5th Grade - Gateway 1

The materials reviewed for Grade 5 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The anchor texts are of high interest and include rich language and content from across multiple disciplines and cultures. The anchor texts are examined multiple times for multiple purposes and are used to expand topics and essential questions, build vocabulary, and prompt writing. 

Examples of texts that fit this category include, but are not limited to, the following:

• Unit 1: Camping with the President by Ginger Wadsworth. This narrative nonfiction describes four days that President Theodore Roosevelt spent with outdoorsman John Muir visiting western states. Students will be interested in their adventures including camping, learning about birds, and seeing giant sequoia trees and glaciers. This trip influenced future presidential initiatives by Roosevelt. The illustrations are engaging, and paired with the text, paint a picture for students about the adventure. Wadsworth used diaries, letters, and published works as the basis for the text.
• Unit 2: Who Wrote the US Constitution? by Candice Ransom. The Teacher Edition provides teacher guidance under the ACT section to build background knowledge, explaining key ideas around the Revolutionary War and Articles of Confederation. This allows students to be more engaged with the history and thus the text. This text answers several questions, including, “But what were the new country's problems? Who came up with the solutions? How did the states work out disagreements to create a new system of government?” The pictures also depict what colonists would look like in this unique setting
• Unit 3: A Reluctant Traveler. This realistic fiction piece focuses on Paul, who is traveling from New York City to Buenos Aires. From the first page, there are vibrant photos of the New York City skyline, a passport, a boy’s picture, and a map of where Paul was traveling from and to. The remaining pictures show what Paul experienced in Buenos Aires, including the food and the culture, to help students learn about it. 
• Unit 5: The Case of the Missing Bees. This argumentative article is an overview of how scientists think they have solved the mystery of where all the honeybees have gone and is published in the Time For Kids magazine. Students will be intrigued by the title and will “find out” as they read the reasons for the disappearance. The text offers engaging photographs, interesting headings (A Deadly Combination & The Unusual Suspects), and infographics that offer additional information to the reader. 

The materials reviewed for Grade 5 meet the criteria for materials reflect the distribution of text types and genres required by the standards at each grade level.

There is a wide array of informational and literary text integrated throughout every unit with a balanced representation of each. Additional supplementary texts (text sets, shared reading, read-alouds) are included, resulting in a wide distribution of genres and text types as required by the standards, including historical fiction, poetry, fables, non-fiction, biographies, digital magazine articles, plays, and historical accounts.

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

• In Unit 1, Week 2, Camping with the President by Ginger Wadsworth
• In Unit 2, Week 3, The Magical Lost Brocade (Author Unknown) 
• In Unit 3, Week 2, They Don’t Mean It! by Lensey Namioka
• In Unit 4, Week 3, Where’s Brownie? (Author Unknown)
• In Unit 5, Week 4, Bud, Not Buddy by Christopher Paul Curtis
• In Unit 6, Week 5, To Travel! by Jad Abbas

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

• In Unit 1, Week 5, The Future of Transportation by Time for Kids
• In Unit 2, Week 1, Creating a Nation (Author Unknown)
• In Unit 3, Week 4, Writer’s Tail Retold by Juliana, Isabella and Craig Hatkoff
• In Unit 4, Week 1, Frederick Douglas: Freedom’s Voice (Author Unknown)

The materials reviewed for Grade 5 meet the criteria for texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Anchor texts are placed at the appropriate grade level. Examples include, but are not limited to:

• In Unit 3, Week 3, Gulf Spill Superheroes. This text has a quantitative measure of 860 Lexile. This is within the stretch band of 740-1010 Lexile for Grade 5. The purpose of the text is stated clearly. The structure includes headings and is in a logical order. Photographs and captions provide additional information. There is domain-specific vocabulary that may be challenging. The author also includes idiomatic expressions, such as “think tank.”  Some background knowledge may be needed in order to understand the severity of the problem. 
• In Unit 4, Week 1, Frederick Douglass: Freedom’s Voice. This text has a quantitative measure of 830 Lexile. This is within the stretch band of 740-1010 Lexile for Grade 5. This biography has a moderately complex purpose in that it is not stated within the piece but it is easy to discern the main idea through the details included in the story. The headings also assist students with understanding the main ideas and also the order in which they occurred. To best comprehend the story, students will need background information on slavery and the impact of the Thirteenth Amendment. 
• In Unit 6, Week 3, Mysterious Oceans. This text has a quantitative measure of 980 Lexile. This is within the stretch band of 740-1010 Lexile for Grade 5. The purpose is clear in this expository text, and the headings help readers organize the information. The author uses a variety of sentence types and structures, adding to the complexity. Students need to have a solid understanding of various ocean life-forms. Some of the vocabulary may need to be addressed explicitly (e.g., chemosynthesis and fleece of bacteria). 

The materials reviewed for Grade 5 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

The texts, both anchor and supporting, fall within the grade-level band anywhere from 740 - 1010L, and provide students access to increasingly rigorous texts over the course of the school year. The quantitative and qualitative analyses of the series of texts, as well as the scaffolds for the texts, ensure that students are supported to access and independently comprehend grade-level texts by the end of the year. 

The Genre Study within each unit begins with an Interactive Read- Aloud which introduces the genre and reading strategy that is the focus of the Genre Study. Students read the Shared Read followed by the Anchor Text, which is paired with an additional text selection in order for students to compare and contrast texts. While reading, scaffolds include rereading to find text evidence, note-taking in a graphic organizer with text details, and collaborative conversations that support students’ increasing independence over the course of the year.

