4th Grade - Gateway 1

The materials reviewed for Grade 4 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 3, Lessons 4–5, students read Experts, Incorporated by Sarah Weeks. This realistic fiction anchor text connects to the essential question, “How do your actions affect others?” The text, dialogue, and illustrations relate to the content of the story. The author addresses real-life topics in a way that should engage students and provide opportunities for them to increase knowledge. 

• In Unit 2, Week 2, Lesson 6, students reread Spiders by Nic Bishop, building knowledge on a high-interest science topic. Multiple photographs of spiders are both captivating and provide an additional means of conveying information. Text captions offer additional spider facts. 

• In Unit 4, Week 5, Lesson 1, students read “Sing to Me” by Will Meyers. The poem is engaging and contains rich language. The theme is universal and should appeal to students. 

• In Unit 5, Week 3, Lessons 2-4, students read Mama, I’ll Give You the World by Roni Schotter. This realistic fiction anchor text explores the essential question, “In what ways do people show they care about each other”? Illustrations are vibrant and engaging. 

• In Unit 6, Week 1, Lesson 1, students read “The Great Energy Debate.” The text focuses on a high-interest topic and builds scientific knowledge. The illustrations and text features add to the engaging nature of the text.

The materials reviewed for Grade 4 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 620L–860L and increase in range from 610L–910L 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 5, Lesson 1, students read “Dollars and $ense,” an article from TIME for Kids, which has a Lexile of 800L and is slightly complex qualitatively. Students underline the central idea in the first paragraph, then circle details of what the article’s subject noticed when visiting villages in Argentina. They then determine what this caused him to do. Students repeat the same process of underlining central ideas throughout different paragraphs in the article. In Unit 4, Week 1, Lesson 3, students read See How They Run by Susan E. Goodman, which has a Lexile of 870L and is moderately complex on qualitative measures.  Students use a Cause and Effect graphic organizer to help summarize the most important events in the text. Students use their notes and text evidence to write to the prompt, “Why is it important for people to participate in government?” In Unit 6, Week 1, Lesson 3, students read Energy Island by Allan Drummond, which has a Lexile of 840L and is moderately complex on qualitative measures. Students complete a graphic organizer with the central idea and three supporting details from the text. Students answer the prompt, “What do the details tell you about how nonrenewable energy was used in Samso?” This process is repeated for other sections of the text. Each time, students are presented with higher-level questions tying the information together, “How were the projects similar or different?” and “what do these turbines mean for the people of Samso?”

• In Unit 2, Week 3, Lesson 2, students participate in the Shared Read, “The Ant and the Grasshopper” (author not cited), which does not have a Lexile level but is slightly complex on qualitative measures. There are varying levels of expectations depending on student ability. Students all identify events that reveal the theme and state a theme. Scaffolds begin with partner work and increase to having sentence frames. In unit 3, Week 1, Lesson 3, students read Aguinaldo by Lula Delacre, which has a Lexile of 650L and is moderately complex on qualitative measures. Students connect concepts throughout a story to determine the theme of the text. In Unit 6, Week 3, Lesson 1, students read “A Surprise Reunion” (author not cited), which has a Lexile of 650L and is moderately complex qualitatively. Students determine a theme that connects the ideas in separate parts of the text. 

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 4 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 and 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 texts, including expository and narrative nonfiction texts through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 1, Lesson 3, students read Earthquakes by Sneed B. Collard III, an informational expository text, and analyze how text structures contribute to their understanding. Students respond to the prompt: “Why is it important to understand how earthquakes affect people?”

• In Unit 3, students read and listen to a variety of informational and narrative nonfiction texts, including biographies and autobiographies through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 3, Lesson 3, students read “A New Kind of Corn,” an argumentative text from TIME for Kids, summarize the events of the story, and respond to the prompt, “What is your opinion about Bt corn? Why do you feel that way?”

• In Unit 6, students read and listen to a variety of informational and literary texts, including historical fiction and poetry through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 3, Lesson 3, students read a free verse poem, “Birdfoot’s Grampa” by Joseph Bruchac. Students respond to a writing prompt, “How are the speakers in the poem affected by their families?”

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 13 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 6, there are three text sets, which include 17 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 expository independent reading texts, Natural Disasters Through Infographics and Volcanoes. Teachers “have students self-select independent reading texts about how people respond to natural disasters.” There are additional texts in the Online Leveled Reader Library and the literature anthology. 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 4 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 5, Lesson 3, students read the poems “The Sandpiper” by Frances Frost,  “Bat” by X.J. Kennedy, “The Grasshopper Springs” by James W. Hackett,  and “Fireflies at Dusk” by Evelyn Rose, and complete a graphic organizer to record details related to the characters’ perspectives in each poem. Students write in response to the prompt, “What can you learn about the speakers in the poems from how they describe the animals?” Students use sentence starters to organize text evidence. Students answer the question, “How does the poet use figurative language to help you visualize bats?” and complete a chart with words and phrases from the text to help them picture the bats during the day and night. Students complete a chart to compare two poems as they answer, “How does each poet use words and phrases to create a different mood?”

• In Unit 3, Week 4, Lesson 7, students read “Keeping Freedom in the Family” by Nora Davis Day to answer the question, “What was Nora’s point of view about walking the picket line with her dad and other protesters?” and “How do you know this selection is autobiographical?” Students note evidence from the text to focus on the Essential Question, “How can one person make a difference?”

