4th Grade - Gateway 2

The materials reviewed for Grade 4 meet the criteria that texts are organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently. 

Grade 4 materials provide opportunities for students to engage with texts organized into genre studies. Each genre study is a collection of texts that are organized around an essential question and topic. The instructional framework for reading the texts begins with students listening to a read-aloud about the topic to build background knowledge. Then students participate in a shared reading of the topic. Next students complete a close read with an anchor text on the topic. Students also read more about the topic in a paired selection to the anchor text. Differentiated texts for small group instruction are related to the genre study topic as well. There are also suggested books to put in the classroom library that align to the topic. 

Texts are connected by an appropriate topic. Examples include:

• In Unit 1, Genre Study 1, the essential question is, “How do people respond to natural disasters?” Some of the texts that support the understanding of the essential question and the topic of natural disasters include:
• “Avalanche!” (unknown author), an interactive read-aloud about a natural disaster that occurs in different regions
• Earthquakes by Sneed B. Collard III, an expository text, which is the anchor text about how science helps people prepare for earthquakes
• “A World of Change” (unknown author), an expository text for shared reading about the changes on Earth’s surface
• “Weathering the Storm” (unknown author), an expository text in the literature anthology
• Leveled Readers, “Changing Landscapes”
• Books for independent reading include Volcanoes by Anne Schreiber and Natural Disasters through Infographics  by Nadia Higgins
• In Unit 3, Genre Study 2, the essential question is, “How can one person make a difference?” Students read about people who fought injustice, pollution, and discrimination. Texts that students read include:
• Nelson Mandela: Working for Freedom (unknown author): an interactive read-aloud about the world leader who fought for equal rights and freedom
• “Judy’s Appalachia” (unknown author), a shared reading biography about some of the environmental issues connected to coal mining in West Virginia
• Delivering Justice by Jim Haskins, this anchor text is a biography about the fight for Civil Rights
• Keeping Freedom in the Family by Nora Daniel Day, an autobiography in the literature anthology
• Leveled Readers, “Jacob Riis: Champion of the Poor”
• Books for Independent Reading include Who was Nelson Mandela? by  Meg Belviso and John Lewis in the Lead:  A Story of the Civil Rights Movement by Jim Haskins
• In Unit 6, Genre Study 1, students read narrative nonfiction texts to answer the essential question, “How have our energy resources changed over the years?” Students read about renewable and nonrenewable energy resources. Texts in this unit used to build knowledge include:
• “Light Through the Ages” (unknown author), an interactive read-aloud about Thomas Edison
• “The Great Energy Debate” (unknown author), a shared reading text about different energy sources
• Energy Island by Allan Drummond, a narrative nonfiction anchor text about the Island of Samso and their model of renewable energy
• “Of Fire and Water” (unknown author), a narrative nonfiction in the literature anthology 
• Leveled Readers: “Planet Power”
• Books for Independent Reading include Wind Power by Tea Benduhn and Green City by Allan Drummond.

The instructional materials reviewed for Grade 4 meet  the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

Grade 4 materials provide opportunities for students to analyze text through questioning. Students analyze texts by reading them several times. Questions begin with key ideas and details in the first read and author’s craft when rereading. 

For most texts, students are asked to analyze language and/or author’s word choice. Examples include, but are not limited to:

• In Unit 1, Week 2, after reading “Weathering the Storm” (unknown author), students answer the question, “How does the author use sensory details?” Students are prompted to list three words or phrases that the author uses to show the sequence of events. 
• In Unit 3, Week 1, students read Aguinaldo by Lulu Delacre. Students are instructed to reread the first sentence in the sixth paragraph on page 188 and answer the question, “When Marilia says she feels ‘light and warm and peaceful,’ how is the word warm being used?” 
• In Unit 4, Week 4, after reading Moon Over Star by Dianna Hutts Aston, students answer the question, “What is the picture the author is creating with her words? How does her use of figurative language help you visualize the summer night?” 

