6th Grade - Gateway 1

The instructional materials reviewed for Grade 6 meet the criteria that materials reflect the distribution of text types and genres required by the standards at each grade level.

Texts include a balance of 60% literary (36 literary texts) and 40% informational texts (24 informational texts). There is a wide array of literary and informational anchor texts for every unit. Literary texts include, but are not limited to fictional novels, poetry, and fantasies. Informational texts comprise memoirs, autobiographies, and letters.

The following are examples of literature found within the instructional materials:

• In Unit 1, The Mighty Miss Malone by Christoper Paul Curtis (historical fiction novel)
• In Unit 2, “The Treasure of Lemon Brown” by Walter Dean Myers (short story)
• In Unit 3, The Lightning Thief by Rick Riordan (Greek mythology)
• In Unit 4, Alice in Wonderland by Lewis Carroll (fantasy)
• In Unit 5, Running Out of Time by Margaret Peterson Haddix (dystopian fiction)
• In Unit 6, “Rosa” by Rita Dove (poetry)

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

• In Unit 1, Red Scarf Girl by Ji-Li Jiang (memoir)
• In Unit 2, “We’re on the Same Team” by Jacki Jing (letter)
• In Unit 3, “Everybody Jump” by Randall Munroe (infographic)
• In Unit 4, I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban by Malala Yousafzai (autobiography)
• In Unit 5, Warriors Don’t Cry by Melba Pattillo Beals (memoir)
• In Unit 6, “A BEACON of Hope: The Story of Hannah Herbst” by Rebecca Harrington (biography)

The instructional materials reviewed for Grade 6 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

In the StudySync materials, most texts fall within either the Current Lexile Band or the Stretch Lexile Band for Grades 6–8. Texts range from 520L to 1130L; most texts are appropriate for Grade 6 according to quantitative analysis, qualitative analysis, and relationship to the reader and task. A number of texts fall below the Grades 6-8 Lexile band but are sufficiently challenging for students based upon necessity of background knowledge, comprehension of unfamiliar vocabulary, and skill sets in drawing connections to the unit themes and tasks. Some of the quantitative information, indicated in the StudySync materials, is different from other sources, such as The Lexile Framework for Reading website. In some cases, the materials provide Lexile levels for the excerpt rather than the Lexile levels of the full texts.

Most texts have the appropriate level of complexity for Grade 6 students. Examples of texts with appropriate text complexity include:

• In Unit 5, students read The Story of My Life (Chapter IV) by Helen Keller
• Quantitative: 1130L
• Qualitative: The Teacher Guide suggests helping students build background knowledge about education for the blind. Students may need definitions for certain nautical terms that Keller uses, such as plummet and sounding-line. The Biblical reference to “Aaron’s rod” (a staff carried by Moses’ brother, Aaron) may also need explanation.
• Reader and Task: Students write a personal response about when Keller realizes that the “finger play” in her palm actually signifies the water she’s feeling. She experiences an epiphany—everything has a name. Students think about an important discovery they made as a child, such as, when they learned the correct meaning of a word or found out that a growling dog may bite. In a personal response, students compare and contrast their experience with Keller’s and draw conclusions about how learning can affect children.
• In Unit 6, students read “Shree Bose: Too Young to Change the World” by Amanda Sperber
• Quantitative: 1040L
• Qualitative: Students may be unfamiliar with the text discussion of cancer research. The text does not define a linear timeline progression in telling Shree Bose’s life. Students may find it difficult to locate and track these events. The text is loaded with domain–specific vocabulary which adds depth and complexity to the text.
• Reader and Task: The teacher guides students in a close read of the text. Students respond to these questions: “What qualities make a great problem-solver? You read that Hannah Herbst set out to solve the global energy crisis to help her pen pal in Ethiopia. How does Shree Bose find solutions to scientific and everyday problems encountered throughout her life? How does the author’s use of information presented in different media or formats as well as in words help illustrate Shree’s scientific approach to finding solutions? Use evidence from both text and charts, visuals, or other quantitative information to support your ideas.”

