The materials reviewed for Grade 5 meet the criteria for Indicator 1a. 

Texts are of publishable quality featuring engaging characters and universal themes that should appeal to students. Across the year, anchor texts feature rich language and vivid illustrations representing characters from multiple cultures. Grade-appropriate informational and literary anchor texts cover a range of topics and themes, build knowledge, and can be used repeatedly for multiple purposes. Most anchor texts are written by well-known authors. Some texts are written by well-known publishers such as TIME for Kids. 

Anchor texts are of high quality and consider a range of student interests, are well-crafted, content-rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, Week 1 Lessons 3–5, students read “Camping with the President.” The text is an engaging informational account of the life of President Teddy Roosevelt. It contains rich language in a high-interest narrative informational account.

• In Unit 2, Week 5, Lesson 3, students read “Stage Fright” by Lee Bennett Hopkins. This poem connects to the essential question, “What motivates you to accomplish a goal?” The language provides an opportunity for students to connect to feelings of stage fright and not accomplishing a goal. Two pages contain both text and illustrations that reflect the poem’s content as it relates to the essential question.

• In Unit 3, Week 5, Lesson 3, students read a TIME for Kids article, “Machu Picchu: Ancient City.” Rich in social studies vocabulary and text features such as headings, photographs, and diagrams, this text should engage students.

• In Unit 4, Week 1, Lessons 3–5, students read Rosa by Nikki Giovanni. This biography connects to the essential question, “What can people do to bring about a positive change?” The text uses descriptive language and provides several opportunities for students to discuss and make connections. 

• In Unit 5, Week 3, Lessons 3–5, students read an excerpt from Bud, Not Buddy by Christopher Paul Curtis. This text was the first to receive both the Newberry Medal for excellence in American children’s literature and the Coretta Scott King Award. Engaging topics such as race, identity, and social class make this book worthy of a student’s close reading. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1b. 

Materials reflect a balance of literary and informational texts across the school year with a distribution of 49% literary texts and 51% informational texts. Within the literary category, a variety of sub-genres are represented including legend, realistic fiction, drama, poetry, and biographies. Informational texts span a wide variety of topics in the area of science and social studies, including technical texts. Overall, the instructional materials include a variety of literary and informational texts to build student knowledge on numerous topics. 

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:

• Students read various realistic fiction texts, including A Fresh Idea (author not cited) in Unit 1, Week 3 and They Don’t Mean It! By Lensey Namioka in Unit 3, Week 1.

• Students read several poems, including “Foul Shot” by Edwin A Hoey in Unit 2, Week 5 and “Catching a Fly” by Kin Kines in Unit 4, Week 3.

• Students read various informational expository texts, such as Winter’s Tale: How One Little Dolphin Learned to Swim Again by Juliana, Isabella, and Craig Hatkof in Unit 3, Week 4 and “Changing Views of the Earth” (author not cited) in Unit 5, Week 1.

• Students read several biographies, including “Frederick Douglass: Freedom’s Voice” (author not cited) and “Fighting for Change” (author not cited) in Unit 4, Week 1.

• Students read various argumentative texts, including “Should Plants and Animals from Other Places Live Here?” (TIME for Kids) in Unit 5, Week 5 and “Stonehenge: Puzzle from the Past” (TIME for Kids) in Unit 3, Week 3.

Materials reflect a 50/50 balance of informational and literary texts. 

• Across the year, materials represent a 49% literary text and 51% informational text balance.

  • In Unit 1, students read or listen to 11 core texts, 2 (18%) of which are literary and nine (82%) of which are informational texts.

  • In Unit 2, students read or listen to 14 core texts, nine (64%) of which are literary and five (36%) of which are informational texts.

  • In Unit 3, students read or listen to 12 core texts, three (25%) of which are literary and nine (75%) of which are informational texts.

  • In Unit 4, students read or listen to 15 core texts, 11 (73%) of which are literary and four (27%) of which are informational texts.

  • In Unit 5, students read or listen to 12 core texts, four (33%) of which are literary and eight (67%) of which are informational texts.

  • In Unit 6, students read or listen to 13 core texts, nine (69%) of which are literary and four (31%) of which are informational texts.

The materials reviewed for Grade 5 meet the criteria for Indicator 1d. 

The overall text complexity increases across the year to support students’ increased literacy skills. Anchor texts, Shared Reads, and texts in the Interactive Read Aloud vary in complexity levels appropriate within the grade band and include instructional support for those higher in the band. The quantitative text complexity provides students access to increasingly rigorous texts over the course of the school year. At the beginning of the year, texts range in quantitative complexity from 760L–910L and increase in range from 640L–900L by the end of the year. While the complexity of the associated tasks ranges from slightly complex to moderately complex throughout the year, students are expected to show increased independence as the year progresses. The Teacher Edition provides suggestions for teacher prompts and appropriate scaffolds to build background knowledge and facilitate depth of knowledge.

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In Unit 1, Week 1, Lesson 3, students read “The Future of Transportation,” an article from TIME for Kids, which has a Lexile of 870L and is slightly complex on qualitative measures. Students use important details from the text to summarize. In Unit 4, Week 1, Lesson 3, students read Rosa by Nikki Giovanni, which has a Lexile of 860L and is moderately complex qualitatively. Students determine the author’s perspective and complete a graphic organizer with supporting details. Students note words and phrases that help them create a mental image of what Rosa was like and note those details on a chart. In Unit 6, Week 1, Lesson 3, students read The Unbreakable Code by Sara Hoagland Hunter, which has a Lexile of 640L and is moderately complex on qualitative measures. Students discuss with their partner and complete a graphic organizer about how the main character feels about Navajo. Students respond to the prompt, “Why was it important to the story that Grandfather’s World War II mission was a secret?” and cite evidence to support their conclusion. All of the questions in the “Analyze” worksheet require text evidence to support thinking.

• In Unit 2, Week 3, Lesson 1, students read “The Magical Lost Brocade” (author not cited), which has a Lexile of 740L and is slightly complex on qualitative measures. Students answer guided questions to determine the author’s message. In Unit 4, Week 5, Lesson 1, students read a poem and summarize the theme. In Unit 6, Week 1, Lesson 1, students read “Hope for the Troops” (author not cited), which has a Lexile of 850L and is moderately complex qualitatively. Students write the theme in their own words, then paraphrase the text to summarize the events.

As texts become more complex, appropriate scaffolds and/or materials are provided in Teacher Edition (i.e., spending more time on texts, more questions, repeated readings). Examples include, but are not limited to, the following:

• In the Teacher’s Manual, boxes are included throughout the units to help teachers make complex texts accessible to students. The Access Complex Text boxes include scaffolded instruction for seven elements that may make a text complex. 

• In the Teacher’s Manual, the materials indicate to the teacher when to use the Scaffolded Shared Read routine, though the routine remains the same throughout the year. 

• The Close Reading Routine remains the same throughout the year to help students access complex texts, though students are expected to show more independence as the year progresses. The routine begins with reading the text, identifying important ideas and details, and retelling. Then students reread and discuss craft and structure. Lastly, students make text-to-text connections and engage in a Show Your Knowledge task.

The materials reviewed for Grade 5 meet the criteria for Indicator 1e. Instructional materials provide multiple opportunities and support for students to engage in a range and volume of reading various text types and genres. Both literary and informational texts support building reading skills throughout the year. Literary texts include fable, fantasy, folktale, legend, myth, poetry as well as realistic fiction. Informational texts include biography and autobiography and span a wide range of topics in Science, History, and Social Studies. Units are organized around three text sets. Set 1 covers weeks one and two, Set 2 covers weeks three and four, and Set 3 is completed in week five. Each two-week cycle is focused on a genre study with an essential question. During small group instruction, students complete independent work, including self-selected reading tasks. Resources in the Teacher Tools section provide recommendations for allotting additional time for daily independent reading, an independent reading log, sample lesson plans, and a  parent letter. Teacher resources provide instruction to help students develop skills to monitor learning and check progress.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 1, students read and listen to a variety of informational and literary texts, including biographies, personal narratives, and technical pieces. For example, in Week 1, Lesson 3, students read a narrative nonfiction text, Camping With The President by Ginger Wadsworth, and discuss the prompt, “How did Roosevelt’s feelings about nature drive his decisions and actions?” Students use notes and text evidence to support their responses. 