For most texts, students analyze key ideas and details. Examples include, but are not limited to:

• In Unit 1, Week 3, after reading, “The Talent Show” (unknown author), students write how the author introduces the problem during the rising action of the story. Students draw a box around the evidence that tells what Maura’s grandmother says to encourage her to speak up for herself. 
• In Unit 3, Week 3, after reading Delivering Justice by Jim Haskins, students respond to the question, “ What is the first example of how Westley helped black people in Savannah?”
• In Unit 4, Genre Study 1, students read See How they Run by Susan E. Goodman, and are asked questions such as, “Who were the voters in Ancient Greece? How did people become citizens?” 
• In Unit 6, Week 3, after reading “A Surprise Reunion” (unknown author), students are asked, “What details does the author include to help you understand how Chief Cameahait feels about his little sister? How does the author communicate the message that family is important?”

For most texts, students analyze author’s craft and tone. Examples include, but are not limited to:

• In Unit 1, Week 3, students read Experts Incorporated by Sarah Weeks, and students are asked, “What happens when Lucas asks Rodney what he picked to be when he grew up? Think about the whole story. Why does the author put this event at the beginning of the story?” 
• In Unit 3, Week 3, after reading Judy’s Appalachia (unknown author), students answer the question, “How do you know the author is using cause-and-effect in paragraph 1?”
• In Unit 5, Week 1, students read “Your World Up Close (unknown author), and answer questions such as, “How does the author use photographs and captions to support and add to the information in the text? How does the author’s use of text structure and text features help you understand how electron microscopes help scientists?”

The materials reviewed for Grade 4 meet the criteria that materials contain a coherently sequenced set of high-quality text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts.

Grade 4 materials provide opportunities for students to engage with texts and text-dependent questions that help build knowledge. All lessons include text-dependent questions and tasks that require students to analyze the integration of knowledge. 

Sets of questions and tasks support students’ analysis of knowledge and ideas across the year. Examples include, but are not limited to:

• In Unit 2, Week 1, students read Animal Adaptations and answer a series of questions, including, “What physical adaptations do skunks have? How does this adaptation help them? What behavioral adaptation do some birds have? How does this adaptation help them?”
• In Unit 3, Genre Study 2, students read Delivery Justice: W.W. Law and the Fight for Civil Rights by Jim Haskins, and are asked questions, such as, “Why couldn’t Westley eat at the Levy’s lunch counter? Why wouldn’t schools in Savannah hire Westly?”
• In Unit 4, Genre Study 1, students read “A World without Rules” and answer questions, such as, “What would the effect be if we had no rules? What happens when there are no traffic laws? What happens when no one takes care of the playground? How does a government change a law?” 
• In Unit 6, Genre Study 1, students read, Energy Island by Allan Drummond, and are asked questions to build knowledge, such as, “What are some examples of renewable energy? Why are the people of Samso against Soren Hermansen’s ideas for energy independence? What might happen if Soren Hermansen is able to convince them to become energy independent?” 

 Students also have an opportunity to analyze knowledge across multiple texts at the end of each unit. Examples include, but are not limited to: 

• In Unit 1, Week 2, students read The Masters of Disaster Blast Earthquakes and “Weathering the Storm” and are asked, “How does the photography show how rescue workers respond after a natural disaster? How does it compare to what you read in The Masters of Disasters Blast Earthquakes and ‘Weathering the Storm?’” 
• In Unit 4, Genre Study 2, students are asked to think about all of the texts in the unit and write about how the people in those texts made a difference. 
• In Unit 5, Week 1, students read the anchor text, A Drop of Water by Walter Wick, with the paired selection “The Incredible Shrinking Potion” (unknown author), and are asked questions that integrate knowledge and ideas across both texts including, “How do the photographer and the authors of the texts help you understand what you can discover when you look at things closely?” 
• In Unit 6, Genre Study 1, students are asked to demonstrate their understanding of natural resources across multiple texts by answering the question, “How does the artist focus your attention on the resources in the painting? How is this similar to the way that the authors of Energy Island, ‘Of Fire and Water’, and ‘Fueling and Future’ help you understand the importance of natural resources?”