A few anchor texts have quantitative measures that are not within the Grade 6 Current or Stretch Lexile Bands but are appropriate to Grade 6 by other measures. Examples include, but are not limited to the following:

• In Unit 1, students read The Mighty Miss Malone, by Christoper Paul Curtis, which is below the recommended Lexile band for Grades 6-8; however, the text is appropriate to use in Grade 6. It helps the reader build historical knowledge and contains content and academic vocabulary appropriate for Grade 6.
• Quantitative: 750L
• Qualitative: This text requires some prior knowledge. The term Hooverville and its connection to Herbert Hoover, the president in the early years of the Great Depression, may be unknown by the reader. Students may be perplexed by the jump in the narrative that occurs between paragraphs three and four. Additionally, the selection contains examples of dialect and unconventional sentence structure.
• Reader and Task: The teacher guides students in a close read of the text. There is a video to preview and build student interest for reading. The Teacher Guide identifies academic and content vocabulary to challenge students to use during their discussion. Students use the information they learned about both characters to write a short scene that describes this event.
• In Unit 2, students read Walk Two Moons, by Sharon Creech, which is quantitatively below the recommended Lexile level for the Grade band. However, the text contains complex themes of loss and abandonment that may not resonate as much with some readers and be emotionally difficult for those who have experienced loss and abandonment.
• Quantitative: 520
• Qualitative: The text has mature themes along with prior knowledge demands and dialects in the dialogue that make comprehension more difficult.
• Reader and Task: Students write to argue whether personal relationships can shape one’s future by describing someone who has had a great influence on them.
• In Unit 2, Roll of Thunder, Hear My Cry, by Mildred D. Taylor, is below the recommended Lexile band for Grades 6–8; however, the text is appropriate to use in Grade 6 because the topic content, unit pacing, and challenging use of dialogue drives the plot.
• Quantitative: Excerpt 820L, Full Text 920L
• Qualitative: The dialogue, within the text, may be difficult for some readers to follow as the speaker is not always identified. Students will need to make connections between what the characters say and how the dialogue drives the events of the plot.
• Reader and Task: The teacher guides readers through a close read of the text. The author builds and releases tension through events in the plot. Through each challenge the characters face, a new theme is revealed. Students engage in discussion by responding to the following prompt. “Overall, do you feel that the author’s themes or messages are positive or negative?” Students develop their opinion using specific parts of the text and supporting details.
• In Unit 3, The Lightning Thief, by Rick Riordan, is below the recommended Lexile band for Grades 6–8; however, the text is appropriate to use in Grade 6. The references to Greek mythology and flashbacks will pose as a challenge for students.
• Quantitative: 740L
• Qualitative: The story is set in modern times, but includes Greek gods, which may confuse some students. Moreover, students are only reading Chapter 3, which will cause some context to be excluded.
• Reader and Task: Students participate in a discussion about how this excerpt connects to the overall structure of the story, especially the flashbacks. During their discussion, students should use textual evidence.

The instructional materials reviewed for Grade 6 meet the criteria for 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.

The text complexity analysis and rationale are included in the Grade 6 ELA Overview. It provides a qualitative analysis that includes information about background knowledge necessitated, vocabulary needs, and other potential challenges related to context as well as tasks students might complete related to the texts. It provides quantitative information measured in Lexiles. Since many of the unit texts are excerpts, the StudySync Library notes the Lexile level for the excerpt used as well as the Lexile level for the full text; however, this distinction is not included in the provided text complexity document.

For example, some examples include:

• In Unit 1, Grade 6 ELA Overview, Red Scarf Girl, by Ji–Li Jiang, the following information is provided: This text is a memoir that focuses on Chinese culture and customs during specific time periods that will be challenging for students. Students may lack prior knowledge of the Chinese Communist Party and events surrounding the Cultural Revolution. Connotations of vocabulary will need to be considered and will create challenges for the reader. The quantitative analysis states that the Lexile is 40L. Multiple sources state that the Lexile is 740L.
• In Unit 2, Grade 6 ELA Overview, Roll of Thunder, Hear My Cry, by Mildred Taylor, the following information is provided: In this section of the text, much of the plot is revealed through dialogue, which may challenge some readers because they will have to make connections between the plot and what characters say. Students will also need background knowledge about how the Great Depression affected African Americans particularly. Students will benefit from support with various dialects and how specific words in the story relate to overall meaning. In the Grade Level Overview, the Lexile for the excerpt is recorded as 820L; other sources suggest the book is at a 920L.
• In Unit 3, Grade 6 ELA Overview, Lightning Thief, by Rick Riordan, the following information is provided: The fiction text is a contemporary fantasy in which the world of Greek gods are recreated in modern times. References related to the setting and Greek mythology will need to be explained and may provide challenges for the reader. Students may struggle with flashbacks within the story. Lexile is noted at 740L.
• In Unit 5, Grade 6 ELA Level Overview, The Story of My Life: Chapter IV, by Helen Keller, the following information is provided: This chapter from the novel is autobiographical in nature. A challenging aspect is understanding educating the blind. The Unit Overview suggests providing background knowledge for the students regarding education of the blind. Vocabulary that Helen Keller uses can also be challenging. Words such as plummet and sounding–line can be challenging. The Overview suggests that the students use print and digital resources as necessary to understand the meaning of words. The Lexile level for the excerpt is stated in the materials as 1130L; the full autobiographical text has a Lexile of 1090L. After reading, the students reflect on a time of important discovery in their life and compare and contrast their experience to Helen Keller’s in a personal response.

