Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Journeys Grade 5 do not meet expectations for alignment. While the materials partially meet expectations for Gateway 1, they do not meet expectations for Gateway 2.

The Grade 5 materials partially meet the expectations for text quality and complexity and alignment to the standards. While some literary texts included in materials are of quality, informational texts are often short and lack engaging, content-area vocabulary. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Culminating tasks are present, but often are not supported by the unit texts. Grammar and conventions lessons and practice are often not aligned to grade level standards. Texts are organized around a theme. The materials do not support building students' knowledge of topics or themes over the course of a school year. Materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do contain some sets of text-dependent questions and tasks; however, the questions and tasks do not require students to analyze the integration of knowledge and ideas across both individual and multiple texts, and said culminating tasks do not promote the building of students’ knowledge of the theme/topic. The year-long vocabulary plan does not ensure that students will interact with and build key academic vocabulary words across texts throughout the year. Materials do not support students' increasing writing skills over the course of the school year nor do they include a progression of focused research projects. The materials for Grade 5 partially do provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

See Rating Scale
Understanding Gateways

Alignment

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Does Not Meet Expectations

Gateway 1:

Text Quality

0
20
37
42
27
37-42
Meets Expectations
21-36
Partially Meets Expectations
0-20
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
12
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
23
30
34
0
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Partially Meets Expectations

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Gateway One Details

The Grade 5 materials partially meet the expectations for text quality and complexity and alignment to the standards. While some texts included in materials are of quality, informational texts are often short and lack engaging, content-area vocabulary. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Culminating tasks are present, but often are not supported by the unit texts. Writing support meets the requirements of the standards, with students practicing multiple modes and genres over the course of the school year. Writing process materials are present throughout the school year. Grammar and conventions lessons and practice are often not aligned to grade level standards.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
16/20
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Criterion Rating Details

Instructional materials reviewed partially meet the expectations for anchor texts being of publishable quality and worthy of especially careful reading. Many of the literary texts are published texts which provide opportunities for students to engage in especially careful reading, are on topics of interest to Grade 4 students, and include rich, captivating language. Many informational texts are very short and lack engaging, content-area vocabulary. Texts do meet the expectations for reflecting the distribution of text types and genres required by the standards. Each lesson has a paired set of texts which often include both a literary text and a paired informational text. Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task and partially meet the expectation of supporting students’ increasing literacy skills over the course of the school year. While the anchor texts and paired selections typically fall within the grade band, the scaffolding of each text for reader and task is similar and comparable for each text regardless of complexity and demands of each text. This may not ensure students are supported to access and comprehend complex grade-level texts independently at the end of the year. Anchor texts and the series of texts connected to them are accompanied by a and rationale and text complexity analysis for educational purpose and placement in the grade level.

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the expectations of indicator 1a. Although many texts are excerpts, a good deal of the literary texts are published texts which provide opportunities for students to engage in especially careful reading, are on topics of interest to Grade 5 students, and include rich, captivating language. Most of the informational texts were written for the series and are not works published outside the program, and many of these are brief and lack content-area vocabulary and well-crafted language.

The anchor texts for Grade 5 include texts created by award-winning authors and illustrators, including Louis Sachar, Fred Gibson, Andrew Clements, and Louise Erdrich, and cover topics of interest to Grade 5 students in a variety of genres, including poetry, realistic fiction, biographies, and historical fiction. Some examples of quality texts include but are not limited to:

  • Unit 1, Lesson 3, Off and Running by Gary Soto - This excerpt is relatable for students since the setting is a school. The text contains figurative language such as “The bubble great as large as a fist” and “popped like a fist in a baseball glove.”
  • Unit 2, Lesson 9, Storm Warriors by Elisa Carbone - This excerpt is well-crafted with suspenseful events. It contains descriptive verbs such as “stumbled,” “faced,” “demolished,” “swirled,” and “crouched.”
  • Unit 3, Lesson 12, Can’t You Make Them Behave, King George? by Jean Fritz - This narrative nonfiction excerpt is funny and well-crafted. In this text, King George is a relatable character for students since the tone is conversational.
  • Unit 4, Lesson 20,The Black Stallion by Walter Earley - The excerpt is from the classic story. It is well-crafted with spectacular descriptions of the characters and setting.
  • Unit 5, Lesson 23,Vaqueros: America’s First Cowboys by George Ancona - This excerpt contains simple headings and pronunciation guides for proper nouns. The illustrations are intricate and complemented with captions.

While there are a variety of topics and a range of student interests addressed throughout the year, many texts that have been created for the series lack engaging text for Grade 5 students. Examples include but are not limited to the following:

  • Unit 2, Lesson 8, National Parks of the West (no author cited) is a short text about only two National Parks in the western part of the United States. There are large photos and text features on the first two pages, with little text for students to actually read about Big Bend National Park.
  • Unit 3, lesson 14, Modern Minute Man by Marcus Duren is a brief text based on an interview with a Minute Man actor. The interview is five questions with short response accompanied by pictures. The pictures are not identified as a "separate" multimedia text.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
4/4
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-
Indicator Rating Details

The instructional materials reviewed for Grade 5 meet the expectations for reflecting the distribution of text types and genres required by the standards. There is a mix between literary and informational text. Each lesson has a paired set of texts which often include both a literary text and a paired informational text.

The anchor literary texts represent a variety of text types and genres including but not limited to humorous fiction, readers’ theater, fairy tales, plays, realistic fiction, poetry, myths, historical fiction, science fiction, and adventures.

  • Ella’s Diary by Doris Luisa Oronz, realistic fiction
  • “Why Koala Has No Tail”, myth
  • “Purr-fection”, poetry
  • Dangerous Crossing by Greg Harlin, historical fiction
  • The Black Stallion by Walter Farley, adventure
  • “A Surprise Reunion,” play

The anchor informational texts represent a variety of text types and genres including but not limited to technology, science, social studies & biographies. Informational texts include persuasive texts, narrative nonfiction, informational texts, biographies, interviews, autobiographies, and technical texts.

  • Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood by Veronica Chambers, narrative nonfiction
  • Quest for the Tree Kangaroo by Sy Montgomery, informational text
  • Can’t You Make Them Behave, King George? By Jean Fritz, narrative nonfiction
  • We Were There, Too! By Phillip Hoose, biography
  • “Wild Weather”, technical text

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.
4/4
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Indicator Rating Details

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

Most texts have the appropriate level of complexity for Grade 5 students. Examples of texts with appropriate text complexity include:

  • Unit 2, Lesson 9: Storm Warriors by Elisa Carbone
    • Quantitative: 800
    • Qualitative: The text contains a single level of complex meaning and first-person narration. The text has literary language, which may require the use of context clues. The sentence structure is complex, and the text requires some specialized knowledge.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to have students read the text to understand the risks involved with being a member of the Pea Island crew. The teacher can use a Language Support Card. The teacher can also ask students to make connections between the information in the text and what they might learn in a social studies text about the same time period. The tasks include: using the text to draw conclusions and make generalizations and analyze point-of-view and characterization.
  • Unit 3, Lesson 14: James Forten
    • Quantitative: 920
    • Qualitative: The text has multiple meanings and is organized sequentially. It has multiple main ideas, which are supported with many details. The biography contains formal, academic language. Students will need subject-specific knowledge, because the text refers to historical ideas, concepts, and events.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to have students share about other biographies they have read. The teacher can use a Language Support Card. The teacher can also have students share what they think about how the topic might relate to the selection they are about to read. The tasks include: analyzing the text for sequence of events, main ideas and details, and connecting ideas.
  • Unit 5, Lesson 23; Vaqueros: America’s First Cowboys by George Ancona
    • Quantitative: 770 Lexile
    • Qualitative: The text has a single level of meaning with a single theme. It uses flashback to expand understanding of characters. The text uses first-person narration that requires students to make some inferences about characters. The text uses casual and familiar language that is easy to understand. It has a few instances of idiomatic expression. Familiar experiences are portrayed by characters that seem like real people. The text includes some cultural speech patterns that may be unfamiliar to some students.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to ask students to share what they hope to learn about the history of the cowboy. The teacher can use a Language Support Card. The teacher can also remind students about the lesson’s Preview the Topic and have students share what they know about the American West. The tasks include: analyzing the text features and graphic features as well as analyze the main ideas and details in the text.
  • Unit 6, Lesson 28: Fossils: A Peek Into the Past by Debra Skelton
    • Quantitative: 950 Lexile
    • Qualitative: This text has a single theme with an implied main idea. The text includes photos, a keyed map, and subheadings. The text includes some domain specific vocabulary. The text requires the use of context clues. The text requires some specialized knowledge.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to ask students who enjoy reading informational texts about science or prehistoric animals to share what they hope to learn. The teacher can use a Language Support Card. The teacher can also remind students about the lesson’s Preview the Topic and have students share with a partner what they know about archaeology. The tasks include: analyzing the text for fact and opinion and asking questions of the text.