• In Unit 5, Week 2, Lesson 6, students read A Drop of Water by Walter Wick and answer “What text structure does the author use to present information in the last paragraph on page 372?” and “What signal words tell that a compare-and-contrast text structure is being used?” In the same lesson, students answer, “What text structure does the author use to present information about the water cycle?” and “Why is this an effective way to present information?” building on an understanding of text structure. 

• In Unit 6, Week 3, Lesson 1, students read “A Surprise Reunion” (author not cited) and answer, “What details does the author include to help you understand how Chief Cameahwait feels about his little sister?”, “How does knowing Cameahwait’s thoughts help you predict what might happen next?”, and “How does the author show that Sacagawea missed her brother?”

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 3, Lesson 1, students answer, “How does the dialogue provide evidence that Tina is used to being in charge of her friendship with Maura?” Teachers model a Think Aloud to help students understand dialogue. The teacher uses evidence to help students understand how the author used dialogue to reveal the characters’ personalities. The same approach is used in the lesson to analyze the conflict in the text. 

• In  Unit 6, Week 4, Lesson 6, students use the character’s thoughts, feelings, words, and actions to make inferences about the character. Students answer the questions, ”How does the author describe Omakayas’s feelings toward her brother?”, ”What does Omakayas do to help her keep silent?”, “What does this tell you about her character?”, and “What can you learn from her experience?” Teachers have sample student answers and additional questions to build understanding of how to show the character’s thoughts, feelings, words, and actions to make inferences about the character.

The materials reviewed for Grade 4 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, “Add New Ideas,” students are encouraged to stay on topic, express their ideas clearly, connect their ideas to those of their classmates, and connect their personal experiences or background knowledge to the conversation. 

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 4 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 6, Lessons 3–4, after reading “Volunteering at National Parks” and “A Hero of Conservation” (authors not cited), students create a Venn diagram comparing the similarities and differences between the texts. Students work in small groups or with a partner to discuss the story. Students share ideas about different ways each text presents information about public service and the importance of volunteering.

  • In Unit 4, Week 5, Lesson 2, Reading/Writing Companion, students conduct an interview with a person they think is successful. To prepare for the interview, students research and prepare a list of potential questions to ask and practice asking the questions. Students make notes or record the interview and watch the recording and prepare follow-up questions. 

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

  • In Unit 1, Week 1, Lesson 1, students engage in a collaborative conversation after watching a video. Students are reminded to follow discussion rules such as listen actively and look at the person who is speaking, ask relevant questions to clarify information, and make pertinent and topical comments. 

  • In Unit 2, Weeks 5–6, students write an expository essay. During the process, students conduct a Peer Conference. Teachers review the routine with students: 

    • Step 1, listen carefully as the writer reads his or her work aloud. 

    • Step 2, avoid calling attention away from the writer. 

    • Step 3, ask a question that will help you understand anything that is unclear.

    • Step 4, take note of things you like about the writing. 

• Add audio recordings and visual displays to 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 6, Lesson 5, students plan inquiry space presentations. The teacher tells students that adding photos, video clips, maps, and other visuals will help them highlight the key points of their presentation. Students are encouraged to add audio, such as sound effects, excerpts from an interview, voice-overs, or music.

  • In Unit 4, Week 6, Lesson 5, students publish and present their report and plan their presentation. As part of the presentation, students are encouraged to add visuals which may include props, use video to film a dramatic scene from their story, or add illustrations to get the audience’s attention and add Audio. Students are encouraged to add audio to enhance their presentations by including audio such as narration, sound effects, or music. 

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 to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Examples include, but are not limited to, the following:

  • In Unit 2, Week 4, Lesson 9, students engage in peer conferences. Students review each other’s drafts and listen carefully as the writer reads his or her work. Students ask clarifying questions and take notes of things they liked about the writing. Students share their observations with the writer. The writer reflects on the feedback and determines how they are going to use the feedback. 

• In Unit 2, Weeks 5–6, students write an expository essay. During the process, students conduct a Peer Conference, and teachers model using this sentence starter students can use to respond to their partners: “I like the details you used to support the central idea because…”

• In Unit 4, Week 5, Lesson 1, students read the poems “Sing to Me” and “The Climb” (authors not cited). Student pairs discuss why they relate to the theme and write a brief review of each poem in their reader’s notebooks, including a comparison of how the characters in each poem feel to how they feel when they are successful. Students can decide to record their reviews digitally.

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Examples include, but are not limited to, the following:

  • In Unit 2, Week 3, Lesson 1, the teacher reads the interactive read-aloud “A Grasshopper’s Sad Tale” (author not cited). The Essential Question is, “How do animal characters change familiar stories?” With a partner, students discuss what grasshopper means when he says he doesn’t tell his tale for pity.

  • In Unit 4, Week 3, Lesson 1, students watch the video “Breakthroughs” and discuss with a partner details from the video, including how inventions and technology affect their lives. 

• Paraphrase portions of a 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:

  • At the end of Unit 2, in small groups, students discuss the Essential Question, “What can animals teach us?” Each group records their ideas, a volunteer from each group reads their notes, and the class synthesizes, “What are the five most important things we have learned about what animals can teach us?”

  • In Unit 4, Week 5, Lesson 2, students read the Expository Essay rubric and paraphrase the Purpose, Focus, Organization, Evidence, and Elaboration sections with a partner. 

• Identify the reasons and evidence a speaker provides to support particular points. Examples include, but are not limited to, the following:

  • In Unit 2, Week 4, Lesson 9, students conduct peer conferences with their expository writing drafts. During the conference, students review and give feedback on sources, facts, and details that support the central idea. The teacher models the sentence starter, “I like the details you used to support the central idea because...”