The instructional materials reviewed for Grade 6 meet the criteria criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade-level reading proficiency.

The StudySync instructional materials consist of a variety of complex texts and scaffolded instruction to help students develop the skills and strategies necessary to achieve grade-level proficiency in reading. Students read complex texts aloud as a class, independently, in pairs, and small groups. Texts are organized in units with selections that support the unit’s theme and Essential Question. Genres include, but are not limited to novels, poetry, drama, articles, speeches, memoirs, and biographies. Each unit contains a variety of texts and activities that require students to think deeply, monitor their understanding, and apply the knowledge they learn through meaningful tasks and assessments, such as Collaborative Conversations, Short-Constructed Responses and Comprehension Quizzes (online quizzes). The Program Guide states that students learn strategies to monitor and improve their own comprehension. and “students use an annotation tool to engage in metacognitive practices as they monitor their own reading comprehension in First Read, Close Read, and Independent Read lessons.” The materials provide teacher guidance for prompts throughout the activities and after assessments, allowing students to reflect on their own learning.

For example, some examples include:

• In Unit 2, ”You and Me,” the genre focus is poetry. However, this unit offers a wide variety of texts, including a nonfiction letter to the editor, “We’re On the Same Team,” by Jacki Jing. In the unit, one text included, is an excerpt of the novel Walk Two Moons, by Sharon Flake. Under the Integrated Reading and Writing tab, the Lesson Plan offers grouping options such as, whole group, small group, or independent for all parts of the First Read task. As they read, students work to answer the Essential Question, “What do we do when life gets hard?” The Lesson Plan also suggests that students read and annotate the text independently for focus skills, such as using context clues, generating questions, and identifying key details of the story. As the students independently read, the “Check for Success” section, of the Lesson Plan, suggests that the teacher circulates the room to provide support and to check student progress. At the conclusion of this lesson, students complete an online Comprehension Quiz to check their progress. Then, students engage in Skill Lessons and a Close Read. In the Close Read, students participate in Collaborative Conversations about the Write prompt. The Write prompt includes the following directions: “Rewrite this excerpt of Walk Two Moons with Phoebe, Prudence, or Mrs. Winterbottom as the narrator instead of Sal.”
• In Unit 3, “In the Dark,” the genre focus begins as fiction and moves to nonfiction. Students read texts related to the Essential Question, “How do we know what to do when there are no instructions?” Students read texts like “Heroes Every Child Should Know: Perseus,” by Hamilton Wright Mable, The Lightning Thief, by Rick Riordan, “Dare to be Creative,” by Madeleine L’Engle, and a variety of other fictional and informational texts. One text, included in the unit, is an informational article by McGraw Hill Education, “Margaret Bourke-White: Fearless Photographer.” Under the Integrated Reading and Writing tab, the Lesson Plan offers grouping options such as, whole group, small group, or independent for all parts of the First Read task. The Lesson Plan also suggests that the students read and annotate the text independently for focus skills, such as using context clues, generating questions, and synthesizing information. As the students read independently, the “Check for Success” section of the Lesson Plan suggests that the teacher circulates the room to provide support and to check student progress. Students complete an online quiz to check their comprehension of the text. Students then engage in Skill Lessons and a Close Read. In the Close Read, students participate in Collaborative Conversations before completing the prompt in the Write section of the lesson, during which the students compare and contrast this text with two other texts included in the unit.
• In Unit 5, “Making Your Mark,” the focus is on dramatic text, and students read a variety of drama, fiction, and informational texts throughout as they work to answer the Essential Question, “What’s your story?” Students read texts like an excerpt of Warriors Don’t Cry, by Melba Pattillo Beals, Damon and Pythias, by Fan Kissen, the drama The Miracle Worker, by William Gibson, and a number of other texts. One text, included in the unit is the poem, “Helen Keller” by Langston Huges. Under the Integrated Reading and Writing tab, the Lesson Plan offers grouping options such as, whole group, small group, or independent for all parts of the Independent Read task. The Lesson Plan also suggests that the students read and annotate the text independently for focus skills, such as identifying verbal imagery and recording reactions to it. As the students read independently, the “Check for Success” section, of the Lesson Plan, suggests that the teacher circulates the room to provide support and to check student progress. Students complete an online quiz to check their comprehension of the text. Then, students complete a Write task, during which they respond to the prompt in a Short-Constructed Response: “...When a person faces a challenge, why might it be necessary to turn inward rather than look for answers from other people or the outside world? In a personal response, record your conclusions. Include examples from the poem and your own prior experience to support your conclusions.”