• In Unit 3, students read and listen to a variety of informational and literary texts, including poems, an autobiography, and expository texts. For example, in Week 3, Lesson 3, students read an expository text, Winter’s Tail: How One Little Dolphin Learned to Swim Again by Juliana, Isabella, and Craig Hatkogf, and use their notes and text evidence to support their answer to the prompt, “In what ways is Winter’s story inspiring?” Sentence starters are provided to help students write a one-paragraph retell of the story.

• In Unit 5, students read and listen to a variety of informational and literary texts, including historical fiction and argumentative pieces. For example, in Week 5, Lesson 1, students engage in the shared read from TIME for Kids, “Should Plants and Animals from Other Places Live Here?” and learn about perspective.

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading.

• In Unit 1, there are three text sets, which include 11 core texts,  spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

• In Unit 3, there are three text sets, which include 12 core texts, spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

• In Unit 5, there are three text sets, which include 12 core texts, spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading).

• The Instructional Routines Handbook includes guidance for teachers to support students in independent reading practices. Located under the heading “How Does Wonders Teach Close Reading?” are components utilized in teaching students to read. In the “Encourage Independent Reading” section, students can choose books for 30–40 minutes of daily independent reading and respond in their writer’s notebook. Students choose books from the Classroom Library, and bonus Leveled Readers. Two classroom library books are available in each unit. 

• The Instructional Routines Handbook includes a teacher guidance section on Independent Reading which provides a detailed definition of materials to consider for independent reading, why it is necessary for student proficiency in reading, and specific guidance on implementing the Wonders approach to teaching independent reading. The materials include selections from anchor texts and paired texts not used in the genre studies. Students are taught to preview books to determine which one to read. Routines are established to foster student independent reading and to assist in the assessment of student needs. The Independent reading routine consists of selecting a book, reading the book daily during independent reading time, thinking about what is being read, keeping a record of what is being read, sharing their opinion of the text when done, and selecting a new book.

• In the Instructional Routines Handbook, Independent Reading, Teacher-Student Guidance Routine, specific steps are available to conduct independent reading conferences to ensure students are reading and to provide support and guidance for setting reading goals. Conference forms are provided for teacher use.

• In the Instructional Routines Handbook, Reading logs are provided for students to track their independent reading. The log contains areas for students to list the title, genre, their opinion of the text, how much is read daily, rate their difficulty with the text, and if they will finish the text. 

• In Unit 1, Text Set 1, the materials include self-selected reading options from the classroom library where students can further investigate the essential question, “How can experiencing nature change the way you think about it?” These narrative nonfiction texts are A Walk in the Deciduous Forest by Rebecca Johnson and Arctic Lights, Arctic Nights by Debbie Miller. There are additional texts in the Online Leveled Reader Library and the literature anthropology. Students use Center Activity cards to complete tasks related to their reading and complete a blackline master worksheet called “My Independent Work.”

The materials reviewed for Grade 5 meet the criteria for Indicator 1f. 

The instructional materials provide numerous and consistent opportunities across the year for students to engage in text-specific and text-dependent tasks. Students are required to support their responses by citing explicit and inferred information from texts. Tasks include a variety of activities such as written responses, class discussions, partner discussions, and class-created anchor charts. Lesson plans for both ELA and Shared Reading Blocks contain Teaching Tips and Discussion Guides to support instruction. These resources help the teacher determine what to look for in student responses and offer suggestions for scaffolding the task. The Instructional Strategy book contains guidance for using text-dependent questions during the close reading process, including a routine for teaching students how to locate and use text evidence to support their answers.

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:

• In Unit 2, Week 3, Lesson 1, students read “The Magical Lost Brocade” (author not cited) and answer questions to determine the author’s message. Questions include, “Which sentence shows that Ping is grateful?” and “What might the author’s message be?” Students underline the sentence that shows Ping’s gratitude towards the man. The text-specific question, “Why is it so important that Ping’s mother gets her brocade back?”, guides students’ understanding of the characters. Students also summarize what Ping does to help her mother. 

• In Unit 4, Week 1, Lesson 3, students read Rosa by Nikki Giovanni and complete a graphic organizer with details from the text to illustrate the author’s perspective. In response to the text, students summarize important details and write to “Describe three lessons from Rosa Parks’s sanctions and explain them using text evidence.” Sentence starters are provided that guide students to include text evidence in their responses.

• In Unit 6, Week 3, Lesson 3, students read Survival at 40 Below by Debbie S. Miller and answer text-specific questions including, “How does the author feel about the wood frog’s adaptations to the cold?”, “Why does the author describe the arctic fox as an acrobat?”, and “How does the author use sensory language to paint a picture with words on page 463?” Each question directs students to specific locations in the text and requires them to list text evidence in a graphic organizer. In response to the text, students write to the prompt, “What makes the Arctic an area that biologists are especially interested in studying? What might happen to environments like the Arctic if wildlife were unable to adapt?” Sentence starters guide students to include evidence from the text.

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook are step-by-step instructions for the Close Reading Routine stating, “Model how to take notes, find text evidence, and answer text-dependent questions. At the end of the first read, help students summarize the selection.” The Finding Text Evidence Routine outlines a four-step process to explain, model, and practice the routine. There is a script for the teacher to use as a Think Aloud as they model the process. Corrective feedback guidance describes how teachers can help students determine if evidence is strong or not strong.

• In Unit 1, Week 5, Lesson 1, the guidance directs teachers to have students think about the Essential Question and what they know about technology and its effect on users. Teachers set a purpose for reading using text features such as the title and subheadings. Teachers ask text-dependent and text-specific questions, “What is the author’s claim about technology?”, “How does the author support this claim with reasoning?”, and “Which text evidence about visual attention supports the author’s claim?”

• In Unit 4, Week 3, Lesson 1, students read “Where’s Brownie?” (author not cited). A script is provided for teachers to engage students in relevant discussion related to story elements, adages and proverbs, and checks for understanding using the questions, “What details help you imagine what the area looks like?” and “How does visualizing the scene help you draw conclusions about where Brownie might be?”

The materials reviewed for Grade 5 meet the criteria for Indicator 1g. 

Instructional materials provide frequent protocols and opportunities for students to engage in partner and small group evidence-based discussions across the year. Teacher Resources provide guidance to establish and monitor collaborative conversations. Use of videos and Instructional Routines aid teachers in facilitating these conversations, which recur throughout each unit. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook, there is a protocol called Collaborative Conversations, which are “rich, structured conversations around grade-level topics and texts.” Collaborative conversations occur at the beginning of the week when the essential question is introduced, every time students engage in the Close Reading Routine, during guided and independent practice, when students respond to texts they are reading, and when students write about text.

• In the Instructional Routines Handbook, the steps for the Collaborative Conversation Routine are to introduce the focus of the conversation, review relevant guidelines to support student participation, provide specific information so students know exactly what to do, monitor student conversations, and provide corrective feedback as necessary, and close the conversation. 

• In the Instructional Routines Handbook, Peer Conferences, students share the book title, the “Thinking Code” (funny part, confusing part, important part, etc.), the page number related to the code, and their thoughts. Each step includes a sentence starter to help students complete the process.

• In the Oral Language Sentence Frames document, there are numerous sentence frames for a variety of text-based conversations, such as “Exchange/Express Information and Ideas,” “Asking and Answering Questions,” “Affirming Others,” “Engage in Dialogue,” and “Offering Opinions/Persuading Others.”

• In the Collaborative Conversation, “Take on Discussion Roles,” students are encouraged to ask questions to keep the discussion moving, record notes to share with the class, monitor that the group stays on topic, and ensure everyone gets a turn.

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers.

• There is a Collaborative Conversations logo in the Teacher’s Edition each time a collaborative conversation is recommended. There is instructional support on the “Talk About It” page at the start of each genre study or week and on the Peer Conferencing pages.

• In the Instructional Routines Handbook, there is a section that explains what successful Collaborative Conversations look like including being “able to make statements and ask questions related to the focus.” 

• In the Instructional Routines Handbook, there are additional strategies for teaching collaborative conversations including role-playing a collaborative conversation to model the routine. There are also sentence starters such as “I’m wondering” and “Can you point to text evidence that shows?”

• There is a Collaborative Conversations Video to help with the facilitation. The handbook suggests that the teacher stop at certain points and use a checklist to discuss how the teacher helps the group prepare for their collaborative conversation. At the end of the video, the students work with a partner and discuss what they see students doing and what they could be doing better. 