  • In Unit 4, Week 4, Lesson 9, students review and give revision feedback to their partner. Students listen to each other read their writing and then ask questions about any unclear ideas. Students take note of what they liked about the writing. 

• Report on a topic or text, tell a story, or recount an experience in an organized manner, 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, Weeks 1 and 2, students plan a video about animal adaptations. Students use their Build Knowledge notes in their notebooks, choose three adaptations that interest them, and write a plan for a short video describing these adaptations. Students include examples of images and sounds they might use and present their video plans to a partner.

  • In Unit 4, Week 2, Lesson 10, students give a speech answering the prompt, “How would you explain to others why we need a government?” Students provide a list of reasons why we need a government, citing examples from the text and using words from their vocabulary list.

The materials reviewed for Grade 4 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 4, Lesson 6, after reading and analyzing “Experts Incorporated” by Sarah Weeks, students respond to the writing prompt, “What can readers learn from Rodney?” Sentence starters are provided in the margin of the Reading/Writing Companion to help students get started, including “One thing you can learn from Rodney is…”

• In Unit 2, Week 5, Lesson 3, after reading and analyzing a collection of poetry about animals, students write to the prompt, “How do you feel about each animal after reading the poems? Explain your answer.” Sentence starters include “...made me think about…” and “The speaker says…”

• In Unit 3, Week 4, Lesson 6, students read “Delivering Justice” by Jim Haskins and respond in writing to the prompt, “What can you infer about Westley Law and his actions from understanding the author’s perspective on him?”

• In Unit 4, Week 5, Lesson 2, students read “Sing to Me” (author not cited) and respond in writing to the prompt, “How does visualizing help you infer who helps the people in the poems succeed?”

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 about how plants, animals, and humans depend on each other to survive in their environment. Lessons span from Week 1 through Week 5. 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. Students answer questions about the model, such as, “What is an example of relevant evidence that Sonya uses to support her central idea?,” “Is the purpose to inform or persuade?,” and “Who is the audience?” In Week 3, Lesson 1, students answer the questions, “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 essay. A graphic organizer is provided to help students determine a central idea and supporting details. In Week 4, Lesson 7, students focus on transitional 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 4, Week 3, Lesson 1, students follow the Analyze the Prompt routine to evaluate the prompt, “Write an expository essay for your class comparing the three branches of the federal government to the three branches of state governments.” Students identify the audience and purpose of the essay and read a guided model to determine what traits make a successful expository essay. In Lesson 2, students collect information for their essays by reading unit texts and taking notes. In Lesson 5, students synthesize information and plan their essays by organizing notes and identifying the central idea and supporting details. In Lesson 7, students create a draft using the model essay as a guide. Students focus on a strong introduction and add elaborative techniques to expand supporting details. In Lesson 9, students engage in peer conferencing to help peers clarify confusing parts, provide feedback, and pose questions. Writers use the feedback to reflect on their writing. 

• In Unit 5, Weeks 1–4, students write a personal narrative about a time in their life when they tried their hardest to do something. In Week 1, students analyze an expert model of a personal narrative, brainstorm to choose their topic, and begin to map out a sequence of events. In Week 2, students draft their narrative. In Week 3, students revise, with a focus on a strong conclusion. Next, they conduct peer conferences, guided by a revising checklist and partner feedback before editing and proofreading. An editing checklist is provided to help students focus on grammar and punctuation. In Week 4, students publish, present, and evaluate their work, using a checklist to guide their presentation.

Materials include digital resources where appropriate.

• In Unit 3, Week 5, Lesson 2, students research advances in farming technology. After brainstorming questions they would like to research, they locate print and digital resources to use as reliable sources. In the final step of the research process, they create and present a digital slideshow.

• 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 Sharks,” “Take a Stand: The Environment,” and “Write About Bullying.” 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 4 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 about whether people should build in flood zones. Daily lessons include explicit instruction as students work in their Reading/Writing Companion and analyze the writing rubric and student model. The teacher models how to use the Analyze the Prompt Routine and determine the audience and setting. Students read three texts on the topic identifying evidence and claim each author uses to support their positions. The teacher guides students to use a graphic organizer to help them organize their claims and reasons, as well as relevant evidence from each source. Students draft their essays and participate in peer conferences. 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 comparing three branches of the federal government to the three branches of state governments. In Week 1, the teacher models how to analyze the writing rubric, learn about logical text structure, and begin to analyze the student model. In Week 2, the teacher guides students to continue analyzing the student model looking at how the model uses the four provided sources to find information that supports the central idea. In Week 3, teachers take students through the Analyze the Prompt Routine. Students continue to analyze and gather notes from the four sources. In Lesson 5, Week 3, students complete a graphic organizer to plan and organize ideas. In Week 4, students draft their essays and make revisions, followed by peer conferencing. A peer conferencing checklist is provided. Students use the Expository Writing Rubric to evaluate their essays.

• Explicit instruction in narrative writing: 

  • In Unit 6, Weeks 1–4, students write a fictional narrative about an activity that could make someone nervous if they were doing it for the first time. In Week 1, Lesson 3, the teacher models how to analyze the expert model. In Lesson 4, the teacher guides students to answer questions to help them choose a topic. In Lesson 5, students follow the guidance in their Reading/Writing Companion to plan their sequence of events. In Week 2, Lessons 6 through 8, students follow prompts and teacher instruction to begin their draft. In Week 3, Lessons 1 through 5, students revise their drafts following guidance about sensory details provided by the teacher and the expert model. Students conduct peer conferencing using checklists in their Reading/Writing Companion and edit and proofread. In Week 4, students publish and present their narratives. Students evaluate their work with a presenting checklist.