The instructional materials reviewed for Grade 6 meet the criteria that 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).

Text-dependent/specific questions, tasks, and assignments support students’ literacy growth over the course of the school year. Grade 6 consists of six units of study that contain a variety of texts and activities. The majority of the questions and associated tasks require students to engage with the text directly. The Think tab of each First Read section contains a series of constructed response questions that require textual evidence. The Your Turn portion of the Skill sections contain multiple choice questions that refer specifically to the text. The Close Read sections include a Write task that asks students to synthesize text details and cite textual evidence. Students answer text-dependent/specific discussion questions tied to different types of media that can be accessed via StudySyncTV. Teacher materials provide support for planning and implementation of text-dependent/specific writing and speaking activities. The Teacher Edition provides specific and explicit instruction, for teachers to implement materials, which includes, but is not limited to the following: guiding questions, tasks to activate knowledge, and scaffolding, for all learners, in assisting students in writing a literary analysis and answering multiple-choice questions. When answering text-dependent/specific questions, students receive directions for where to look for details and what information should be included. Exemplar answers are provided for all questions.

Instructional materials include questions, tasks, and assignments that are text-dependent/specific over the course of a school year. For example, some examples include:

• In Unit 2, Integrated Reading and Writing, “Let ’Em Play God,” by Alfred Hitchcock, Close Read, Lesson Plan, in collaborative groups, students discuss and complete a Collaborative Conversation. The plan states: “Collaborative Conversation: Break students into collaborative conversation groups. Using StudySyncTV as a model, students begin by reading the Close Read prompt. They should then use their Skills Focus annotations, their own ideas and reactions to the text, and any other notes and annotations they have to collaboratively explore the text. Rewrite this excerpt of Walk Two Moons with Phoebe, Prudence, or Mrs. Winterbottom as the narrator instead of Sal. Use evidence explicitly stated in the text, as well as inferences drawn from the text, to identify the narrator's relationship with the other characters. In your narrative, select language that reflects an appropriate tone for the narrator you choose.” The students use textual evidence to support their inferences, from reading the text, to complete the discussion and written task.
• In Unit 3, Integrated Reading and Writing, Heroes Every Child Should Know: Perseus, by Hamilton Wright Mabie, Close Read, Write Tab, students write a literary analysis in response to the prompt “How do Perseus’s responses to individuals and events drive the action of the plot forward? Support your writing with evidence from the text.”
• In Unit 5, Integrated Reading and Writing, The Miracle Worker, by William Gibson, Skill: Dramatic Elements and Structure, Your Turn tab, students reread lines 68-75 from The Miracle Worker. Afterwards, they answer multiple-choice questions such as the following: “What does the dialogue between Captain Keller and Annie in lines 68-70 tell the reader about the drama's theme? What does the stage direction, in line 72, reveal about Captain Keller’s attitude toward his son James?”
• In Unit 6, Integrated Reading and Writing, Touching Spirit Bear, by Ben Mikaelsen, First Read, Think Tab, students respond to five open-ended questions such as the following: “What, if anything, is Garvey’s “angle” in the excerpt from Chapter 1? What is he trying to accomplish in his visits with Cole? Use evidence from the text to support your response.” In the Teacher Edition, teachers are provided with the following guidance: “Answer Think Questions: Circulate as students answer Think Questions independently. See the answer key for sample responses.”

The instructional materials reviewed for Grade 6 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

Culminating tasks are rich and of quality, provide opportunities for students to demonstrate what they know and are able to do in speaking and writing, and are evident across a year’s worth of material. Materials include both text-specific and text-dependent questions and tasks that help prepare students for each unit’s Extended Writing Project. The culminating tasks integrate writing, speaking, or both. Reading, writing, speaking, and listening are taught as integrated skills throughout the unit in lessons such as SyncStart, First Read, Close Read, Independent Read, and Skill lessons. The Extended Writing Projects and Extended Oral Projects ask students to explore the theme and Essential Question of the unit in depth. During culminating tasks, students engage in a range of writing and demonstrate proficiency when writing oral research presentations, argumentative essays, literary analysis, informative essays, and narrative pieces.

