5th Grade - Gateway 1

The instructional materials reviewed for Grade 5 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.

Core texts consider a range of topics of interest to Grade 5 students, including cultures, teamwork, the Civil War, word origins/meaning, humor, westward expansion, conflict, sport, and goals. Many of the core texts are written by award-winning authors and are worthy of careful reading.

Examples of central texts that are worthy of careful reading include the following:

Module 1:

• Thunder Rolling in the Mountains, by Scott O’Dell and Elizabeth Hall
• Lincoln Hall Speech, Washington D.C., January 14, 1879, Chief Joseph, Nez Perce

Module 2:

• The Phantom Tollbooth, by Norton Juster

Module 3:

• The Boys’ War, by Jim Murphy
• The River Between Us, by Richard Peck

Module 4:

• We Are the Ship: The Story of Negro League Baseball, by Kadir Nelson

The instructional materials reviewed for Grade 5 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.

Core Texts include a mix of informational and literary texts. Each module centers on a theme that integrates many types of text and media to support the learning of the topic. The themes of the modules at this grade level are Cultures in Conflict, Word Play, War, and Sport. What is important to note is that there is a wide array of informational and literary text integrated throughout every module no matter the topic or theme. Additional supplementary texts are included resulting in a wide distribution of genres and text types as required by the standards, including historical fiction, poetry, fables, non-fiction, biographies, websites, journal articles, speeches, plays, and historical accounts.

The following are examples of literature found within the instructional materials:

• Module 1: Thunder Rolling in the Mountains, by Scott O’Dell and Elizabeth Hall
• Module 2: The Phantom Tollbooth, by Norton Juster
• Module 3: The River Between Us, by Richard Peck
• Module 4: N/A

The following are examples of informational text found within the instructional materials:

• Module 1: Lincoln Hall Speech, Washington D.C., January 14, 1879, Chief Joseph, Nez Perce
• Module 3: The Boys’ War, Jim Murphy
• Module 4: We Are the Ship: The Story of Negro League Baseball, Kadir Nelson

The instructional materials reviewed for Grade 5 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Most texts are aligned to the complexity requirements outlined in the Common Core Standards, with text complexity rubrics appearing in Appendix A of the Great Minds Teacher’s Guide. All major text qualitative/quantitative information is identified in Appendix A, while supporting texts are referenced in Appendix E. Among the texts that are not within the grade-level band, a qualitative feature analysis gives additional insight as to the appropriateness of their placement in the curriculum. The texts that have a Lexile level above the grade-level band show ample support for accessing the text during the "reader and task" components.

Module 1, Lessons 13-29: Thunder Rolling in the Mountains, by Scott O’Dell and Elizabeth Hall (historical novel, 680L): This text has an accessible concept and is organized chronologically with a first-person point of view. The language is authentic to the main subjects. Teacher support and building background will help support students with this text.

The instructional materials reviewed for Grade 5 meet the expectations that materials support students’ increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.

The instructional materials reviewed for Grade 5 meet expectations for supporting students' ability to access texts with increasing text complexity across the year. The texts, both anchor and supporting, fall within the grade-level band, and appear to provide students access to increasingly rigorous texts over the course of the school year. As seen in the quantitative and qualitative analyses of the included texts, there is clear, defined scaffolding of the texts to ensure that students are supported to access and comprehend grade-level texts at the end of the year. While the rigor of text is appropriate in aggregate over the course of the school year, students will engage with texts at varying levels unit to unit and quarter to quarter in a structure where teachers may provide support to assist students in accelerating their literacy growth.

Over the course of the school year, students will engage in appropriately rigorous texts. Some examples that demonstrate this include the following:

• In Module 1 students read the literary text Thunder Rolling in the Mountains,which is quantitatively measured as 680L. Students engage with the historical text Lincoln Hall Speech 950L. At the end of the module, students are expected to be able to write an informative or explanatory essay to explain how Chief Joseph’s “Lincoln Hall Speech” conveys two important Nez Perce beliefs and values, developing ideas with specific evidence from the speech. The consistency of these quantitative measures, coupled with the consistency of the qualitative features of these texts, support students' accelerating their reading abilities.
• In Module 3 students read the literary text A River Between Us, which has a quantitative measure of 740L. This less-rigorous text is followed by the literary text Boys’ War, which has a quantitative measure of 1060L. These texts are used to write an opinion essay in which students are to support their point of view about whether the Civil War impacted members of the Pruitt family in a negative or positive way. Students are expected to use evidence from The River Between Us to develop two reasons that support their stance and then elaborate their evidence to support their reason.