The materials reviewed for Grade 4 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).

Instructional materials provide students opportunities to complete culminating tasks that are related to the text they are reading. Culminating tasks integrate reading, writing, speaking, and listening skills and provide opportunities for students to show their knowledge of a topic. 

Culminating tasks are provided and they are multifaceted, requiring students to demonstrate mastery of several different standards and strands at the grade level. Examples include, but are not limited to:

• In Unit 1, Week 5, students demonstrate comprehension and knowledge of the topic and texts in the unit by answering the Essential Question, “How can starting a business help others?” Students discuss their responses to the Essential Question with a partner while referring to their previous answers in their Reading Writing Companion.  Students write a final response that requires them to synthesize the knowledge built around how starting a business can help others. Students use what they discussed, read, and wrote in order to successfully complete this task. 
• In Unit 3, Weeks 3 and 4, students complete the unit by first talking about the Essential Question, “How can one person make a difference?” Students use their notes and annotations from the unit to complete a class chart that answers this question. Then students answer the question, “How did the people in those selections make a difference?” after discussing the various texts, as well as a new poem, “Paul Revere” by Henry Wadsworth, with a partner. Students then share their responses in groups. 
• In Unit 5, Week 5, students demonstrate comprehension and knowledge of the topics through the lens of the Essential Question, “How can learning about the past help you understand the present?” Throughout the unit, the students read various texts to answer the question, discuss the texts with a partner, and write about them in their Reading Writing Companion. At the end of the unit, students write about how the past helps us understand the present. 
• In Unit 6, Weeks 1 and 2, students finish the unit by first reading through their notes, annotations, and responses from the two weeks and adding information to the Essential Question, “How have our energy resources changed over the years?” Then students work with a partner and analyze a painting and talk about the natural resources in the painting and how they are used. They refer to their notes on the chart and write how the authors in the unit plus the artist of the painting help them understand how important natural resources are. Students share their written responses in groups and discuss each response. This culminating task requires students to utilize their reading, writing, speaking, and listening skills. 

The materials reviewed for Grade 4 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. 

Grade 4 materials provide students the opportunity to interact with and build key academic vocabulary words in and across texts. Students interact with vocabulary through practice exercises, reading in context, word families, and affixes. Students also keep track of their vocabulary words in Build Your Word List in their Writing Notebook. Students complete vocabulary tasks in the Reading Writing Companion and are assessed at the end of each unit on the vocabulary strategy. Guidance is provided to teachers in the form of videos, articles, and a handbook. Many different academic vocabulary and other vocabulary words are introduced during the week. Materials provide a vocabulary development component in the Tier 2 Intervention booklet.

Examples include, but are not limited to:

• In the resource, Instructional Routine Handbook, page 77, teachers are guided through a four-step routine that can be used throughout the year to introduce vocabulary. 
• Step 1: Introduce (Explain the vocabulary routine.) 
• The teacher explains, “Today we will learn new vocabulary words. I will say a vocabulary word, define it, and use it in a sentence. Then, I will ask you to use the word in a sentence. The more we practice using the new words, the better readers and writers we will be.”
• Step 2: Model (I Do): Define/Example/Ask
• The teacher explains, “I am going to say the vocabulary word so you can hear the correct pronunciation. Then I am going to define it and use it in a sentence.”
• Step 3: Guided Practice (We Do): Students are given opportunities to use and apply words.
• The teacher describes different situations and students decide if the vocabulary word is an example of the situation. 
• Step 4: Independent Practice (You Do): 
• “Individual turns allow you an opportunity to assess each student’s skill level and provide additional practice for those students who need it. Near the end of each week, students should write sentences in their word study notebooks using the words.”