• In the Instructional Routines Handbook, there is an anchor chart for the teacher to display on “How to Have a Collaborative Conversation.”

• In the Instructional Routines Handbook, there is a section on how to provide corrective feedback during discussions. Teachers are encouraged to point out what students are doing right, redirect discussions that may have gotten off track by suggesting statements or questions that will refocus the discussion, and encourage students to build on one another’s exchanges.

The materials reviewed for Grade 5 meet the criteria for Indicator 1h.

The instructional materials include multiple opportunities for students to engage in speaking and listening tasks with varied support protocols. Students engage in whole group, small group, and partner collaborative conversations focused on texts and writing. Students are required to cite text evidence to support their verbal and written responses. During writing conferences, students offer specific feedback and ask questions to clarify meaning. Following shared reads, students participate in evidence-based discussions, which involve restating and making inferences based on what they read. The use of sentence starters helps students respond to each other and provide feedback.

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Examples include, but are not limited to, the following:

  • In Unit 2, Week 1, Lesson 2, students read “Creating a Nation” (author not cited) and work in pairs to discuss the question, “How does the response of the colonists to the British help you figure out how the relationship between Britain and America changed?”

  • In Unit 4, Week 2, Lesson 7, students reread “Rosa” by Nikki Giovanni and “take notes and think about the Essential Question, ‘What can people do to bring about a positive change?’ Tell students to think about how this text compares with what they learned about positive changes in Rosa. Students should discuss how the texts are similar and different.”

  • In Unit 6, Week 4, Lesson 7, students read “Why the Evergreen Trees Never Lose Their Leaves” (author not cited) and answer the following questions to build understanding of how living things adapt to their environment, “What event leads to the little bird having to find a home for the winter?,” “What reasons do the first three trees give for not letting the bird live on their branches?,” and “How do the spruce, pine, and juniper trees offer to help the bird?” 

• Follow agreed-upon rules for discussions and carry out assigned roles. Examples include, but are not limited to, the following:

  • In Unit 2, Week 3, Lesson 1, students prepare to read by discussing the Essential Question, “When has a plan helped you accomplish a task?” With a partner using the collaborative conversation routine, students discuss how following a plan helps people complete tasks and take on roles to keep the discussion on track. Roles include a questioner, a recorder, and a discussion monitor who keeps the group on topic and makes sure everyone gets a turn to talk. 

  • In Unit 4, Week 3, Lesson 1, students read “The Mystery Riddle.” Students engage in partner, small-group, and whole-class discussions. The teacher encourages students to follow discussion rules by taking turns speaking,  waiting for others to finish, not speaking over others, quietly raising their hand to indicate that they want to speak, and asking others in the group to share their opinions so all students have a chance to share.

  • In Unit 6, Week 1, Lesson 1, students engage in a collaborative conversation after watching the video “Joining.” Prior to the conversation, students are reminded to follow discussion rules, stay on topic, connect their own ideas to things their peers have said, and look for ways to connect their personal experiences or prior knowledge to the conversation. 

• Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Examples include, but are not limited to, the following:

  • In Unit 2, Week 4, Lesson 10, students create a “Recipe for Success.” Students create a list of traits that help people become successful, including examples from texts, video, and listening passages. The teacher prompts students to be creative by designing recipes in a manner similar to a cooking recipe. This recipe is presented to a partner and displayed in the classroom.

  • In Unit 4, Week 6, Lesson 1, students will research and create a brochure about an organization that has made positive contributions to society. Students work in pairs to identify an organization and begin researching. Guidance states, “Students should use the organization’s website, as well as other reputable print and digital sources.” If possible, teachers have students use software programs to design their brochures.  

  • In Unit 6, Week 3, Lesson 2, students begin working on a collaborative multimedia slideshow on the unit topic, animal adaptations. Students include a variety of audio and visual effects. 

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Examples include, but are not limited to, the following:

  • In Unit 2, Week 3, Lesson 1, students watch a video without sound and narrate what they see with a partner. Next, students listen while the video is played with sound and then discuss with their partner how following a plan helps people complete tasks. 

  • In Unit 6, Week 3, Lesson 3, students engage in a writing peer review. Students tell one thing they liked about the writing and ask questions to help the writer think more deeply about the writing. Peers offer one to two comments to reflect on and improve their writing. 

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Examples include, but are not limited to, the following:

  • In Unit 2, Week 6, Lesson 1, students brainstorm questions related to the article “The Long Road” (author not cited). An example question is provided, “How have people implemented plans to conserve natural areas?” Students conduct research from reliable, unbiased sources and cite those in a bibliography. Students conduct a roundtable discussion on how people put plans into action.

  • In Unit 4, Week 3, Lesson 3, students read “A Window into History: The Mystery of the Cellar Window” by David Adler. In the Reading and Writing Companion, students respond to the question, “Why does the author have Daniel Cruz interview Dr. Cedric Brown about the history of the house?”

  • In Unit 6, Week 5, Lesson 1, students watch the video “Out in the World” and discuss what our connections to the world can teach us with a partner. Students add ideas to the Build Knowledge pages of their reader’s notebooks. Students discuss ideas as a class and continue to add to the anchor chart. 

• Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Examples include, but are not limited to, the following:

  • In Unit 2, Week 5, Lesson 1, the teacher reads the poem “How to Make a Friend” (author not cited). Students identify the characters and explain the message, then summarize the poem in their own words.

  • In Unit 4, Week 1, Lesson 1, students read “Fighting For Change” (author not cited). Teachers ask students to summarize the central idea and relevant details from “Fighting for Change” in their own words and to summarize ways that maintain meaning and logical order.

  • In Unit 6, Week 1, Lesson 2, students listen to a read-aloud “Shipped Out” (author not cited). Students summarize what they have read using their own words to restate important events, important things the characters say, and other significant details in the story.  

• Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Examples include, but are not limited to, the following:

  • In Unit 2, Week 6, Lesson 5, students prepare to share one of the pieces of writing from this unit with the class. Students practice presenting to a partner. A listening checklist is provided with prompts for the listener to summarize the speaker’s main points, tell why you liked the presentation, ask a question or share a comment you have based on the information presented, and draw conclusions based on class discussion about the information.

• Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Examples include, but are not limited to, the following:

  • In Unit 2, Week 6, Lesson 5, students prepare to share one of the pieces of writing from this unit with the class. A speaking checklist is provided with nine points, including speaking loudly enough so everyone can hear and looking at the audience. 

  • In Unit 6, Week 6, Lesson 5, students present inquiry Space Projects. Students are reminded their presentation should be delivered in a way that engages the audience, speak clearly and at a moderate pace, make eye contact, use natural gestures, and include visuals and audio to help hold everyone’s attention. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1i. 

The instructional materials provide multiple writing opportunities daily across the year for students to respond to texts. These on-demand writing tasks require students to make claims supported by text evidence. Students regularly engage in completing note-catchers and graphic organizers and respond to questions about texts in both short answers and paragraphs. Each unit includes process writing as part of the genre study. Students read texts to obtain information, plan, draft, engage in peer editing and present their writings. Instructional guidance encourages the integration of online and digital resources when relevant and appropriate. Teacher guidance suggests students  use digital resources to research, format, and share their writing when appropriate.

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 1, Week 2, Lesson 6, students reread “Camping with the President” by Ginger Wadsworth and write in response to the prompt, “How did Roosevelt’s feelings about nature drive his decisions and actions?” Sentence starters are provided to help support and guide students, such as, “The author writes about what Roosevelt saw and heard because…” and “Roosevelt decided to help Muir because…”

• In Unit 2, Week 4, Lesson 6, students read and analyze the folktale “Blancaflor” by Alma Flor Ada and respond to the question, “Why is it important for people to keep their word?” Sentence starters are provided to support students, such as, “Alfonso feels that…” and “The author uses figurative language to show…”

• In Unit 4, Week 3, Lesson 3, students read “A Window into History: The Mystery of the Cellar Window” by David Adler and write a response to the prompt: “What is the author’s purpose for including the interviews in the play?”

• In Unit 6, Week 2, Lesson 6, after reading “The Unbreakable Code” by Sara Hoagland Hunter, students respond to the question, “How does the author use dialogue and Grandfather’s story to teach John about the strengths of his Navajo culture?”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided.

