencies. 

• In Unit 3, Module 1, students read “Names/Nombres” by Julia Alvarez. The first step the students take after reading is to write a short text summary. Sentence frames, such as: “Julia Alvarez narrates her story about the ways ____ can impact you by describing feelings that occur when others _____” are provided.  After completing the summary, students plan an argument that answers the Writing Prompt, “What do Julia Alvarez’s descriptions of her many name changes say about how she saw herself growing up?” In Module 2, students read a narrative, summarize it in writing, and draft a response to the Writing Prompt, “Explain how, over the course of the story, Chris and his father begin to view wheelchair basketball and each other in different ways.” After reading the mentor text in Modules 3 and 4, students summarize the text in writing and then respond to the following prompts: “How does the main character change as a result of his friends meeting his grandfather? How do the series of events from his grandfather’s arrival to the end of the story help readers understand about the importance of family and heritage? How does the author’s choice of first-person point of view help show the strength of the narrator?” In Module 7, students write an entire short story set in a realistic or historical setting, showing a changed perspective in the main character that influences their ideas, actions, and choices. The unit’s writing lessons help students analyze previously read texts and build skills for writing the short story. 

• In Unit 7, Module 7, students use the online organizer to create a full-length literary analysis essay that answers the Writing Prompt, “Using the myths and the traditional tales in the unit, compare the themes of at least two of the stories to explain how they convey values and human behavior.” Prior to finalizing the essay, students complete the Compare Similarities and Analyze Differences assignments from the Student Guide. Then, they complete the Organize Your Essay assignment, providing an introduction that grabs the reader’s attention and reveals the claim, a key point of similarity or difference, another key point of similarity or difference, a third key point of similarity or difference, and then a conclusion that captures the argument and concludes the essay. Students revise their work by adding transitions and then edit the draft with a partner. Before submitting the final essay, students use the final rubric to evaluate and change their writing. 

• Each Student Guide in the materials provides students with scaffolds and structures for writing practice. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies for the writing tasks, which provides teachers with support for modeling and scaffolding.  

Instructional materials include well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Assessments tab, Writing Benchmarks are included for the beginning, middle, and end of the year. The stated purpose is “to personalize instruction for your students and track progress throughout the year.” Each benchmark test includes a text to read, ten multiple-choice questions to answer, and an argumentative writing prompt. Teacher directions state: “Assign lessons to introduce the CERCA framework and gain insight into student writing readiness. Evaluate completed student work and review results. Assign each student a personal growth focus.” In the Resources tab, training course videos show how to enter the rubric score. Benchmark summary reports in the Reports tab include performance by class, rubric category score, growth focus distribution by class, and individual student data. 

• ThinkCERCA materials include a bank of Direct Instruction and Skills Practice lessons for writing. The materials include 49 lessons that fall under argument writing, including but not limited to Structure and Organization, Author’s Bias, Introductions in Argument, and Supporting Claims with Evidence. The materials include 37 lessons that fall under narrative writing that include but are not limited to Types of Narrative Writing, Setting in Narrative Writing, Establishing Character in Narrative Writing, and Using Time as a Storytelling Tool. The materials include 62  lessons that fall under informative writing, including but not limited to Citing Evidence to Support Analysis, Summaries in Informative Writing, Citing and Documenting Sources, and Revising for Clarity, Development, and Organization. 

• Under the Resources tab, Curriculum Resources, Writing, the materials include guidance documents on the following topics (not limited to): Feedback Guidance, Writing Revisions Strategies Toolkit, and Best Practices: Compare Writing. 

  • The Feedback Guidance document includes general guidance for using ThinkCERCA’s provided writing feedback banks across the three core writing types: argumentative, informational, and narrative. This document also links each feedback bank. 

  • The Writing Revision Strategies Toolkit document includes general guidance for teachers to provide student feedback on their writing. It links parts of the CERCA process and how teachers can respond to each student depending on their learning gap. The document also links a Personalized Growth Plan Document, which outlines and provides general guidance on the different settings teachers can use to give feedback (1:1, small group, whole class). This document also includes links to other resources for supporting students with specific action steps based on data from benchmark writing assessments. 

