6th Grade - Gateway 1

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1a.

The Grade 6 materials include anchor texts that are of publishable quality, consider a range of student interests, and are engaging to students because they are well-crafted and rich in content. At the heart of the program is the use of the anchor texts to engage and motivate students to increase time in text and enhance literacy skills. The required anchor texts and accompanying additional texts for all four modules provide students with a variety of topics and challenging content throughout the school year. Furthermore, texts include multiple cultural perspectives from within the United States as well as globally. Texts are of high quality, are worthy of careful reading and include popular middle-grade authors.  Anchor texts include stories of scientists and inventors, mythology, and coming-of-age historical fiction.

Examples of anchor texts include:

• In Module 1, students read The Lightning Thief by Rick Riordan. The modern and engaging text highlights the struggles many early teens face. The characters are relatable and the text is rich in language concerning Greek mythology.

• In Module 2, students read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. The complex text has received many honors and tells the true story of how a thirteen-year-old boy in Malawi invents an unconventional way to save his family and village from famine. The text encourages students to connect science content with a cultural perspective that may differ from their own. Chapters combine both a narrative and expository style and include academic and domain-specific vocabulary used to describe a scientific invention. The text demonstrates good character qualities such as perseverance and the benefits of thoughtful decision-making. 

• In Module 3, students read Two Roads by Joseph Bruchac. The award-winning title presents an engaging and sympathetic view of early twentieth-century Native Americans. The novel acknowledges the acculturation of Native American students through boarding school. The complexity of text and focus on race and identity make it a challenging historical read. The additional required texts provide students with the historical background and knowledge needed to understand the anchor text.

• In Module 4, students read the Young Reader’s Edition of Hidden Figures by Margot Lee Shetterly. The text tells the story of the role of four African-American women who lived through the Civil Rights era, the Space Race, the Cold War, and the movement for gender equality. The anchor text and accompanying additional texts provide students with a thought-provoking story that is language rich and challenging in text structure. The complexities of this text are revealed through the discipline-specific knowledge in science and mathematics as well as the need for an understanding of the political and social context of the United States in the 1940s, 1950s, and 1960s.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1b. 

The Grade 6 materials reflect the distribution of text types and genres required by the standards. The texts reflect a variety of different genres including literary texts, mythology, speeches, informational articles, primary source accounts of historical events, and other historical documents. Over the course of the year, the materials reflect approximately 70/30 balance of informational to literary text with an emphasis on literary nonfiction. There is consideration for student interest in the range of genres.

Examples of text types and genres include:

• In Module 1, students read the novel, The Lightning Thief by Rick Riordan. Additional supporting texts include the informational texts, “Why Ancient Greek Mythology is Still Relevant Today,” and myths, such as “Hestia,” “Theseus and the Minotaur,” “Cronos,” and “Medusa.”   

• In Module 2, students read the literary non-fiction text, The Boy Who Harnessed the Wind by William Kamkwamba. Additional supporting texts include watching a TED Talk by the author, “How I Built a Windmill,” and reading an informational article, “William Kamkwamba’s Electric Wind.” 

• In Module 3, students read the historical fiction novel, Two Roads by Joseph Bruchac. Additional supporting texts include “The Land of Red Apples,” a personal narrative about Indian Boarding Schools by Zitkala-Sa and “The Advantage of Mingling Indians and Whites,” a speech by Richard H. Pratt, and excerpts from “The Problem of Indian Administration: Report of a Survey Made at the Request of Honorable Hubert Work, Secretary of the Interior and Submitted to Him, February 21, 1928.”

• In Module 4, students read the literary non-fiction text, Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly and Laura Freeman. Additional supporting texts include “Special Message to the Congress on Urgent National Needs,” a speech by President John F. Kennedy, “This is How the Space Race Changed the Great Power Rivalry Forever” an informational article by Martand Jha, and “Moon Dust and Black Disgust” an informational article by Booker Griffin.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1c.

The Grade 6 materials include texts that have the appropriate level of complexity according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Each text is accompanied by thorough documentation and rationale for its inclusion. The analysis and rationale contain accurate information. While some of the anchor texts fall below the recommended range for Grade 6, qualitative measures such as meaning, text structure, language features, knowledge demands, and the associated tasks provide for a purposeful placement in the grade level.