• In Unit 2, students write an expository essay to explain how inventors improved society. Lessons span from Week 1 through Week 5, and interactive guidance is provided in the student Reading/Writing Companion. In Weeks 1 and 2, students use the Expository Writing rubric to analyze a student model and answer questions about the model, such as, “What is an example of relevant evidence or detail that Keya uses to support her central idea?” Continuing to analyze the model, students answer questions including, “How does the information from her source support her central idea?” and “What is an example of a transitional word or phrase she uses to connect her ideas?” In Week 3, Lesson 1, students analyze the prompt “What is your purpose in writing?” and “Who will your audience be?” In Week 3, Lessons 2 through 4, students analyze sources. In Week 3, Lesson 5, students plan and organize their essays. A graphic organizer is provided to help students determine a central idea and supporting details. In Week 4, Lesson 7, students focus on elaboration strategies. In Week 4, Lesson 9, students conduct peer conferences and revise their essays. Guidance for partner feedback and a revising checklist is provided to support the process.

• In Unit 3, Week 3, Lesson 1, students follow the Analyze the Prompt routine to evaluate the prompt, “Write an argumentative essay to present to our class. Answer the question: Should students participate in study abroad programs?” Students identify the purpose and audience and ask, “What is the prompt asking you to do?” Students are reminded to read, annotate, and answer questions about the three sources. In Lessons 2-4, students identify sources and note key ideas and details. In Lesson 5, students synthesize information from the sources. In Lesson 7, students logically organize their information to best present their arguments. In Lesson 9, students engage in peer conferences to give and receive feedback on their argumentative essays. Students revise their essays focusing on evidence and facts that support the claim, use of precise language, logically ordered reasons or claims, and varied sentence structures. In Week 5, Lesson 2, students analyze the Argumentative Writing rubric and write their essays. In Lesson 3, students write a conclusion that summarizes important details in the text and the author’s perspective.

Materials include digital resources where appropriate.

• Inquiry Space is a digitally focused, student-centered, multi-step guided research project. It is self-paced and organized as a game. Students navigate through the process of completing an informative performance task that results in a research paper and presentation. Projects include “Investigate Solar Energy,” “Take a Stand: Water Conservation,” and “Write About Lewis and Clark.” The program guides students to analyze the task, create a research plan, evaluate sources provided within the program, take notes, write an outline and draft, revise and edit, then publish and present.

The materials reviewed for Grade 5 meet the criteria for Indicator 1j. 

Instructional materials provide numerous opportunities for students to engage in a variety of writing types across the year. Each unit contains a writing focus where students engage in daily writing culminating in process writing assignments. Students examine and analyze model writings to learn how individual aspects of each genre are integrated into meaningful writing. Individual lessons provide practice tasks to build writing skills using text-connected prompts. Process writing prompts are connected to an anchor text and/or additional texts associated with the unit’s Essential Question. Text sources are available for argumentative and expository writing prompts.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

• Percentage or number of opportunities for opinion writing: 

  • Four out of twelve (33%) writing opportunities are opinion in nature.

• Percentage or number of opportunities for informative/explanatory writing: 

  • Five out of twelve (42%) writing opportunities are informative/explanatory in nature.

• Percentage or number of opportunities for narrative writing: 

  • Three out of twelve (25%) writing opportunities are narrative in nature.

• Explicit instruction in opinion writing: 

  • In Unit 3, Weeks 1–4, students write an argumentative essay answering the question, “Should students participate in study abroad programs?” The teacher guides students to work in their Reading/Writing Companion to analyze the writing rubric and student model and models how to determine their audience and set a purpose for writing. Students read three texts on the topic, looking for evidence and claims and noting transitional phrases and supporting details. The teacher models how to use a graphic organizer to help students organize their claims and reasons, as well as relevant evidence. Students draft their essays and participate in peer conferences with teacher guidance. Students use the Argumentative Writing Rubric to evaluate their essays. 

• Explicit instruction in informative/explanatory writing: 

  • In Unit 4, Weeks 1–4, students write an expository essay explaining how people spoke up for civil rights. Explicit instruction begins with teacher guidance and work in the Reading/Writing Companion. In Week 1, the teacher models how to analyze the writing rubric, learn about relevant evidence and sources, and begin to analyze the student model. In Week 2, students continue to analyze the student model as the teacher guides students to look at how the student model uses the sources to find supporting information around the central idea. In Week 3, the teacher takes the students through the Analyze the Prompt Routine. Students continue to analyze and gather notes from the four sources through work in the Reading/Writing Companion. In Lesson 5, Week 3, the teacher guides students to complete a graphic organizer to plan and organize ideas. In Week 4, students draft essays, revise, and conduct peer conferences. A peer conferencing checklist is provided. Students use the Expository Writing Rubric to evaluate their essays.

• Explicit instruction in narrative writing: 

  • In Unit 5, Weeks 5–6, students write a personal essay about an event in their lives that had a positive impact on the environment. In Week 5, students analyze the student model as the teacher guides them to notice the structure of the text. The teacher guides students in selecting a topic, starting with a free write about an event from their lives that had a positive impact on the environment using their Reading/Writing Companion. With teacher instruction, students begin their draft in Lesson 5. In Week 6, students revise, conduct peer conferences,  edit, proofread, publish, and present their narratives. 

Different genres/modes/types of writing are distributed throughout the school year. 

• Students have opportunities to engage in opinion writing. Examples include, but are not limited to, the following: 

  • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Examples include, but are not limited to, the following:

    • In Unit 1, Week 1, Lesson 4, students evaluate the student model and practice identifying the claim stating the writer’s feelings, thoughts, or beliefs about a topic. In Lesson 5, students plan their argumentative essay, including a claim focusing the essay on what they believe about the topic, reasons and evidence supporting the claim, and the sources from which they collected the information.

    • In Unit 2, Week 4, Lesson 7, the teacher states, “writers use elaboration to develop the central idea in an expository essay. Writers may elaborate, or expand on, the central idea by including facts, definitions, examples, descriptions, anecdotes, or quotations that directly support the central idea.”

  • Link opinions and reasons using words, phrases, and clauses (e.g., consequently, specifically). Examples include, but are not limited to, the following:

    • In Unit 1, Week 4, Lesson 9, students work on revising their argumentative writing and conducting peer conferences. The teacher reminds students to think about features of an organized essay, such as sources and details that support the claim, transitional words that link ideas and reasons, a logical progression of ideas leading to a satisfying conclusion, and varied sentence structure with correct grammar and usage. 

    • In Unit 3, Week 6, Lesson 4, the teacher instructs students to focus on sentence variety in their argumentative writing.

  • Provide a concluding statement or section related to the opinion presented. Examples include, but are not limited to, the following:

    • In Unit 3, Week 5, Lesson 2, the teacher asks students, “Why does a writer need to include a conclusion in an argumentative essay?” and “What is a strong conclusion?” Students write responses to those questions on the Reading/Writing Companion, examine a student model, and then develop their own. 

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension. Examples include, but are not limited to, the following:

    • In Unit 2, Week 3, Lesson 5, students plan their expository essay by completing a graphic organizer by identifying a central idea, the supporting ideas that strongly support the central idea, and relevant evidence that explain the supporting details. 

    • In Unit 4, Week 3, Lesson 1, students follow the Analyze the Prompt Routine to write an expository essay to explain how people spoke up for civil rights. An anchor chart is used to review the features of an expository essay. In Week 5, students synthesize information from sources to develop their central idea and craft a response to the prompt using supporting ideas and relevant evidence. In Week 4, Lesson 7, students draft a strong introduction after reviewing the rubric and evidence from the graphic organizer and notes in their writer’s notebook. Students are reminded that a strong essay introduction includes a clearly stated central idea supported by background information and supporting details. 

  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Examples include, but are not limited to, the following:

    • In Unit 2, Week 2, Lesson 6, students analyze a model essay to determine how the author uses evidence to support the main idea. Students investigate how the author uses information from multiple sources to produce a focused essay. In Week 3, Lessons 2, 3, and 4, students gather evidence from multiple sources to support an answer to the prompt, “Write an expository essay to explain to your class how inventors improved society.”

  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Examples include, but are not limited to, the following:

    • In Unit 2, Week 6, Lesson 4, students draft an expository essay and focus on transition words. Students focus on how linking words such as especially, however, in contrast, when, finally, before starting, and for this reason, can be used to connect ideas. 

