The instructional materials for Grade 6 partially meet the expectations of Gateway 2: Building Knowledge with Texts, Vocabulary, and Tasks. Texts and text sets are organized around topics or themes to support students’ growing knowledge deeply. Topics and themes are relevant and engaging to students, and writing and speaking tasks are connected to the themes shared. The materials partially support students’ academic vocabulary development and growing integrated skills in literacy. There are some questions and tasks that grow students’ knowledge of literary terms, but the practice in this area focuses mostly on surface elements of the text and text features, rather than diving deeply into the text. Students may miss opportunities to develop and extend their knowledge of the topics or themes without more guidance and support from the teacher. Students have some opportunities to think critically and analyze concepts across multiple texts, but these opportunities are inconsistent and not explicitly engaged over the whole school year. Additionally, students are inconsistently asked to integrate their literacy skills (reading, writing, speaking, and listening) into full culminating tasks. Frequently, culminating tasks focus on only one skill or do not require students to incorporate the text itself to complete the task. Other tasks have connections that are weak and/or missing instructional supports for the teacher to attend to misunderstandings. Academic vocabulary structures are in place, but support for students to learn and practice this vocabulary to build knowledge as they read texts is minimal. Much academic vocabulary practice is disconnected from the texts and text sets, although in some instances there are opportunities for students to focus in on author’s choices of words and structures. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports. The writing instruction does have key components, however, it does not support students’ increasing skills over the year. Research skills are not taught in a progression of focused projects over the course of the school year. Overall, the materials partially build knowledge through integration of reading, writing, speaking, listening, and language activities as they learn about topics and themes. To wholly ensure students’ growing literacy skills, the teacher will need to provide supplementary support and more focused attention on building strong academic vocabulary. There is no year-long independent reading plan.