Examples of text complexity and rationale include:

• In Module 1, students read the anchor text, The Lightning Thief by Rick Riodan. The text falls below grade level according to quantitative measures (680L), but qualitative measures of meaning, structure, language, and knowledge demands increase the complexity. The text is placed at the beginning of the school year and strong systems of support are in place to encourage student success while reading the text and completing associated tasks.  In addition, many of the accompanying supplemental texts are Greek myths which have high qualitative and quantitative demands, ranging from 870L to 1170L.

• In Module 2, students read the anchor text, The Boy Who Harnessed the Wind by William Kamkawamba and Bryan Mealer. The text falls below grade level according to quantitative measures (850L), but qualitative measures of meaning, structure, language, and knowledge demands increase the complexity. The text requires students to attend to scientific explanations and cultural milieu, making it qualitatively complex.  

• In Module 3, students read the anchor text, Two Roads by Joseph Bruchac. The text falls below grade level according to quantitative measures (740L), but qualitative measures of meaning, structure, language, and knowledge demands increase the complexity. Students must navigate multiple perspectives, settings, complex structure, and high knowledge demands. “This module aims to support and challenge students as they grapple with the complex questions of race posed by the text.” 

• In Module 4, students read the anchor text, Hidden Figures by Margot Lee Shetterfly. The text falls within Grade 6-8 grade band according to quantitative measures (1120L), and the qualitative features of meaning, structure, language, and knowledge demands also contribute to the complexity.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1d.

The anchor and supplemental texts in the Grade 6 materials are at a variety of complexity levels appropriate for the grade band to support students’ literacy growth. Quantitative measures range from 680L to 1370L. While some of the quantitative measures for the anchor texts are low for the grade level, the supplemental texts and qualitative measures make up for the lower level in the way of text complexity, knowledge demands, language features, meaning, and purpose. Many scaffolds and instructional techniques support literacy growth over the course of the school year. Texts generally build in complexity over the course of the year, with the most complex texts appearing in Module 4.

Examples of the variety of text complexity and scaffolds include, but are not limited to:

• In Module 1, students read The Lightning Thief by Rick Riordan. Although the text has a 680L, students complete tasks that require high levels of thinking and rigor. For example, in Unit 2, Lesson 4, students compare and contrast themes in The Lightning Thief to other Greek myths discussed in the novel. Supporting texts in Units 2 and 3 include several Greek myths with higher Lexile levels such as, “Theseus and Minotaur” (870L) and “Cronus” (990L). 

• In Module 2, students read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. The text has a Lexile level that is slightly low for the grade band (850L); however, students read supplemental texts that are within grade bands and support the comprehension of the anchor text, including “William Kamkwamba’s Electric Wind” (940L) and “The Hippo Roller” (1100L). In addition, students complete tasks that require higher levels of thinking and rigor. For example, in Unit 1, Lesson 12, students interpret the meaning of figurative language, identify the central idea and how it is conveyed through details, and determine the text structure of the chapter. 

• In Module 3, students read Two Roads by Joseph Bruchac. Although the text has a 740L, the supplemental texts and qualitative measures make up for the lower level in the way of meaning, purpose, text structure, and knowledge demands. In addition, the curriculum tasks require students to use critical thinking skills to write an argumentative essay. Supplemental texts include  “The Cutting of My Long Hair” (900L) and “Land of the Red Apples” (1040L). In Unit 3, Lesson 2, students begin the process of writing an argumentative essay based on a character’s decision. Students gather evidence in preparation for the essay. Scaffolds are provided to support students as they read the complex text, such as engaging in time to think and using discussion protocols like Think-Pair-Share.

• In Module 4, students read Hidden Figures by Margot Lee Shetterly. The text is above the grade band (1120L), and supplemental texts are also above the grade band: “Special Message to Congress on Urgent National Needs” (1370L) and “How the Space Race Changed the Great Power Rivalry Forever” (1310L). The tasks that accompany the texts provide structure and analysis which scaffold the reading for students. For example, in Unit 2, Lesson 9, students write an argumentative essay detailing the accomplishments of one of the main characters in the anchor text. Scaffolds are provided to support students as they read complex texts, including completing short writing tasks that encourage them to revisit the texts multiple times.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1e.