    • In Unit 5, Week 3, Lesson 1, the teacher models how to combine ideas using an example sentence from the Reading/Writing Companion. Students review their drafts, focusing on sentence structure to ensure clarity and coherence. Students are reminded “that conjunctions such as and, but, either/or, and yet make combining sentences easier.”

  • Use precise language and domain-specific vocabulary to inform about or explain the topic. Examples include, but are not limited to, the following:

    • In Unit 2, Week 5, Lesson 3, students draft their expository essay and focus on domain-specific academic language. Students read a student model essay and identify the academic language used by the author. Students use this model in writing their essays. 

  • Provide a concluding statement or section related to the information or explanation presented. Examples include, but are not limited to, the following:

    • In Unit 3, Week 5, Lesson 2, students access the Reading/Writing Companion, reread the sample conclusion, and write a sentence that tells why the sample is a strong conclusion. Students also use the sample conclusion in the Reading/Writing Companion as a model to write a strong conclusion about the uses of Machu Picchu based on their reading. 

    • In Unit 4, Week 6, Lesson 4, students draft an expository essay with a strong conclusion that restates the central idea but uses different words. Students are reminded that a strong conclusion sums up the essay’s central idea and details, reflects back to the introduction, and ends with the author’s message or thought about the topic of the essay. 

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Examples include, but are not limited to, the following:

    • In Unit 6, Week 1, Day 3, students read a model piece of historical fiction and analyze how the author begins the text by introducing the characters and the setting. The middle of the fiction text tells the events in order using signal words and details about the characters’ actions. The writing ends with a conclusion that resolves the problem or conflict. 

    • In Unit 6, Week 1, Lesson 5, students plan characters for their historical fiction narrative, including one main character and at least one other character. Students plan how to create well-developed characters readers will care about. In Week 2, Lessons 6, 7, and 8, students draft their narrative with rising action to introduce the character, setting, and conflict, as well as describe the events that move the plot forward, has a climax, and include falling action and resolution to tie up any loose ends. 

  • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Examples include, but are not limited to, the following:

    • In Unit 6, Week 3, Lesson 1, students revise their historical fiction narrative focusing on dialogue. Students add more dialogue when it could help to explain the character better or move the plot forward. 

  • Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Examples include, but are not limited to, the following:

    • In Unit 2, Week 6, Lesson 4, the teacher tells students “that linking words and phrases are transitional strategies that writers use to connect their ideas. Linking words also signals the relationship between ideas.” Partners work together to combine two sentences into one using linking words. Students write an expository essay about how humans protect the environment. Students are reminded “that their essays should include transitions that connect ideas and indicate a logical order.”

  • Use concrete words and phrases and sensory details to convey experiences and events precisely. Examples include, but are not limited to, the following:

    • In Unit 5, Week 5, Lesson 5, as students write personal narratives, they discuss “how writers use vivid descriptions to engage readers’ imaginations and convey experiences and events precisely.” Sensory language is described as “language that appeals to the senses of sight, hearing, smell, taste, and touch.” This information helps the reader experience the event with the writer. Student pairs identify this language in each other’s writing and discuss how these details make the paragraph more interesting so they can add those details to their writing.

  • Provide a conclusion that follows from the narrated experiences or events. Examples include, but are not limited to, the following:

    • In Unit 5, Week 6, Lesson 1, the writing focus is strong conclusions. The teacher reads the following questions, “Does my conclusion follow logically from the rest of my narrative?” Does my conclusion provide a satisfying ending?” Does my conclusion tell how I felt about my experience?”Does my conclusion tell what I learned?” and “Does my conclusion contain vivid language?” Volunteers share examples from their writing. Students revise drafts focusing on a strong conclusion. 

• Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports).

  • In Unit 4, Week 1, Lesson 4, the teacher models a “Think Aloud” by reading a paragraph in the Reading/Writing Companion focusing on how evidence from multiple sources supports the central idea. Students write their answers on the Reading/Writing Companion. An additional practice paragraph is available from the Literature Anthology if needed. Partners read the four model sources, “Building a Better World,” “The Power of Words,” “A War at Home and Abroad,” and “Our Voices, Our Votes” in the Online Writer’s Notebook and identify supporting details in one or more sources.

  • In Week 3, Lesson 2, students read the source passages noting key ideas and details. In Lesson 3, students find text evidence by noting important ideas, interesting or unfamiliar words, and questions in their writer’s notebook. Questions are listed for each of the four sources. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1k.

Instructional materials include frequent opportunities for students to write regularly using evidence across the year. Students respond to both on-demand and process writing tasks involving text evidence. Writing prompts connected to the anchor text require students to gather evidence over the course of study using graphic organizers, anchor charts, and notes for support. The Reading/Writing Companion offers weekly opportunities for students to respond in writing to questions about what they are reading using text evidence. In the Shared Reading section, students write answers to questions after noting evidence from the text. Varied writing formats include summaries, analysis of text, co-creation of class anchor charts, and claim-based writings. Each type requires students to refer back to texts and use information gathered from their reading.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 1, Week 2, Lesson 6, students read “Camping with the President” by Ginger Wadsworth. After reading closely and gathering notes, the teacher guides students to respond to the prompt, “How did Roosevelt’s feelings about nature drive his decisions and actions?” The teachers prompts students to use text evidence to support their answers through the use of the provided sentence starters to organize evidence, such as, “The author writes about what Roosevelt saw and heard because” and “Roosevelt decided to help Muir because.”

• In Unit 1, Week 3, Lesson 1, students read “A Fresh Idea” (author note cited) and take notes of interesting words and events. The teacher guides students to use information captured to answer the Author’s Craft question, “How does the author use the relationship between Mali and Mr. Taylor to build the plot?”

• In Unit 3, Week 2, Lesson 6, students read They Don’t Mean It by Lensey Namioka and respond by writing to the prompt, “What message does the author want to send by sharing the experiences of different cultures?” The teacher guides students use their notes and text evidence from previous lessons in their responses. 

• In Unit 5, Week 1, Lesson 2, students read “Changing Views of Earth” (author not cited) and write to the prompt, “What is the author’s purpose for providing an in-depth look at the chronology of our study of Earth and space?” The teachers guides students use text evidence to support their answers using the provided sentence starters such as “The author uses text structure to,” “The author includes text features that,” and “The author ends with.”

Writing opportunities are focused around students’ recall of information to develop opinions from reading closely and working with evidence from texts and sources.

• In Unit 1, Week 1, Lesson 2, students read “A Life in the Woods” (author not cited) and answer the prompt, “How might Thoreau’s life have been different had he not spent so much time in the woods?” The teacher prompts students to look at how the author helps them understand how living near Walden Pond affected Thoreaus’ life and writing. Sentence starters help students answer the on-demand writing questions such as, “Thoreau’s desire to change led him to” and “Thoreau discovered that nature.”

• In Unit 3, Week 5, Lesson 3, students read “Machu Picchu: Ancient City” from TIME for Kids and write using the prompt, “What is your opinion about how ancient civilizations used Machu Picchu? Explain Why you think your belief offers the stronger argument?” Students collect text evidence using graphic organizers focused on the author’s perspective and language. Students find text evidence to support their opinion.

• In Unit 4, Week 4, Lesson 6, students read A Window into History: The Mystery of the Cellar Window by David Adler. Students explain how the interviews allow the reader to gain an understanding of Patricia’s and Celia’s perspectives and to learn more about the house.

• In Unit 5, Week 5, Lesson 2, students read the TIME for Kids articles “Should Plants and Animals from Other Places Live Here?” and “New Arrivals Welcome.” Students analyze and gather notes for each article. Students write to the prompt, “Did you find one author’s argument more convincing than the other? Explain your answer.” Sentence starters are provided to help students use evidence to support their claims.

The materials reviewed for Grade 5 meet the expectations of Indicator 1l.

Materials include explicit instruction of all grade-level grammar and usage standards through the use of anchor texts as well as example sentences and paragraphs. Students practice correcting and creating sentences using newly acquired grammar skills. Students have opportunities over the course of the year to apply newly learned skills both in and out of context using the Practice Book, Language Transfer Handbook, and Online Activities.

Materials include explicit instruction of all grammar and usage standards for the grade level.

• Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

  • In Unit 1, Week 3, Day 1, the teacher introduces compound sentences and conjunctions. The teacher tells students, “A conjunction joins words, groups of words, or simple sentences; and, but, and or are examples of conjunctions. Conjunctions should not be confused with conjunctive adverbs (e.g., however, therefore). A semicolon can also join simple sentences with related ideas.” Students complete Practice Book page 25 or the online activity.

  • In Unit 2, Week 5, Day 1, the teacher reviews how prepositional phrases function as modifiers in sentences. Students write sentences using prepositional phrases as adjectives or adverbs. Students underline each prepositional phrase. Students complete Practice Book page 110.

• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

  • In Unit 3, Week 3, Day 1, the teacher introduces main and helping verbs. The teacher tells students, “The main verb shows what the subject is or does. A helping verb helps the main verb show an action or make a statement. The teacher tells students sentences can be in the active or passive voice. In the active voice, the subject is doing something. In the passive voice, the subject is the object of an action.” Students complete Practice Book page 145 or the online activity. 

  • In Unit 3, Week 3, Day 2, the teacher states, “Present progressive tense takes a form of the verb be and a present participle such as I am walking. Past participles for regular verbs take the same form as the past tense: trapped. Irregular verbs have irregular past participles: swum, caught. I have swum for three years. When you use the irregular verb swum, you must also use has, have, or had. Students work with the three perfect tenses (present, past, future) show a completed action. I have walked. I had walked. I will have walked.” Students complete Practice Book page 146.

• Use verb tense to convey various times, sequences, states, and conditions.

  • In unit 3, Week 2, Day 6, the teacher introduces verb tenses. The teacher tells students, “The tense of a verb tells when an action takes place. The present tense verb tells what is happening now.” The teacher reviews how to form the present tense of most verbs in the third person. The teacher tells students, “The present progressive tense shows action that is continuing.” Students complete Practice Book page 133 or the online activity. 

  • In Unit 3, Week 5, Day 3, the teacher shares that a verb shows action or states a condition. The teacher explains that “We use the present tense if the action or condition is happening now and that we use the past tense to show an action that has been completed in the past. Some verbs do not take -ed to show the past tense. The teacher discusses the verb tense used in sample sentences, including the use of an irregular verb.” Students use Practice Book page 171 or the online activity for application and practice of the skill/concept.

• Recognize and correct inappropriate shifts in verb tense.

  • In Unit 3, Week 2, Day 9, the teacher explains that when talking or writing about the past, present, or future, always use the correct verb tense and not mix verb tenses when describing the same incident. For example: “In the beginning of the story, Clara is happy, but by the end, she is sad. The verbs should both be in the present tense (is) or in the past tense (was).” Students use Practice Book page 135 or the online activity for follow-up and practice of skill/concept.

  • In Unit 4, Week 3, Day 1, the teacher explains that you add -s to most present tense verbs with singular pronouns he, she, and it and do not add -s to present tense verbs with I, we, you, and they and shares the following examples: “Mary walks to school. She walks to school. You ride your bike to school.” The teacher gives the following examples: “All of this is yours. All of us are hungry.” The teacher points out that the prepositional phrase of this in the first sentence describes all and is singular, so the sentence uses a singular verb. Of us is plural, so the sentence uses a plural verb. When an indefinite pronoun is used as a subject, the verb must agree with it. Students use Practice Book page 205 or the online activity for follow-up and practice of the skill/concept.

• Use correlative conjunctions (e.g., either/or, neither/nor).

  • In Unit 1, Week 2, Day 7, the teacher reviews subjects and predicates and introduces compound subjects and predicates. The teacher explains what a compound subject is and what a compound predicate is. The teacher tells students compound subjects and predicates can use coordinating conjunctions or correlative conjunctions such as either/or, neither/nor, not only/but also. Students complete Practice Book page 14.

  • In Unit 6, Week 4, Day 6, the teacher introduces sentence combining. The teacher tells students, “Sentence combining is reducing two or more simple sentences into one sentence. Two simple sentences about the same subject can be combined into one compound sentence. They can also be combined with a compound predicate. The correlative conjunctions either/or and neither/nor can be used to combine sentences.” Students complete Practice Book page 337 or the online activity. 

• Use punctuation to separate items in a series.

  • In Unit 1, Week 2, Day 8, the teacher explains that you use commas to separate three or more words or phrases in a series. The teacher shares the following example: “My pets are a cat, a dog, and a bird.” Students use Practice Book page 15 or the online activity for follow-up and practice of the skill/concept.

  • In Unit 6, Week 4, Day 8, the teacher reviews commas and colons. The teacher tells students to use commas in the greeting and closing of a friendly letter, in addresses and closing of a friendly letter, to separate items in a series, and in direct addresses. The teacher tells students to use colons in the following ways: after a salutation in a business letter, to separate hours/minutes/seconds, and to introduce lists. Students complete Practice Book page 339 or the online activity. 

• Use a comma to separate an introductory element from the rest of the sentence.

  • In Unit 1, Week 4, Day 7, the teacher shares that if a sentence begins with a subordinating conjunction, a comma should follow the last word of the dependent clause and shares the following example: “After the team won, the city hosted a parade.” Students use Practice Book page 38 for follow-up and practice of the skill/concept.

  • In Unit 5, Week 1, Day 3, the teacher says, “An appositive is a noun or noun phrase that explains or describes a noun or pronoun next to it. An appositive may come before or after a noun or a pronoun. Commas are used to set off many appositives.” Students complete Practice Book page 243 or the online activity.

• Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

  • In Unit 1, Week 1, Day 3, the teacher reviews how to punctuate sentences. The teacher tells students to “Use commas to set off tag questions and with direct address.” Students complete Practice Book page 3 or the online activity. 

  • In Unit 1, Week 2, Day 8, the teacher explains that commas set off the words yes, no, and thank you, along with introductory words, then shares the following examples: “Yes, dinner is in the oven. No, I don’t have a pet snake.; Thank you, Hank.” Students use Practice Book page 15 or the online activity as follow-up and practice of the skill/concept.

• Use underlining, quotation marks, or italics to indicate titles of works.

  • In Unit 2, Week 5, Day 2, the teacher tells students they should put quotation marks around the title of a song, part of a book, or short story. The teacher gives examples and tells students to use italics or underlining with the title of a long work, such as a book. 

  • In Unit 3, Week 4, Day 9, the teacher reviews punctuating titles and product names. The teacher says, “The title of a book or newspaper always begins with a capital letter. Don’t use a capital letter for articles, conjunctions, and prepositions in titles. Underline or italicize book or newspaper titles in text Underlining or italics can also be used to show emphasis. Use capital letters for the names of products.” Students complete Practice Book page 159 or the online activity. 

• Spell grade-appropriate words correctly, consulting references as needed.

  • In Unit 2, Week 1, Day 1, the teacher reads the spelling words aloud, drawing out the vowel sounds and pointing out the variant vowel /ô/ sound in dawdle. The teacher draws a line under aw sound as the word is said. The teacher explains that not all words with the variant vowel /ô/ sound are spelled in the same way. The teacher uses the Dictation Sentences from Lesson 5 to give the pretest. The teacher says the underlined word, reads the sentence and repeats the word. Students write the words and check their papers using a print or digital dictionary. Students use Practice Book page 66 for a pretest.

  • In Unit 4, Week 2, Day 9, the teacher writes sentences on the board and has students circle and correct each misspelled word. Students use a print or digital dictionary to check the spelling of the words.

• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

  • In Unit 1, Week 3, Day 2, the teacher reviews compound sentences and conjunctions. The teacher explains that a run-on sentence has two or more independent clauses connected without proper conjunctions or punctuation. Two or more complete ideas separated with a comma is a comma splice. You can correct a splice or run-on sentence by rewriting it as a compound sentence with a conjunction. Students complete Practice Book page 26. 

  • In Unit 3, Week 6, Day 4, the teacher tells students that authors use different types of sentences to make their writing interesting. Sometimes authors write short sentences. Sometimes they combine short sentences that have the same or similar ideas into longer sentences. When combining short sentences, it might be necessary to eliminate words that are repeated or change the order of the ideas. The teacher tells students that they use commas and remove words that repeat.

• Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

  • In Unit 4, Week 5, Day 4, after students summarize the poems, they reread each to develop a deeper understanding of the text by answering questions on Reading/Writing Companion pages 190–191. Students compare how the poets present information on expressing something important in “How Do I Hold the Summer?” by Maya Jones, “Catching a Fly” by Ken Kines, “When I Dance” by T.C. Arcaro, “Words Free as Confetti” by Pat Mora, and “Dreams” by Langston Hughes. The teacher asks, “What is similar about the way the speaker in each poem expresses himself or herself?”

  • In Unit 5, Week 3, Day 4, students are introduced to the text Bud, Not Buddy by Christopher Paul Curtis. The teacher sets the historical context and explains that dialect is a way of speaking, and different regions of the country often have their own dialects, as have different groups throughout history. Questions include: “What is a synonym for dialect? (slang) What examples of dialect can you find on page 368? (‘I’ma’; ‘uh-oh’) What does ‘I’ma’ mean? (It means ‘I am going to.’).

• Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing.

  • In Unit 1, Week 1, Day 4, students prepare to write an argumentative essay. The teacher reminds students to apply their learning to their writing so that transitional words and phrases are used to link ideas together.

  • In Unit 4, Week 2, Day 7, students write expository essays. Students apply their learning and use quotations and examples from text sources. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1m.

Instructional materials include a cohesive year-long plan and guidance for teachers to facilitate student interaction with key vocabulary in texts and build knowledge. The Teacher Manual outlines various vocabulary-teaching routines for teachers to use with students and multiple opportunities for students to engage with vocabulary words numerous times within a given text set. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• Vocabulary is introduced in each genre study. Word lists are found in Teacher Resources and correspond to each text set. Lists include target vocabulary words, additional Tier 2/Tier 3 words, and differentiated spelling words. Vocabulary lessons focus on high-frequency words and include direct instruction on low-frequency words. Students have multiple exposures to new words. Several vocabulary instructional strategies are found in the Instructional Routines Handbook. Opportunities to learn and practice new vocabulary include vocabulary mini-lessons, vocabulary cards, build vocabulary routines when reading, learning high-utility academic vocabulary words, spiraling words across genre studies, ELL-specific vocabulary, and a study of high-frequency words.

• Four Vocabulary Routines are outlined in the Instructional Routines Handbook, including the Define/Example/Ask routine, which introduces new vocabulary in three steps; the Vocabulary Routine, which builds on the Define/Example/Ask routine; the Build Your Word List routine, in which students add new vocabulary words to their vocabulary or writing notebook; and Word Squares, which has students work with words by defining the word, adding synonyms, drawing something to symbolize the word, and adding in non-examples. 

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts.

• In Unit 1, Text Set 1, the target academic vocabulary words are debris, emphasis, encounter, generations, indicated, naturalist, sheer, and spectacular. These words appear in both the  Shared Read, “A Life in the Woods” (author not cited), and Anchor Text, Camping with the President, by Ginger Wadsworth. The words naturalist and encounter appear in the paired selection “Walking with Teddy” (author not cited). In Week 1, Lesson 1, new vocabulary words are introduced using the Vocabulary Routine. Teacher scripting is provided along with sentences  and cognates. The teacher asks students, “Where might you find debris?” and “What is the most spectacular thing you have ever seen?” In the Reading/Writing Companion, vocabulary terms are accompanied by sentences. Students talk with a partner about each word and, in writing, answer questions such as, “How can you show emphasis when you talk?” In Lesson 2, students create different forms of target words by adding, changing, or removing inflectional endings using a Four-Column T-Chart. In Lesson 3, students orally complete sentence starters with the target vocabulary words. In Lesson 4, students write sentences in their Reader’s notebook. In Lesson 5, students create Word Squares for each vocabulary word. In Week 2, Lesson 6, teachers use the Vocabulary Routine for the words published, indicate, and journals. In Lesson 7, students write a sample of each word and its definition in their Reader’s notebook. In Lesson 8, students focus on homographs. In Lesson 9, students study shades of meaning by generating words related to spectacular. In Lesson 10, students explore the morphology of words focusing on word origin using the word encounter. Students write the original Latin root and search for other words with the same root.

• In Unit 6, Text Set 1, academic vocabulary is introduced using the Visual Vocabulary Cards and grade-level sentences, and the cognate is provided for each word. The words appear in the text set, anchor text, shared reads, and small group readings. Students use the words in their discussions and written responses. Students practice the vocabulary in the Connect to Words section by answering the questions, “What might you learn from a school bulletin?” and “What operations can you do using a calculator?” Students use context to determine the meaning of homophones and begin a homophone anchor chart. In Lesson 2, students generate different forms of the academic words intercepts, intercepted, and intercepting. Students study Greek and Latin roots using the roots to help determine the meaning of unfamiliar words. In Lesson 3, the materials spiral review previous words. In Lesson 4, students write sentences that provide information and meanings for each vocabulary word in their Reader’s notebook. In Lesson 5, students create word squares for each vocabulary word writing their own definition, illustration, and non-example. In Lesson 6, students engage in a Building Vocabulary activity to define the terms creative, immigrants, and government. After discussion, students find and define related words. Partners ask and answer questions using the words. In Lesson 7, students study literal and figurative language. In Lesson 8, students identify unfamiliar words by focusing on Greek and Latin roots and review how to use the meaning of the root to understand the overall meaning. Students discuss homophones and use context to determine meanings. In Lesson 9, students discuss shades of meaning using the word intercept. Students determine how different synonyms and antonyms show shades of meaning. In Lesson 10, teachers progress monitor students on their understanding of homophones. Students use the word recruit to study the suffixes -ment and -er. Students search for and study other words with these suffixes in the text. 

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). 

• The Instructional Routines Handbook states, “The words that have the most impact on students’ reading achievement are academic Tier 2 words. These words appear in a lot of texts and are the ones students are least likely to know.” Tier 2 words are defined as “those words found in many sources and have wide applicability. A lack of knowledge of these words can severely hinder comprehension of text. A significant amount of instructional time should focus on these words.” Five principles of academic vocabulary study are outlined to guide instruction and expand students’ thinking about word meanings: vocabulary is linked to concept development, is learned in context, is not about teaching just words, instruction is deep and generative, and involves the study of morphology, the structure of words.

The materials reviewed for Grade 5 meet the expectations of Indicator 1n.

Materials include explicit instruction of phonics, word recognition, and word analysis through phonics lessons, structural analysis lessons, vocabulary lessons, and spelling lessons consistently over the course of the year. Teachers provide modeling of key skills and concepts with student opportunities to apply word recognition skills through word sort activities, word and sentence reading with partners, and text reading opportunities. Assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics, word recognition, and word analysis to help students make progress toward mastery. Assessments are utilized and recommended for progress monitoring and determining student strengths and needs to guide instruction for differentiated reading and spelling opportunities. 

Materials contain explicit instruction of irregularly spelled words, syllabication patterns, and word recognition consistently over the course of the year. For example:

• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

  • In Unit 2, Week 5, Day 1, students chorally read and identify the syllables in each word. The teacher models underlining syllables and identifying syllables as being closed. Students continue underlining the syllables and identifying syllables as closed or not. Students then independently practice sorting words on Practice Book page 115 based on syllable patterns. Students group words as being divided between double consonants or divided between two different consonants. 

  • In Unit 3, Week 5, Day 2, the teacher writes the word party on the board, underlines the letters par, and reads the word aloud, emphasizing the first syllable. The teacher models reading r-controlled vowel syllables and sample words on the board, and students read the first one-syllable word, then the longer word. The teacher reminds students that knowing the meanings of common prefixes and suffixes can help them understand the meanings of longer words. The students read word groups, including words dark, darkened; sharp, sharper; for, and forwarded.

  • In Unit 5, Week 5, Day 2, the teacher reads aloud a paragraph from “What is the Future of the RainForests?” and models how to determine the meaning of the word survival using the Latin root vivere. The teacher guides students to read the second paragraph and helps them figure out the meaning of the word agriculture using the Latin Root agri. Students work in pairs to read and determine the meaning of commercial, transport, reside, and perspective by context clues and word roots.