• In Unit 1, Genre Study 1, students read narrative nonfiction texts and engage in the strategy of asking and answering questions and the skills of determining and analyzing cause and effect and point of view. Examples include:
• In Week 1, Day 1 the Interactive Read-Aloud “Capturing the Natural World” (unknown author) and a think-aloud are included to help students see modeled the reading strategy of asking questions. It has a Lexile of 900 and is considered slightly complex for structure, moderately complex for language and knowledge demands, and somewhat complex for meaning.
• In Week 1, Days 1-2, the Shared Read is “Into the Woods” (unknown author), which has a Lexile of 770L and is considered slightly complex. The text provides teachers and students with an opportunity to identify cause and effect. 
• In Weeks 1 and 2, Days 3-6, students engage with the Anchor Text, Camping with the President by Ginger Wadsworth, which has a Lexile of 760. Meaning and structure are considered slightly complex, but language and knowledge demands are considered somewhat complex. Students apply the skills they practiced during the Shared Read. 
• In Week 2, Day 8, after reading the Paired Text “A Walk with Teddy” (unknown author), which has a Lexile of 910L, students orally compare and contrast this text with what they learned about President Roosevelt and his love of nature in Camping with the President. 
• In Unit 4, Genre Study 2, students read drama and practice visualizing when reading. They also learn about how point of view and figurative language impact a text’s meaning. Examples include:
• In Week 3, Day 1, the Interactive Read-Aloud is “The Mystery Riddle” (unknown author) and the text is read by the teacher. It includes think-alouds to scaffold students as they apply the skill of visualization. There is no Lexile but it is considered slightly complex for language and meaning, and somewhat complex for structure and knowledge demands. 
• In Week 3, Days 1-2 the Shared Read is, “Where’s Brownie?” (unknown author), and students take notes about visualizing and point of view and work on identifying figurative language. The text is considered moderately complex for structure and language, slightly complex for meaning, and somewhat complex for knowledge demands. 
• In Weeks 3 and 4, Days 3-6, students read the Anchor Text, A Window Into History: The Mystery of the Cellar Window by David Adler, and apply the skills learned in the Shared Read. The drama is considered moderately complex.
• In Week 4, Days 7-8, students read the Paired Text, “A Boy, a Horse, and a Fiddle” (unknown author). Students compare this text with what they learned about giving things a second look in A Window into History: The Mystery of the Cellar Window, and discuss how these texts are similar and different. 
• In Unit 6, Genre Study 1, students read historical fiction and practice summarizing. They also learn more about theme, as well as print and graphic features.
• In Week 1, Day 1, the Interactive Read-Aloud is “Hope for the Troops” (unknown author), and the text is read by the teacher. It includes think-alouds to assist students to see how to apply the strategy. It has a Lexile of 850 and is considered moderately complex, with the exception of meaning, which is considered somewhat complex. 
• In Week 1, Days 1-2, the Shared Read is “Shipped Out” (unknown author), which has a Lexile of (810L) and is considered moderately complex, except for meaning, which is considered somewhat complex. Students practice determining a theme, as well as summarizing text. 
• In Weeks 1 and 2, Days 3-6, the Anchor Text is The Unbreakable Code by Sara Hoagland Hunter, which has a Lexile of 640. Although the quantitative feature falls below the Lexile range, this selection requires some prior knowledge of American history, making it a complex text. Meaning, structure, language, and knowledge are all considered moderately complex. Students apply the skills of summarizing, determining theme, and using print and graphic features to better understand text.
• In Week 2, Day 8, students read the Paired Text “Allies in Action,” which has a Lexile of 870. Students think about how this text compares with what they learned about in The Unbreakable Code.
  

The materials reviewed for Grade 5 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. 

Grade 5 materials contain a text complexity analysis that includes a quantitative measure, a qualitative measure, and a rationale for including the text. The text complexity analysis is accessible through the Teacher Resources tab online and in the Teacher Edition in the Genre Study Overview, as well as through the Access Complex Text (ACT) sections.

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis. A rationale for educational purpose and placement in the grade level is provided and includes correct information about the complexity. Examples include, but are not limited to:

• In Unit 1, Weeks 1 and 2, students read Camping with the President by Ginger Wadsworth, which has a Lexile of 760. The structure and meaning are considered slightly complex, while the language and knowledge demands are considered somewhat complex. According to the publisher, teachers can use this text for many various tasks. For example, this narrative nonfiction text can serve as a model for a narrative story structure to provide information about real people, settings, and events. It can also provide opportunities for thematic reflection through descriptive language and word choice.
• In Unit 2, Weeks 3 and 4, students read Blancaflor by Alma Flor Ada, which has a Lexile of 870. According to the text complexity analysis, the knowledge demands and meaning are considered slightly complex and the structure and language are considered somewhat complex. The text was selected to help students gain knowledge about elements of the folktale genre. 
• In Unit 3, Weeks 3 and 4, students read Winter’s Tail: How One Little Dolphin Learned to Swim Again retold by Juliana, Isabella, and Craig Hatkoff, which has a quantitative measure of 940L. Qualitative measures of complexity are slightly complex for meaning, but structure, language, and knowledge demands are considered moderately complex. According to the text complexity analysis, the text is used to help students gain content knowledge about the benefits of working in teams to accomplish a goal. 
• In Unit 5, Weeks 1 and 2, students read When Is a Planet Not a Planet? by Elaine Scott, which has a quantitative measure of 980L. Qualitative measures of complexity are moderately complex for meaning, but exceedingly complex for structure, language, and knowledge demands. According to the publisher, this text is used because, “Students will build content knowledge about our solar system, what constitutes a planet, the different kinds of planets, and how technology advances our knowledge of outer space.” 
• In Unit 6, Weeks 3 and 4, students read “Mysterious Oceans” (unknown author), which has a quantitative measure of 980L. Qualitative measures of complexity are moderately complex for meaning and knowledge demands, but exceedingly complex for structure and language.The purpose of this piece is to develop students’ abilities to better understand adaptability and how organisms can function in less-than-ideal circumstances. 

The materials reviewed for Grade 5 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade-level reading proficiency.

Grade 5 materials provide students multiple opportunities to engage in a variety of texts in order to reach grade-level reading proficiency by the end of the year. Each unit contains three genre studies. Within each Genre Study, students engage with multiple texts to deepen their knowledge of the genre, beginning with an Interactive Read- Aloud and continuing with the Shared Read and Anchor Text.  Each Genre Study includes a Paired Selection that offers the opportunity for students to make cross-text comparisons. The selection may be a different genre from the Anchor Text but relates to the Essential Question. In addition, Leveled Texts (Approaching, On, Beyond, ELL) support the Essential Question, while also providing scaffolds for independent reading opportunities. Classroom Library book titles are included for additional independent reading options within each unit and genre.

Instructional materials identify opportunities and supports for students to engage in reading and listening to a variety of texts to become independent readers at the grade level and engage in a volume of reading as they grow toward reading independence. Examples include, but are not limited to:

• In Unit 1, Genre Study 3, students engage in reading argumentative texts such as: 
• Interactive Read-Aloud: “Electronic Books: A New Way to Read” (unknown author)
• Shared Read: “Are Electronic Devices Good for Us? by Time for Kids
• Anchor Text: The Future of Transportation by Time for Kids
• Paired Selection: “Getting from Here to There” (unknown author)
• Small Group Instruction Text: What about Robots? by Yvonne Morgin
• In Unit 2, Genre Study 1, students engage in reading expository texts such as:
• Interactive-Read Aloud: “The Haudenosaunee Confederacy (unknown author)
• Shared Read: “Creating a Nation” (unknown author)
• Anchor Text: Who Wrote the U.S. Constitution? by Candice Ransom
• Paired Selection: “Wordsmiths” (unknown author)
• Small Group Instruction Text: The Bill of Rights by Jane Kelley
• In Unit 4, Genre Study 2, students engage in reading drama texts including:
• Interactive Read-Aloud: “The Mystery Riddle” (unknown author)
• Shared Read: “Where’s Brownie?” (unknown author)
• Anchor Text: A Window Into History: The Mystery of the Cellar Window by David Adler 
• Paired Selection: “A Boy, a Horse, and a Fiddle” (unknown author)
• Small Group Instruction Text: The Mysterious Teacher by Feana Tu'akoi
• In Unit 5, Genre Study 2, students engage in reading historical fiction such as:
• Interactive Read-Aloud: "Starting Over” (unknown author)
• Shared Read: “The Day the Rollets got their Moxie Back” (unknown author)
• Anchor Text: Bud, Not Buddy by Christopher Paul Curtis
• Paired Selection: “Musical Impressions of the Great Depression": (unknown author)
• Small Group Instruction Text: The Picture Palace by Rachel Hayward

The materials reviewed for Grade 5 meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). 