Materials provide teacher guidance outlining a cohesive year-long program that builds students’ academic vocabulary. Students engage in vocabulary instruction and application each day of the unit. The vocabulary words are related to the Essential Question, which helps students build knowledge. Students complete vocabulary tasks before reading, while reading, and after reading. Examples include, but are not limited to:

• In Unit 1, Week 1, students read “A World of Change”” (unknown author) and the target vocabulary words are highlighted within the text. Some of these words include alter, collapse, and substantial. Students talk with a partner about each of these words after reading the text and answer questions that show their own understanding of the word. 
• In Unit 3, Week 3, Day 1, students read “Judy’s Appalachia” (unknown author). Words in context are introduced and instruction for using synonyms and antonyms to determine meaning is provided. The teacher models with the word  supported found in the text, and then the students practice with the words method, dangerous, and preserve. 
• In Unit 5, Week 1, Day 1, the Essential Question is “How do people respond to natural disasters?” and students connect to the target vocabulary in the Reading Writing Companion. The target vocabulary words students encounter are alter, collapse, crisis, destruction, hazard, seer, substantial, and unpredictable. 
• In Unit 6, Week 1, students read “The Great Energy Debate” (unknown author). Words in context are introduced and instruction for using Greek and Latin prefixes to determine meaning is provided. Students work with partners to use Greek and Latin prefixes to define words such as preplan, nonrenewable, and hypercritical, which are all found in the text. Students also talk with partners about words such as coincidence, that are in the text. The students talk about the sentence that contains the word in the text and then answer the question, “What kind of coincidence have you experienced?”.

The materials reviewed for Grade 4 meet the criteria that materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.

Grade 4 materials provide students the opportunity to write and respond to texts throughout the year. Within each unit, teachers prepare students for a specific writing task at the end of four weeks. Students read texts in the same genre as the writing task. In addition, throughout the unit they take notes and respond to questions by analyzing texts in the Reading Writing Companion and in the Writer’s Notebook. As students progress through the units, they are asked to write longer pieces with more complex prompts that meet grade-specific standards as they work through the steps of the writing process. 

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

• In Unit 3, students read realistic fiction texts and write a realistic fiction narrative at the end of the four weeks. Students write in their Reading Writing Companion while reading in response to questions and tasks, such as taking notes, identifying the point of view, visualizing and flashback. Examples that support their development as writers include: 
• In Week 1, Day 1, students read “Remembering Hurricane Katrina” (unknown author) and respond to questions such as, “How does the author show the impact Hurricane Katrina had on Hector? How does the author sequence the events in the story to help you understand how Hurricane Katrina affected Hector?” 
• In Week 1, Day 3, students read Aguinaldo by Lulu Delacre, and record text clues about how the character was feeling about going on the field trip and how the author uses dialogue to show the relationship between characters. Students also respond to the prompt, “How does the author help you understand how Marilia has changed from the beginning of the story to the end?” 
• In Week 1, Day 5, students are told they will be writing a short realistic fiction narrative. They analyze an expert model and respond about how the author introduces the selection and what the setting of the beginning of the story is in their Reading Writing Companion. 
• In Week 1, Days 6 and 7, students write and record ideas about an activity someone would be nervous doing the first time. They are provided with sentence starters such as “My story will start with…”, The middle of my story will be about….” and I will end my story with…” Instruction is then provided on determining the purpose and audience and planning. Students plan their draft using a graphic organizer and a rubric.
• In Week 2, Days 8 and 9, students develop their draft.  Students are reminded to use their flow chart to put their events in the correct order and use dialogue to move events along and to make it more realistic.
• In Week 3, Day 5, instruction is provided on writing sensory details. Students reread parts of the model text and then discuss it with partners.  Students have an opportunity to revise their drafts before publishing and sharing. 
• In Unit 6, students read narrative nonfiction texts and write a narrative nonfiction at the end of the four weeks. Students write in their Reading Writing Companion while reading in response to questions and tasks. Examples of this include:
• In Week 1, Day 1, students read, “The Great Energy Debate” (unknown author) and write how the author shows that the narrator will be ready for the debate. Students also answer, “How does the author organize the information about renewable and nonrenewable energy sources?” 
• In Week 1, Day 3, students read, Energy Island by Allan Drummond, and discuss what the author describes as ordinary and how the author’s use of the phrase ‘hold onto your hats’ is important to the idea for Samso’s energy independence. They then work with a partner and discuss how the island of Samso has changed and respond to the prompt “How does the author organize the text and use text features to tell you about wind energy and the people of Energy Island?” 
• In Week 1, Day 5, students are told they will be writing a narrative nonfiction Students analyze an expert model and write about how the author presents information in the form of a story. 
• On Week 1, Days 6-7, students brainstorm and record a list of natural resources they use often and are then given the prompt to write a narrative nonfiction essay explaining what they could do to conserve natural resources. Students plan their draft using a graphic organizer and rubric.
• On Week 2, Days 8 and 9, students develop their draft and are reminded to use their sample paragraph, include a fact, example, or statistic from a reputable source that supports the main idea. This has been taught in previous units. 
• On Week 3, Day 5, instruction is provided on linking words and students have an opportunity to revise their drafts based on this instruction. 