The qualitative measures of these texts are appropriate, as are the associated tasks and questions. Teachers will need to provide extra support to help Grade 5 students navigate these variations unit to unit. The supporting texts consistently increase in complexity across the year.

The instructional materials reviewed for Grade 5 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Text complexity rubrics appear in Appendix A of Great Minds Teacher’s Guide. All major text qualitative/quantitative information is identified in Appendix A, while supporting texts are referenced in Appendix E. This includes a description of text that provides rationale for why the text was selected.

• Module 2: The Phantom Tollbooth, Norton Juster:“The story provides an excellent opportunity for students to analyze how authors play with words to create meaning and engage readers. As Milo’s experiences transform him, so too do students discover both the importance of using precise language and the positive impact of taking responsibility for their own learning and experience of the world.”
• Module 1: The rationale is provided in the overview of the unit, stating, “What does it mean to belong to a culture? How do a culture’s beliefs and values guide the actions of its people, both as individuals and collectively? What happens when cultures with very different beliefs and values come into conflict? Students are coming of age in a world made up of increasingly diverse and conflicting cultures. They will repeatedly return to these questions as they navigate their own place among others in our complex cultural landscape. This module gives fifth-grade students the opportunity to ask these universal questions in the context of one of America’s most heartbreaking and tumultuous eras as they explore the devastating impact of U.S. territorial growth through the eyes of one Native American tribe, the Nez Perce.”

The instructional materials reviewed for Grade 5 meet the expectations for core texts and supporting materials providing opportunities for students to engage in a range and volume of reading to achieve grade-level reading.

Each unit includes lessons with supplementary texts of varying lengths. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.

• Module 1, Lesson 1: Supplementary materials include a Map of United States Expansion and a Map of Native American Tribes, along with a National Archive article, Teaching With Documents: The Lewis and Clark Expedition—Background, to introduce the unit.
• In Module 3, Lesson 11, students are asked to use three supplementary texts to answer the following question: “Do you think Civil War doctors were seen as people who helped soldiers or hurt them? Why?”

Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.

• Module 2, Lesson 3: Using the supplementary material, “Who’s on First?” students are directed to “Encourage students to read fluently and with expression. Students should focus on trying to capture the tone and feelings of Abbott and Costello in their reading while paying close attention to the delivery quality they chose to focus on.”
• Module 4, Lesson 4 demonstrates one way students work to build fluency: “Students practice reading aloud their chosen fluency passage from “Raymond’s Run” three to five times. Students evaluate their own progress in the unshaded box for Day 3 and then ask an adult or peer to listen and evaluate them as well.”
  

The materials reviewed for Grade 5 meet the expectation that most questions, tasks, and assignments are text-specific and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the texts. Questions draw the reader back into the text and support students’ literacy growth over the course of the school year. Reading and writing (and speaking and listening) are done in a cohesive learning environment. Students read and reread to write and discuss. The materials provide opportunities for evidence-based discussions and writing. Examples of student directions include: “Look closely”, “Provide details”, “Compare”, “Write a summary”, “What do you notice?”, “Write an introduction” and, “Use evidence from the text.”

Below are examples of text-dependent/specific questions included in each module:

• Module 1, Lesson 21, ““Analyze a scene in chapter 9 of Thunder Rolling in the Mountains to interpret a character’s message and understand a difference in characters’ beliefs.”
• Module 2, Lesson 12, “Describe the sequence of events that led to the witch being imprisoned. Use the sentence frames: First…Eventually,...this led to…Then…Finally…”
• Module 3, Lesson 20, “How do Tilly’s feelings in this scene influence the way she describes the evening in her family’s home? Use evidence from the text to support your ideas.”
• Module 4, Lesson 3, “What evidence supports the point that the gods controlled life on Earth?”