  • The Best Practices: Compare Writing document provides general guidance for a strategy teachers can use to support students in comparing two pieces of writing to analyze and evaluate the “techniques employed by writers.”

• In Unit 1, Module 4, students read the story “Ice” by Graham Salisbury. After reading, the teacher guides students through several writing exercises in response to the reading. First, the teacher facilitates the Summarize section of the module. In this activity, the students write a summary of the text in the online version of the program. The Teacher Guide prompts the teacher to “Introduce the optional sentence frames online that students can use as they summarize the reading.”

• In Unit 7, Module 7, students write a literary analysis essay that answers the Writing Prompt, “Using the myths and the traditional tales in the unit, compare the themes of at least two of the stories to explain how they convey values and human behavior.” The Teacher Guide includes the following guidance during the Organize the Essay section 

  • “Direct students to organize their comparative essays with a clear introduction and two points of similarity or difference. 

  • Remind students to use the graphic organizer to organize their essays, including specific details for focus.”

  As students draft, some links can be clicked throughout the process entitled “Need help getting started?” These links provide an explanation for each section of the argument. For example, for Claim, the link suggests that “Your claim should clearly state your opinion–based on what you learned from the reading–about the themes of the myths and tales in the unit.” The text then provides an example sentence for the students to follow to write a claim, “Both ___ and ___ explore the theme of ____ to show the value of ______.”

The materials reviewed for Grade 6 meet the criteria for Indicator 2g. 

The materials spend the majority of instructional time on tasks and assessment questions aligned to grade-level standards, including instruction delivered through online slideshows that students complete at their own pace, followed by short multiple-choice quizzes and PDF worksheets. Teachers have access to the Unit Planning Tools that provide support for guidance, planning, and explicit instruction for each unit, as well as a Teacher Guide for each unit. These include clarification of directions and notes to direct students into the online program or Student Guide, suggestions for teacher modeling of aspects of lessons, and opportunities to conduct think-alouds. Assessment questions are multiple-choice and only include reading standards. In other parts of the program, most standards are repeatedly addressed within and across the units to ensure students have multiple opportunities to demonstrate mastery of the standard; however, some standards are covered only once.

Over the course of each unit, most instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• Each unit of instruction includes a Unit-At-a-Glance, Unit Planning Tools,  a Teacher Guide, a Student Guide, a Diverse Learners Guide, and an Answer Key. While each module in the online portal is labeled with the primary standard focus, the explicit instruction for meeting each standard does not appear in the materials. The Unit-At-a-Glance overviews the skills addressed with key standards identified. The Unit-At-a-Glance includes a Skills Students Will Know, Understand, and Apply Section listing some of the unit's key standards. It also includes an overview of each module with suggested timing for Before You Read, Read and Analyze the Anchor Texts, and Close Reading and Academic Writing portions of the lessons. Unit Planning Tools include general guidance for How to Align to Standard. The units consistently include close reading and academic writing, which are facilitated through an online slide deck presentation labeled Direct Instruction. In the Student Guide, students have various activities aligned to the standards, but the connection to the standard is not directly labeled. Each module in the Student Guide contains the following lessons: Apply Your Learning, Appreciate the Author’s Craft, Draft Your Argument, Building Vocabulary, and Write to Impress; however, the standards are not identified with each activity.

• In Unit 2, Module 1, the focus standards identified by the publisher are RI.6.2 and W.6.1. In this module, students read “Starting Schools Later Leads To Less Tardiness, Fewer ‘Zombies’” by Alison Pearce Stevens. Students read the article and complete a five-question comprehension check online. Students also analyze the text using highlighters to identify expert quotes and research data. Students review a direct instruction lesson on Determining and Tracing a Central Idea Through Details and complete a Share Your Plan task where they identify examples of evidence and coherence within the text. Students answer the following questions in a graphic organizer in their student guide, “What is the author’s central idea in the text above? Which statement in the passage tells you this? What does the expert quote tell you about the issue? How does this piece of evidence shape and strengthen the author’s argument? These questions align with standard RL.6.2. The Teacher Guide provides some guidance, including exemplar responses, for supporting students with this task;  there are also scaffolds provided for students in different populations. Students then compose an argument responding to the prompt, “Does the author provide convincing evidence to persuade the audience that school start times need to change?” This task aligns with standard W.6.1. The Teacher Guide provides some instructional guidance for supporting students. The guidance states, 

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing.