The Grade 6 materials provide opportunities for students to engage in a range and volume of reading to become independent readers at the grade level, including text complexities that increase over the course of the year. Students engage in a volume of reading through robust anchor text sets and texts on suggested reading lists that are largely read independently. Independent reading is completed both in class and as homework. A variety of instructional techniques are used to move students progressively toward understanding and independence. Most texts are organized with built in supports and/or scaffolds to foster independence. In the Teacher Edition, descriptions and explanations are included for ways teachers can provide successive levels of temporary support. In the Student Edition, anchor texts that are read independently have an accompanying list of key points for each chapter.

Students are provided with two types of reading time to build independence at grade level reading. Work Time is used to read anchor and supplementary texts in class, while Independent Research Reading time is used to read related texts at home. This time allows students to pick from a list of supplemental texts identified for each module that build background knowledge and provide additional information on the topic of the module. The materials include student routines and a tracking system for assigned Independent Research Reading. While the materials provide a variety of texts and complexities to build independence, there is little evidence to support building reading stamina as the amount of time to read anchor and supplementary texts is limiting and does not change for the duration of the school year.

Examples include, but are not limited to:

• Instructional materials clearly identify opportunities for students to engage in reading a variety of texts to become independent readers at the grade level.

  • Materials include a suggested reading list at a variety of Lexiles beyond the anchor and core texts for students to engage in independent reading. The list includes topically-relevant books. For example, for Module 1, which centers on the topic Greek Mythology, suggested independent reading includes Percy Jackson’s Greek Gods by Rick Riordan and Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton.

• Instructional materials provide sufficient teacher guidance and support to foster independence.

  • Independent Reading Plans provide teacher guidance for launching and maintaining independent reading, communicating with parents, goal-setting and accountability, conferring, and publishing authentic reviews.  

  • In Module 2, Lesson 10, the Teacher Guide states, “Like Chapter 2, Chapter 6 may be read with slightly less attention to detail without disrupting students’ understanding of the story,” and provides tips teachers can use to keep struggling readers motivated.

• Instructional materials provide procedures for teachers, proposed schedule for students, and a tracking system for independent reading.

  • The Independent Reading Sample Plans include lessons for launching independent reading, writing a reading journal entry, conducting a book talk, encountering new vocabulary, identifying interesting points, and connecting independent reading books to the module under study.

  • For anchor texts, students engage in the routine of pre-reading a selection of the text as homework and discuss a passage from it in class the next day.  For example, in Module 3, Unit 1, Lesson 9, students pre-read Chapter 12 of Two Roads by Joseph Bruchac.  In Module 3, Unit 1, Lesson 10, students reread several key passages of the chapter and analyze the text structure. 

  • Materials recommend that “students should complete 20 minutes of Independent Research Reading for homework when they are not reading a chapter from the anchor text. Students should also continue Independent Research Reading over weekends.” 

  • The Independent Reading Journal is used throughout each module as a tracking system. Students keep an Independent Reading Journal in which they record their goals and their thoughts about the book. The Independent Reading Plans encourage teachers to “check in with students about their reading” and a conference protocol.

The instructional materials reviewed for Grade 6 meet the criteria criteria for Indicator 1f.

The Grade 6 materials include questions, tasks, and assignments that are text-specific and text-dependent, requiring students to engage with the text directly.  Explicit and inferential questions are included, with prompting that students should use textual evidence to support their inferences. Materials encourage students to gather insight, knowledge, and evidence from the texts rather than relying on personal experience and prior knowledge. Tasks and questions allow readers to uncover details and meaning that they could miss in cursory reading. Teacher materials, particularly the student workbook and supplemental resources, provide for the planning and implementation of the text-based questions and tasks, and include examples of valid student responses and additional prompts to aid students who may need support. Additionally, in the student materials, students monitor their independent reading progress with a rubric that includes the expectation to use text evidence.

Examples of text-specific and text-dependent questions include, but are not limited to:

• In Module 1, Unit 2, Lesson 4, students complete the task: Compare and Contrast Themes: Greek Myths and The Lightning Thief. Students complete a graphic organizer, choose two themes from a list, and then compare how each text conveys the theme using text evidence.  In the Teacher Guide, the “Support for All Students” section includes suggestions for planning and implementation for English Language Learners, such as “pre-annotate myths to draw students’ attention to the areas that hint at a theme,” and notes about thoughtful, strategic grouping of students.