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 related ideas are 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 that states the writer’s feelings, thoughts, or beliefs about a topic. In Week 3, Lesson 5, students plan their argumentative essay. They include a claim focusing on the essay, what they believe about the topic, reasons that explain why they made their claim, and relevant evidence to support their claim, along with the sources from which they collected the information. 

    • In Unit 3, Week 1, Lesson 4, students analyze model student essays to see how authors use a logical progression of ideas in an argumentative essay.

  • Provide reasons that are supported by facts and details. Examples include, but are not limited to, the following:

    • In Unit 1, Week 2, Lesson 6, students read a model essay and identify reasons the author provides to support the claim. Students find details included which support their reasons. In Week 3, Lessons 2, 3, and 4, students read sources and collect evidence to support their claim to answer the prompt, “Write an argumentative essay to present to your class about whether people should build in flood zones.”

    • In Unit 3, Week 3, Lessons 2–4, students read sources and collect evidence to support their claim to answer the prompt, “Write an argumentative essay for a school bulletin board display about why the civil rights movement was needed.”

  • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Examples include, but are not limited to, the following:

    • In Unit 1, Writing Project 2, students “consider the varying ways to begin an introduction, clear transitions between ideas, and details that are relevant to and elaborate on the topic.” 

    • In Unit 3, Week 4, Lesson 7, students draft their argumentative essay focusing on sentence fluency. Students are encouraged to use transition words and simple and compound sentences to make sentences more fluent and interesting. 

    • In Unit 3, Week 5, Lesson 3, students revise paragraphs adding transition words to make writing more fluid. Students read model writings and analyze how transition words help connect ideas. Students read their writing and underline transition words.

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

    • In Unit 2,Week 5, Day 3 students analyze a conclusion from a sample essay. The teacher uses direct instruction and Think Aloud strategy to show students that a strong conclusion of an expository essay should restate the central idea, summarize the main points, and include a final observation or thought.  Students practice restating the central idea from a model essay in their Reading/Writing Companion.

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

  • Introduce a topic clearly, and group related information in paragraphs and sections; 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 organize their notes from sources on their graphic organizer. Students identify the central ideas that will be the focus of their essay and identify supporting details. Students are reminded that each supporting detail can be the basis for a separate paragraph. Evidence to expand on or explain each supporting detail is included in the organizer.

  • 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 1, Lesson 3, students analyze a model writing piece and identify the evidence and elaborative techniques used to connect evidence to the central idea. In Week 2, Lesson 2, students read sources and collect evidence to support their central idea. In Lesson 6, students analyze a model writing to determine why the introduction is strong. Students evaluate how the author developed the central idea and included supporting details from the three sources.

  • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Examples include, but are not limited to, the following:

    • In Unit 2, Week 4, Lesson 7, students practice writing with transition words to establish a relationship between ideas. Students read sentences from a model essay to study how the transition words establish cause and effect, sequence, compare and contrast, and problem and solution relationships. Students practice using cause-and-effect transition words to combine sentences and draft their essays using transition words.

  • 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 4, Week 6, Lesson 4, students draft an expository essay  including precise language. Students are reminded that precise language helps to communicate ideas better and makes the writing more interesting to read. 

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

    • In Unit 2, Week 5, Lesson 3, students analyze a conclusion from the model expository essay. Students are reminded that the conclusion reminds the reader of the focus of the essay and provides a satisfying ending. 

    • In Unit 4, Week 6, Lesson 3, students draft an expository essay including a conclusion. The directions state to include a conclusion that restates the central idea in different words and to bring the essay to a satisfying close. 

• 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 5, Week 1, Lesson 5, students create a sequence of events organizer as part of their planning for a narrative essay. Students plan the main events in detail. 

  • Use dialogue and description 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 2, Lesson 6, students discuss how writers use dialogue in narratives to develop characters and move the plot. Students read “Remembering Hurricane Katrina” (author not cited) and analyze how the author uses dialogue. Students draft personal narratives using dialogue to describe how the characters feel. 

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

    • In Unit 5, Week 1, Day 5, students plan their narrative writing. As part of their planning, students are reminded to use transition words to help establish sequential order with a clear beginning, middle, and end. 

    • In Unit 6, Week 1, Lesson 5, students “revise their Sequence of Events chart or graphic organizer to plot out the events of their story.”

  • 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 2, Lessons 6, 7, and 8, students draft a personal narrative. As part of their draft, students use sensory details to show what they see, hear, smell, taste, and feel. Students use a paragraph from “Weathering the Storm” by Anna Whittemore as a model on how to include sensory details.

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

    • In Unit 5, Week 3, Lesson 1, students revise their personal narratives focusing on a strong conclusion that leaves an impression in the reader’s mind. 

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

    • In Unit 2, Week 3, Lesson 1, students read “Life in Coral Reefs” (author not cited). Students write in response to the prompt, “Write an expository essay to present to your class about how plants, animals, and humans depend on each other to survive in their environment.” 

    • In Unit 4, Week 3, Lesson 1, students read “The Birth of American Democracy” (author not cited) and respond to the text by writing to the prompt, “Write an expository essay for your class comparing the three branches of the federal government to the three branches of state governments.” 