  • Remind students to provide at least two reasons to support the claim.

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning.

  • Guide students in sharing their CERCA plans with peers.

  • Feedback Focus: Check in with students to ensure their claims are supported with at least two reasons.” 

  • A suggested Teacher Flex Activity is shown that says, “Have students reflect on their Develop work: What are the strongest parts of their arguments? Which areas could be strengthened?”

• In Unit 5, Module 3, the focus standards identified by the publisher are RL.6.3 and W.6.1. In this module, students read Sorry, Wrong Number: Part III by Lucille Fletcher. Students read this part of the play and complete a five-question comprehension check online. Students also analyze the text using highlighters to analyze character actions and how the main conflict is revealed. Students review a direct instruction lesson on Understanding Types of Conflict in Literature and Apply their Learning to questions in the Student Guide. The Teacher Guide includes the following guidance for this section of the lesson, 

  • “Remind students that the Direct Instruction lesson is a useful resource. 

  • Have students hear the prompts out loud before they begin working.

  • Facilitate pairs or groups for students to complete the tasks.” 

  There is also a sample teacher model for breaking down the prompts provided for the teacher in this section. In addition, the teacher is provided with instructions for helping students visualize the stage directions. The teacher models a think-aloud. Other guidance is provided for modeling annotating and close reading. This activity is aligned with standard RL.6.3. Students then compose an argument to the prompt, “Of the six main types of conflict found in literature, what type best describes the main conflict of Sorry, Wrong Number? Include specific evidence from Part III of the play to support your response.” This task aligns with standard W.6.1. The Teacher Guide provides general guidance for supporting students. The guidance states, 

  • “Explain to students that their claims should answer all aspects of the prompt, provide a clear focus for the writing, and present the points they will cover in their writing.

  • Remind students to provide at least two reasons to support the claim.

  • Explain to students that no reason can be submitted without supporting evidence and that no evidence can be provided without an explanation of reasoning.

  • Guide students in sharing their CERCA plans with peers.

  Feedback Focus: Check in with students to ensure their claims are supported with at least two reasons.” 

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 2, students read argumentative texts around the topic of school, and most of the tasks align with grade-level standards. In Module 1, students read “Starting Schools Later Leads To Less Tardiness, Fewer ‘Zombies’” by Alison Pearce Stevens. They analyze how writers use claims and evidence to organize arguments (R.I.6.2). After reading the text, students respond to multiple-choice questions such as “Which statement best expresses the central idea of this article?” and “Which piece of evidence provides the strongest support for the claim that high school start times should be later?” Students complete a second read of the text, highlighting evidence such as expert quotes and statistics. Students draft a summary of the text and then compose a written response to the prompt, “Does the author provide convincing evidence to persuade the audience that school start times need to change?” (W.6.1) In Module 3, students read Module 3: “Straight from School Gardens to Lunchrooms: Delicious or Dangerous?” by Grace Chen with a focus on analyzing the author’s use of text features and visuals to support an argument (R.I.6.7). The Reading Check questions include “How do the examples in the selection add to the reader’s understanding of school gardens in the US?” and “What is the main reason why the author includes the video in the text?” Students complete a graphic organizer analyzing an excerpt of the article and respond to the questions “Analyze the author’s use of text features such as subheadings and bullet points in the article. What is the function of each of these text features?” and “Why do you think the author organized the passage above by bulleting the information? Why did the author not bullet other information in the article?” Students also reread the selection and highlight text features and evidence the author provides to help the reader better understand the importance of school gardens. At the end of the module, students compose an argumentative response to the prompt, “Analyze the author’s use of the video, subheadings, bullet points, and examples in the text. Do these text features help the author make a strong case for building school gardens?” (W.6.1) In Module 4, students read “Down with Class Participation Grades” by Melissa Pandika to analyze the author’s purpose and use of appeals (R.I.6.7). Students respond to comprehension questions including, “Which of these statements best describes the author’s purpose in writing this essay?” and “How do the personal anecdotes and experiences included by the author add to the reader’s understanding of participation grading in the classroom?” Students analyze the text for anecdotal details and research evidence (R.I.6.1) and compose a response to the prompt, “Trace the evidence that the author provides about the argument regarding participation grades in schools. How does the author use evidence to appeal to the values of the reader?” (R.W.6.1).