A few anchor texts have text complexity features that are not within the Grade 5 text complexity. Examples include, but are not limited to:

  • In Unit 1, Lesson 1 is A Package for Mrs. Jewls by Louis Sachar. This text is below the complexity level for Grade 5 students with a low Lexile and slightly complex text features. The Reader and Task Suggestions do not increase the complexity.
    • Quantitative: 430 Lexile
    • Qualitative: The text contains a single level of meaning and a single theme. The text is chronological and written from third-person point-of-view. The text contains mostly casual and familiar language. There are simple and compound sentences with occasional play on words. The text has familiar experiences portrayed by characters. Knowledge of gravity is needed.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to ask students who enjoy reading humorous fiction to share what they hope to learn from reading the selection. The teacher can use a Language Support Card. The teacher can also have students share with a partner one thing they know about gravity. The tasks include: analyzing the story structure, point-of-view, and author’s craft.
  • In Unit 2, Lesson 8 is Everglades Forever by Trish Marx. This text is extremely complex with an above grade level Lexile. Some qualitative features are very complex, but some are less complex, which helps make the text more appropriate for Grade 5 students.
    • Quantitative: 1190 Lexile
    • Qualitative: The text contains a single level of complex meaning, and the purpose is implied, but easy to infer. The organization is complex with main idea and details. The vocabulary is academic and domain-specific. The text contains one or two historical culture references.
    • Reader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to ask students who enjoy reading about conservation or science texts to share what they hope to learn from the selection. The teacher can use a Language Support Card. The teacher can also have students make connections between the text and what they might learn in a science lesson on conservation. The tasks include: analyzing the text for domain-specific vocabulary and author’s purpose.

Indicator 1d

Materials support 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.)
2/4
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-
Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the expectation of supporting students’ increasing literacy skills over the course of the school year. While the anchor texts and paired selections typically fall within the grade band, the scaffolding of each text for reader and task is similar and comparable for each text regardless of the complexity and demands of each text. This may not ensure students are supported to access and comprehend complex grade-level texts independently at the end of the school year.

As the year progresses, students read texts at a variety of complexity levels. For each text, the routine for reading and analyzing the text is similar and does not change based on text complexity. Examples of the similar and comparable scaffolding for each text regardless of complexity include but are not limited to:

  • In Unit 1, Lesson 1, Grade 5 students read A Package for Mrs. Jewls, which has a Lexile of 480 (below grade level) and contains slightly to moderately complex qualitative features. In Unit 2, Lesson 6, students read one of the most complex texts in the materials, Everglades Forever, which as a Lexile of 1090 (above the grade band) with moderately to very complex qualitative features. Yet, the materials contain reader and task considerations that are similar to each other and the same amount of time is allotted to each text (3 days). For A Package for Mrs. Jewls, the teacher is directed to motivate students by asking students who enjoy reading humorous fiction to share what they hope to learn from reading the selection. To foster independence, the teacher is directed to have small groups of motivated readers to read the text together. The reader and task considerations is similar for the more complex text. For Everglades Forever: Restoring America’s Great Wetland, the teacher is directed to motivate students by asking students who enjoy reading about conservation to share what they hope to learn from the selection. To foster independence, the teacher is directed to have small groups of motivated readers to read the text together. On day 1 of reading both texts, students think through the text and the teacher asks comprehension questions during the reading. On day 2, students are guided through analyzing the text for specific components. On day 3, students read the text independently and complete two pages in the Reader’s Notebook.
  • In Unit 6, Lesson 29, students read an anchor text, The Case of the Missing Deer, with a Lexile of 610, and the text contains slightly to moderately complex qualitative features. While this less complex anchor text is the second to last anchor text, the text is allotted the same amount of time as more complex texts such as Lewis and Clark in Unit 5, Lesson 25, which has a Lexile of 1020 and very complex to exceedingly complex qualitative features. For The Case of the Missing Deer, three days are allotted for reading the story with day 1 for thinking through the text, day 2 for analyzing the story, and day 3 for independent reading. For Lewis and Clark, three days are allotted for reading the story with day 1 for thinking through the text, day 2 for analyzing the story, and day 3 for independent reading.

For the Grade 4 anchor and paired selections, the scaffolding across texts remains constant and the same level of support is recommended across the units. This may not support students' abilities to access increasingly rigorous text over the course of the school year.

Indicator 1e

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.
2/2
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Indicator Rating Details

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

The teacher's edition contains Prepare for Complex Text which includes both the rationale and text complexity analysis for educational purpose and placement in the grade level.

  • Why this Text? is provided for each anchor text. This gives the rationale for educational purpose and placement as well as key learning objectives. For example, in Unit 5, lesson 23, for the text Vaqueros:America’s First Cowboys by George Ancona the Why this Text? States, “Students regularly encounter informational texts in textbooks, magazines, and their own independent reading. This text is by a well-known author, and it describes how an American institution, the cowboy, came to be. I uses illustrations, maps, photos, and a movie poster to deliver its information in an entertaining way.” The key learning objectives are to analyze how text and graphic features contribute to a text, to study the relationship between main ideas and details in a text, and to identify and understand adages.
  • The Text Complexity Rubric explains the text complexity attributes of each whole class text, the Lexile and Guided Reading Levels of the texts, and the places within the lesson that will help the teacher determine if the text is appropriate in terms of reader and task. For example, in Unit 2, lesson 6 students read Quest for the Tree Kangaroo by Sy Montgomery and the Text Complexity Rubric gives the quantitative, qualitative and reader and task measures.
  • Quantitative: 1010 Lexile, V Guided Reading Measurement
  • Qualitative:
    • Meaning and Purpose/Purpose:The purpose is implied but easy to infer.
    • Text Structure/Organization: The text is mostly chronological with one or two flashbacks and descriptions of concurrent events.
    • Text Structure/Narration: The text has shifting points of view.
    • Language Features/Standard English and Variations: The text includes brief examples of Creole language within the dialogue, which are explained in footnotes and in context.
    • Knowledge Demands/ Subject Matter Knowledge/Prior Knowledge: Most students will possess at least basic knowledge of scientific study of wildlife through tracking and observation.
  • Reader/Task Considerations: Determine using the professional judgment of the teacher. This varies by individual reader, type of text, and the purpose and complexity of particular tasks. See Reader and Task Considerations on p.T19 for Anchor Text Support.

Reader and Task Considerations on p. T19 give additional support for the text Quest for the Tree Kangaroo.

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 meet the expectations of support materials for the core texts to provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.

Students explore a range of topics including, but not limited to: challenges, nature, animals, natural disasters, American Revolution, independence, poetry, careers, history, science, patriotism, and the arts.

In each lesson, students interact with texts during a teacher read-aloud, anchor text first read, anchor text reread with small group or partner, anchor text independent read with Reader’s Guide, a self-selected text reading, a whole group paired-text read, and an optional second read of paired-text. Leveled readers and vocabulary readers are also provided for small group, differentiated instruction.

Leveled reader lessons are provided for small group instruction. Formative assessment suggestions are provided in each lesson for the Vocabulary Reader. Each level of student understanding is provided with strategic scaffolding to support students in acquiring general academic and domain specific vocabulary. Teacher support is also provided for each Vocabulary Reader, for example in Unit 5, Lesson 21 (page T15), struggling students are directed to read the Vocabulary Reader Four Stops on the Sante Fe Trail.

At the beginning of each unit in the Teacher Edition, Independent Literacy Center directions provide guidance for the types of activities to use such as independent reading. For example in Unit 2, Lesson 6, managing independent activities directions can be found on pages T6-T7 in the Teacher Edition. Students are encouraged to use a reading log from the Grab-and-Go! Additional Resources to track progress and thoughts about the book to participate in book talks, book reviews, book sharing, partner reading, and discussion circles.

Extended Reading Trade Books are also listed in the materials in Units 2, 4, and 6. These texts include a weekly planner and lessons for extended reading throughout the unit. Grade 5 extended reading texts include: Hound Dog True by Linda Urban, About Time: A First Look at Time and Clocks by Bruce Koscielniak, Skunk Scout by Laurence Yep, Frindle by Andrew Clements, and Mysteries of the Mummy Kids by Kelly Milner Halls.