The materials reviewed for Grade 4 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 1, Lesson 2, students read “A World of Change” (author not cited) and write to the prompt, “Why is it important to understand the fast and slow changes to Earth’s surface?”  This question is presented before students reread the text. The teacher asks students to look at how the author presents the information and how people respond to changes and provides sentence starters for citing text evidence to answer the on-demand writing question. Sentence starters include, “The difference between fast and slow changes to the Earth’s surface is” and “An example of a fast change is.”

• In Unit 3, Week 1, Lesson 1, students read “Remembering Hurricane Katrina” (author not cited), and teachers guide students to use text evidence to show the impact Hurricane Katrina had on Hector. In Week 2, Lesson 6, students read Aguinaldo by Lula Delacre and respond by writing to the prompt, “How does the class field trip to the nursing home affect Marilla? Why do Marilla’s feelings about the nursing home change from the beginning to the end of the story?” The teacher directs students to use their notes and text evidence they collected in previous lessons in their responses, including the provided sentence starters to help students get started.

• In Unit 5, Week 1, Lesson 2, students read and discuss “Your World Up Close” (author not cited) and write to the prompt, “Why are electron microscopes useful?” The teacher prompts students to use text evidence to support their answers. Sentence starters such as “Electron microscopes are useful because,” “This allows scientists to,” and “An Example of this is” are provided to support writing.

• In Unit 5, Week 3, Lesson 1, students read “Sadie’s Game” (author not cited) and summarize the text by writing about the major events chronologically. The teacher guides students to cite specific events in their writing. 

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 4, Lesson 7, students read and analyze “Speaking Out to Stop Bullying” (author not cited). Students write an essay to answer the prompt, “Why is it important to be aware of how our actions affect others?” Students include text evidence collected in previous lessons to support their ideas. 

• In Unit 3, Week 5, Lesson 3, students read “A New Kind of Corn” from TIME for Kids and write to the prompt, “What is your opinion about Bt corn? Why do you feel that way?” Students complete a graphic organizer comparing the authors’ claims that “Bt Corn is better” on one side and “Bt Corn could be bad“ on the other. Students find text evidence to support their opinion.

• In Unit 4, Week 4, Lesson 10, students respond to prompts about texts read in the text set by answering the prompt, “What did you find interesting or surprising about how invention and technology affect people’s lives?” Students use the anchor chart in their Reader’s Notebook and cite evidence from the texts in their responses. 

• In Unit 5, Week 4, Lesson 6, students read Mama I’ll Give you the World by Roni Schotter. Students write a response to “Why is Mama, I’ll Give You the World a good title for this story?” and cite text evidence to support their claim.

The materials reviewed for Grade 4 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.

• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

  • In Unit 4, Week 1, Day 1, the teacher introduces pronouns by telling students, “A pronoun is a word that takes the place of one or more nouns. A personal pronoun refers to a person or thing. I, he, she, it, and you are personal pronouns: A relative pronoun, such as that, which, who, whom, or whose, is used at the beginning of a dependent clause.” Students complete Practice Book page 181 or online activity. 

  • In Unit 6, Week 1, Day 2, the teacher reviews how adverbs function in a sentence and has students explain how to place adverbs in a sentence. The teacher shares adverbs that tell when including soon, often, usually, and never. Adverbs such as up, down, here, and there tell where. The teacher explains: Relative adverbs (where, when, and why) begin adjective clauses. Students use Practice Book page 302 for follow-up and practice of the skill/concept.

• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

  • In Unit 3, Week 2, Day 6, the teacher introduces verb tenses by telling students, “A verb has three basic tenses: present, past, and future. A present-tense verb shows that an action is happening now or over and over.” The teacher tells students that to make the present progressive form, “use am, are, or is and the -ing form of a main verb.” After providing examples, the teacher states, “A present tense verb must agree with the subject of the sentence.” Students complete Practice Book page 133 or the online activity for follow-up and practice of the skill/concept.

  • In Unit 3, Week 2, Day 6, the teacher reviews present-tense verbs and introduces a past progressive form that shows action that has already happened. The teacher has students explain how to make the present progressive form with the sentence, “She drove home.” To make the future progressive form, students change the sentence to, “She will be driving home.” Students complete Practice Book page 134 or the online activity for follow-up and practice of the skill/concept.

• Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

  • In Unit 3, Week 1, Day 2, the teacher explains that a verb tells what the subject does or is and provides the following examples: A verb can include more than one word—a main verb and a helping verb. The main verb follows the helping verb. The teacher provides the following examples: “Heather is yawning. She should go home. She can sleep there.” The students use Practice Book page 121 or the online activity for follow-up and practice of the skill/concept.

• Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

  • In Unit 5, Week 1, Day 1, the teacher explains that an adjective is a word that describes a noun or a pronoun. Adjectives usually come before the nouns they describe. The teacher shares the following example: “I have a small dog.” An adjective may also follow a linking verb. The teacher shares the following example: “My dog is small.” The teacher shares that adjectives are usually placed in the following order: opinion, size, age, and color. Students use Practice Book page 241 or the online activity for follow-up and practice of skill/concept.

• Form and use prepositional phrases.

  • In Unit 6, Week 4, Day 5, the teacher explains that a preposition shows the relationship between a noun or a pronoun and another word in a sentence, and the noun or pronoun that follows a preposition is the object of the preposition. Students use Practice Book page 337 or the online activity for follow-up and practice of the skill/concept. 

  • In Unit 6, Week 5, Day 1, the teacher introduces sentences using prepositions. The teacher states, “Two or more simple sentences that contain prepositional phrases can sometimes be combined into one sentence. Prepositional phrases can convey location (in the corner), time (at noon), and direction (to the right). They provide more details in a sentence.” The teacher provides examples, and students complete Practice Book page 349 or the online activity. 

• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

  • In Unit 1, Week 5, Day 1, the teacher introduces run-on sentences by explaining that “A run-on sentence has two or more independent clauses that are not combined correctly.” The teacher tells students, “To fix a run-on, write separate sentences or combine the clauses correctly.” Students complete Practice Book page 49 or the online activity.

  • In Unit 1, Week 5, Day 3, the teacher explains that a sentence has both a subject and a predicate: “A fragment is a group of words missing a subject, a predicate, or both. A dependent clause by itself is a fragment. Finish the thought or eliminate the conjunction, or connecting word. To correct a run-on sentence, rewrite it as separate sentences or combine them correctly to form a complete compound sentence.” Students use the Practice Book page 51 or the online activity as follow-up and practice for the skill /concept.

• Correctly use frequently confused words (e.g., to, too, two; there, their).

  • In Unit 1, Week 4, Day 7, the teacher reminds students, “homophones are words that sound the same but are spelled differently and have different meanings.” The teacher gives examples of commonly confused homophones, including: their/ they’re/there; its/it’s; your/you’re. Students find other examples in their reading. Students complete Practice Book page 47. 

  • In Unit 5, Week 2, Day 8, the teacher explains that homophones are “words that sound alike but are spelled differently and have different meanings.” The teacher provides examples using the words blue/blew. Students find words in the text set with homophones, then identify the word’s homophone, spelling, and meaning. Students complete Practice Book page 263. 

• Use correct capitalization.

  • In Unit 3, Week 1, Day 3, the teacher reviews appropriate mechanics for writing titles. The teacher tells students that “Each word in any title should be capitalized, except for articles (a, an, the), conjunctions (and, or), and short prepositions (of, for, to), unless they are the first or last word in the title.” Students complete Practice Book page 123 or the online activity.

  • In Unit 4, Week 1, Day 3, the teacher explains that the first-person pronoun I is capitalized: “The antecedent often appears in the same sentence as the pronoun, but it may also appear in another sentence. If it is not clear which noun or nouns a pronoun refers to, repeat the noun or rewrite the sentence to avoid confusion.” The students use Practice Book page 183 or online activity for follow-up and practice of the skill/concept.

• Use commas and quotation marks to mark direct speech and quotations from a text.

  • In Unit 4, Week 3, Day 3, the teacher reviews punctuation in dialogue. The teacher tells students: “Use quotation marks before and after someone’s exact words. Begin a quotation with a capital letter. Commas and periods always appear inside closing quotation marks. Place a question mark or an exclamation mark inside closing quotation marks if it is part of the quotation. Place a question mark or an exclamation mark outside closing quotation marks if it is not part of the quotation.” Students complete Practice Book page 207 or the online activity. 

  • In Unit 6, Week 4, Day 7, the teacher explains, “You use quotation marks before and after someone’s exact words. Use quotation marks before and after the titles of short works, such as songs, poems, and articles. Within a quotation, capitalize the first word of each sentence. If a sentence begins before a quote, use a comma before the opening quotation mark. If a sentence continues after a quote, use a comma before the ending quotation mark.” The students use Practice Book page 339 or the online activity for follow-up and practice of the skill/concept.

• Use a comma before a coordinating conjunction in a compound sentence.

  • In Unit 1, Week 3, Day 3, the teacher reviews how to punctuate compound sentences. The teacher says, “Use a comma and a coordinating conjunction to join two independent clauses to form a compound sentence. You can also use a semicolon to join two independent clauses. Connecting two sentences using only a comma is an error called a comma splice. Either add a conjunction or replace the comma with a semicolon.” Students complete Practice Book page 27 or the online activity. 

  • In Unit 1, Week 3, Day 4, the teacher reviews how to punctuate compound sentences and guides students through the digital Grammar Activity Card. Students correct errors in sentences and use a piece of their own writing in their writer’s notebook to correct errors in simple and compound sentences. Students complete Practice Book page 28 for follow-up and practice using a comma with a coordinating conjunction.

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

  • In Unit 3, Week 4, Day 7, the teacher reviews soft -c and -g sounds in center, ounce, ginger, and strange. The teacher uses Dictation Sentences: “I like watching the clowns at the circus act silly. Cleaning gets rid of germs. Cinnamon is a popular spice.” Students read the sentence, say the word, and write the words. Student partners check the spellings and check references as needed to correct their spelling before writing the words in their writer’s notebook. 

  • In Unit 4, Week 1, Day 4, the teacher writes these sentences on the board: “I riped the dollar I was saveing. Once we tasteed the food, we decided we were not skiping dinner. My sister and I discused how we had saveed up for a new computer. My brother taped loudly on the window late at night, scarring us.” Students circle and correct each misspelled word. They can use print or electronic dictionaries or other resources to help them.

• Choose words and phrases to convey ideas precisely.

  • In Unit 2, Week 4, Day 8, the teacher tells students that transitional strategies include using transition words and phrases, also known as signal, or linking, words. The teacher tells students that transition words and phrases signal a connection or relationship between ideas, and they link ideas across sentences and paragraphs. Partners read their combined sentences aloud and note the transition word(s) they chose, and write an expository essay about how plants, animals, and humans depend on each other to survive in their environment.