Tasks are supported with coherent sequences of text-dependent questions and tasks. Some examples include:

• In Unit 2, “You and Me,” during the Extended Writing Project, students compose an argumentative essay that addresses the Essential Question, “How do relationships shape us?” Students are directed to the following: “Think of a person who has influenced you in some way. Would your life be different if this person were not in your life? Do you think relationships can truly shape people’s futures? Why or why not?” Students respond to the prompt using textual evidence from the texts read in the unit. Examples of questions from the Close Read of “The Treasure of Lemon Brown,” by Walter Dean Myers, that prepare students for the Extended Writing Project are, “What does Greg learn about relationships from Lemon Brown?” and “How is this important to his life?” During an independent writing activity, students respond to these questions in their Writer’s Notebook.
• In Unit 4, “Personal Best,” during the Extended Writing Project, students compose a Literary Analysis, analyzing character as a focus for their argumentative writing while addressing the Essential Question, “Which qualities of character matter most?” In the First Read lesson, students respond to text-specific questions as they study I Am Malala, by Malala Yousafzai. Examples of text-specific questions to which students respond are “What does Malala tell the documentary filmmakers after her school is closed?” and “In addition to appearing in a documentary film, what other step does Malala take to support education for girls in her part of northern Pakistan?” Responding to these questions helps students prepare for the literary analysis in the Extended Writing Project, during which students write a proposal where they argue what type of texts, from the unit, would be the most effective for a school-wide book club. In the proposal, students choose one informational text and one literary text.
• In Unit 5, “Making Your Mark,” students read the short story “Charles,” by Shirley Jackson. During the Close Read, students respond to a short argumentative prompt: “Throughout this story, a limited point of view is exemplified. Students must figure out what exactly has been going on throughout Laurie’s first weeks of kindergarten? What clues, if any, are presented that the narrator overlooks? Develop an argument in which you state what you think has actually happened in the story and whether you think that the narrator should have known all along that Laurie was lying to her.” This exercise helps prepare students for a larger culminating task, the Extended Oral Project. Students draft an argumentative oral project in response to the following prompt: “What is something you believe in? Think about something for which you hold a position or take a stance. How did you come to adopt this position? What experience, event, person, or story shaped your belief? Give an organized presentation with a specific stand and position. Tell a story from your life that explains how you adopted your position. Your story should focus on a singular moment or experience from your life and clearly relate to your position or stance.”
• In Unit 6, “True to Yourself,” during the Extended Writing Project, students write a research paper that addresses the Essential Question, “Who are you meant to be?” Students choose a topic based on the texts that were read in the unit and research to learn more about the topic. Examples of questions from the Blast lesson of “Bronx Masquerade,” by Nikki Grimes, that prepare students for the Extended Writing Project are as follows: “How can you show your whole self and support others?” and “Why aren’t people easily defined by stereotypes?”

The instructional materials reviewed for Grade 6 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Teacher materials support implementation of speaking and listening, as well as vocabulary standards, to grow students’ skills. Students have multiple opportunities to engage in discussions, debates, and conversations using an array of speaking and listening protocols over the course of each unit and across the year. In the First Read, students discuss the video preview and participate in Text Talk after the initial reading. Students support their responses with evidence from the text as well as their own experiences. In each of the Skill lessons, the Turn and Talk and Discuss the Model activities also allow students to share ideas and review parts of the lessons. In each Close Read, students engage in a Collaborative Conversation to discuss the text in preparation for addressing a writing prompt. The protocols for these discussions are found in the Lesson Plan, Speaking and Listening Handbook, and the Strategies Glossary. The Lesson Plan includes a Check for Success section which supports teachers in responding to struggling students. The Lesson Plan and Teacher Edition tab also include a Scaffolding & Differentiation section that includes guiding questions to support students in their study of the words and scaffolding for English Language Learners (ELLs) and approaching readers. The supports include, but are not limited to the following: discussion guides and speaking frames. There is consistency for the teachers to use the same strategies for supporting students to understand academic vocabulary and syntax across the units.