There is also a Reading Adventure Magazine that provides additional texts across a range of topics.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
7/16
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Criterion Rating Details

The materials for Grade 5 partially meet the expectations that students will have opportunities for rich, rigorous discussions and writing tasks that are evidence based. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Inferences are often given with students having to find evidence to support the already stated inference. The text dependent questions provided are not adequate to support students' mastering of this skill. Some performance tasks can be completed by students without the use of the units texts, while other tasks cannot be completed with the information provided in the assigned texts. There are not high-quality sequences of text-dependent questions and activities that build to the performance task. Opportunities for discussion are provided but are often not evidence-based and do not encourage the modeling and use of academic vocabulary and syntax. Materials partially meet expectations for supporting students’ listening and speaking about what they are reading and researching and meet the expectation of materials including a mix of on-demand and process writing and short, focused projects incorporating digital resources where necessary. Materials address different text types of writing that reflect the distribution required by the standards. There are some opportunities that engage students in practicing argument/opinion, informative/explanatory, and narrative writing, however, the writing tasks do not increase in rigor over the course of the year. Lessons and assessment items aligned to grammar and conventions standards often address below grade-level standards. Lesson and assessment items also address above grade-level standards.

Indicator 1g

Most questions, tasks, and assignments are text-dependent, 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).
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the expectations for text dependent questions, tasks, and assignments requiring students to engage directly with the text and to draw on textual evidence to support what is explicit as well as valid inferences. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Inferences are often given with students having to find evidence to support the already stated inference. The text dependent questions provided are not adequate to support students mastering of this skill.

Students are asked text-dependent questions throughout the daily lessons. These questions are included in the Teacher Read Aloud, Read the Anchor Text, Guided Retelling, Dig Deeper second read of the anchor text, Your Turn discussion, Independent Reading Reader’s Guide, Connect to the Topic, Compare Texts, and Small Group Instruction. Answering text-dependent questions is modeled throughout instruction.

Examples of text-dependent questions found throughout the units include but are not limited to:

  • In Unit 1, Lesson 5, students are asked, “What can the third-person narrator of this story tell readers about Elisa? How does this point of view affect how events in the story are described? The narrator can tell about Elisa’s thoughts and feelings. Events are described in a way that shows how they affect Elisa because the narrator tells what she thinks and feels about the events.”
  • In Unit 2, Lesson 8, students are asked, “Both this website and Everglades Forever discuss the topic of conservation. What ideas are conveyed by both selections? National parks contain unique habitats where certain species of plants and animals can live. People must take action to conserve natural environments. National parks offer many opportunities for people to enjoy the natural world.”
  • In Unit 4, Lesson 16, students are asked, "Summarize the main idea of the first paragraph. Manga is a cartoon genre with its own unique style."
  • In Unit 5, Lesson 21, students are asked, "What have you learned about Francis by the end of page 636? He is a survivor, he takes care of others, he is realistic."
  • In Unit 6, Lesson 28, students are asked,"What does the map tell you about the number of fossils found in Canada versus the number found in the United States? Canada has fewer mammoth fossil sites than the United States does."

Examples of text-dependent questions found that illustrate how inferences are often given with students having to find evidence to support the already stated inference include but are not limited to:

  • In Unit 3, lesson 15 students are asked, “What phrases suggest that Joseph and his grandfather are in a hurry to get to town? Quote accurately from the text in your answer. The phrases ‘dropped the plow,’ ‘dashed into town,’ and ‘as fast as he could’ indicate that they are in a rush.”
  • In Unit 5, lesson 21 students are asked, “What clues does the author give to show that the children are exhausted? Quote from the text. Lottle whispers, ‘Ten more feet and I would have died’; Billy doesn’t wake up when Francis drops him ‘like a stone.’”

Examples of text-dependent tasks and assignments found throughout the units:

  • In Unit 2, Lesson 10, the Reader’s Notebook directs students to reread the last paragraph of Cougars on page 296 and write details from the text to support the main idea.
  • In Unit 4, Lesson 19, the Reader’s Notebook directs students to read Darnell Rock Reporting and record details from the text to write a persuasive email.
  • In Unit 6, Lesson 29, students record details on a T-Map in order to draw conclusions and make generalizations based on text evidence.

There are also “Text to Self” and “Text to World” questions that are not always text-dependent but relate to the theme or topic of the text being read. In Unit 2, Lesson 9, students are asked to design a medal for a modern-day hero whom they admire after reading “Storm Warriors” and Pea Island’s Forgotten Heroes.” Students are also asked to research hurricanes or other natural disasters they would like to learn more about.

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).
0/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 do not meet the expectation for materials containing sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. The culminating task for each unit comes in the form of a performance task that is introduced at the beginning of the unit. All performance tasks are grounded in writing tasks. There is a presentation piece at the end of each task in which students may choose a way to share their essay with their classmates. Not all unit texts are required to complete the performance task. The task directions state which texts students should use, although some tasks can be completed by students without the use of the unit texts, and others don't need texts to complete.

An example of a performance task that can be completed without the use of the unit’s texts can be found in Unit 1: Meet the Challenge. The performance task is introduced at the beginning of the unit as, “At the end of this unit, you will think about the texts you have read. Then you will write a story about what might happen if you were to run for class president.”

  • Unit 1’s performance task topic is, “In the essay ‘Consider This’ at the end of Off and Running, you read about some of the requirements for running for school office and pursuing a career in politics. In Vote for Me, you read tips for using election advertisements to run a successful campaign for school office. Reread these two texts and look for important details about running for office in a school election. Now write a story about what might happen if you were to run for class president. Use ideas from “Consider This” and Vote for Me in your story.” Both texts for this performance task are found in Lesson 3: Politics.
    • The first text that is connected to the performance task,“Off and Running”, is an anchor text. The text is a realistic fiction text about a girl who runs for office. The Consider This section at the end of the text does give information and details about running for office, but there are not text-dependent questions or tasks connected to this section of the text. Also, there are no text dependent questions connected to the anchor text that would build to the performance task.
    • The second text that is connected to the performance task, Vote for Me, is a supporting text. It is a persuasive text that includes three paragraphs and two labeled poster photographs. There are no text-dependent questions or tasks that build to the performance task.

Students could write a story about running for class president without reading either required text. The texts give little information that would be useful in writing a narrative story. Vote for Me is mainly about what to put on a campaign poster. There are no text-dependent questions or tasks that build to the end of unit performance task.

An example of a performance task that doesn't require the use of the unit’s texts can be found in Unit 5, Natural Wonders. The performance task is introduced at the beginning of the unit as, “At the end of this unit, you will think about the stories you have read. Then you will write a response-to-literature essay.”

  • Unit 5’s topic is: “You have read two historical fiction stories about young pioneers traveling west during the mid-1800s. In Tucket’s Travels, you read about three children who endure dangerous conditions as they travel west. In Rachel’s Journal, you read about a pioneer girl and her family traveling to California in a wagon train. Think about the way the authors tell these two stories. Which format do you think is a better way of telling a story? Now write a response-to-literature essay in which you explain which format you think is more effective. Use ideas in both stories to support your opinion.”
    • The first text that is connected to the performance task, Tucket’s Travels, is an anchor text.This text is an historical fiction text that is written as a third person narrative. There are no text-dependent questions or tasks that ask students to analyze the text’s structure to build to the performance task.
    • The second text that is connected to the performance task, Rachel’s Journey is also an anchor text. This historical fiction text is written as a first-person narrative in a journal format. There is one text-dependent questions that ask about the point of view. There are no text-dependent questions that build a student’s knowledge about the text’s structure.

Students could not complete the response-to-literature using only the texts that are provided. Students are asked to use ideas from both stories to support their opinion. The texts, text-dependent questions, and unit tasks provided do not give enough information to complete this task. Guidance for teachers to support all students through these exercises is limited.

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the criteria for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Opportunities and protocols for discussion are provided but are often not evidence-based and do not encourage the modeling and use of academic vocabulary and syntax. There is not a year-long approach available to developing skills over the course of they year. There is minimal teacher direction given to support teachers in conducting evidence-based discussions that model the use of academic vocabulary and syntax.

There are both evidence-based and non evidence-based discussions and modeling throughout materials. The anchor text and supporting texts provide text-based questions and sample answers for discussion, but do not give protocol or direction for conducting the discussions. Academic vocabulary is introduced at the beginning of each lesson through Vocabulary in Context Cards. Students participate in Talk About Over activities with the cards. These words are highlighted in the lessons texts and are also revisited in the Vocabulary Reader.

Examples of evidence-based discussions and modeling include but are not limited to:

Unit 1, Lesson 5, Compare Texts, Text to Text

  • Students are directed to compare texts about language, “‘Elisa’s Diary’ and ‘Words Free as Confetti’ share the topic of language. With a partner, discuss how the views of language are the same or different in each text. Make a list of quotes and examples from the texts to support your thoughts. Then share a summary of your key points with the class.”