  • In Unit 6, Week 6, Day 1, the teacher explains that “poets use precise words so readers will be able to clearly picture what the poet is writing about. Precise words are concrete and specific rather than general. Precise words can be nouns, verbs, adjectives, or adverbs. Precise words can be sensory words or words that relate to the five senses.” Students revise the sentences on Reading/Writing Companion page 204 using precise words. Students share the “before” and “after” versions and discuss why the revised sentences are better. 

• Choose punctuation for effect.

  • In Unit 1, Week 1, Day 2, the teacher explains that different types of sentences serve different purposes and provides examples: “A statement tells something: I like to play soccer. A question asks something: Do you like to play soccer? A command tells someone to do something: Give me the soccer ball. An exclamation expresses surprise, excitement, or strong feeling: Juan scored the winning goal!” Students use Practice Book page 2 for practice of skill/concept.

  • In Unit 1, Week 1, Day 3, the teacher introduces sentence punctuation. The teacher tells students, “Every sentence begins with a capital letter. A statement ends with a period. (.) A question ends with a question mark. (?) A command ends with a period or exclamation mark. (. or !) An exclamation ends with an exclamation mark. (!)” Students complete Practice Book page 3 or the online activity.

• Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

  • In Unit 1, Week 3, Day 3, the teacher explains that for the next two weeks, they will be researching a problem in their community and writing a formal letter to a local or state government official about it. The teacher explains that formal letters are written to request information, ask for help, or alert someone to a problem. Formal letters use a formal tone—they use proper English and complete sentences. Most formal letters have a similar format and include the following parts: heading, date, address, greeting, body, complimentary closure, and an addressed envelope that includes a return address. The teacher supports students through each step in the Research Process as outlined on page 49.

• 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 3, Day 4, students rewrite the given paragraph correcting conjunction and punctuation mistakes in compound sentences on Practice Book page 28. Students then proofread a piece of their own writing, checking for coordinating conjunctions mistakes. 

  • In Unit 3, Week 4, Day 7, students use the given paragraph as a model to write a paragraph for their essay. Students are reminded to pay attention to sentence fluency while writing, proofreading, and editing. 

The materials reviewed for Grade 4 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 alter, collapse, crisis, destruction, hazard, severe, substantial, and unpredictable. These words appear in context in both the Shared Read, “A World of Change” (author not cited) and Anchor Text, Earthquakes, by Sneed B. Collard III. The words severe, hazards, and crisis appear in the paired selection “Weathering the Storm” by Anna Whittenmoore. In Week 1, Lesson 1, new vocabulary words are introduced using the Vocabulary Routine. Teacher scripting is provided with sentences and cognates. The teacher asks students, “How would you alter the school’s dress code?” and “What things can collapse during an earthquake?” In the Reading/Writing Companion, vocabulary terms are presented with sentences. Students talk with a partner about each word and answer questions in writing using the new vocabulary. In Lesson 2, the teacher helps students generate 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 stems using target vocabulary words. In Lesson 4, students connect vocabulary to writing in their Reader’s notebooks using sentences that provide information about the words and their meanings. In Lesson 5, students create Word Squares for each vocabulary word. In Lesson 6, the teacher uses the Vocabulary Routine for the words erosion and predict. In Lesson 7, students focus on homographs and work with a partner to find other homographs in the reading. In Lesson 8, students focus on multiple-meaning words. In Lesson 9, students study shades of meaning by generating words related to alter. In Lesson 10, students explore the morphology of words with a focus on singular and plural spellings of words with Greek origins, beginning with the vocabulary term crisis.

• In Unit 6, Text Set 1, students are introduced to academic vocabulary using Visual Vocabulary Cards in Lesson 1. Grade-level sentences and the cognate are provided for each word. The words appear throughout the text set, including in the 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 using the questions, “How can you consume less energy?” and “What are some consequences of not getting enough sleep?” In Lesson 1, students are introduced to Greek and Latin prefixes to determine unfamiliar word meanings, including the prefixes non- and pre-. In Lesson 2, students generate different forms of academic words such as convert, converting, and convertible. Students continue the study of Greek and Latin prefixes by adding uni-, mono-, bi-, tri-, deca-, and cent- to their anchor chart and using the prefixes to determine meaning. Lesson 3 includes a spiral review of previous words. In Lesson 4, students write sentences that provide information about the words and their meanings in their Reader’s notebook. In Lesson 5, students create word squares for each vocabulary word writing their own definition, illustration, and a non-example. In Lesson 6, students engage in a Building Vocabulary activity to define the terms converted, renewable, and electricity. Following a discussion, students find definitions of related words. Partners ask and answer questions using the words. In Lesson 7, students study the prefixes un- and non-. Students practice using context from sentences and these prefixes to determine unfamiliar word meanings. In Lesson 8, students determine unfamiliar words by focusing on Greek and Latin suffixes and prefixes. The previously studied prefixes are reviewed, and the suffixes  -ion, -tion, -ation, -ty, -ity, -fy, and -ify are added to the anchor chart. Students define words from the lesson’s differentiated passage using this approach. In Lesson 9, students discuss shades of meaning for the word consume and determine how different synonyms and antonyms show shades of meaning. In Lesson 10, the teacher progress monitors students’ understanding of Greek and Latin prefixes and suffixes to determine the meaning of unfamiliar words. 

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 4 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 4, Week 1, Day 1, the teacher reads aloud two paragraphs from “Get Involved!” (author not cited). The teacher thinks aloud to determine the meaning of the word community using the Latin root communis. The teacher works with students to read the rest of the passage and determine the meaning of respect using the Latin root.