Instructional materials reviewed for Grade 5 meet the expectation that they should contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills to demonstrate understanding. Each module begins with an Essential Question; each module also contains multiple Focusing Questions that deal with the core text. Each of the daily lessons work toward answering the Focusing Questions, while building the skills and knowledge needed to complete the End-of-Module Task. Supplementary texts help to build knowledge while integrating skills such as speaking, listening, reading, and writing.

For example, in Module 2, The Essential Question asks, “How and why do writers play with words?” The Core Text in this module is, The Phantom Tollbooth, by Norton Juster. Then, during the module lessons, students read, discuss, and write to build knowledge through various activities and routines. Students work towards understanding the Focusing Questions to build knowledge and complete the culminating task.

Examples of Focus Questions to guide students through this module are:

• Lesson 1-4, “How can wordplay create confusion and humor?”
• Lesson 5-15, “How can writers use wordplay to develop a story’s settings and characters?”
• Lesson 16-26, “How can writers use wordplay to develop a story’s plot?”
• Lesson 27-36, “How is The Phantom Tollbooth a story of transformation?”

The learning culminates in an End-of-Module Task. For this module it states, ”For their End-of-Module (EOM) Task, students employ Juster-esque wordplay to write an “exploded moment” narrative in which Milo encounters one of the demons from the Mountains of Ignorance on his return journey and helps him resolve a conflict related to the wordplay of his name and his experiences in The Phantom Tollbooth by imparting wisdom he learned on his journey.”

For example, in Module 3, the Essential Question asks, “How did the Civil War impact people?” The Core Texts in this module include the informational text, The Boys’ War, by Jim Murphy and the literary novel, The River Between Us, by Richard Peck. Then, during the module lessons, students read, discuss, and write to build knowledge through various activities and routines. Students work towards understanding the Focusing Questions to build knowledge and complete the culminating task.

Examples of Focus Questions to guide students through this module are:

• Lesson 1-5, “What factors led to the start of the Civil War?”
• Lesson 6-15, “How did the Civil War impact boy soldiers?”
• Lesson 16-29, “How did the Civil War impact girls and women?”
• Lesson 30-32, “How did the Civil War impact free people of color in the South?”
• Lesson 33-37, “How did the Civil War impact the Pruitt family from the historical-fiction novel, The River Between Us?”

The learning culminates into an End-of-Module Task. For this module students will “write an opinion essay, expressing their opinion about the impact of the Civil War on the Pruitt family from The River Between Us. Students create reasons and cite evidence to support their point that war had a mostly positive or mostly negative impact on the family.” Within this task students will have the opportunity to demonstrate mastery of writing an opinion and supporting it with evidence and elaboration.

The instructional materials reviewed for Grade 5 meet the expectations providing students frequent opportunities to practice academic vocabulary and syntax in their evidence-based discussions. Each module gives the students ample opportunity to hold evidence-based discussions with Think-Pair-Share, Socratic Seminars, Jigsaw discussions. Gallery Walk/follow-up discussions, etc. The materials offer scaffolds to help students hold academic conversations, including evidence to support students’ claims. Scaffolds include sentence starters, evidence graphic organizers, and teacher-facilitated discussions.

Academic vocabulary instruction is found throughout the modules. Teachers use multiple strategies in introducing, discussing, and using new vocabulary. Each module contains Appendix B, entitled Vocabulary, which clarifies the category in which each word is listed. The materials vocabulary is presented in three categories: Content Vocabulary, Academic Vocabulary, and Text-Critical Vocabulary. Students create vocabulary journals and also participate in Vocabulary Deep Dives and Style and Conventions Deep Dives.

Examples of how students have opportunities for evidence-based discussions that encourage the modeling and use of academic vocabulary include:

Module 1:

• Lesson 13, “Until my fourteenth birthday three moons ago, [my rifle] had hung in the lodge. What context clues help you determine the meaning of moons?”

Module 2:

• Lesson 3, “Share that students will move from a focus on what’s happening in Who’s on First? to a deeper exploration of how the skit plays with words—the effect this wordplay has on the characters and their audience!”

Module 3:

• Lesson 23, “After the reading, create the four-column chart shown below, and use Equity Sticks to have students share out examples of sensory language, including figurative language, that helps them to see, hear, smell, or feel the scene in which Calinda dances on pages 91–94..”