Unit 3, Lesson 15, Think Aloud

  • The teacher models discussion by stating, “After reading the first paragraph, I know that Joseph thinks of himself as a coward and doesn’t want to enlist. Then he changes his mind. I am not sure why. To find out, I will reread the second paragraph. I see that he wants a silver dollar and also feels pressure from his peers.”

Unit 5, Lesson 21, Your Turn, Classroom Conversation

  • Students are directed to, “Continue discussing ‘Tucket’s Travels’ by using text evidence to explain your answers to these questions: Why wasn’t Francis entirely comfortable with the plan to evade the Comancheros? Was Billy truly aware of the danger that they were in? Why or why not? What roles did skill and luck play in the outcome of the story?”

Examples of discussions and modeling that are not evidence-based and do not encourage the modeling and use of academic vocabulary and syntax include but are not limited to:

Unit 1, Lesson 2, Think-Pair-Share

  • Students are directed to, “Think about a time when you had to give a performance or speech. Where were you? How did you prepare? How did it go? Share your story with a partner. Then, discuss with your partner how your stories are alike and different.”

Unit 2, lesson 10, Talk About it

  • Students are directed to discuss, “What kinds of animal behaviors have you noticed? What do you think they mean? Write your answers. Then share your ideas with your classmates.”

Unit 4, Lesson 17, Classroom Conversation

  • Students are directed to discuss, “What inventions do you expect to see in the future?” As a class have students discuss problems that may arise in the future and the solutions that may follow. Record the students’ predictions on a problem-solution chart.

Unit 6, Lesson 30, Compare Texts, Text to World

  • Teachers are directed to, “Use these prompts to help deepen student thinking and discussion: Think about how someone you admire has changed your life or the world. How do people find ways to achieve great things?

Interactive Listening and Speaking Lessons are also provided. These lessons are not evidence-based. Sentence starters are provided for English Language Learners.

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.
1/2
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Indicator Rating Details

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

Protocols and routines for speaking and listening are presented in the Interactive Lessons. These lessons include rules for a good discussion, speaking constructively, listening and responding, giving a presentation, and using media in a presentation. These protocols are not located in the Student Edition.

Students practice listening comprehension during the weekly read aloud. Students are asked follow-up questions during the read aloud. Students read and respond to questions during the reading of the anchor texts and supporting text in whole class discussion and partner talk.

Each lesson includes teacher think alouds and a Speaking and Listening lesson on Day 5. The Speaking and Listening lessons do not always connect to the text or texts being read, do not always support what students are reading and researching, and do not always include relevant follow-up questions. There is limited instruction to support students mastering these presentation skills. For example:

  • In Unit 2, Lesson 18, Day 5 students are asked to tell a story. Students are directed to read a story related to the theme of “Old Yeller” and prepare an oral report about the story to share with the class. It is suggested that students browse a library or other online catalogue and speak with peers, teachers, parents, or a librarian to help identify an appropriate story.
  • In Unit 5, Lesson 22, Day 5 students prepare to give an informative speech on the Ojibwe people or on another culture or a particular tradition. Students wishing to research the Ojibwe may begin by revisiting the excerpt from "The Birchbark House." For other topics, students are to select cultures or customs that interest them. Students research the topic, prepare the speech and present.

Indicator 1k

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the expectation of materials including a mix of on-demand and process writing and short, focused projects incorporating digital resources where necessary.

Students write on demand after each anchor text during the Write to Reading. This provides a limited amount of practice with on-demand writing prompts. These prompts are short text-based writing prompts with little direction for the students and/or teacher.

  • In Unit 2, Lesson 9, students are asked to respond to the prompt: “‘Storm Warriors’ is written from the main character’s -Nathan’s- point of view. How does his point of view affect descriptions in the story? Think about what would be different if one of the surfmen or sailors told the story. Write a paragraph explaining how Nathan’s point of view shapes the story and affects how you see events and other story characters. Use quotes and text to support your ideas. ” There is an additional support box on one page of the teacher’s edition for teachers to use during instruction to help students answer the prompt and an Interactive Lesson link is provided.

Students focus on one mode of writing across each unit. These modes include narratives, informational essays, and opinions. After each lesson there is a writing lesson which includes a model writing. During the last two weeks of a unit, students follow the steps of the writing process through publishing. There is a limited amount of practice with the writing mode when students are working through the lessons. The first lessons students do not write, but rather read about writing and look at model writings. The first time students are writing independently is during the end of unit performance task. This provides limited practice of process writing.

  • For example, in Unit 5: Under Western Skys, the mode of writing taught is a response-to-literature. Students read examples of writing an editorial, response to literature, and a persuasive argument. After the last lesson of the unit, they prewrite, draft, revise, edit, and publish a literature response essay. The performance task for the unit is to write a response-to-literature essay.

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
2/2
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Indicator Rating Details

The materials reviewed for Grade 5 meet the expectations for providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Students focus on one type of writing per unit. Students study model writings, write, revise, and edit a writing in the last two weeks of the unit, and then complete a writing performance task.

Process writing text types found within each unit:

  • Unit 1, Fictional narrative
  • Unit 2, Research Report
  • Unit 3, Persuasive Essay
  • Unit 4, Personal Narrative
  • Unit 5, Response Essay
  • Unit 6, Informational Essay

On demand prompts and quick writes include opportunities for students to address different types of writing. A Writing Traits Scoring Rubric for each mode of writing guides is available for teachers. Writing Resources are provided such as the Common Core Writing Handbook, graphic organizers, proofreading marks, a proofreading checklist, reproducible writing rubrics, and writing conference forms. Interactive Lessons provide digital practice. There are also Interactive Whiteboard Lessons that could supplement print instruction in opinion, informative, and narrative writing modes.

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 partially meet the expectations of materials providing frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Most tasks are independent of the main selection texts, and they do not build over the course of the year. Performance Task writings can often be answered without the use of the texts or can not be answered with the information provided by the texts. There are some experiences that engage students in practicing argument/opinion, informative/explanatory, and narrative writing; however, the writing tasks do not increase in rigor over the course of the year.

Examples of writing that does not require students to use evidence from the text include but are not limited to:

  • In Unit 1, Lesson 3, “Write a narrative, including dialogue, in which two characters provoke a reaction in each other.”
  • In Unit 6, Lesson 29, “Have students work with a partner to brainstorm and explore possible topics for an informational essay.”

Additional instructional supports are needed for teachers to guide students’ understanding of developing ideas, building components of structured writing, and integrating evidence from texts and other sources. Students are asked to use text evidence, but there is little guidance to the teacher on how to teach students to use text evidence. Most questions are preceded by or followed by the prompt “Cite Text Evidence,” however, students are not instructed on how to find or cite evidence from the text. Students are provided with a writing tip that is sometimes related to the text evidence, and other times related to grammar or other writing aspects.

Indicator 1n

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.
0/2
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Indicator Rating Details

The instructional materials reviewed for Grade 5 do not meet expectations for 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 the context. Lessons and assessment items aligned to Grade 5 grammar and conventions standards often address below grade-level standards. Lesson and assessment items also address above grade-level standards. From the beginning of the year, students encounter both below-level and above-level lessons and assessment items.

Some lessons address below grade-level grammar and conventions standards. Examples include but are not limited to:

  • In Unit 1, Lesson 2, Day 1, students are taught complete subject and predicates. On Day 2, students review subject- verb agreement and on Days 3 and 4 students learn about compound sentences. On Day 5, students are given the definition of a compound sentence and practice combining sentences using and, but, or or. Standards-Based Weekly Test, Lesson 3, question 6 requires students to make the sentences “longer and less choppy.” (L.2.1f)
  • In Unit 2, Lesson 8, students are provided the definitions of coordinating and subordinating conjunctions. Students identify conjunctions, define as either coordinating or subordinating and then explain the purpose of each conjunction. Students correct run-on sentences with coordinating and subordinating conjunctions. Standards-Based Weekly Test Lesson 8, questions 7-9, require students to choose sentences that are written correctly or incorrectly that contain grammar errors including coordinating and subordinating conjunctions. (L.3.1h)
  • In Unit 3, Lesson 11, students learn the definition of pronoun, subject pronoun, object pronoun, and antecedent. Students find the pronouns in a sentence, name the type of pronoun, and then name the antecedent. Standards-Based Weekly Test Lesson 11, question 8, requires students to revise a sentence in which the incorrect subject pronoun is used. (L.3.1f)
  • In Unit 4, Lesson 16, students review the definition of an adjective and practice using descriptive adjectives. Standards-Based Weekly Test Lesson 16, questions 8-9, require students to revise a sentence and include the most descriptive adjective. (L.2.1e)
  • In Unit 5, Lesson 25, students review the definition of contraction and apostrophe. Students are shown that one can combine some verbs with not (a negative word) to make contractions and can also combine personal pronouns with verbs such as is, are, have, had, and will to make contractions. Standards-Based Weekly Test Lesson 25, questions 8-9, require students to choose the sentence that contains a grammatical error. Grammatical errors addressed include the incorrect apostrophe placing in the word couldn’t and the incorrect use of a contraction when forming the word members’ll. (L.2.2c)
  • In Unit 6, Lesson 26, students form and use possessives.Standards-Based Weekly Test Lesson 26, questions 8-9, require students to find the punctuation error. The punctuation errors are childrens coat and Runners saddle. (L.3.2d)