• In Module 2, Unit 2, Lesson 2, students analyze figurative language through text-dependent questions such as: “What were some of the key ideas of this excerpt? How do we know that William is learning as he goes? Why might comparisons to familiar things-like bones, hoses, or giraffes - help William learn? How, then, does the authors’ use of similes help to develop the key idea that William is teaching himself how to build a windmill as he builds it?”

• In Module 3, Unit 1, Lesson 8, students complete a graphic organizer with three characters listed and “gather and record evidence of the character’s point of view. Name how the author developed the character’s point of view (thoughts, dialogue, actions, facial expressions, figurative language, description, etc.).” After completing the graphic organizer, they answer the following question: “How does Cal’s point of view about the Indian schools compare and contrast with the perspectives of the other supplemental texts?” The Teacher Guide provides detailed instructions for the teacher to model how students work together as a group to gather evidence to answer a question, place them on a board with sticky notes, and then read them silently to search for the strongest evidence.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1g.

The Grade 6 materials provide frequent opportunities and protocols for evidence-based discussions that are varied throughout the year. Students participate in daily informal structured discussions, such as small group discussions, Turn and Talk, and Think-Pair-Share. More formal opportunities are also provided, such as Socratic Seminars, Chalk Talks, Fishbowl Discussions, and other collaborative discussions. The Teacher Guide and Curriculum Companion provide protocols for speaking and listening and encourage full engagement activities including “drama or role play,” “sketching,” and “Equity Sticks,” which also includes communicating ideas. While instruction for teacher modeling of academic vocabulary and syntax is not always explicit, support for teaching norms and reminders for incorporating academic discussions, including support for teaching students to use text-based evidence in their discussions, is provided.

Examples of opportunities and protocols for evidence-based discussions include, but are not limited to: 

• In Module 2, Unit 3, Lesson 15, students participate in a Fishbowl Discussion to answer the unit focus question: “How do habits of character help people solve critical problems?”  The materials provide a protocol for discussion: students “interpret information presented in diverse formats, extraction details and examples from their QuickWrites...their own research, and their Solution Symposium note-catchers to support their answers.”  The materials provide questions for teachers to encourage the continuation of discussion such as: “How are the innovators similar? How are they different?” 

• In Module 3, Unit 1, Lesson 1, students use the Infer the Topic Protocol to examine materials: “This protocol offers students a chance to work together to uncover the heart of a larger concept before they begin to study a new topic. Students also have a chance to experience the ways an inference can change as they learn new information. It allows students to draw on their own background knowledge and work in a fun, collaborative environment with new information from a variety of peers to uncover meaning.” In Lesson 5, students engage in a jigsaw protocol. Students read one of several texts with an expert group using a protocol and then return to their home group to share the information from the text. Students guide discussion using task cards and keep conversation text-based with a chart.

• In Module 4, Unit 3, Lesson 17, students participate in a Collaborative Discussion in which they present their End of Unit 3 Assessment (a collaborative nonfiction picture book) to a group.  Earlier in the module, they practice Collaborative Discussions (Unit 2, Lesson 6) and reflect on performance. A Peer Assessment: Picture Book Presentation handout is provided to help listeners track the argument of each group.  Support for teachers and students include a Presentation Checklist, suggestions on how to help students reflect,and how to provide feedback, such as “I heard a lot of you speaking at an appropriate pace and volume to be clearly understood.”

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1h.

The Grade 6 materials provide opportunities for students to regularly speak and listen about topics they are reading for a variety of different purposes. End-of-Unit Assessments often include a presentation that requires students to use evidence from texts. In addition,  instructional opportunities are provided that monitor and extend students’ growth in learning through direct instruction of the speaking and listening and research standards and presentation opportunities.