Instructional materials include well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. Students write every day in their writer’s notebooks.  Students respond to prompts, check their writing during independent time and make necessary revisions, write pieces they choose themselves, use freewriting and mapping to generate ideas, and write responses to reading to deepen their understanding. A digital writer’s notebook is offered as well.  Students can access student models and instructional videos. Teachers are encouraged to review and give feedback at any time. Examples include, but are not limited to:

• In Unit 3, examples include:
• Students discuss their completed charts and written responses with partners or small groups. 
• In Week 4, Day 7, students complete a peer review with a four-step routine. Sentence starters are provided to assist students such as “I enjoyed the beginning of your draft.”  The routine includes:
• Listen carefully as the writer reads his or her work aloud.
• Begin by telling what you liked about the reading. 
• Ask a question that will help the writer think more about the writing.
• Give suggestions that will make the writing stronger.
• In Week 4, Days 8-10, an editing checklist is provided so students can improve their writing. Rubrics are also provided. 
• In Unit 6, similar supports are provided; however, the writing prompts and tasks are longer. Examples include: 
• Supports are provided such as discussing with partners or small groups their completed charts and written responses.
• In Week 4, Day 7, students complete a peer review with a four-step routine. The routine is slightly different than the one used in Unit 3. 
• Avoid distracting the writer as he or she reads aloud.
• Begin by telling what you liked about the writing. 
• Ask a question about something you did not understand.
• Give a suggestion that will help clear up confusing details.
• In Week 4, Days 8-10, an editing checklist and rubric is provided. 

The materials reviewed for Grade 4 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Grade 4 materials provide students opportunities to complete research projects over the course of a Genre Study that enrich the knowledge and understanding of the Genre Study topic, the genre structure itself, and the Essential Question. In addition to regular research projects, students can use the interactive online inquiry space during small group time to further support the growth of research skills. Teachers and students follow the research roadmap for guidance on how to apply the five-step research process to each research project. For each project, there is also a research skill that is explicitly taught through modeling and guided practice. 

Research projects are sequenced across a school year to include a progression of research skills appropriate for the grade level. Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. The Instructional Routines Handbook states that the Research and Inquiry Lessons have a suggested outline to use for projects throughout each unit/Genre Study.  This routine includes:

1. Set Research Goals: Introduce the project and clearly identify the research focus and end product. During this time, students may generate inquiry questions, assign roles to group members, and/or create a research plan.

 2. Identify Sources: Brainstorm and identify reliable sources, such as texts read in class, digital media, print sources, and interviews with experts. 