Some lessons address above grade-level grammar and conventions standards. Examples include but are not limited to:

  • In Unit 6, Lesson 28, students review connotations of idioms in an activity central lesson. (L.6.5c)
  • In Unit 6, Lesson 30, the teacher models using a colon to introduce a list formally. Standards-Based Weekly Test Lesson 30, questions 8-9, require students to find the punctuation error in which colons are used incorrectly when introducing lists. (L.9-10.2b)

Some assessments and lessons address grade-level grammar and conventions standards. Examples include but are not limited to:

  • In Unit 2, Lesson 9, students circle subordinating conjunctions and underline the correlative conjunctions and the words or phrases joined. (L.5.1e)
  • In Unit 4, Lesson 20, students learn the mechanics of writing titles. Standards-Based Weekly Test Lesson 30, questions 8-10, require students to find the error in the written titles. (L.5.2d)


Although some attention is given to grade-level grammar and convention standards, materials that are below grade-level and above grade-level are included throughout the year, and as a result, the materials would require significant revision.

Criterion 1o - 1q

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
4/6
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Criterion Rating Details

The materials reviewed for Grade 5 partially meet the expectation that materials, questions, and tasks address grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, vocabulary, and reading fluency in a research-based and transparent progression. Materials partially meet the expectation that materials, questions, and tasks guide students to read with purpose and understanding and help them to make frequent connections between acquisition of foundational skills and making meaning from reading. Most decoding skill practice opportunities are limited to one day of instruction without being connected to applying the skill to a text. Materials provide instructional opportunities for students to practice and achieve reading fluency in oral and silent reading.

Indicator 1o

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.
1/2
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Indicator Rating Details

The materials reviewed for Grade 5 partially meet the expectation that materials, questions, and tasks address grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, vocabulary, morphology, and reading fluency in a research-based and transparent progression.

While students work on skills to help them work on unfamiliar words, there are few materials that build to tasks for students to accurately read unfamiliar multisyllabic words in and out of context. While multisyllable words are in the text that students read, there is a not a clear sequence learning the skills to implementing those skills.

In Unit 1, there are out of context decoding lessons about below grade level syllabication patterns such as the VCV syllable pattern and the VCCV pattern. In Unit 2, there are out-of-context decoding lessons about more below grade level syllabication patterns such as common beginning syllables, compound words, and recognizing schwa + /r/ sounds. Unit 3 contains more syllable lessons about below grade level standards such as the VV syllable pattern with words such as load, death, and dread. In Unit 5, Lesson 24, the students are taught how to decode words with simple prefixes, yet the prefixes were taught in previous grade levels. Opportunities for teaching new strategies for reading multisyllabic words are few.

Prefix lessons begin in Unit 1, Lesson 1 with non-, re-, un-, and dis-, which were taught in the Grade 3. In Unit 2, Lesson 8, students are taught two new prefixes, en- and pro-, and students are retaught re- and pre-, which were taught in Grade 3. In Unit 3, Lesson 15, students are retaught in-, im- (taught in Grade 3 and Grade 4) and il- (taught in Grade 4), and taught ir-. In Unit 5, Lesson 24, students are taught simple prefixes (review from previous grade levels) during a decoding lesson. In Unit 6, Lesson 26, students are taught to divide words and read words that start with the following prefixes: pro-, con-, and com-. The materials contain few lessons for students to learn and know new prefixes.

Suffix lessons begin in Unit 1, Lesson 4 and Lesson 5 with -ion, -tion, -ly, and -ful which were taught in the Grade 3 and Grade 4 materials. Units 2 and 3 do not have explicit lessons for suffixes. In Unit 4, Lesson 18, students are taught to recognize how suffixes change the base word with the following suffixes: -y, -er, and -est. In the following lesson, students are taught -ism and retaught -ist (taught in Grade 4), -able and -ible (taught in Grade 3) as well as other common suffixes learned in Grades 3 and 4. In Unit 5, the spelling instruction is based in the suffix -ion. In Unit 6, students are retaught -less and -ness (taught in Grades 3 and 4). Students are also taught the new suffix, -ment in the vocabulary strategies instruction. Also in Unit 6, Lesson 27, students are taught three new suffixes in the spelling instruction. Students are also retaught three suffixes (-able, -ible, and -ist) from Grades 3 and 4. Opportunities to learn new suffixes is limited since the lessons include teaching suffixes from previous grade levels.

The materials contain explicit instruction on morphology starting in Unit 2, Lesson 9, during Target Vocabulary. Students are taught two new Greek and Latin word parts: scrib and rupt. Students are retaught two Greek and Latin word parts from Grade 4: photo and tele. In Unit 3, Lesson 14, during Target Vocabulary, students are taught two new Greek and Latin word parts: port and ject. Students are retaught two Greek and Latin parts from Grade 4: graph and meter. In Unit 6, Lesson 29, students are retaught spect (taught in Grade 4). Opportunities to learn roots and affixes are limited and include word parts taught in Grade 4.

The materials contain opportunities for students to practice reading aloud grade-level text fluently with accuracy, stress, appropriate pace/rate, expression/intonation, attention to punctuation and appropriate phrasing. Fluency is emphasized daily.

Indicator 1p

Materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.
1/2
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Indicator Rating Details

The materials reviewed for Grade 5 partially meet the expectation that materials, questions, and tasks guide students to read with purpose and understanding and help them to make frequent connections between acquisition of foundational skills and making meaning from reading.

The instructional materials contain directions to the teacher to set the purpose for the reading of each anchor text. For example, in Unit 3, Lesson 15, the teacher sets the purpose: “I know that biographies tell about the lives of real people. I didn’t know that young people helped in the effort to gain independence. My purpose for reading is to find out more about what the young people did for our country” (p. T325). Then students are to set their own purpose for reading the text. There is a missed opportunity for students to set their own purpose for reading the anchor text without hearing the teacher model a think-aloud for setting the purpose.

During vocabulary instruction of each lesson, there is a lesson called Vocabulary in Context, which provides students the opportunity to learn 10 vocabulary words in context prior to reading the anchor text.

  • On Day 1, anchor text vocabulary is introduced with the use of Context Cards.The cards contain images of the word and a sentence with the word in it. The teacher provides the definition of each vocabulary words. Students are asked to use the Talk It Over activities on those cards.
  • On Day 3, the students participate in a classroom collaboration based on questions about the vocabulary. For example, in Unit 2, Lesson 8, these questions may be asked: “What is a natural feature unique to your local regions? What kind of vegetation are animals such as deer and rabbits attracted to?” (p. T191). The materials also contain directions for a Quick Write prompt: “Explain what makes the Everglades a unique place. Use the vocabulary words you have learned in your writing” (p. T191).
  • On Day 4, students learn a vocabulary strategy to help students understand some of the weekly vocabulary terms. For example, in Unit 5, Lesson 23, students are taught about prefixes (en-, re-, pre-, pro-) and how adding prefixes or suffixes to the anchor text vocabulary changes the word. Students are guided through Projectable 8.3. In Apply, students look through their Student Book for words with the newly learned prefixes and then students are to figure out the meaning of the words using context clues, word parts, and/or a dictionary. Students also complete a cloze activity with the prefixes.

While students practice word analysis skills with the anchor text vocabulary and the Day 4 Vocabulary Strategy lesson, opportunities to practice other word analysis skills in text are limited specific tasks that do not necessarily connect with the anchor text or paired text. For example, in Unit 2, Lesson 6, students are taught common beginning syllables. This is a one day lesson (Day 3). The teacher teaches and models common beginning syllables and then students practice breaking words into syllables, identifying the first syllable, and saying each word aloud. Most decoding skill practice opportunities are limited to one day of instruction without being connected to applying the skill to a text.