• In Unit 6, How Do Our Brains Work, most of the student questions and tasks align with grade-level standards. In Module 1, Build Your Brian!, publisher materials list CCSS.RI.6.3 and CCSS.W.6.1 as the main standards. After reading “Build Your Brain” by R. Douglas Fields, students answer standard-based questions such as, “Why does the author use the example of the newborn colt to explain the development of the human brain?” Students write to answer the prompt, “What are the most impactful anecdotes and examples that the author uses to build an argument about what teenagers should be doing to maximize their brain growth?” In Unit 2, students complete a Quick Journal, which is a task to activate prior knowledge. Students are asked to respond to the prompt, “What is a talent that you have, and how did you develop it over time?” This is an example of a task that is not standard-aligned. In Module 4, Mindset Matters, publisher-identified standards are CCSS.RI.6.3 and CCSS.W.6.2. After reading “Mindset Matters” by Meg Thacher, students answer five comprehension check questions including, “What is the most likely reason the author starts the article with quotes from two different students and their thoughts about a challenging test?” Students also write to answer the prompt, “How does the author convey the idea of a growth mindset through anecdotes, examples, and expert sources?” In Unit 6, Core Reading Assessment and Reflection, students complete a cold read of “A Guide to the Believing Brain” by Kathryn Hulick and answer fourteen questions including, but not limited to, “... how does the author introduce the idea that the brain is responsible for supernatural phenomena?” and “In what way does the author introduce a key idea about hyperthymesia in this paragraph?”

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• Each unit’s final module includes an assessment with 10-15 multiple-choice questions over a paired reading selection. The assessment evaluates mastery of the skills addressed throughout the unit using new selections. In Unit 3, students read various short stories and complete an end-of-module assessment over two selections, “A Wish for Kali” by Parul Sharma and “The Wonderful Weaver” by James Baldwin. Students complete multiple choice questions such as “What is the primary theme in ‘A Wish for Kali’?” and “How does the author establish the point of view of the narrator and make it distinct from other characters in ‘A Wish for Kali’?” Individual questions are not labeled by the standard being assessed. 

• In Unit 2, Module 8, after reading multiple texts and analyzing them throughout the unit, students complete the Core Assessment “Where in the World? A Source of Controversy” and “Take a Whiff on the Wild Side.” Students read the texts and complete 13 multiple choice questions, including “Which of the following statements most effectively captures the central idea of the selection ‘Where in the World? A Source of Controversy?’” and “The author claims in Take a Whiff on the Wild Side’ that humans lack a strong sense of smell. How does the author best support this claim?” Individual questions are not labeled by the standard being assessed. 

• In Unit 5, Module 8, students complete a Unit Reading Assessment and Reflection to assess standards taught during the unit. Students read a selection from Sorry, Wrong Number by Lucille Fletcher and then watch a scene from the 1948 film Sorry, Wrong Number. Students complete fifteen questions that are standards-aligned including, but not limited to, “How does the line ‘There won’t be any slip up’ most impact the development of the plot?” and “In the Sorry, Wrong Number film clip, how does the ability to see the setting most contribute to the viewer’s understanding of the character of the woman beyond what the text presents?” Individual questions are not labeled by the standard being assessed. 

By the end of the academic year, most standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• Addressed in multiple units, students become familiar with RL.6.2. In Unit 1, Module 4, students read “Ice” by Graham Salisbury. Then, students engage in an Apply Your Learning task to determine the theme of the narrative. Students answer the questions “Which statement best captures the main lesson of this story?” and “Which statement best describes how the narrator changes throughout the story?” In Unit 3, Module 1, students read “Names/Nombres” by Julia Alvarez. Students engage in a Direct Instruction lesson on Determining Themes in Literature. After reading, students answer the question, “Which of the following statements best captures the theme, or the central message, of this selection?” Students also complete an Apply Your Learning task to “Reflect on Details to Determine a Theme” by analyzing three specific details from the text. In Unit 7, Module 1, students read “The Twin Heroes,” adapted by Alphonso O. Stafford. Students answer the question, “Which sentence best describes the main message of this story that is also common to many myths about a hero’s journey?” 