Module 4:

• Lesson 22, “Students complete a Quick Write in their Response Journals to answer the question that corresponds with the quotation they chose. Encourage students to write at least two or three sentences in response to their quotation.”

The instructional materials reviewed for Grade 5 meet the expectations for materials supporting students’ listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.

Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to ask questions and hold discussions with peers and teachers about research, strategies and ideas are present throughout the year.

Within this curriculum there are multiple opportunities for speaking and listening that include whole group discussions and small group discussions. In addition, through the lessons there are instructions for the teacher and tips on facilitating whole group, small group, and partner speaking and listening. Students specifically practice these skills in every module in Socratic Seminars. Materials include speaking and listening rubrics, as well as the Socratic Seminars. There is a tracking form that helps the teacher track students’ ability to perform skills with speaking, listening, and reading (citing evidence).

Module 1, Lesson 16:

• Students work in pairs to elaborate on the significance of the Nez Perce homeland using evidence from Thunder Rolling in the Mountains and a clip from the film A Landscape of History.

Module 2, Lesson 2:

• Using Think-Pair-Share, students discuss what they notice and wonder after watching a comedy routine with Abbott Costello. Students are encouraged to respond to their partner's notice and wonderings.

Module 3, Lesson 28:

• Using graphic organizers, students plan an opinion statement of Tilly’s point of view to orally rehearse with a partner. Partners listen for and track the reasons and supporting evidence. Partners then give feedback to help their partners strengthen their writing.

Module 4, Lesson 15:

• Pairs take turns practicing their speeches, using their note cards and revising them as needed. The student who is listening offers suggestions on how the student presenting could improve either their organization of ideas or one of the qualities of giving a speech.”

The instructional materials reviewed for Grade 5 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both "on demand" and "over extended periods" throughout every module.

Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade-level standards being reviewed. Throughout each module students engage in many methods of writing including note-taking, checklists, response journals, graphic organizers, short answer, and longer essay construction.

Module 1:

• In Lesson 8, students are asked to write a paragraph that contains an appropriate topic sentence, key details, and closing sentence that explains how the Nez Perce homeland sustained one aspect of the tribe’s lifestyle and culture.
• In Lessons 6-8 students are asked to to draft, compose, and revise a topic statement.

Module 2:

• In Lesson 4, students are asked to write an explanatory paragraph in their Reader’s and Writer’s Response Journals, using highlighted evidence for support to explain how words create humor and confusion in Bud Abbott and Lou Costello’s comedy routine, “Who’s on First?”
• In Lessons 14-15, students are asked to draft, compose, illustrate, and revise a narrative snapshot of a character.

Module 3:

• In Lesson 14 students are asked to “write an opinion essay in which you explain whether being a soldier in the Civil War affected boys for the better or for the worse. Use evidence from The Boys’ War to develop two reasons. Elaborate on your evidence to support your reasons.”
• In Lesson 19 an example of an on-demand writing task is that students are asked to "make inferences about Delphine and/or Calinda based on evidence in this scene. For each piece of evidence listed below, write your inference(s) about Delphine and/or Calinda."

Module 4:

• In Lesson 7 students work on paraphrasing evidence and are asked to read and revise text excerpts from We Are the Ship. “Determine whether or not each paraphrase meets the characteristics of a successful paraphrase, and revise the paraphrases that do not meet the criteria.”
• In Lesson 13, in preparation for further research and writing for the End of Unit Module Task, students are asked to write a speech “explaining why the Negro League and its players should be honored and remembered on April 15, along with Jackie Robinson. Use evidence from We Are the Ship to develop three points to support your thesis.”

The instructional materials reviewed for Grade 5 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities center around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills through the use of checklists, models and rubrics. Students are given opportunities for instruction and practice in a variety of genres addressed in the standards over the course of the school year.

Module 1:

• Students write an informative/explanatory essay to explain how Chief Joseph’s Lincoln Hall Speech conveys two important Nez Perce beliefs and values, developing ideas with specific evidence from the speech.
• Students are asked to explain and support their written opinion to the prompt, “Do you think the Nez Perce are right in following Chief Joseph’s decision to leave Wallowa, or do you agree with the Red Coats that they should remain and fight for their homeland?"