Indicator 1q

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.
2/2
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Indicator Rating Details

The materials reviewed for Grade 5 meet the expectation that 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, at a rate appropriate to the text, and with expression.

Students are able to demonstrate and develop fluency daily. Each lesson has an overall fluency component and then students practice the fluency component over the week. Fluency components are expression, intonation, adjust rate for purpose, phrasing for punctuation, stress, accuracy and self correction, rate, phrasing for pauses.

The fluency activities included in the text are identified and routine. The routines are the same through each lesson of the units. Fluency practice includes:

  • Teacher models the fluency component for the week with a projectable document after explaining the value of the fluency component. Students practice the fluency component by choral reading the text as a whole class.
  • During the first read of the anchor text, the teacher models the fluency component and then students choral read the text based on the fluency component.
  • During the second read of the anchor text, the teacher models the fluency component and students practice the fluency component with a section of the text.
  • During self-selected reading, students practice fluency by reading aloud to a partner. Students receive feedback from the partner.
  • During the paired text reading, students practice the weekly fluency component.
  • Progress monitoring with fluency tests from Grab n Go resource.
  • Through a resource called Cold Reads, students can practice reading fluency.

The materials contain opportunities for students to practice reading poetry fluently. In Unit 2, Lesson 10, students practice the fluency component (stress) with a poem called “Tiger.” In Unit 4, Lesson 18, students practice the fluency component (phrasing: punctuation) with a poem called “Genius.”

The Test of Silent Contextual Reading Fluency (TOSCRF-2) is in the materials. This test assesses the silent reading ability of students. It is a group-administered test which measures the ability to use syntactic and morphological cues to facilitate comprehension of sentences and passages. The TOSCRF-2 can be used for identification, universal screening, diagnostic assessments, and progress monitoring.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Does Not Meet Expectations

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Gateway Two Details

Materials reviewed for Grade 5 do not meet the expectations of Gateway 2. Texts are organized around a theme. Materials contain sets of questions and tasks that sometimes require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year. Materials include some writing instruction aligned to the standards for the grade level; however, materials do not support students' increasing skills over the course of the school year. The materials do not include a progression of focused research projects providing students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. The materials partially meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Criterion 2a - 2h

12/32

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
2/4
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Indicator Rating Details

Materials reviewed for Grade 5 partially meet expectations for texts being organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently. The instructional materials contain units, which are organized around six separate themes. Within in a theme, each week is about a social studies or science topic or a sub theme related to the unit theme. The theme in each unit is broad, therefore each weekly topic or sub theme or topic does not build consistent vocabulary or knowledge across the weeks. The weekly topics build surface level knowledge, so students will not be able to use that knowledge to comprehend other complex texts especially across the five week long unit. An example of a unit theme and topics/sub themes is:

  • Unit 5: Under Western Skies
    • Week 1: Extreme Environments
    • Week 2: Traditions
    • Week 3: The West
    • Week 4: Pioneers
    • Week 5: Exploration

The theme of Unit 4 is "The Power of Storytelling." The topic of the second week is visual arts. During the Teacher Read Aloud, the teacher reads a passage which contains ten target vocabulary words: villains, feature, mental, developed, launch, record, assuming, incredibly, episodes, thumbed. On Day 1, students learn those ten vocabulary words in the Vocabulary in Context lesson, which includes students reading and pronouncing each word, followed by learning the word in context and then practicing activities based on the Talk It Over activity on the back of the cards. The vocabulary reader for the week, Job Sense by Daniel Rosen, uses the same target vocabulary as do the Leveled Readers. During the reading of the anchor text, students see and hear the same target vocabulary words.

Prior to reading the anchor text, Lunch Money by Andrew Clements, the teacher helps preview the topic for students, which provides students with background knowledge about the topic of visual arts. During the reading of Lunch Money, students write a summary about how the main character became interested in creating comic books. After reading the text, students use clues to figure out the author’s purpose. During the second reading, students analyze the use of color in the illustrations and analyze how visual elements contribute to the story’s meaning. As a performance task, students write a paragraph explaining the following question: Do you think that his [Greg] comic-book series will be a success? During the independent reading of the anchor text, students complete Reader’s Notebook lesson 16, which requires students to use details from the text to create an advertisement.

Students read a paired text called Zap! Pow! by Linda Cave. Some of the target vocabulary is in the text such as villains, incredibly and mental. Students participate in Text to Text, Text to Self, and Text to World activities after reading the paired selection. For example, students with work a partner to add to the timeline found in Zap! Pow!.

The weekly writing is about organization and planning a friendly letter. On Day 2 of writing, the teacher models how Andrew Clements wrote in natural voice, so students use Andrew Clements natural voice in their own letter. While the teacher models with the style of the author, students do not have to use the weekly topic or texts in their own writing.

The following week is no longer about visual arts. The topic is the creative inventions, which has different vocabulary and builds knowledge about a new topic. Since only one week is spent on visual arts, students do not build in-depth vocabulary and knowledge.

For some of the weekly identified topics, the texts do not match the topic and essential question completely. For example in Unit 2, the theme is Wild Encounters and in the second week (lesson 7), the topic is responsibility, which is broad and therefore the essential question (How can dangerous situations bring people closer together?) is loosely connected to the topic. The following texts are used to answer the essential question: Black Bears by Sarah Jane Brian (vocabulary reader), Old Yeller by Fred Gipson, and What Makes It Good? by Cynthia Benjamin (paired selection). The vocabulary reader provides information about staying safe from black bears in the wild, somewhat connects to the essential question and to the topic of responsibility. The connections are not clear. The paired selection is a persuasive text about the Old Yeller film, which somewhat answers the essential question, but does not fit with weekly topic of responsibility.

Overall, the Units are theme-based with topics each week. Since the topic changes each week, students do not get a thorough opportunity to build knowledge and vocabulary. Furthermore, the identified weekly topics are not always supported by the texts and target vocabulary. This does not help students build knowledge in order to read complex texts on the identified topic.

Indicator 2b

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.
2/4
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Indicator Rating Details

Materials reviewed for Grade 5 partially meet the criteria for containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.

Each unit includes sets of questions and tasks that require students analyze texts.

  • In Unit 1, students will answer questions and tasks that ask students to analyze items including but not limited to, point of view, irony, elements of drama, characterization, formal and informal language, using dialogue, and text structure.
  • In Unit 2, students will answer questions and tasks that ask students to analyze items including but not limited to, quotes and descriptions, domain-specific vocabulary, author’s word choice, dialect, informational text structure, point of view, and characterization.
  • In Unit 3, students will answer questions and tasks that ask students to analyze items including but not limited to, primary sources, tone, figurative language, text structure, main ideas and details, and text and graphic features.
  • In Unit 4, students will answer questions and tasks that ask students to analyze items including but not limited to, voice, visual elements, literary devices, point of view, main ideas and details, narrative pacing, dialogue, characterization, and theme.
  • In Unit 5, students will answer questions and tasks that ask students to analyze items including but not limited to, figurative language, author’s word choice, main ideas and details, adages, point of view, and text structure.
  • In Unit 6, students will answer questions and tasks that ask students to analyze items including but not limited to, text and graphic features, theme, conclusions and generalizations and main idea and details.

There are questions and tasks that ask students to analyze the language, key details, craft, and structure of texts, but they do not go to the necessary depth nor do they increase in rigor over the course of the instructional year. Although questions are provided, skills are inconsistently scaffolded, so they only sometimes build students’ overall comprehension or understanding of topics. In addition, teachers will often be unable to tell from students’ work whether they mastered concepts of each component. For example:

  • In Unit 1, Lesson 3, the teacher asks, “Why does the author use the words slam, trudge, and groan?”
  • In Unit 2, Lesson 8, the teacher edition states, “Tell students that authors have a specific purpose or reason for writing. For example, they may write to inform, to entertain, to describe, or to persuade.”
  • In Unit 4, Lesson 16, the teacher asks, “Why do you think the author uses such detail to explain how the comic books are made? What do these details reveal about the main character?”
  • In Unit 5, Lesson 25, the teacher edition states,“Ask them how the sequential text structure and the descriptive words and phrases help them to identify and explain the relationships between important events, people, and ideas.

Indicator 2c

Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
0/4
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Indicator Rating Details

Materials reviewed for Grade 5 do not meet the expectations of materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The materials do contain some sets of text-dependent questions and tasks; however, the questions and tasks do not require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The majority of the questions and tasks are at the explicit level. Additionally, the materials do not provide consistent clear guidance for teachers in supporting students’ skills.