All tasks and questions are sequenced to the application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). For example: 

• The Scope and Sequence shows the following phonics and spelling sequence for the school year:

  • Unit 1: Short vowels, Long Vowels, Words with u, r-Controlled Vowels, 

  • Unit 2: Variant Vowel /o/, Diphthongs /oi/ and /ou/, Plurals, Inflectional Endings, Contractions, Closed Syllables

  • Unit 3: Open Syllables, Vowel Team Syllables, Consonant + le Syllables, r-Controlled Vowel Syllables

  • Unit 4: Words with Final /əl/ and /ən/, Prefixes, Homographs, Words with /chər/ and /zhər/, Suffixes -ance and -ence

  • Unit 5: Suffixes, Homophones, Prefixes, Suffixes -less, -ness, and -ion

  • Unit 6: Words with Greek Roots, Words with Latin Roots, Words from Mythology, Number Prefixes uni-, bi-, tri-, cent-, Suffixes -ible, -able

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics, word recognition, and word analysis to help students make progress toward mastery. For example:

• The Wonders Assessment Handbook Assessment Options chart indicates Phonics Survey is part of the Placement and Diagnostic Assessment. 

• In the Teacher Introduction, Purpose of Benchmark Assessments, it states, “Student performance in these assessments can act as a signal of student readiness for demands of high-stakes testing as well as a snapshot of student progress toward end-of-year goals.” The data gained from these assessments can be used to determine grouping, reteaching, etc. In the Overview of Benchmark Assessments, the three Benchmark Tests are described as: Test 1 focuses on key skills that are a part of Unit 1-3, and Test 2 focuses on key skills in Units 1-6. In the Teacher Introduction section of the Progress Monitoring Assessment document, the Focus section states, “These items measure students’...demonstrate their understanding of unknown and multiple-meaning words.” Included in the Teacher Introduction, the Focus section has opportunities to monitor vocabulary acquisition and use as well as command of the conventions of the English language to make progress toward mastery. 

• The Phonics and Structural Analysis Survey (PSAS), found in the Foundational Skills Assessment Booklet Grades 4-6, provides informal diagnostic information that can be used to help (a) PLAN a student’s instructional program in basic word reading skills and (b) MONITOR THE PROGRESS or IMPROVEMENT in phonics and structural analysis skill development. There are ten tasks in each version of the Phonics Survey, and there are ten versions of the survey allowing for periodic administration to students throughout the school year.

The materials reviewed for Grade 5 meet the expectations of Indicator 1o.

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply phonics, word analysis, and word recognition skills in connected texts and tasks. Students often engage in reading, writing, and word-sorting activities to identify, spell, and apply taught skills. Materials include tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. 

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply phonics, word analysis, and word recognition skills in connected tasks. For example:

• In Unit 3, Week 4, Day 10, students review the following sentences to identify and correct each misspelled word. Students use a print or a digital dictionary to check and correct their spelling of the words. Sentences include: 

  • “1. I put the saddel on the horse in the stabel. (saddle, stable) 

  • 2. Pip’s journle has severel tales of royal families in it. (journal, several) 

  • 3. Faye won a medle for her vocul performance. (medal, vocal) 

  • 4. The eagal gave a terribal cry as it dove through the air. (eagle, terrible).”

Partners then complete a blind sort for the word pattern consonant + le. One student reads a Spelling Word Card; the other tells under which key word it belongs. Students then switch roles. Students use one set of cards to play Word Match. Two cards with the same pattern make a match.

• In Unit 4, Week 1, Lesson 1, the teacher introduces the text, “Frederick Douglass: Freedom’s Voice” (author not cited), and explains the Essential Question is about the ways people bring about positive change. Students use the left column on page 126 to list any interesting words, write a question, and then read to find the answer to the question. Students review prefixes and suffixes and use them to figure out the meaning of the words in the text, such as in enslaved, en- means “to make,” so enslaved must mean “made a slave.” Students apply their learning to decode and determine the meanings of the words liberator and unexpected.

Materials include tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. For example:

• In Unit 1, Week 5, Day 1, students read the text “Are Electronic Devices Good For Us?” (TIME for Kids) and decode words with Greek and Latin prefixes, including disadvantages, television, and multitasking. 

• In Unit 3, Week 3, Day 1, students read “Gulf Spill Superheroes” (author not cited) and decode and determine the meaning of Latin Roots, including mar (marine), trans (transported), sens (sensitive), habitats (habitats). 

The materials reviewed for Grade 5 meet the expectations of Indicator 1p.

Materials include multiple opportunities over the course of the year for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Materials support reading of prose and poetry with attention to rate, accuracy, and expression. The teacher provides lessons on how to self-correct and reread by modeling key ideas regarding various types of text and explains how rereading supports student word recognition, fluency, and understanding. The materials include multiple fluency assessments to support data collection and instructional decision-making to progress monitor students’ fluency development throughout the school year. Assessment materials provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. 

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading.

• Read grade-level text with purpose and understanding.

  • In Unit 3, Week 1, Day 1, the teacher reviews with students that the theme is a message about life that the author wishes to convey. The teacher tells students to “reread difficult sentences of sections and ask and answer questions to monitor and adjust their comprehension.” Students read the first paragraph of “Potluck or Potlatch?” (author not cited) and the teacher models identifying things the characters do, say, and experience. While reading, students work to identify things the characters do, say, and experience in the next three paragraphs. Partners use these details to retell the passage and determine one of its themes.

  • In Unit 5, Week 2, Day 6, the teacher tells students they can reread to focus on how relevant details support a central idea, how to summarize the text using the central idea and relevant details, and how to identify an author’s purpose. Students apply what they have learned in the text set and previous lessons as they read independently. 

Materials support reading of prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary.

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • In Unit 1, Week 2, Day 6, the teacher tells students, “good readers don’t read word by word. They group words together into meaningful chunks. They also change their volume, tone, and emphasis to show the meaning of what they read.”  The teacher reads the first two paragraphs of “At Home in the Desert” (author not cited) with accuracy and expression and asks students to listen to how volume, tone, and emphasis are used. The teacher reads the page aloud, and students repeat each sentence, matching the accuracy and expression.  

  • In Unit 3, Week 1, Day 2, the teacher reminds students that “using intonation helps to bring a story to life, and it also helps students better understand and enjoy what they read.” The teacher models varying tones while reading aloud the first two pages of “A Reluctant Traveler” (author not cited) on pages 13-14 of the Reading/Writing Companion. Students alternate reading paragraphs in the passage, practicing reading with intonation.

Materials support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band).

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • In Unit 2, Week 1, Day 2,  students review that they can “reread difficult sentences of sections and ask and answer questions to monitor and adjust their comprehension. When they encounter a difficult section in the text, students should read more slowly, if necessary, and stop and reread that section. They may need to reread it multiple times before the meaning becomes clear. Students should occasionally pause to reread and determine what the central or main idea might be. Point out that the central idea is not always stated directly in the text; sometimes they will need to use relevant, or key, details to make an inference.” The teacher points out that monitoring comprehension can help ensure understanding of what is read. 

  • In Unit 5, Week 5, Day 1, the teacher explains that a root word, or root, gives a word its main meaning. The teacher explains that applying their knowledge of Latin or Greek words can help readers determine the meanings of unfamiliar words. Students work in pairs to determine the meaning of the roots nativus on page 65 and avian on page 66 of Reading/Writing Companion and determine if their meaning makes sense in the context of the passage. 

Assessment materials provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency.

• Materials include the Oral Reading Fluency Application (ORFA) to administer oral reading fluency assessments in person or asynchronously. This application provides student scores for words per minute and accuracy. The teacher assigns the passage to students digitally with the option to record. 

• Materials include a fluency assessment component, including reading passages to assess students’ ability to read accurately, fluently, and with understanding. Passages can be administered three times a year as benchmark tests to determine if students are on track or every unit to monitor progress. 30 fiction and nonfiction passages are included to assess fluency, using at least two selections every two to three weeks for most students. For Grades 2-6, the first selection is below the Lexile grade level band or at the low end; the next two are within the Lexile grade level band, and the final two are at the high end of the Lexile band. Students should be assigned passages within the grade level band initially as a benchmark of oral reading fluency ability.  

• The Informal Reading Inventory (IRI), found in the Placement and Diagnostic Assessment booklet, is used by the teacher to assess reading fluency and accuracy to get a reading level and diagnostic reading data. It can be an individually-administered diagnostic tool that assesses a student’s reading comprehension and accuracy. The IRI measures three reading levels: independent, instructional, and frustration. For each silent reading passage, the total number of comprehension points is used to determine a reading level. Before a student reads a passage, a teacher is to administer the graded word lists to determine the appropriate grade level.