  • In Unit 5, Week 1, Day 2, the teacher reminds students that “every syllable in a word has one vowel sound. When a syllable ends in a consonant, it is called a closed syllable, and the vowel sound is usually short.” The teacher models how to pronounce the word dentist, pointing out the short vowel sound. Students practice dividing words into syllables, identifying closed syllables, and reading the words with the teacher’s support. Students practice reading multisyllabic words with closed syllables with a partner. 

  • In Unit 5, Week 3, Day 2, the teacher reminds students that “every syllable in a word has one vowel sound. When a syllable ends in a consonant, it is called a closed syllable, and the vowel sound is usually short. In words with a vowel-consonant consonant-vowel (VCCV) spelling pattern, the word is usually divided between the two consonant spellings, such as rab/bit.” The teacher models pronouncing the word basket, pointing out the short vowel sound. Students practice dividing words into syllables, identifying closed syllables, and reading the words. Students practice reading multisyllabic words with closed syllables with a partner.

All tasks and questions are sequenced to 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: inflectional endings, plurals, compound words

  • Unit 2: Prefixes, Inflectional Endings, Possessives, words ending in -er and -est, Suffixes -ful and -less, 

  • Unit 3: Closed Syllables, Open Syllables, Final e Syllables, Plurals, Suffixes -ment, -ness, -age, -ance, -ence, compound words, base words, and related words

  • Unit 4: Inflectional endings, vowel team syllables, r-controlled vowel syllables, consonant + le syllables, Greek and Latin Roots, Frequently Confused Words

  • Unit 5: Closed Syllables, Latin Prefixes, Open Syllables, Irregular Plurals, Greek and Latin Roots, R Controlled Syllables, Frequently Misspelled words, Consonant + le syllables, Latin Suffixes

  • Unit 6: Number Prefixes, Homophones, Latin Suffixes, Words from Morphology, Greek and Latin Roots, Prefixes and Suffixes, Words from Around the World.

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 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 4 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 2, Week 1, Day 2, students pronounce the prefix in each word and then read the whole word and provide a definition of each word based on its prefix. The students read the following words: unpack, rewrite, dislike, remake, disown, incorrect, irregular, unlock, improper. For practice with decoding and encoding, students use Practice Book page 67 or online activities.

• In Unit 4, Week 5, Day 2, the teacher explains the variant vowel /o/. Students identify the spelling for the variant vowel and read the words stall, caught, fawn, awful, sauna, chalk, bought, fault, halt. Students practice with decoding and encoding in the practice Book 235.

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 3, Day 3, the teacher explains that reading with accuracy means pronouncing words correctly and reading every word in the text. The teacher models reading the first five paragraphs of the text, “The Talent Show” (author not cited), on Reading/Writing Companion page 39. The teacher carefully pronounces difficult words. Students are placed into groups to practice a choral reading of the passage. Each student reads one sentence, focusing on accurately pronouncing each word and not leaving out any words. Students apply their learning of prefixes and suffixes to help them decode difficult words in the passage, such as desperately, hesitated, uncomfortably. 

• In Unit 2, Week 1, Day 1, students read the text “Staying Warm” (author not cited), which includes words with prefixes. Students are asked to use the text to apply their previous learning of prefixes to determine the meaning of the following words from the text: disappear and revisit.

 The materials reviewed for Grade 4 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 4, Week 5, Day 3, students read the poems “Swimming to the Rocks” (author not cited) and “Moondust Footprints” by Joshua Katz. Students use the online Theme Graphic Organizer 9 to take notes while reading the poems. Students focus on reading the poems to notice repetition of words and identify themes. 

  • In Unit 5, Week 5, Day 2, students think about the Essential Question and what they know about Jamestown, preview the text, and set a purpose for reading. The teacher tells students it is important to read at a steady rate and use emotion to express interesting ideas and exciting details. The teacher models reading page 67 of “Founding Jamestown” (TIME for Kids). The teacher and students read the rest of the passage, slowing down or speeding up the rate depending on the content. 

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 9, the teacher explains that reading with expression includes changing your voice to show emotion. The teacher tells students it is important to read at a “moderate rate so others can easily understand the text.” The teacher models reading the first two paragraphs of “Weathering the Storm” by Anna Whittemore on page 28 of the Reading/Writing Companion. The teacher reads at a steady rate with expression and points both out to students. Students work in two groups to read aloud paragraph 4 of page 29. 

  • In Unit 3, Week 1, Day 2, the teacher explains that reading a text with expression includes stressing important words and phrases, which helps understand and make inferences about the text. The teacher models reading the first two paragraphs of “Remembering Hurricane Katrina” (author not cited).  Students work in groups to read the passage. The teacher asks each group to decide which important words and phrases to stress before they begin. After reading, students explain the choices they made.

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 1, Week 3, Day 3, the teacher explains that “reading with accuracy means pronouncing words correctly and reading every word in the text. Reading with accuracy improves comprehension of a text.” The teacher models reading the first five paragraphs of “The Talent Show” (author not cited) on page 39 of the Reading/Writing Companion, carefully pronouncing each word. Students work in groups to practice a choral reading of the passage. The teacher tells students to use the context of the passage to help them recognize, confirm, and pronounce words. 

  • In Unit 6, Week 1, Day 2, the teacher explains that when students read narrative nonfiction, they may come across unfamiliar concepts and explanations. The teacher reminds students that they can ask questions about difficult sections of text, then look for answers to understand the new information. The teacher explains that when students encounter a difficult section of text, they can ask themselves a question that would answer it. They may need to go back and reread to find an answer to the question.

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.