Grade 5 materials provide opportunities for students to engage with the text by answering text-dependent and text-specific questions. Each lesson includes questions and tasks that require students to answer text-dependent questions both via discussions and in writing. Students answer both explicit and implicit questions requiring evidence from the text. 

Materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Examples include, but are not limited to:

• In Unit 1, Week 1, after reading, “A Life in the Woods” (unknown author), students are asked, “What visitors did Thoreau receive at the cabin? Why might readers need to know more about these visitors?”         
• In Unit 2, Week 3, after reading The Magical Lost Brocade, a Chinese folktale, students are asked, “Why do you think Princess Ling did not return the brocade herself?” Students are directed to, “Circle the places that tell what kind of story this is.” 
• In Unit 3, Week 4, after reading Winter’s Tail, by Juliana, Isabella, and Craig Hatkoff, students are asked, “How do the authors help you understand that Winter’s relationship with the staff is changing? What does their relationship suggest about Winter’s future?”
• In Unit 4, Week 2, after reading Rosa by Nikki Giovanni, students are asked to reread the last paragraph on page 263 and answer the question, “How does the author describe Rosa’s sewing abilities?” Students are asked to reread the quote from Dr. King on page 272 and answer the question, “How does the author’s use of similes help you understand this quote?”
• In Unit 5, Week 4, after reading Bud, Not Buddy by Christopher Paul Curtis, students are asked to look at page 371 and answer the question, “What does Rules and Things Number 36 mean?” Students read page 376 and are asked, “What new rule does Bud learn?  What event is learning this rule tied to?” Students then reread pages 368-369 and discuss with a partner what Bud thinks and does and why he reacts in this way.  
• Unit 6, Week 6, after performing the Readers Theater “Round the World with Nellie Bly” (unknown author), students are asked the following questions, "How does the narrator describe the first setting? What are two things the narrator says that go beyond the characters’ dialogue? How does the narrator move the plot along? What does the narrator say about Nellie’s challenge at the end of the play?"

The materials reviewed for Grade 5 meet the criteria for sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

Culminating tasks provide opportunities throughout the program for students to show what they know and are able to do. At the end of each Genre Study, students are required to make connections across texts and analyze a photograph to demonstrate their knowledge of the essential question of the unit. Students discuss the prompt with a partner,  find text evidence, and finally demonstrate their knowledge on an independent writing task. 

Culminating tasks of quality are evident across a year’s worth of material. Tasks are supported with coherent sequences of text-dependent questions and tasks. Examples include, but are not limited to:

• In Unit 1, Week 3, students read One Hen by Katie Smith Milway, and begin by discussing with a partner how the author helps them understand the future Kojo dreams about. On a chart, students record evidence of the words and phrases that tell about Kojo’s plan, why it is important to the story, and then write why the author describes Kojo’s dreams. Next students reread, discuss, and complete a cause and effect chart in response to the question, “How do you know that Kojo’s dream will continue to come true?” These text-dependent questions, discussions, and written responses build to a culminating task, “How does the author help you understand how Kojo changes and how he changes the lives of so many people?”
• In Unit 3, Weeks 1 and 2, students learn about the benefits that come from people working as a group. At the end of the unit, students discuss how advances in technology allow firefighters and the teams described in the texts Winter's Tail: How One Little Dolphin Learned to Swim Again told by Juliana, Isabella, and Craig Hatkoff, and “Helping Hands” (unknown author), to help each other. After discussing with a partner and finding text evidence, students write their response. 
• In Unit 5, Week 1, students read When Is a Planet Not a Planet? The Story of Pluto by Elaine Scott, and begin by discussing the question, “How does the author use the first part of ‘Pluto’s Problems’ to support her ideas about different groups of planets?” Then, students discuss with a partner, record evidence on a chart, and write about how the author uses diagrams to help them understand the question, “How does the author use the description of a schoolyard bully to help you understand what she means by the phrase ‘clearing the neighborhood?’”  These text-dependent questions, discussions, and written responses build to a culminating task, “Think about how the author supports her ideas. How does she use organization and text features to explain Pluto’s status as a planet?” 
• In Unit 6, Weeks 1 and 2, students read historical fiction. At the end of the unit, students analyze a World War II poster and then are asked to describe how the poster is similar to the message of The Unbreakable Code by Sara Hoagland Hunter and “Allies in Action” (unknown author). After discussing the question with a partner, students find text evidence and write their response.
  

The materials reviewed for Grade 5 meet the criteria for materials provide frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Throughout the program, students have opportunities for evidence-based discussions in whole group discussions, small groups, and peer-to-peer conversations. Multiple opportunities for discussions are presented throughout the program including Think-Alouds, Talk About It, and Collaborative Conversations. 

Examples of protocols used in the program for evidence-based discussions include:

• In Unit 1, Week 1, students discuss in pairs or groups the essential question that is found in the students’ Reading Writing Companion. There is a Collaborative Conversations protocol called Listen Carefully that is used for this discussion. This occurs for every unit. 
• In Unit 2, Week 4, after reading the anchor text Blancaflor by Alma Flor Ada, students are reminded by the teacher that the tone and mood of a story can often point to a story’s theme or important message. Students turn to page 119 and the teacher rereads the first three paragraphs aloud and asks, “How is the prince feeling, and why does he feel this way?” Students reread paragraphs 3-6 on page 130 and turn and discuss with a partner how the folktale changes.  
• In Unit 3, Week 1, the teacher models how to identify the author’s purpose in a text from “Where Did That Come From” (no author). Then groups discuss how the author achieves the purpose.  Students work with partners to find key words and phrases that the author uses to introduce the topic. Partners discuss what examples the author provides and what the author wants to know about American sports that indicates the author’s purpose for writing the text. 