While many pages have a “cite textual evidence” label, the sample answers often do not specifically cite the evidence. For example, in Unit 2, Lesson 8, students are asked, “Why might the author have chosen a park ranger to provide much of the narrative in this section of the text?” The sample answer provided is: “The park ranger provides an expert’s point of view and credible support for the author’s points.” Textual evidence is not cited in this answer.

The materials do not prepare students to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year.

Within each lesson, text-specific questions appear in both the “First Read” and “Second Read” sections. There are typically a range of two to four questions with each selection. Most questions and tasks are not accompanied by enough instruction for the students to be successful in answering the questions. For example, in Unit 3, Lesson 15, the prompt is, “Could a nonfiction selection describe Paul Revere’s ride better than a poem?” The only instruction provided is to “As a class, have student discuss their thoughts. Encourage them to cite the advantages of a nonfiction selection and a poem as you list them in a two-column chart.” Another example can be found in Unit 5, Lesson 24. The prompt is, “How would a wilderness trek be different now than in the 1800s? “The only instruction provided is, “As a class, have students discuss this question. Encourage them to cite details from the selection as well as other specific information.” Therefore, even though the lessons include text-specific questions, the lack of instruction will not prepare students to demonstrate mastery of integrating knowledge and ideas.

The materials do contain “Formative Assessment: Text to Text Questions.” These questions are meant to provide teachers with questions spanning multiple texts. However, the questions do not increase in rigor over the course of the year, and they rarely ask students to do more than compare and contrast the stories at the surface level. For example, for Unit 1, Lesson 1, the question is “Talk with a partner about the similarities and differences between ‘A Package for Mrs. Jewls’ and ‘Questioning Gravity.’ Then work together to write a paragraph about the purpose and the message of each text.” In Unit 5, Lesson 25, the question is, “Both ‘The Birchbark House’ and ‘The Black Stallion’ explore ideas related to animal behaviors and instincts. In a small group, compare and contrast Omakayas and Alec’s experiences with wild animals. Then compare and contrast the themes of the stories.” As illustrated, the materials do contain “Text to Text Questions,” but they stay at the surface level without asking students to analyze knowledge and ideas across the texts.

Indicator 2d

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).
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Indicator Rating Details

The instructional materials for Grade 5 partially meet expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Each unit typically provides a writing performance task as a culminating project that partially contains the necessary skills for reading, writing, speaking and listening. In some instances, the writing performance task requires components of research and the writing process. Speaking and listening skills are also required in some instances. To complete the performance tasks, students draw on their reading and analysis of the anchor selections, and they are also told they can use additional research. During each lesson within the unit, students also practice writing which leads to the culminating skill in the last lesson of each unit. However, the culminating tasks do not promote the building of students’ knowledge of the theme/topic. Instead the tasks focus solely on the skills in the end products themselves. There are also instances where the practiced unit writing will not prepare students to complete the culminating task.

For culminating tasks, the questions and tasks preceding it sometimes align and support students' understandings and abilities to complete the assignments. In some tasks, the teacher may need to create or obtain other supports to ensure students have the knowledge and tools to complete the tasks. Prior questions that are asked do not give the teacher useable knowledge of whether students are capable of completing tasks. Interactive lessons are available to help students understand the procedures and processes for writing, speaking, and conducting research. There are also specific grammar lessons that go along with each lesson. These lessons provide students with information to help them to understand and complete performance tasks, but the lessons provide no additional information for the teacher to determine readiness.

Culminating tasks do provide a platform for students to demonstrate some comprehension and knowledge of a topic and/or topics, but do not have students demonstrate knowledge of a topic. Culminating tasks are often only connected to two or three texts in a unit. These texts often do not provide enough information to complete the task. A representative example of the program partially supporting students in demonstrating knowledge through an integrated culminating writing task is the following:

  • The Unit 2 Performance Task directly relates to the unit theme of Wild Encounters. Students write an informational essay about how people have worked to protect animals in the wild. Writing throughout the unit leading up to the event includes writing a procedural composition in Lesson 6, writing a compare and contrast essay in Lesson 7, and writing a research report in Lesson 9 and Lesson 10. Speaking and listening skills are also present as students are given options for presenting information such as (1) read aloud the essay to classmates, (2) publish the essay on a school website, or (3) publish the essay using presentation software. There is no further direction given to students on presenting their pieces. Outside research is not required in this piece. The performance task partially demonstrates students building knowledge of a topic.
  • The Unit 5 Performance task directly relates to the unit topic of Under Western Skies. Students write a response-to-literature essay about which format of storytelling is a better way of telling a story. Writing throughout the unit leading up to the event includes writing an editorial in Lesson 21, writing a response to literature in Lesson 22, writing a persuasive argument in Lesson 23, and writing a response essay in Lesson 24 and Lesson 25. Interactive lessons are included such as writing to sources and writing as a process. Speaking and listening skills are also present as students are given options for presenting information such as: (1) briefly summarize each story to the class, (2) publish the essay on a school website, or (3) collect the essays and bind them together in an anthology. This task may not build student knowledge of a topic.

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
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Indicator Rating Details

The instructional materials for Grade 5 partially meet the expectations of materials providing guidance for supporting students’ academic vocabulary. The materials include a year-long guide for vocabulary, including target vocabulary, domain-specific vocabulary, spelling words, and reading/language arts Tier III terms. The materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year.

Each lesson has a box for “Target Vocabulary” on the focus wall. There are 10 words in this box. Each weekly pacing guide instructs the teacher to “Introduce Vocabulary” on Day 1, “Apply Vocabulary Knowledge” on Day 3, use “Vocabulary Strategies” on Day 4, and use “Domain Specific Vocabulary” on Day 5. The students first hear the words in the teacher read aloud, although no instruction on these words takes place at this point. Vocabulary is introduced with Vocabulary in Context Cards, which introduce the words using sentences, but not within the context of a complete text. While vocabulary words are used across multiple texts within a weekly lesson, there is little use of academic vocabulary across units within a grade level throughout the year.

Examples of resources for vocabulary include:

  • Students' texts include several references to a glossary of academic vocabulary (G1).
  • The Vocabulary in Context Cards are used in every lesson, and give sentences and various activities for students to complete (“Talk About It” and “Think About It”).

For each text, the teacher is directed to discuss the vocabulary with the students from the “Introduce Vocabulary” section. Below is a an example of Unit 4, lesson 17 vocabulary instructions:

  • “Read and pronounce the word. Read the word once alone and then together.”
  • “Explain the word. Read aloud the explanation under What Does It Mean?”
  • “Discuss vocabulary in context. Together, read aloud the sentence on the front of the card. Helps students explain and use the word in new sentences.”
  • “Engage with the word. Ask and discuss the Think About It question with students.”
  • “Give partners or small groups one or two Vocabulary in Context Cards. Have students complete the Talk It Over activity on the back of each card. Have students complete the activities for all cards during the week.”

On Day 3, students encounter an “Apply Vocabulary Knowledge” section which encourage use of all of the critical vocabulary words with practice outside of the text content. Students are invited to discuss vocabulary as it relates to a given sentence. Support for these conversations and tasks is minimal. An example of directions given is:

  • “Read aloud each of the following questions. Have students discuss their answers. Allow several students to respond to each question to provide a variety of possible responses for discussion.” (Unit 2, Lesson 15, page T343).

On Day 4 students are instructed on vocabulary strategies through a teach/model, guided practice, and apply sequenced lesson. On Day 5, students are often introduced to Domain-Specific Vocabulary related to the topic of the week’s text, but outside of the context of the texts. For example in Unit 5, Lesson 22 students study the vocabulary strategy of determining using reference materials and are then introduced to the domain-specific vocabulary: customs, indigenous, language, mythology, and values.

As demonstrated, the materials do include a year-long guide for vocabulary, including target vocabulary, domain-specific vocabulary, spelling words, and reading/language arts Tier III terms; however they do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year. There is limited guidance for teachers to ensure Grade 5 students are able to apply new vocabulary.

Indicator 2f

Materials 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.
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Indicator Rating Details

The instructional materials for Grade 5 do not meet the expectations for materials supporting students' increasing writing skills over the course of the school year, building writing ability to demonstrate proficiency at grade level at the end of the school year. While the materials offer prompts and performance tasks, and students practice writing with each lesson, the materials/unit writing tasks do not increase students’ skills throughout the year, nor to they provide support and scaffolding to help students reach the depth of writing that is required of these standards. As the year progresses, writing exercises provide practice but do not support students in growing their written abilities for the end of year expectations. Teachers may need to supplement instruction to assure students are prepared for Grade 6 expectations.