• Addressed only in Unit 6, students have limited opportunities to familiarize themselves with RI.6.3. However, in the unit, several modules address RI.6.3. In Module 1, students engage in a Direct Instruction lesson on “Using Examples and Anecdotes to Explain Ideas.” Students read “Build Your Brain!” by R. Douglas Fields and answer the prompt, “What are the most impactful anecdotes and examples that the author uses to build an argument about what teenagers should be doing to maximize their brain growth?” In Module 4, students read “Mindset Matters” by Meg Thacher and answer the question “What is the most likely reason the author starts the article with quotes from two different students and their thoughts about a challenging test?” and “How does the chart at the end of the article support the reader’s understanding of a growth mindset?” Students also answer the prompt, “How does the author convey the idea of a growth mindset through anecdotes, examples, and expert sources?“

• The following standards are only labeled as addressed in one unit throughout the school year: L.6.1, L.6.1.A, L.6.1.B, L.6.1C, L.6.1.E, L.6.4.B, L.6.5.B, and L.6.5.C.

The materials reviewed for Grade 6 meet the criteria for Indicator 2h. 

Each unit and module is accompanied by a Unit At-a-Glance that includes high-level pacing guides for a 50-minute or 90-minute class session. The pacing guides can also work with an online or a blended model. Task-specific timing guidance is found in the Teacher Guides. Tasks that are deemed essential are starred in the Unit-at-a-Glance document as well as the Teacher Guide. Most units are designed to be completed within 22-26 instructional days, so the seven units can reasonably be completed within a school year. Each unit includes complementary writing tasks that teachers can use to provide students with additional writing practice. The materials also provide Longer Works units, which are novel-centered and can be used to enhance units within the core curriculum. The provided optional Longer Work of Fiction novel study units are meaningful and follow the same pacing as a core unit. The publisher recommends these as optional units of study during a regular weekly choice period as independent exploration time, schoolwide WIN time, silent sustained reading, or at home independent reading.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The Unit At-a-Glance includes a 50-minute Class Pacing Guide and a 90-minute Class Pacing Guide. The 50-minute Class Pacing Guide for one unit covers 22-26 days or blocks per unit, which would account for up to 182 school days to complete seven units. The 50-minute Class Pacing Guides include:

  • One block for previewing the unit theme and setting personal goals.

  • One block to explore the theme.

  • 12 to 16 blocks to read and analyze the texts for the unit. Individual core texts take three instructional blocks: Before you Read, Read and Analyze, and Write to a prompt.

  • Three to four blocks to read across genres. 

  • One to two blocks for an integrated speaking and listening activity, such as Socratic discussion, debate, etc.

  • Three to five blocks for the Your Portfolio process writing task.

  • One to two blocks for assessment and reflection.

• The Teacher Guide provides timing for each part of the lesson. Parts of lessons are labeled as “essential” in the Unit-At-a-Glance, Teacher Guide, and Module-At-a-Glance.

• Novel study units are optional choices and include a Unit Planner with 50-minute and 90-minute pacing guides. The 50-minute class schedule covers 31 blocks, and the 90-minute block schedule covers 18 blocks. 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 1, the Unit At-a-Glance outlines a pacing guide. The 50-minute class paces out a schedule for completing Unit 1 in 21 to 30 instructional days. Students spend two days completing a unit preview; 12 to 16 days reading, analyzing, and writing tasks connected to short stories; three to four days completing tasks where students read across genres; one to two days on a Socratic Discussion; three to four days completing their portfolio writing tasks and reflecting on their learning, and one to two days on the core assessment.