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

• In Unit 3, Week 1, students read “Reluctant Traveler” (unknown author), and work with partners to determine how the illustrations in the story reveal what the characters feel.  Sentence frames, such as “The characters in this illustration feel…” or “The illustrator shows this by….”, are provided. 
• In Unit 6, Week 3, partners review Jon Van Zyle’s illustrations in the text Survival At 40 Below by Debbie S. Miller, and discuss how they help readers understand the text.  Students are provided a sentence starter, “This illustration’s details support….”  Students use text evidence to support their ideas. 

The program also includes support for teachers and students on the various evidence-based discussions used throughout the program. This includes: 

• In the Instructional Routines Handbook, there is a routine for the teacher to encourage students to have discussions. A side note provides support for teachers to recognize when students are struggling during the discussions and support for how to help the students get the discussion back on track. 
• Classroom Videos are provided for the teacher and students to watch model teachers and classrooms. In the video entitled Collaborative Conversations, the teacher in the video demonstrates conversational skills for students. In addition, the Instructional Routines Handbook provides a checklist for students and the routine for teachers. 
• The Instructional Routines Handbook provides step-by-step instructions for teachers on how to support student discussions. For example, on page 22, the teacher is prompted to use a small group to role play and model for the rest of the class in preparation for discussions.  It also provides sentence frames that can be used to support students’ use of academic vocabulary and syntax. An example is, “Can you point to text evidence that shows ...?”
• The Teacher Resource Book includes a Speaking Checklist on page 97 and a Listening Checklist on page 98 to guide students when they are sharing ideas, presenting projects, and working with a group.

The materials reviewed for Grade 5 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports. 

The materials provide opportunities for students to partake in listening and speaking activities about what they are reading through responding to evidence-based questions prompted by the teacher, as well as whole group and partner share. Collaborative conversations are encouraged throughout each unit. Students also have opportunities to discuss what they are researching. Examples include:

• In Unit 1, Week 3, after reading “A Fresh Idea” (unknown author), students work in pairs to identify the details that convey the climax and falling action, as well as the details of the rising action that led to the climax.  Partners share and compare their work with the class. 
• In Unit 2, Weeks 3 and 4, while reading the folktale, Blancaflor by Alma Flor Ada, students generate a question of their own about the story and then share it with a partner. 
• In Unit 3, Week 5, after reading String Theory by Time For Kids, students discuss the information provided on a diagram in the text in the whole class setting. 
• In Unit 4, Weeks 3 and 4, while reading the shared read, “Where’s Brownie?” (unknown author), students work in pairs to orally summarize the drama using notes. Then pairs write the summary. 
• In Unit 5, Weeks 1 and 2, students read the anchor text When is a Planet not a Planet? by Elaine Scott. While students read the story, the teacher stops and asks the students discussion questions including, “What happened when the Sun grew bigger? What effect did the Sun’s gravity have? What caused astronomers to have a problem with Pluto?”
• In Unit 6, Week 1, when reading “Shipped Out” (unknown author), students work in a group to create a cause and effect chart to show the causes and effects of World War II. Groups discuss their plans and are reminded of the QuickTip in the Reading Writing Companion on page 110 that provides sentence starters. 

The materials reviewed for Grade 5 meet the criteria for materials include a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. 

Grade 5 materials provide opportunities for students to write daily. Throughout each unit students engage in a variety of writing tasks. On-demand writing includes note-taking, graphic organizers, quick-writes, and answering questions about texts, while reading and after reading. Process writing includes essays and a variety of projects. Students also have the opportunity to revise and edit their work in each unit.

Students engage in on-demand writing throughout the year, during and after reading texts. Students often respond while reading to support comprehension or after reading to demonstrate comprehension. Examples of on-demand writing found throughout the program include:

• In Unit 1, Week 2, after reading the paired selection, “A Walk with Teddy” (unknown author), students write about Roosevelt's opinion of blackbirds. 
• In Unit 2, Week 5, after reading the anchor text, Stage Fright, Catching Quiet by Lee Bennet Hopkins and Marci Ridlon, students think about the way both poems are organized and then answer the question, “How do techniques like line arrangement and repetition help convey each poem’s theme?”
• In Unit 3, Week 1, after reading “A Reluctant Traveler” (unknown author), students answer the question, “How does the author show how Paul changes during his trip to Argentina?” in their Reading Writing Companion. 
• In Unit 6, Week 2, after reading the anchor text, 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?” 

Process writing occurs in each Genre Study. Students examine a model text before brainstorming, drafting, editing, revising, and publishing their written pieces. Examples found throughout the program include: 

• In Unit 1, Genre Study 3, students engage in the writing process while writing an opinion essay about whether social media does or does not benefit teens. Students study a sample opinion essay before beginning their own brainstorm. They then draft, revise, edit, and publish their essay. 
• In Unit 3, students write a realistic fiction story. In Weeks 1 and 2, students see an expert model of realistic fiction, make a plan, and then draft their realistic fiction story. In Weeks 3 and 4, students revise, edit, and publish their story. 
• In Unit 4, Week 5, students pre-write, draft, edit, and revise a free verse poem about a person, activity, pet, or event that makes them happy. 
• In Unit 6, Genre Study 1, students read historical fiction and write their own historical fiction story throughout the genre study about characters from a specific time period.

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

Grade 5 materials provide opportunities for students to engage in a variety of writing types addressed in the standards over the course of the year. In each Genre Study, students complete either a narrative, opinion, or expository writing assignment. Students study model texts, engage in a brainstorming process, and write their own story or essay. Students have the opportunity to engage in narrative, expository, and opinion writing throughout the year.

Examples of narrative writing found throughout the school year include: 

• In Unit 3, Genre Study 1, students write their own realistic fiction story about an interesting discovery a character makes about a story’s setting. 
• In Unit 4, Genre Study 3, students write a free verse poem about something that makes them happy. . 
• In Unit 6, Genre Study 1, students write an historical fiction story about characters from a specific time period and the events that take place during that period. 

Examples of opinion writing found throughout the school year include: 

• In Unit 1, Genre Study 3, students write an opinion essay about whether social media does or does not benefit teens. 
• In Unit 5, Genre Study 3, students write an opinion essay about an endangered species and why it should be protected. 

Examples of expository writing found throughout the school year include: 

• In Unit 2, Genre Study 1, students write an expository essay that explains how a specific historical figure contributed to the creation of the U.S. Constitution. 
• In Unit 4, Genre Study 1, students write a biography about a historical figure who made a difference to civil rights. 
• In Unit 5, Genre Study 1, students write a report about a significant scientific advancement of the 21st century.

The materials reviewed for Grade 5 meet the criteria for materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

Materials provide students with opportunities to engage in evidenced-based writing opportunities throughout the program, including within the Reading and Writing Companion. In shared reading, students answer questions in writing while reading and are prompted to underline or circle evidence. After the anchor text, students answer a prompt in writing by using their notes and graphic organizer that were completed throughout the two-week read of the text. 