Materials provide multiple opportunities and protocols for evidence-based discussions across the whole year’s scope of instructional materials, including support for teachers to identify students struggling with these skills. For example, some examples include:

• In Unit 1, “Testing Our Limits,” “The Good Samaritan,” by René Saldaña, Jr., Close Read, students participate in a debate around a discussion prompt. The Strategies Glossary provides the following protocol for a debate: “Pose a topic or question for debate. Have students choose a side on the debatable topic. Have students find relevant evidence to support their position, using research as necessary. Set norms for respectful discourse with students and remind them of the purpose of debate—to consider an issue from multiple perspectives while building speaking and listening skills.” Teacher guidance includes additional information for supporting all students through discussion activities. The Lesson Plan includes information to help teachers support ELLs with word banks, paragraph frames, speaking frames, and discussion guides.
• In Unit 3, “In the Dark,” The Lightning Thief, by Rick Riordan, students engage in Text Talks during the First Read. The Lesson Plan for the First Read of the unit includes these directions: “Sometimes the best way to understand a text is to talk about it with others. In small groups, each person has a chance to make comments, ask questions, or voice an opinion. Use the following questions on the board to talk about the text. Note: The last question will relate to a cultural awareness or social-emotional learning topic based on the text.” The following information is also provided in the Routines section: “Text Talk: Choose from a variety of engaging, whole-class or small-group discussion strategies to close this portion of the instructional routine, monitor student understanding, and clarify any lingering questions.”
• In Unit 6, “True to Yourself,” Close Read, students engage in a Collaborative Conversation of “Shree Bose: Never Too Young to Change the World,” by Amanda Sperber. The Lesson Plan instructs the teacher to accomplish the following: “Break students into Collaborative Conversation groups. Using StudySyncTV as a model, have students begin by reading the Close Read prompt. They should then use their Skills Focus annotations, their own ideas and reactions to the text, and any other notes and annotations they have to collaboratively explore the text.” The Lesson Plan includes Check for Success which supports teachers in responding to struggling students. One example of a pointer provided in the Check for Success is as follows: “If students are confused by the prompt, remind them: Different media formats include things like graphs, charts, and visuals and are a means of communicating with the reader. In your discussion, focus on the solutions Shree Bose finds for the problems she faces and how the author uses different media formats and words to illustrate Shree’s approach to finding solutions.”

Support for evidence-based discussions encourages modeling and a focus on using academic vocabulary and syntax. Examples include, but are not limited to the following:

• In Unit 2, “You and Me,” in the Skill: Connotation and Denotation lesson of the text “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban,” by Malala Yousafzai, students have the opportunity to “Turn and Talk” about connotation and denotation. In the Lesson Plan (Teacher Edition tab), teachers are provided with guiding questions to assist students in their conversation. An example of one of those questions is as follows: “Where do you see words that you don’t know the meaning of? In textbooks? In novels?”
• In Unit 3, “In the Dark,” in the Lesson Plan under Analyze Vocabulary Using Context Clues, the First Read section of The Lightning Thief, by Rick Riordan, states the following: “As students read the text, ask them to make predictions about each bold vocabulary word based on the context clues in the sentence. Have students use the annotation tool to make their predictions. Model this strategy using the first bold vocabulary word rebellious.” The Lesson Plan offers the following guiding questions or statements to support students: “In paragraph 7 focus on the sentence that uses the word rebellious, ‘She did have a rebellious streak, like me.’ Point out these context clues: 1. First I notice that Percy describes his mom as rebellious. 2. Earlier in the paragraph, Percy explains how his mom ate blue food on purpose to prove Gabe wrong and did not change her last name like most women. 3. She sounds like someone who isn’t afraid of breaking the rules or expectations others have of her. 4. I think rebellious must mean “refusing to follow rules or expectations.”
• In Unit 5, “Making Your Mark,” Vocabulary Review, students review and complete a vocabulary chart, then participate in a group discussion using the terms learned earlier in the lesson: “Discussion: In this unit, you have read drama and other texts related to theme of ‘Making Your Mark’ and the Essential Question ‘What’s your story?’ Imagine that you are nominating someone for an award. Who is the person, and what type of award would you like to honor him or her with? What information would you present about them to an awards committee? Use as many Big Idea and Academic Vocabulary words in your discussion as you can.”

The instructional materials reviewed for Grade 6 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

Speaking and listening instruction is applied frequently over the course of the school year and includes facilitation, monitoring, and instructional supports for teachers. Throughout the units and across the year, students have many opportunities to engage in speaking and listening. They have many informal opportunities embedded within each lesson, such as Collaborative Discussions and Text Talks, but also more formal speaking and listening opportunities, such as Extended Oral Projects or Extended Writing Projects. Materials include practice of speaking and listening skills that support students’ increase in ability over the course of the school year, including teacher guidance to support students who may struggle. Each grade level has a Speaking and Listening Handbook that outlines strategies and provides graphic organizers, checklists, and rubrics to support the lesson. The Lesson Plans provide Checks for Success as support to teachers in how to scaffold these opportunities for all students. Other supports, such as Sentence Starters and Discussion Guides, may be offered more specifically for students who may struggle (such as ELLs or approaching readers). Speaking and listening work requires students to utilize evidence from texts and sources. Students’ speaking and listening work is rooted in the texts they read, and they are often reminded to use evidence from the text to support their conversations. Additionally, students work in groups to research topics related to the texts and topics in which they are building knowledge. Students design visual aids and present their findings informally to the class.

Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied speaking and listening opportunities. For example, some examples include:

• In Unit 1 “Testing Our Limits,” the Independent Read lesson plan of “Jabberwocky,” by Lewis Carroll, engages students in a Collaborative Conversation in which the students participate in the following: The poem “Jabberwocky” uses nonsensical language to describe a heroic battle. Students discuss, “Do you think that the made-up words effectively communicate what happens in the fight? Why or why not? Use evidence from the text to support your response.” In the Lesson Plan, Sentence Starters are provided as supports for differentiation.
• In Unit 2, “You and Me,” students read an excerpt from Roll of Thunder, Hear My Cry, by Mildred D.Taylor. Students discuss, “In this excerpt, the author builds and releases tension through events in the plot. With each new challenge that the characters have to face, a new theme is revealed or suggested. Overall, do you feel that the author’s themes, or messages, are positive or negative? As you prepare for your discussion, use specific parts of the text as well as supporting details to help you form an opinion. Additionally, include any lingering questions you have regarding characters and events.” After the discussion, students write a reflection.
• In Unit 3, “In the Dark,” students engage in discussion about the fictional text, The Lightning Thief, by Rick Riordan, in the Text Talk section of the First Read lesson plan. The Text Talk questions are as follows, “Why are Percy and his mother visiting Long Island? How do Percy and his mother view Gabe? What does Percy remember about his father, and is this memory real? What are some unusual things that have happened to Percy in school? Where is Percy’s mother reluctant to send him? Identify sensory details that help readers visualize the text.”
• In Unit 4, “Personal Best,” students read the text “Celebrities as Heroes,” by StudySync. During the Close Read, students have the opportunity to participate in a Collaborative Conversation in which they discuss the following prompt: “Which of the two arguments is less persuasive? In your response, include an analysis of the arguments, claims, reasons, and evidence the author uses in the argument you feel is less persuasive. Explain why you cannot commit to that argument by citing textual evidence from both texts to support your opinion.” In the Lesson Plan, teachers check the discussion in the Check for Success section. Teacher guidance includes the following: “If students are confused by the prompt, remind them: To be persuasive means to be convincing. To be convincing, arguments need to be supported by strong reasons and evidence that strongly connect to and support the claims the author makes. In your discussion, focus on the claims, reasons, and evidence the author uses in the argument you feel are less persuasive.”
• In Unit 5, “Making Your Mark,” during the Close Read of the myth “Damon and Pythias” students engage in a Collaborative Conversation while discussing the following questions: “How do Damon and Pythias respond to conflict as the drama unfolds? Does their friendship ever waver? What do their responses to conflict reveal about their characters? Use evidence and relevant examples of dialogue from the text to support your answer.” In the Lesson Plan, teachers check the discussion in the Check for Success section. Teacher guidance includes the following: “If students are struggling with beginning their conversation, help jumpstart their discussion by asking a scaffolded question, such as: What is one piece of evidence from the play that might help you infer aspects of character? What does it reveal about their friendship? What additional evidence helps develop the characters?”

The instructional materials reviewed for Grade 6 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Writing tasks and projects are aligned to the grade-level standards being reviewed. Each unit provides students with on-demand writing and process writing opportunities. During the Close Read, students engage in on-demand writing via Blasts, Think, and Write questions. In addition to shorter, on-demand writing tasks, the students complete an Extended Writing Project at the end of five of the six units. Each project covers one of these essential writing forms: narrative, informative/explanatory, literary analysis, and argumentative writing. These Extended Writing Projects take students through the writing process which includes, but is not limited to the following: prewriting, planning, drafting, revising, editing, proofreading, and publishing. Materials provide lists to remind students of what to include in their writing, suggestions for peer review, and a revision guide with examples. Each unit contains multiple opportunities for students to use digital tools to accomplish the lesson’s goal.