Examples of opportunities for students to speak and listen about what they are reading and researching include, but are not limited to:

• In Module 1, Unit 1, Lesson 13, students create norms for a productive Socratic Seminar discussion. Students practice Socratic Seminar, reflect on their performance, and prepare for text-based discussion. In Lessons 15-16, students participate in the Socratic Seminar. Teacher instructions are included to facilitate the Socratic Seminar which include protocols for discussion, such as reminding students that “effective participation is about listening to others and asking and answering questions...build[ing] off each other’s ideas.” The teacher instructions also include a Collaborative Discussion checklist, a Discussion Norms Anchor Chart, and possible follow-up questions, such as “Can you say more about that? Can you give an example?”

• In Module 3, Unit 1, Lesson 5, students jigsaw read the supplemental text, “The Problem of Indian Administration: Report of a Survey Made at the Request of Honorable Hubert Work, and Submitted to Him.” 

• In Module 3, Unit 3, Lessons 11-13, students listen to classmates’ audio recordings of their learning across the whole module. Students create a listening station in which they select a text from the module and write a preface explaining the context and significance. The lesson focuses on speaking and listening skills and deep understanding of the selected text. 

• In Module 4, Unit 2, Lesson 6, students participate in a Chalk Talk written discussion protocol in which they analyze a chunk of text from Hidden Figures. Then, the teacher leads a whole class discussion, using cold-calls for students to share responses. Finally, a Think-Pair-Share is used with the following questions: “How does the author implicitly call the reader’s attention to the habits of character? Why is the author’s point of view toward Dorothy Vaughan based on the text chunks we analyzed?”

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1i.

The Grade 6 materials include a mix of on-demand and process writing that covers a year’s worth of instruction The materials include Quick Writes and Entrance Tickets for informal, on-demand writing that provide opportunities for students to express thoughts and ideas in response to texts on a daily basis. Each module contains one or two process writing tasks in which students plan, draft, and revise their work. After some process writing tasks, students complete an on-demand version of a similar task to demonstrate understanding. Process writing using digital resources and multiple opportunities to revise and edit are offered in each of the four module units across the grade levels. The tasks at the end of the year are multi-faceted writing and presenting opportunities.

Examples of  on-demand writing opportunities include, but are not limited to:

• In Module 1, Unit 1, Lesson 4, students complete a QuickWrite in which they analyze point of view in an excerpt of Chapter 2 of The Lightning Thief.  

• In Module 2, Unit 2, Lesson 1, students complete a QuickWrite in which they use figurative language to explain a subject in which students are experts.

• In Module 3, Unit 2, Lesson 12-13, students write a narrative letter based on Two Roads “from Cal to Possum about his decision to return to Challagi.”  After students write the letter, they record it using audio recording technology. In Lesson 13, students revise the letter for pronoun use and sentence variety.

Examples of process writing opportunities include, but are not limited to:

• In Module 1, Unit 2, Lessons 6-11, students write a compare and contrast informative essay that compares and contrasts a scene from The Lightning Thief with the film version. Students analyze a model and rubric then use a graphic organizer to plan the draft over the course of several lessons. In Lessons 12-13, students write the essay as an on-demand prompt. During Lesson 14, students revise the essay using a Peer Critique Protocol to determine possible revisions.

• In Module 3, Unit 3, Lessons 1-6, students write a collaborative literary argument essay.  Students analyze a model, gather evidence, and use a graphic organizer to plan the essay. Students write an introduction, body paragraphs, and conclusion in pairs.  

• In Module 4, Unit 3, Lessons 11-13, students write a nonfiction narrative children’s book.  Students use Hidden Figures: The True Story of Four Black Women and the Space Race as a model. Students use information about their chosen “hidden figure” and collaborate on planning, writing, typing, editing, drawing illustrations, and publishing the book online or on paper.  During the process, groups pair up to give feedback using sentence starters, then groups use the feedback to revise.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1j.

The Grade 6 materials provide different modes of writing that are distributed across the school year and are connected to the anchor and/or supplemental texts. Lessons are sequenced so students understand the reading content prior to formally writing. In each module, Unit 3 offers a scaffolded writing task and a critique process to strengthen writing. Writing tasks guide students through a formal process that results in a culminating presentation.

Examples of argumentative writing include, but are not limited to:

• In Module 3, Unit 3, students write a literary argument essay where they make a claim about whether or not Cal, the main character of Two Roads, should return to Challagi Indian Industrial School, using reasons and evidence to defend the claim.