Materials provide frequent opportunities across the school year for students to learn, practice, and apply evidence-based writing. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with the texts. Examples include, but are not limited to:

• In Unit 1, Week 1, students read “A Life in the Woods” (unknown author), and take notes to support answering the question, “How does the author help you understand the effect nature had on Thoreau?” 
• In Unit 2, Weeks 1 and 2 students read “Creating a Nation” (unknown author), and while reading, students are prompted to underline the problem King George III faced and write it down. Students are prompted to circle the king’s solution to the problem and to write why the colonists thought the Stamp Act was unfair. 
• In Unit 3, Weeks 3 and 4, students read “Gulf Spill Superheroes” (unknown author), during shared reading and are prompted to answer the question, “How does the author help you understand that it took a team of people to help with the Deepwater Horizon accident?” Students discuss the prompt and then use their notes and graphic organizer to write a brief composition that answers the question. 
• In Unit 4, Week 2, students read Rosa by Nikki Giovanni and answer questions in writing, such as “What figurative language does the author use to set up this scene? How does the author’s use of similes help you understand the quote?” For both questions, students must cite text evidence. 
• In Unit 5, Weeks 1 and 2, students read “Changing Views of Earth” (unknown author), and answer the question, “How does the author show that people have always wanted to learn more and more about Earth and space?” 
• In Unit 6, Week 1, students read “Shipped Out” (unknown author), and answer the question, “How does the author show the impact World War II had on children as well as on adults?” Students record text evidence in their Reading Writing Companion prior to answering the prompt. 

The materials reviewed for Grade 5 meet the criteria for materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. 

Instructional materials provide opportunities for the teacher to explicitly teach each grammar objective and provide guided practice. Materials also include multiple opportunities for students to  independently practice each new skill. The grammar focus is connected to the independent writing tasks. In addition to the grammar focus, each week of each unit includes a spelling focus, which provides opportunities for  students to practice the conventional spellings of words with common spelling patterns and irregular spelling patterns. Students have opportunities over the course of the year to apply newly learned skills both in and out of context.

Materials include explicit instruction of grammar and conventions standards for the grade level. Examples include, but are not limited to:

• Students have opportunities to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• In Unit 1, Week 3, Day 1, during the Grammar portion of the lesson, the teacher explains that a simple sentence expresses one complete thought. A compound sentence contains two simple sentences joined by a comma and a conjunction. 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 practice in the Practice Book page 25 or online activity.
• In Unit 2, Week 5, Day 1, during the Grammar portion of the lesson, the teacher explains, "A prepositional phrase is a group of words that tells more about an important part of a sentence. A prepositional phrase begins with a preposition such as about, during, in, near, under, or with. It ends with a noun. A prepositional phrase can function as an adjective or an adverb. The girl with blue shoes reads many books." Students practice in the Practice Book page 109 or online activity.
• Students have opportunities to 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 2, during the Grammar portion of the lesson, the teacher explains, "The present progressive tense takes a form of the verb be and a present participle. I am walking. Past participles for regular verbs take the same form as the past tense. Irregular verbs have irregular past participles. When you use the irregular verb swum, you must also use has, have, or had. The three perfect tenses (present, past, future) show a completed action." The students practice in the Practice Book page 146. 
• Students have opportunities to use verb tense to convey various times, sequences, states, and conditions.
• In Unit 3, Week 2, Day 7, during the Grammar portion of the lesson, the teacher explains that past tense verbs tell about actions in the past: "Add -ed to most verbs to show past tense. If a verb ends in e, just add -d. If a verb ends in a vowel and consonant, double the consonant and add -ed. If a verb ends in a consonant and y, change y to i and add -ed. Future tense verbs are formed with the helping verb will. The past and future progressive tenses show action that was or will be continuing. She was running." Students practice in Practice Book page 134.
• Students have opportunities to recognize and correct inappropriate shifts in verb tense.
• In Unit 3, Week 2, Day 8, during the Grammar portion of the lesson, the teacher explains that when talking or writing about the past, present, or future, one should always use the correct verb tense. The students practice in the Practice Book page 135 or online activity.
• Students have opportunities to use correlative conjunctions (e.g., either/or, neither/nor).
• In Unit 1, Week 2, Day 7, during the Grammar portion of the lesson, the teacher explains that a compound subject has two or more subjects in the same sentence. A compound predicate has two or more predicates with the same subject. The fawn ran and jumped across the fence. Compound subjects and predicates can use coordinating conjunctions (e.g., and, but, or) or correlative conjunctions (e.g., Either . . . or, Neither . . . nor, Not only . . . but also). Students practice in the Practice Book page 14.
• Students have opportunities to use punctuation to separate items in a series.
• In the Teacher Edition, Unit 1, Week 2, Day 8, during the Grammar portion of the lesson, the teacher explains that we use commas to separate three or more words or phrases in a series. An appositive is a noun or phrase that renames another noun. Appositives are set off by commas. Commas set off the words yes, no, and thank you, along with introductory words. Students practice in the Practice Book page 15 or online activity.
• Students have opportunities to use a comma to separate an introductory element from the rest of the sentence.
• In Unit 1, Week 4, Day 8, during the Grammar portion of the lesson the teacher explains when to use a comma with conjunctions and subordinating conjunctions: "Use a comma before a conjunction to separate two independent clauses in compound sentences." The teacher reminds students that dependent clauses begin with a subordinating conjunction. In complex sentences that begin with dependent clauses, we add a comma after the last word of the dependent clause. We do not use a comma when the dependent clause comes at the end of the sentence. Students practice in Practice Book page 39 or online activity. 
• Students have opportunities to 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, during the Grammar portion of the lesson, the teacher explains that 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 an exclamation point. An exclamation ends with an exclamation point. "Use commas to set off tag questions (e.g., It’s true, isn’t it?) and with direct address (e.g., Is that you, Al?). An interjection expresses a strong feeling. An exclamation point is used after an interjection. Hey! I’m happy to see you. Use italics or underlining to create emphasis: I really like your cooking! The teacher discusses the use of proper punctuation in sample sentences. Students complete Practice Book page 3 or online activity.
• Students have opportunities to use underlining, quotation marks, or italics to indicate titles of works.
• In Unit 2, Week 5, Day 3, during the Grammar portion of the lesson, the teacher explains that we use quotation marks around the title of a song, part of a book, or a short story. "The chapter is “Dog Days of Summer.” We use italics or underlining with the title of a long work, such as a book: "I read Old Yeller." Italics or underlining can also be used for emphasis in writing: "I had a great time at the park! I’ll never eat that again!" We use commas after the greeting and closing in a friendly letter and in the date and address. In a business letter, use a colon after the greeting. Students practice in the Practice Book page 111 or online activity.
• Students have opportunities to spell grade-appropriate words correctly, consulting references as needed.
• In Unit 2, Week 2, Day 8, during the Expand Vocabulary portion of the lesson, the teacher explains that the students can use definitions and restatements to figure out unfamiliar words. Students complete Practice Book page 84.
• In Unit 3, Week 2, Day 6, during the Spelling portion of the lesson, the teacher reads the spelling words aloud, drawing out the vowel sound in each open syllable. The teacher points out the spelling pattern in poet and draws a line between the syllables: po/et. The teacher explains that the word poet has an open syllable, which means it has a syllable that ends in a vowel. It is followed by a syllable that starts with a vowel. This is the V/V pattern. The teacher pronounces poet and draws a line under the two vowels to show the V/V pattern. The teacher demonstrates sorting the spelling words by pattern under the various V/V patterns: ea, eo, ia, ie, io, oe, ua, ue, and ui. Students sort a few words. The teacher points out the open syllable in each word. The teacher uses the Dictation Sentences from Day 5 to give the pretest. The teacher says the underlined word, reads the sentence, and repeats the word. Students write and check the words. The pretest can be found in the Practice Book page 138.
• Students have opportunities to expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
• In Unit 1, Week 5, Day 3, during the Grammar portion of the lesson, the teacher explains that a run-on sentence or comma splice joins two or more complete thoughts incorrectly: "You can separate the thoughts into separate sentences using a period. Another way to divide separate but related thoughts is to form a compound sentence. Remember to use a comma after the first sentence and before the conjunction. You can also use a semicolon to connect the sentences. Notice you do not use a conjunction when you use a semicolon to correct a run-on sentence." Students practice in the Practice Book page 51 or online activity.
• Students have opportunities to compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
• In Unit 5, Week 3, Day 2, during the Reading/Writing portion of the lesson, the teacher explains characteristics of historical fiction: "Historical fiction features events and settings that are typical of a particular period in history." The teacher explains that reading historical fiction can sometimes require some prior knowledge about the time and place of the story. The teacher models using details from the story, as well as dialect typical of a specific time and place in history, to identify “The Day the Rollets Got Their Moxie Back” as historical fiction. The teacher reminds students that characters sometimes use dialect, or speech typical of a time or place. This dialect may include words, phrases, and idioms that are no longer commonly used. The teacher guides students to work with partners to list another example of dialect in ”The Day the Rollets Got Their Moxie Back,” and has partners discuss what the example of dialect might mean and why the author might have included it in this historical fiction story.