Module 2:

• In Lesson 4, students write an explanatory paragraph to explain how words create both confusion and humor in Bud Abbott and Lou Costello’s comedy routine Who’s on First?
• The End-of-Module Task has students write “a complete exploded moment narrative, including a narrative lead, dialogue, and narration sequences that develop conflict and plot, and an ending in which Milo conveys wisdom he has learned, related to the book’s themes."

Module 3:

• In Lesson 19, students write an opinion essay about whether boy soldiers were affected by fighting in the Civil War for better or for worse.
• In Lesson 22, students are asked to write an opinion from Tilly’s first-person point of view, supporting it with a text-based reason and evidence.

Module 4:

• Throughout the module, students conduct research to build knowledge about the topic of Sport by gathering and synthesizing relevant information from several sources; paraphrasing and summarizing relevant information in notes culminating in the End-of-Module Task.
• In Lesson 34, students write a research essay, focusing on synthesizing information from multiple sources and using directly quoted and paraphrased information to support key ideas.

The instructional materials reviewed for Grade 5 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around student’s analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

The following examples demonstrate evidence-based writing opportunities across all four modules:

Module 1:

• In Lesson 8, students write a well-developed paragraph to explain how the Nez Perce homeland shaped or sustained the aspect of Nez Perce lifestyle or culture, supporting their ideas with information and evidence from the article read.
• In Lesson 4, students write a paragraph to explain how words create confusion and humor, using specific examples from Who’s on First to support their ideas.

Module 2:

• In Lesson 11, students complete the first three rows of the a chart detailing Officer Short Shrift’s character: Description, Illustration, and Literal Meaning. They are encouraged to reread pages 58–65 as needed to support deeper exploration of this character.
• In Lesson 13, students work in pairs to create an oral story map, writing evidence from the text on the map.

Module 3:

• In Lesson 7, students write evidence from the text in the Boxes and Bullets organizer to respond to the question, “What are two of Jim Murphy’s points, or opinions, about boys enlisting in the army?”
• In Lesson 20, students use evidence from The Scarlet Stockings Spy and George vs. George to write an essay that explains Maddy Rose’s perspective on the American Revolution and how it influenced her actions in the story.

Module 4:

• In Lesson 7, students analyze sample paraphrases of key ideas from We Are the Ship’s (3rd Inning) and rewrite examples to meet criteria for paraphrased evidence that students learned in the previous lesson.
• Lesson 17: The lesson establishes a set of research questions students will apply to the informational texts they explore in this set to build knowledge of how people can challenge barriers through sports.

The instructional materials reviewed for Grade 5 meet expectations for explicit instruction of the grammar and conventions standards as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context. Each lesson has a deep dive in either vocabulary or style as well as conventions for 15 minutes of instruction, allowing students to practice the skills throughout the modules. Writing rubrics include grammar and conventions, and there are checklists at the End-of-Module tasks to assess application of conventions listed in the language standards.

Module 1:

• Lesson 8: Add detail to and expand sentences using prepositional phrases.
• Lesson 32: Identify coordinating and subordinating conjunctions and their functions.

Module 2:

• Lesson 1: Students learn about different sets of homophones and homographs and use them to construct sentences.
• Lesson 12: Teacher guides students in learning a synonym of proverb: adage. Then they practice identifying adages in text The Phantom Tollbooth and decode their meaning.

Module 3:

• Lesson 4: Students practice using the three verb functions: time, sequence of events, and how likely something is to happen. They then use those functions to write appropriate responses to questions pertaining to the texts: America Divided and The Civil War, Episode 1: The Cause, by Ken Burns.
• Lesson 22: Students work with a partner to identify and fix inappropriate verb tenses in sentences.

Module 4:

• Lesson 3: Spell homophones and commonly misused words correctly.
• Lesson 5: Add commas to items in a series, and explain why the commas are needed.