3. Find and Record Information: Guide students as they search for relevant information from their sources. Ensure they take notes from various sources, find answers to their inquiry questions, and record information so they can cite their sources. 

4. Organize: Help students review and analyze the information they have gathered. They should identify the most useful information by annotating or highlighting their notes, using a graphic organizer to sort and clarify categories of related information, and identifying any areas where they need further information.

 5. Synthesize and Present: Guide students to synthesize their information and create the research product. Then have them plan how to best present their work and they may include audio and/or visual displays to enhance presentations. Before presenting, students check that key ideas are included in the presentation and they rehearse the presentation.

Specific examples of research projects throughout the year as well as the skills taught include, but are not limited to:

• In Unit 1, Genre Study 3, students learn how to identify and use primary and secondary sources for a research project. Students research an entrepreneur from their state and produce a biographical sketch of that person. Students must include a bibliography in their final project. 
• In Unit 2, Genre Study 1, after direct instruction and guided instruction, students work with a partner or a small group to research the life cycle of a cricket and a beetle. The five-step research process is provided for the teacher to guide students through the research project. Students set research goals and identify sources. Then students find and record information and organize it. Finally, students synthesize and present their research. 
• In Unit 4, Genre Study 3, students interview a community helper. Before beginning, students learn about skimming and scanning, persuasive language, and conducting an interview. Students contact a person and conduct an interview and share their plans with a peer. The five-step research process is provided for the teacher to guide students through the process. 
• In Unit 6, Genre Study 2, students conduct research about Native American groups in their state. Students work in pairs or groups to create an encyclopedia entry that includes a map of the region, showing where a specific Native American group lives. Students research the group’s traditions, why the group settled in the specific area, and how long the group has been living there. Students work on this for two weeks.

The materials reviewed for Grade 4 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Grade 4 materials provide opportunities for students to read independently in and out of class. The materials include accountability in the form of independent reading responses and a reading log. In addition, there are also steps for an independent reading routine that provides guidance for teachers. There are many opportunities for independent reading to occur throughout the day. The publisher suggests that students spend 30 - 40 minutes total of independent reading a day, and this includes both whole class texts, as well as independent book choices during small group time. There is a bibliography provided in each unit and genre study for independent reading book choices that align to the topic and/or genre that students are reading in whole group lessons. In addition, there is a School-To-Home letter each week that provides information for families on children reading at home.

In the Instructional Routine Handbook, an independent reading routine is provided for students to follow while the teacher works with groups or confers with individuals. The steps in the routine include:

• "Select a book that interests you.
• Read the book each day during independent reading time.
• Think about what you are reading.
• Record what you have read at the end of each independent reading session.
• Share your opinion of the book when you are done.
• Complete a reading log by recording the date, title, text type, opinion, number of pages, number of minutes read, whether the text was complex, too easy, or just right, and if the student is still reading, finishing or abandoning the book."

An additional Independent Reading Routine is provided that provides additional information for independent reading that can occur during whole group time. The steps in the routine include:

• "Select a book that interests you.
• Check the book to make sure it is the one you want to read (teachers should teach students the five finger rule to help students determine if the book is just right).
• Read the book each day during Independent Reading time. Use the skills and strategies that you have been working on.
• Think about what you are reading. Use Thinking Codes to record your thoughts or write about them in your writer’s notebook.
• Record what you have read at the end of each independent reading session. There are many suggestions for keeping students accountable for their independent reading in the Additional Strategies section of the Instructional Handbook. Using a Reading Log is just one way suggested by the publisher. 
• Share your opinion of the book when you are done. Tell a friend, write a review, make a poster, or ask a teacher for ideas.
• Begin again! Time to pick a new book!"

There is also a tracking system in the Teacher Resource Book that provides reading response forms for various genres, such as nonfiction and poetry.  Students also can respond in their Writing Notebook without using this form.