The materials reviewed for Grade 5 meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression. 

Grade 5 materials provides explicit phonics instruction in the whole group spelling opportunities, and are reinforced in the small group differentiated instruction. The instruction follows a scope and sequence of reviewing past presented skills, such as long and short vowel patterns and inflectional endings, and builds upon that base, introducing prefixes, suffixes and multi-syllabic word patterns. Weekly Spelling tests are given the fifth day of each weekly sequence to determine students’ proficiency in spelling words with these spelling patterns. Students also have the opportunity to decode these words within context during Shared Read and the reading of their Anthology text for the week. There are pre/post assessments for spelling weekly in addition to progress monitoring tools such as a phonics survey, spelling inventory and fluency assessment to assess knowledge and application of word recognition skills.

Materials contain explicit instruction of irregularly spelled words, syllabication patterns, and word recognition consistently over the course of the year. Examples include, but are not limited to:

• Students have opportunities to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
• In Unit 2, Week 2, Day 2, during Phonics, the teacher reminds students that every syllable in a word has one vowel sound. The teacher writes the word pencil on the board and draws a slash between the n and the c and pronounces each syllable: pen/cil. The teacher points out that when a syllable ends in one or more consonants and has a short vowel sound spelled with a single vowel, it is called a closed syllable. Pen is a closed syllable. The teacher reminds students that some words have one closed syllable and one VCe syllable, such as update or empire. The syllables divide between the two consonants in both update and inside. The teacher models and writes the following words on the board: tender, rustic, mistake, and custom. The teacher reads each word aloud and models identifying the closed syllable or syllables in each word. Students chorally read the sample words as the teacher points to them.
• In Unit 5, Week 3, Day 1, during Spelling, the teacher reads the spelling words aloud, emphasizing the prefix in each word. The teacher points out the prefixes in disobey, mistrust, incorrect, and preview. The teacher pronounces each word while drawing a line under the prefix. The teacher explains that a prefix is a group of letters added to the beginning of a word and that a prefix changes the meaning of the base word. The teacher demonstrates sorting spelling words by prefix, pointing out the prefix as each word is sorted. Students name other words with the same prefixes. Students cut apart the Spelling Word Cards in the Online Resource Book and initial the back of each card. Students read the words aloud with partners. Partners complete an open sort and record their sorts in their writer’s notebook. On day 5, students read Bud Not Buddy, which includes the following words with affixes: instrument, grateful, mysterious, recorder, and saxophonical.
• In Unit 6, Week 2, Day 6, during Spelling Whole Group, the teacher displays the word export  and points out the Latin root port, drawing a line under the root. The teacher explains that many English words are based on Latin roots such as port, from the Latin word meaning “to carry.” The teacher demonstrates sorting spelling words by Latin roots: port, tract, spect, and miss/mit and sorts a few spelling words that have a similar root, such as export, distract, suspect, and mission. The teacher points out the root in each word as it is sorted and asks students to name other words that have these roots. The teacher uses the Dictation Sentences from Day 10 to give the pretest. Students write the words, then check their papers.

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include, but are not limited to:

• In Placement and Diagnostic Assessment, page xvii, the materials explain that beyond the initial placement of students into the appropriate level of materials, students need to be tested periodically to determine whether they are progressing on a grade-level or at a faster pace. The program suggests that teachers administer  progress monitoring or benchmark tests on a regular schedule throughout the year: fall, winter, and spring, or over a regular period of time, such as every four to six weeks. A chart is provided for general testing scheduling guide.
• In each unit,  the students have a pretest and post-test of the week’s spelling words. For example, in Unit 2, Week 1, the students participate in a pretest for words with variant vowel /ô/; diphthongs/oi/, /ou/ words with  Dictation Sentences.