• In Unit 3, Module 1, students read “Names and Nombres” by Julia Alvarez. The suggested pacing for reading the text and completing the associated tasks is three to four 50-minute sessions (one to two 90-minute sessions). Students read the text online, then complete the five question Comprehension Check and two Pause and Reflect questions online. Then, students complete the direct instruction lesson on Determining Themes in Literature before completing an Analyze task by highlighting specific details in the text. Students complete the Apply Your Learning task before writing a paragraph responding to the prompt, “What do Julia Alvarez’s descriptions of her many name changes say about how she saw herself growing up?” The suggested timing guidance for all tasks in the Teacher Guide totals 193 minutes; therefore, this module could be reasonably completed in four 50-minute sessions or two 90-minute sessions. 

• In Unit 5, Module 2, students read “Sorry, Wrong Number: Part II” by Lucille Fletcher. The suggested pacing is four to five 50-minute sessions (two to three 90-minute sessions) to read the text and complete the activities. To connect with the text, students engage in pre-reading activities, including vocabulary and journaling. Before reading the unit text, students complete a Direct Instruction lesson on the impact of point of view on the audience. Students read the text and answer five comprehension questions independently before analyzing the text and preparing to write. Students then summarize the text and respond in writing to a prompt. The suggested timing guidance for all tasks in the Teacher Guide totals 236 minutes; therefore, this module could be reasonably completed in five 50-minute sessions or three 90-minute sessions. 

• As an added resource, the publisher provides teachers with a Class Planner and Pacing Calculator, which includes the following guidance:

  • “In the sheets that follow, you will find calculators that help you gauge the time it takes for your students to complete certain tasks.

  • We know each of the opportunities for learning that we provide takes time, and we want to empower you to make the most of your time by planning for your students’ needs efficiently and realistically.

  • Simply adjust the number of minutes per session and start recording your estimates or actual minutes spent on given tasks to gauge how long it takes your students to complete them. As they gain experience and practice, they will need less time, so consider adjusting throughout the year so you can plan carefully to meet your students’ needs.”

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In the Unit Planning Tool, additional complementary writing prompts are provided as “practice options as students progress through the curriculum prior to the portfolio piece for each unit.” These prompts are aligned texts read in the unit. The Planning Tool includes student worksheets and graphic organizers to plan their writing as well as reflect on writing. There are no direct instruction notes for the teacher for these prompts. The teacher guidance states, “Make planning decisions based on schedule, your program, and your students’ needs. Use the complementary prompts to ensure appropriate levels of standards coverage in student experiences with the process of writing.”

• Longer Works of Fiction novel studies for Grades 6, 7, and 8 include A Single Shard by Linda Sue Park, Bud, Not Buddy by Christopher Paul Curtis, and Long Way Down by Jason Reynolds. These units include a Unit-at-a-Glance, Teacher Guide, Student Guide, and Diverse Learner Guide in the same format as the Core ELAR. 

• The publisher provides the Longer Works Units and some guidance on incorporating these units into the curriculum as part of the unit of instruction, independent reading, at-home enrichment, or schoolwide reading programs. 

• In each module throughout the program, there are “recommended” and “essential” tasks for each lesson. While the publisher suggests completing all activities in a lesson, the “recommended” tasks could be optional and cut when teachers are short on instructional time; however, cutting material repeatedly could affect the delivery of instruction essential to achieving grade-level standards.

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In each unit, complementary writing prompts are provided. Teachers are able to use these prompts to give students extra practice with different types of writing and standards. 

• Optional Longer Works of Fiction novel studies include similar tasks and pacing as core units. The novel studies are intended to enhance core instruction. The materials for A Long Way Down by Jason Reynolds include eight modules that follow the same format as the Core ELAR units. In Module 1, students read the novel’s first part and analyze the author’s craft in the exposition. In Modules 2-5, students continue to read the anchor text and complete Direct Instruction and Writing Lessons that follow a similar format as the Core ELAR units. In Module 6, Read Across Genres, students read and analyze poetry, informational texts, and a multimedia piece to “enrich their understanding of” the core text. In Module 7, Socratic Discussion, students learn about and prepare to participate in a Socratic discussion to the question, “How does our environment influence specific behaviors, and why is it difficult to break away from what we know or what we do to survive?” In Module 8, Your Portfolio, students write a literary analysis essay for the prompt, “Analyze how Will’s experiences shape his views on loyalty, revenge, and what it means to grow up. Cite evidence from the novel to support your stance on which experiences had the greatest impact on his character development.”