The materials reviewed for Grade 5 meet the criteria for materials, questions, and tasks guiding students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading. The Appendix B: Vocabulary found within the materials states that this curriculum “focuses on teaching and learning words from texts. Students develop an awareness of how words are built, how they function within sentences, and how word choice affects meaning and reveals an author’s purpose.” In the Vocabulary Deep Dives lessons, students learn morphology. The Vocabulary Deep Dives use the anchor and supplemental texts and materials to reinforce connections in order to help the student generalize the skill within the context of what they are learning.

Module 1:

• Lesson 5: “Even if you have no background knowledge about submarines, but know that the root mar- means “water” and the affix sub- means “up from below,” you can use affix and root knowledge to determine that a submarine is something that exists below the water.”
• Lesson 30: The teacher is to display paragraph three of Chief Joseph’s Lincoln Hall Speech, with the words misinterpretations and misunderstandings underlined. The teacher explains the prefix mis- means “badly or wrongly,” so the word misinterpretations means “wrong or incorrect understandings or explanations.”
  

Module 2:

• Lesson 28: The teacher is to reveal to students that the Latin root feroc means “fierce.” Students work in pairs to use the Outside-In strategy to solve for the word ferocious in the first paragraph on page 221.
• Lesson 31: Students carefully read the featured fluency passage from chapter 18 of The Phantom Tollbooth. Students practice reading the passage aloud three to five times, practicing decoding each word correctly.
  

Module 3:

• Lesson 6: The students demonstrate understanding of the suffix –able/–ible, apply knowledge to other words, and verify meanings in a dictionary.
• Lesson 11: Students skim page 86 and Think-Pair-Share, and the teacher asks: “What clues do you notice to the meanings of amputated and mutilation?”
  

Module 4:

• Lesson 4: As a culmination of Focusing Question 1 and students’ work with fluency and Squeaky’s character and perspective in “Raymond’s Run,” the teacher is to consider devoting additional class time for a formal fluency performance. Students may choose to perform the fluency passage from Handout 2C, or choose another passage from Raymond’s Run.
• Lesson 23: Pairs of students use context clues and a dictionary to discover the meaning of zeal. Select two or three pairs to share their definitions with the class.

The materials reviewed for Grade 5 meet the criteria for providing students frequent opportunities to practice and achieve reading fluency in oral and silent reading, as well as to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Within the lessons, fluent reading is modeled, and students have ongoing opportunities to engage in partner reading, choral reading, echo reading and repeated reading. There are a variety of resources that include fluency instruction, fluency practice, and student performance checklists for self and peer/adult. Within each module, fluency passages are also assigned as homework for repeated practice over multiple days and include a checklist for self-reflection and listener feedback.

Module 1:

• Lesson 5: Students carefully read the featured fluency passage, Nimiipuu Homeland, annotating language that helps them read fluently. Students practice reading the text aloud three to five times, focusing on decoding each word correctly. Students evaluate their own progress in the unshaded box for Day 1 and then ask an adult or a peer to listen and evaluate them as well.
• Lesson 32: Students practice reading the featured fluency passage from Chief Joseph’s “Lincoln Hall Speech.” Students evaluate their own progress in the box for Day 4 and then ask an adult or a peer to listen and evaluate them as well. Afterward, students complete the reflection prompt on the back of Handout 29C.
  

Module 2:

• Lesson 5: Students carefully read the featured fluency passage from chapter 1 of The Phantom Tollbooth. Students practice reading the passage aloud three to five times, practicing decoding each word correctly.
• Lesson 21: In pairs or small groups, students read chapter 12 and pages 160–164. The teacher is to circulate and support students with reading fluency and expression, as well as checking in with groups to monitor comprehension.
  

Module 3:

• Lesson 12: Students chorally read the reasons from the introduction paragraph.
• Lesson 17: Students carefully read the featured fluency passage from chapter 2 of The River Between Us. Students read the passage aloud three to five times, practicing decoding each word correctly.
• Lesson 33: Students partner read chapter 13.
  

Module 4:

• Lesson 4: Students practice reading aloud three to five times their chosen fluency passage from Raymond’s Run. Students evaluate and record their own progress for Day 3 and then ask an adult or a peer to listen and evaluate them as well. Afterward, students answer the self-reflection questions on the back of Handout 2C.
• Lesson 15: Students practice reading aloud three to five times the featured fluency passage on Handout 13A from Extra Innings of We Are the Ship.