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include, but are not limited to:

• In Unit 2, Week 3, Day 1, during Spelling, the teacher reads the spelling words aloud, segmenting each word syllable by syllable. The teacher explains that spelling rules dictate that word spellings can change when -ed and -ing are added. The teacher models adding -ing to amuse and points out that the e is dropped. The teacher demonstrates sorting the spelling words by pattern under the keywords amusing, dripping, applied, and threatening. The teacher points out the different orthographic rules as he/she sorts the words.
• In Unit 3, Week 1, Day 1, during Spelling, the teacher reads the spelling words aloud, drawing out the vowel sound in each open syllable, pointing out the open syllable pattern in recent. The teacher draws a line between each syllable: re/cent. The teacher says each syllable, then points out the open syllable re and the closed syllable cent. Teacher demonstrates sorting the spelling words by pattern under the key words local and panic. The teacher sorts a few words and points out that when the vowel sound is short, the syllable usually ends after the consonant. When the vowel sound is long, the syllable ends after the vowel. Students cut apart the Spelling Word Cards in the Online Resource Book and initial the back of each card. Students read the words aloud with partners and complete an open sort. Students record their sorts in their writer’s notebooks.
• In Unit 4, Week 5, Day 1, during Spelling, the teacher reads the spelling words aloud, distinctly segmenting the syllables. The teacher points out the suffixes in balance and dependence, drawing a line under each. The teacher explains that these suffixes mean “state or quality of.” Words are changed to nouns when these suffixes are added. The teacher demonstrates sorting the spelling words with the suffix pattern -ence or -ance as seen in the words balance and dependence. The teacher sorts the spelling words that have a similar pattern and ask students how the verbs reside, radiate, and refer can be changed to nouns.

The materials reviewed for Grade 5 meet the criteria for materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Grade 5 materials provide opportunities throughout the course of the year for students to learn, practice, and apply word analysis skills in connected texts and tasks. Throughout each unit, there is a five-day sequence which begins with explicit instruction of the Spelling and Phonics pattern, as well as a pretest. Additional practice includes Practice Book pages for review. Materials also include opportunities for teachers to assess students’ acquisition of word analysis skills, through the use of both formal and informal assessments such as weekly pre- and post-tests, Progress Monitoring, and Running Records. Teachers can make decisions about students based on these formal and informal assessments throughout the week. 

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include, but are not limited to:

• In Unit 1, Week 5, Day 1, during the Vocabulary part of the lesson, the teacher explains that prefixes are word parts added to the beginning of a word to change the meaning. The teacher points out that many prefixes in English words come from ancient Greek and Latin, including dis- (“opposite”), in- (“not”), tele- (“distant”), and multi- (“many”). Students can use their knowledge of these prefixes to define unfamiliar words. Students begin an anchor chart on Greek and Latin prefixes. The teacher models using the Latin prefix dis-, meaning “opposite,” to figure out the meaning of the word disadvantages in the last sentence of the first paragraph on page 60. The teacher points out that if advantages are qualities that help, disadvantages must be harmful qualities. Students work with partners to use Greek and Latin prefixes to determine the meanings of television and multitasking.
• In Unit 3, Week 3, Day 1, during Spelling, the teacher reads the spelling words aloud, drawing out the vowel sound in each syllable and points out the two vowels that make one vowel sound in footprint and in coastal. The teacher draws a line under these vowels as she/he says the sounds and explains that in a vowel team syllable, two vowels work together to make one vowel sound. The teacher demonstrates sorting the spelling words by pattern under the keywords entertain, applause, and southern. The teacher sorts a few words and points out the vowel team syllable in each word as it is sorted. Students cut apart the Spelling Word Cards in the Online Resource Book and initial the back of each card. Students read the words aloud with partners. Partners complete an open sort and record their sorts in their writer’s notebook. 
• In Unit 6, Week 3, Day 1, during Spelling, the teacher reads the spelling words aloud, enunciating each syllable. The teacher tells students that many words in the English language are connected to mythology and points out the word January. The teacher explains that Janus was the Roman god of beginnings. Groups use a dictionary or the Internet to research the origins of four other spelling words. Students share their research and use the words echo and January to demonstrate sorting a few spelling words according to their connection to Greek or Roman mythology or some other aspect of those cultures. Students cut apart the Spelling Word Cards in the Online Resource Book and initial the back of each card. Students read the words aloud with partners. Partners complete an open sort and record their sorts in their writer´s notebook. On Day 5, students complete Practice Book page 334 for review where students add the correct letters to spell each incomplete word and read each completed word. 

Materials include word analysis assessment to monitor student learning of word analysis skills. Examples include, but are not limited to:

• Materials include both formal and informal assessments that the teacher can use to place students in differentiated groups based on their performance. 
• Progress Monitoring: tests reading comprehension, vocabulary strategies; grades 1-6; given at the end of each genre study instruction period.
• Unit Assessments: tests comprehension skills, vocabulary strategies, literary elements, text features, grammar, mechanics and usage, writing; grades K-6; given at the end of each unit of instruction. 
• Benchmark Assessments: tests reading comprehension, vocabulary strategies, literary elements, text features, grammar, mechanics and usage, writing; grades K-6; given at the middle and the end of the school year.
• In Unit 3, Week 3, Day 1, during Spelling, the teacher uses Dictation Sentences from Day 5 to give the pretest. The teacher says the underlined word, reads the sentence, and repeats the word. Students write the words. On Day 5, the teacher uses the Dictation Sentences for the post-test. Students list misspelled words in their writer’s notebook, especially errors in digraphs. The teacher looks for students’ use of these words in their writing. 
• In Unit 4, Week 2, Day 6, during the Spelling part of the lesson, the teacher reads the spelling words aloud, emphasizing the prefix in each word. The teacher points out the prefixes in unusual and rewrap. The teacher says each word and draws a line under the prefix as the syllable is read. The teacher explains that a prefix is a word part that is used at the beginning of a word to change its meaning. The teacher uses the Dictation Sentences from Day 5 to give the pretest. The teacher says the underlined word, reads the sentence, and repeats the word. Students write the words and then check their papers. Students cut apart the Spelling Word Cards in the Online Resource Book and initial the back of each card. Students read the words aloud with a partner and complete an open sort. Students record their sorts in their writer’s notebook.
• In Unit 6, Week 3, Day 1, the teacher uses the Dictation Sentences from Day 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. On Day 5, the teacher uses the Dictation Sentences for the post-test. Students list the misspelled words in their writer's notebook and the teacher looks for students´use of these words in their writing.

The materials reviewed for Grade 5 meet the criteria for instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Instructional materials provide opportunities for students to read grade-level text with purpose and understanding. In each unit and each five-day sequence of lessons, students read and reread grade level text in the Literature Anthology and the Shared Read lesson. Students take notes, make text comparisons, and have discussions with peers. Students practice reading grade level text with appropriate expression, accuracy, and rate during whole group fluency lessons that can be found on the fifth week of the unit on the fifth day of instruction. There are multiple opportunities for students to be assessed for fluent reading, which is provided on the fifth day of each five-day sequence.  Instructional adjustments are provided to teachers based on student results. In the Placement and Diagnostic Assessment resource, the year-long chart indicates three fluency assessment options throughout the year: Oral Reading Fluency, Informal Reading Inventory, and Running Records.