• In Module 4, Units 1-2, students read Hidden Figures and choose an important person in space science whose contributions have gone unrecognized. In Unit 3, students write an argument essay about how that person’s accomplishments are remarkable, using evidence and reasoning to defend the claim.

Examples of informative/explanatory writing include, but are not limited to:

• In Module 1, Unit 2, students write an informative compare and contrast essay to compare a scene in the film version of The Lightning Thief to the same scene in the novel.

• In Module 2, Unit 3, students write a problem-solution essay about an innovator they researched in the previous unit. They show how that person applied the design thinking process and habits of character to develop a solution to a critical problem.

Example of narrative writing include, but are not limited to:

• In Module 1, Unit 3, students write a narrative inserting a newly created demigod character into a scene from The Lightning Thief. Throughout Unit 3, students revise their narratives for sentence patterns and consistency in style and tone. 

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1k.

The Grade 6 materials provide opportunities for evidence-based writing. Students frequently work closely with the anchor and supporting texts to make claims and support them with specific evidence from the texts. Materials require students to develop text-based claims, using evidence to support them. Frequent opportunities are available across the school year for students to acquire and practice skills in daily assignments, Performance Tasks, and assessments. Over the course of the units, students complete informal and formal writing tasks that require evidence to support claims, such as using QuickWrites, Entrance Tickets, Close Read exercises, argumentative essays, and informational essays.

Examples of evidence-based writing include, but are not limited to:

• In Module 1, Unit 1, Lesson 8, students read an excerpt from The Lightning Thief and complete an Entrance Ticket prompt: “What does Percy think of Mr. Burner in this excerpt from Chapter 5? How has the author developed Percy’s point of view toward Mr. Brunner from the previous chapter?” Students make a claim and support it with evidence from the text.

• In Module 2, Unit 2, Lesson 2, in a Close Read exercise, students analyze specific passages from The Boy Who Harnessed the Wind to determine its central idea and how that central idea is conveyed through particular key details. Students make and support claims in response to questions: “Why do you think this sentence is included? What is actually happening in this section of text? What are the last two sentences telling us? Why are they important?”

• In Module 3, Unit 2, Lesson 11, students complete an Independent Argument Evidence Note-Catcher as they gather evidence to answer the focus question: “Should Cal return to Challagi Indian Industrial School?” The Note-Catcher includes columns for both sides of the issue with evidence from the text and reasoning (explanation for how the evidence supports the reason) for each position. After examining evidence for both positions, students choose one of the two and make their own claim.

• In Module 4, Unit 3, Lessons 1-7, students write an argumentative essay in which they answer the question, “Why are Mary Jackson’s/Kathrine Johnson’s accomplishments remarkable?” and use evidence from Hidden Figures: Young Reader’s Edition to defend their claim. Students are required to identify text-based reasoning and evidence.

The instructional materials reviewed for Grade 6 partially meet the criteria for Indicator 1l.

The Grade 6 materials include practice of the grade-level grammar and usage standards; however, explicit instruction is rare. Attention to general usage is seen throughout all modules. Most explicit instruction for grammar and conventions occurs in mini lessons, but only for some standards. Opportunities for application in context are available; however, some application is out of context. Language Dives provide a routine for students to analyze grammar in focus sentences from the anchor texts and then mirror the structure in their own writing. While increased emphasis and some direct instruction of grammar and conventions standards is found primarily in Module 3, practice writing opportunities for grammar and conventions standards are found throughout the four modules. Practice writing opportunities use the anchor text as either a model or the content for the sentences.

Examples of explicit instruction of some grammar and usage standards include, but are not limited to:

• In Module 3, Unit 1, Lesson 12, students complete a mini lesson on intensive pronouns. Teacher scripting is provided to lead students is a discussion of what a pronoun is and direct instruction on intensive pronouns. Students compare two sentences: ”The dog opened the bag of dog food. The dog itself opened the bag of dog food.” Students then discuss how the intensive pronoun changes the sentences. In the Student Workbook, pairs of students complete a worksheet for additional practice. In Lesson 13, students complete an Entrance Ticket where they rewrite sentences from Two Roads adding an intensive pronoun.