The materials consist of six units, each containing five lessons which incorporate varied types of writing experiences, both on-demand and longer process writing. The materials include opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 5 (opinion, narrative, and informative). At the end of each unit is a performance task (with the exception of Unit 6) that incorporates the unit’s weekly writing lessons while asking them to use text evidence from the selections that they have read.

Each of the units contain a writing activity for each of the lessons that lead to a culminating writing project at the end of the unit. Writing spans the entire year, is used frequently, and generally coincides with texts and themes. For example, in Unit 1, students will write a short story, descriptive paragraph, use dialogue, and a fictional narrative in order to complete the performance task. The Unit 2 culminating writing project is a research report, and the daily writing assignments are appropropriate and instruct students in informative writing; Lessons 6, 7, 9, & 10 all directly relate to writing an informative essay. Each lesson has a five-day plan for writing in which the model and focus are discussed in the first two days, then the plan is discussed on Day 3, generally using a graphic organizer and minimal instruction. On Day 4, students begin their draft, and on Day 5, students revise and edit. Materials for students sometimes include graphic organizers as students make an effort to organize their writing. The last section for revise and edit has minimal instruction such as in (Unit 2, Lesson 10):

  • “Review the organizational plan of a research report from Lesson 9, Day 4. Remind students that their report should present their ideas in a clear, focused, and orderly way. Emphasize the importance of using transitions to link ideas.:
  • “Tell students that their conclusion should sum up their main points and show readers the importance of the information presented.”

In an additional example, in Unit 5, Lesson 25, students write a literature response essay and go from analyzing the model to publishing in five days. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. The teacher may need to support instruction with extra planning in terms of time and lesson structure.

There is an online platform for students to collect their writings with MyWrite Smart and my Notebook as well as a resource called Writing Handbook. Interactive lessons are also included to help students understand the writing process and the modes in which they are asked to write. While those are available, there are no further explanations for teachers on how to use those lessons effectively to support students. Examples of some interactive lessons are:

  • Writing to Sources
  • Writing as a Process: Introduction
  • Writing as a Process: Plan and Draft
  • Writing as a Process: Revise and Edit
  • Writing Narratives: Introduction
  • Writing Narratives: Organize Your Ideas
  • Writing Informative Texts: Use Facts and Examples
  • Writing Opinions: Support Your Argument
  • Writing Opinions: Conclude Your Argument

Indicator 2g

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.
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Indicator Rating Details

The instructional materials for Grade 5 partially meet the expectations of including 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. Some lessons have a Research and Media Literacy section. The materials do not include a progression of focused research projects providing students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. Research skills practice and learning do not follow a clear progression; there is not an overview of research skill progressions. Research topics are often broad.

Each Research and Literacy Media section includes a “skill focus” which varies by the lesson. For example, in Unit 4, Lesson 17, the skill focus is to use evidence. However, the only instruction given is “Explain that when students conduct research and write reports, they will cite evidence collected and analyzed. Then provide the following scenario: Have students consider the Boston Tea Party. Then ask students to share an opinion about that event. Now have them revisit ‘Can’t You Make Them Behave,King George?’ and ‘Tea Time!’ to identify two sentences that support their opinions about the event.” The instruction provided will not help students use evidence appropriately.

The Research and Media Literacy sections contain similar components with minimal rigor development. The instruction provided at the beginning of the year does not change significantly over the year. Only the skills focus changes. Teachers may need to supplement materials to assure students are synthesizing information to learn about researching topics.

For example, in Unit 1, Lesson 4, students brainstorm topics, generate questions, select a single question, research sources and write a summary. Instruction includes the directions:

  • “Brainstorm Topics: Have students revisit ‘Double Dutch.’ Ask them to brainstorm related topics that they find interesting (for example, the benefits of teamwork or the need for practice).Tell them that they will be conducting a short research project, using several sources to build knowledge about their topic.”
  • “Generate Questions: Tell students that one key to conducting successful research is generating effective research questions. Have students brainstorm possible questions and list them in a graphic organizer like the one below.
  • Research Sources: Tell students that they will draw on information from print and digital sources to locate the answer to their research question. List on the board examples of media that students should use, such as online and print reference materials, books, magazines, newspapers, and videos.”

In Unit 5, Lesson 22, students select and narrow a topic, explore the topic, research the topic and prepare a speech. Instruction includes the directions:

  • “Select and Narrow a Topic: Have students prepare to give an informative speech on the Ojibwe people or on another culture or a particular tradition. Students wishing to research the Ojibwe may begin by revisiting the excerpt from ‘The Birchbark House.’ For other topics, have students select cultures or customs that interest them.
  • “Explore the Topic: Tell students that in order to fully research their topic, they will need to investigate several aspects of it. For example, they may choose to explore myths and foods from the Ojibwe culture. Have them brainstorm different aspects of their topics in a graphic organizer like the one below.”
  • “Research the Topic: Tell students that they should use several types of print and digital media sources to gain a broad understanding of their topic. For example, if researching birthday traditions, students might take notes from print sources, such as encyclopedias, record oral and written interviews with family members, and find photos of birthday parties from different parts of the world.”

There are few differences across the year in instruction, except for the skill focus. At the end of each unit are mini-lessons on research. While these mini-lessons do provide a little more depth than the ones in the lessons, there is no direction on when teachers should use the mini-lessons.

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
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Indicator Rating Details

The materials for Grade 5 partially meet the expectation for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Students complete independent reading on Day 3 of every lesson. Students are to go back and reread portions of the anchor text and complete pages in their Reader’s Notebook. Students then complete self-selected reading and record their progress in their reading log. Teachers are provided limited instruction on how to support reader independence. The following examples demonstrate the guidance provided to teachers:

  • “Tell students that they will read ‘Double Dutch’ on their own to analyze important ideas in the text. Have students use the Reader's Guide pages in their Reader’s Notebook, pp. 37-38. Explain that they should respond to the prompts and questions by supporting their responses with evidence from ‘Double Dutch’” (Unit 1, Lesson 4, page T266).
  • “Review the steps for using the five-finger rule to select a ‘just right’ book” (Unit 3, Lesson 13, page T342).
  • Students are provided a list of questions to help select an independent reading book by genre. Teachers are directed to “Tell students to review their answers, looking for patterns that will help them to identify the genres that they find interesting. Have students choose a book of a genre that interests them for independent reading” (Unit 5, Lesson 24, page T262).

Students also complete independent reading tasks during literacy centers. Listed below are examples of activities involving independent reading. The teacher is provided limited instruction for these tasks:

  • “Writing in response to texts prompts students to think more deeply about the text. Vary the kinds of writing you ask students to do to keep them engaged and motivated to write about their independent reading” (Unit 2, Lesson 9, page T237).
  • “Discussing books with classmates gives students the opportunity to share what they know and to learn about other books. Schedule time for sharing opportunities…” The teacher edition contains examples such as book talks and reviews, book sharing, partner reading, and discussion circles. (Unit 4, Lesson 17, page T81).
  • “Primary language materials can help spark an interest in reading for English learners. Students who can already read in their primary language will improve their skills in both languages by reading in their primary language” (Unit 5, Lesson 22, page T87).

Independent assignments from the Reader’s Notebook and the Reading Log (found in the “Grab-and-Go) are provided to track independent reading.

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

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0/8

Indicator 3a

Materials are well-designed and take into account effective lesson structure and pacing.
0/2

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
0/2

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
0/2

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
0/2

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
0/2

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
0/2

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
0/2

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/2

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
0/0

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/8

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
0/2

Indicator 3l

The purpose/use of each assessment is clear:
0/0

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
0/2

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
0/2

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
0/2

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
0/0

Criterion 3o - 3v

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
0/10

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
0/2

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
0/4

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
0/2

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/2

Indicator 3s

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Indicator 3s3v

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Indicator 3t

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Indicator 3u

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Indicator 3u.i

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Indicator 3u.ii

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Indicator 3v

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Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
0/0

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
0/0

Indicator 3u

Materials can be easily customized for individual learners.
0/0

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
0/0

Indicator 3u.ii

Materials can be easily customized for local use.
0/0

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0

Additional Publication Details

Report Published Date: Fri Apr 07 00:00:00 UTC 2017

Report Edition: 2017

Title ISBN Edition Publisher Year
2017 Journeys Student Edition Grade 5 Volume 1 978-0-544-54341-6 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 1 978-0-544-54387-4 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 2 978-0-544-54388-1 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 3 978-0-544-54389-8 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 4 978-0-544-54390-4 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 5 978-0-544-54392-8 Copyright: 2017 Houghton Mifflin Harcourt 2017
2017 Journeys Teacher's Edition Grade 5 Unit 6 978-0-544-54393-5 Copyright: 2017 Houghton Mifflin Harcourt 2017

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ELA 3-8 Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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