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. Examples include, but are not limited to:

• Students have opportunities to read grade-level text with purpose and understanding.
• In Unit 2, Week 1, Day 4, during Literature Anthology, students read for a purpose. As students read Who Wrote the U.S. Constitution?, they take notes. Using copies of online Problem and Solution Graphic Organizer on page 142, students record the problems the delegates faced and their solutions. They note words they don’t understand and questions they have.  
• In Unit 3, Week 1, Day 3, during Shared Reading, the teacher has students think about the Essential Question and what they know about different cultures. Students look at the title and the photos on pages 2–3. They generate a question about the story to deepen understanding and write it in the left column on page 2, along with interesting words and key details from the text.
• In Unit 5, Week 3, Day 1, during Shared Read, students read The Day the Rollets Got Their Moxie Back for purpose.  Students preview the title and illustrations and ask questions about the characters, setting, and plot. They consider the Essential Question and what they know about how people adapt to changes they experience. Students use the left column on page 34 to note their questions, as well as interesting words and key details from the text.

Materials support reading or 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. Examples include, but are not limited to:

• Students have opportunities to read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• In Unit 1, Week 5, Day 5, during Fluency, the teacher points out that it is important to read argumentative text with accuracy by pronouncing each word correctly. The teacher reminds students to use punctuation to group words into meaningful phrases and explains that reading with accuracy and proper phrasing will help students better understand what they are reading. The teacher reads aloud the excerpt on Reading/Writing Companion on page 77 with accuracy and proper phrasing. The teacher models reading each line, thinking about how to pronounce words with multiple syllables. Groups choral read the same passage; then partners read aloud the first paragraph of Tuned Out on Reading/Writing Companion page 60. The teacher supports accuracy and correct phrasing by modeling how to read the passage as needed. Teacher circulates and offers feedback, as students evaluate their own reading.
• In Unit 3, Week 5, Day 5, during Fluency, the teacher explains to students that to read argumentative texts with accuracy, they should pronounce each word correctly, and may also need to adjust their rate, or speed, for accuracy. This will help them concentrate on making sure they pronounce each word clearly and correctly. The teacher models by reading aloud the excerpt from Reading/Writing Companion page 60 accurately and at an appropriate rate. The teacher models saying unfamiliar or longer terms accurately and fluidly and using punctuation and phrases to help set the rate. The teacher points out that years and numbers are read differently. Partners read the same passage to each other, mimicking the teacher’s accuracy and rate. The teacher circulates as students read aloud paragraph 3 of What Was the Purpose of the Inca’s Knotted Strings? on Reading/Writing Companion page 61. The teacher listens for the same qualities in their reading. As needed, the teacher models keeping phrases together and offers feedback. Students evaluate their own reading.
• In Unit 4, Week 5, Day 5, during Fluency, the teacher points out that reading a poem aloud with expression can help bring out the poem’s message and clarify the emotions or feelings the speaker reveals, and explains that the rate at which a poem is read can also express feelings. “A quick pace, for example, can express excitement, while reading slowly might express thoughtfulness.” The teacher reminds students that commas and periods indicate that the reader should pause briefly, and that it is important to keep phrases together for meaning. The teacher models reading aloud the excerpt on Reading/Writing Companion page 175 with expression and at a good rate by following the hints in the callouts next to the excerpt. The teacher models using punctuation and reading at different rates to show feeling. The teacher reads each line carefully, following punctuation cues for phrasing. Partners read aloud When I Dance on Reading/Writing Companion page 159. The teacher circulates and offers feedback. Students evaluate their own reading.

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). Examples include, but are not limited to:

• Students have opportunities to use context to confirm or self-correct word recognition and understanding, rereading as necessary
• In Unit 2, Week 1, Day 2, the teacher explains to students that expository text often explores unfamiliar concepts and uses new vocabulary. The teacher reminds students that they can reread difficult sentences or sections and ask and answer questions in order to monitor and adjust their comprehension.
• In Unit 4, Week 2, Day 9, during Fluency, the teacher tells students that when they read aloud, it is important to speak clearly and accurately so listeners can understand what is happening. It is also important to read at an appropriate rate. The teacher models reading aloud the first two paragraphs on page 102 of Frederick Douglass: Freedom’s Voice, in the Reading/Writing Companion at a very fast pace. The teacher then rereads it at a slower pace. The teacher asks students which rate made the words easier to understand. Partners alternate reading paragraphs in the passage, modeling the rate teacher used. The teacher reminds students that he/she will be listening for accuracy and appropriate rate in their reading during the week. Students practice fluency using the online Differentiated Genre Passage, A Warrior for Women’s Rights.

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. Examples include, but are not limited to:

• Both formal and informal assessments are provided that the teacher can use to place students in differentiated groups based on their performance. 
• Placement and Diagnostic Assessments: tests oral reading fluency, Grades 1-6; given at the beginning, middle, and end of the school year.
• Fluency Assessments: tests oral reading fluency, Grades K-6; given at the beginning, middle, and end of the school year or more frequently if below the 50th percentile.
• Running Records: tests oral reading fluency; Grades K-6; given at the beginning, middle, and end of the school year or more frequently if skill is weak.
• In the Placement and Diagnostic Assessment book, the year long assessment chart, shows the following assessments for Fluency for grade 5: Oral Reading Fluency to be administered the beginning, middle, and end of the Year, Running Records to be administered every three to four weeks, and the Informal Reading Inventory to be administered the beginning, middle, and end of the Year. In the Teacher Resource, Placement and Diagnostic Assessment, page xiv and xv, the materials explain how to group students based on student results for the Grade 4-6 Placement Assessments: Oral Reading Fluency Assessment Reading Comprehension Tests Phonics Survey Subtests (if applicable). IF STUDENTS SCORE In the 50th percentile or higher on the Oral Reading Fluency Assessment AND 80% correct or higher on the Reading Comprehension Tests, begin instruction with On Level materials. Use Beyond Level materials for students who score high on placement assessments and easily complete On Level assignments. IF STUDENTS SCORE Below the 50th percentile on the Oral Reading Fluency Assessment OR 60% to 79% correct on the Reading Comprehension Tests, begin instruction with Wonders Approaching Level materials. IF STUDENTS SCORE Below the 50th percentile on the Oral Reading Fluency Assessment AND 60% to 79% correct on the Reading Comprehension Tests, begin instruction with Approaching Level materials. Administer the Phonics Survey Subtests for further leveling clarification/confirmation. IF STUDENTS SCORE Below 60% correct on the majority of the Phonics Survey Subtests, students require focused, intensive instruction. Place students in Approaching Level materials and engage students using appropriate decoding lessons from intervention materials. IF STUDENTS SCORE Below 60% correct on the Reading Comprehension Tests, students require focused, intensive instruction. Place students in Approaching Level materials and use intervention materials based on placement tests results.