•  In Module 3, Unit 2, Lesson 12, students have opportunities to recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). For the Entrance Ticket, students revise sentences to correct vague or ambiguous pronouns, such as “When Cal hit his arm on the boxcar door frame, it broke.” There is no explicit instruction on vague pronouns in the materials.

• In Module 4, Unit 2, Lesson 11, students have opportunities to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Students use a Language Dive to examine how commas communicate where chunks of information belong in a sentence. Using the pattern established in the Language Dive, students practice using nonrestrictive clauses in their own sentences.

Examples of opportunities for students to demonstrate application of skills in context including applying grammar and convention skills to writing include, but are not limited to:

• In Module 1, Unit 3, Lesson 5, students review and use a Narrative Writing Checklist to identify the elements found in a model narrative, including spelling, capitalization, and punctuation.

• In Module 1, Unit 3, Lessons 10-11, students use a checklist to track a partner’s presentation skills.  As part of the checklist, they evaluate whether their partner “adapts speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.”

• In Module 4, Unit 3, Lesson 3, students read a sample student introduction and use the Argument Writing Checklist to provide “kind, specific, helpful feedback to help the authors improve their introductions.” 

Examples of opportunities to spell correctly and maintain consistency in style and tone include, but are not limited to:

• In Module 1, Unit 2, Lesson 14, students provide peer feedback on areas in the informative essays they are writing on what can be improved, “such as spelling.” There is no explicit instruction on spelling.

• In Module 3, Unit 3, Lesson 8-9, students evaluate their argument essays with a checklist that includes “the spelling, capitalization, and punctuation are correct” and “I use a formal style.”

• In Module 4, Unit 3, Lesson 3, students use an Argument Writing Checklist to review their work that includes checking work for correct spelling.

The instructional materials reviewed for Grade 6 meet the criteria for Indicator 1m.

The Grade 6 materials include a cohesive year-long plan for vocabulary development. Teacher materials, including the Curriculum Companion, outline the importance of teaching academic vocabulary and provide guidance on protocols for building vocabulary through domain-specific and academic vocabulary. Key topic-based words are introduced at the beginning of each module through the “Infer The Topic” routine, and students encounter these ideas frequently throughout the module. Vocabulary instruction is provided through meaningful context within the anchor and supplemental texts. Students connect new words to previous schema and practice these words by repeated shared use of the words throughout the year. Vocabulary is taught either indirectly or directly on a daily basis by using Vocabulary Logs, academic word walls, Entrance Tickets, Language Dives, Note-Catchers, and text-dependent questions. Language Dives are teacher-guided conversations with questions about specific meaning and language structures that provide a routine where students analyze vocabulary in context. Students frequently use different types of vocabulary in multiple ways, including to determine the meaning of new words with affix lists; practice inferring the meaning of new vocabulary; and incorporate domain-specific and academic vocabulary in their speaking, reading, and writing in the culminating tasks.

Examples of vocabulary instruction and activities include, but are not limited to:

• In Module 1, Unit 1, Lesson 10, students participate in a Language Dive and determine the meaning of unknown words found in the anchor text, The Lightning Thief. The Language Dive focuses on how the differences among word connotations help determine meaning. For example, students sketch or write the differences between sullen and depressed.

• In Module 2, Unit 1, Lesson 1, students learn the meaning of infer before using the Infer The Topic protocol to learn about “Critical Design Problems and Solutions.” They use an online dictionary to determine which meaning of critical the module is using which is repeated throughout the module materials and texts. Infer is also added to the academic word wall.

• In Module 3, Unit 1, Lesson 6, students examine the connotation of the phrase, stripped of; determine if the phrase is negative, positive, or neutral; and explain how it helps convey the author’s point of view.

• In Module 4, Unit 1, Lesson 5, students read “This is How the Space Race Changed the Great Power Rivalry Forever” and examine the key ideas, tipping point and Cold War. Then based on the reading, students write about the Cold War.  Next, students examine intercontinental and national security and answer the question: “What connection do these paragraphs make between the Space Race, technology, and national security?”  They use this examine-define-read-write structure throughout the close reading activity.

• In Module 4, Unit 2, Lesson 2, students complete the activity, Analyze Word Definitions, where they determine the meaning of multiple-meaning words as used in Chapters 2-3 of the anchor text, Hidden Figures.