Materials include a mix of both on-demand and process writing that covers a year’s worth of instruction. For example, some examples include:

• Students participate in on-demand writing.
• In Unit 2, “You and Me,” students engage in on-demand writing after the Close Read of an excerpt from the novel Walk Two Moons, by Sharon Creech. The narrative writing prompt states, “Rewrite this excerpt of Walk Two Moons with Phoebe, Prudence, or Mrs. Winterbottom as the narrator instead of Sal. Use evidence explicitly stated in the text, as well as inferences drawn from the text, to identify the narrator's relationship with the other characters. In your narrative, select language that reflects an appropriate tone for the narrator you choose.” After completing their writing, students participate in a peer review providing feedback to two of their peers.
• In Unit 3, “In the Dark,” students read the text Hoot, by Carl Hiaasen. Students write a literary analysis as they respond to the following questions: “In Hoot, Roy responds to bullying in a surprising way. How does the author use details and Roy’s response to Dana’s bullying to communicate a theme? Do you agree or disagree with the author’s message in this story? Use evidence from the text to support your response.” The teacher manual provides questioning techniques for struggling students, rubrics for the class, suggestions for prewrite, write, and peer review, and reflection.
• In Unit 4, “Personal Best,” students engage in on-demand writing after the Close Read of an excerpt from I Am Malala, by Malala Yousafzai. The argumentative writing prompt states, “What message is Malala trying to convey about the media? According to the author, did it help or injure her, or both? In your response, cite specific examples of Malala's word choice that help the reader understand how she views the media.” After completing their writing, students participate in a peer review providing feedback to two of their peers.
• Students participate in process writing.
• In Unit 1, “Testing Our Limits,” Extended Writing Project, students write a narrative that answers the questions, “How can an unexpected event turn into a major challenge?” Student-facing materials direct students to engage in the following: “Imagine the very worst possible day. What event or individual makes that day so terrible? How do your characters respond? Write a story in which the main character faces an unexpected challenge on what was supposed to be a normal day.” Materials provide a list to remind students of what to include in their narrative, suggestions for peer review, and a revision guide with examples.
• In Unit 4, “Personal Best,” Extended Writing Project, students plan, draft, and revise a literary analysis essay based on the following prompt: “After reading the texts from the Personal Best unit, write a proposal in which you argue which texts would be the most effective for a school-wide book club. In your proposal, choose one informational and one literary text. Use textual evidence to help support an argument and explain how both of the texts you have chosen develop a theme or a main idea that communicates the qualities of character that matter most. Make sure your proposal includes the following: an introduction, a thesis statement, coherent body paragraphs with claims, reasons and evidence, transitions, a formal style, and a conclusion.”
• In Unit 6, “True to Yourself,” Extended Writing Project, students read literary and nonfiction texts about “individuals and characters in search of their truest selves. Then students write a research report, devise a research question in response to their reading, and find and take notes from reliable sources. They synthesize this information into a full-length essay that includes parenthetical citations and a Works Cited page.”

Opportunities for students to revise and/or edit are provided. Examples include, but are not limited to:

• In Unit 3, “In the Dark,” Extended Writing Project, students take a closer look at informative writing. Revision lessons guide students as they revise their drafts for clarity, development, organization, word choice, and sentence variety. Skill lessons, in the Revise section, include: revising the introduction to grab a reader’s attention, revising transitions to clarify the relationships among ideas and concepts, revising their drafts by using precise language and domain-specific vocabulary to inform the reader or explain the topic, revising to maintain formal style, and revising the conclusion to rephrase the main idea so that readers remember it.
• In Unit 6, “True to Yourself, Extended Writing Project, Research Writing Process: Revise, students revise their research report based on peer feedback for clarity, development, organization, and style using a guide that gives examples of how they might revise their writing.

Materials include digital resources where appropriate. For example, some examples include the following:

• In Unit 2, “You and Me,” Integrated Reading and Writing, The Big Idea, students read a Blast that gives them background on the unit’s topic and theme, compose their own Blast in 140 characters or fewer, answer a poll, and learn about a statistic related to the topic.
• In Unit 3, “In the Dark,” students read the text The Lightning Thief, by Rick Riordan. During Skill Lesson: Story Structure, students watch a StudySync skills video that teaches students about story structure, characters, trigger, climax, plot, flashback, theme, and setting.
• In Unit 6, “True to Yourself,” students view a video during the StudySync Close Read lesson. Students discuss three questions to help them prepare for the writing prompt.

The instructional materials reviewed for Grade 6 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide opportunities for students and teachers to monitor progress in writing skills. The materials provide a variety of writing tasks across the school year. Unit themes and Essential Questions connect writing tasks to the texts students read. Text types of writing include narrative, informative and explanatory, literary analysis, and argumentative writing. Within each unit, students engage in multiple writing activities, including short constructed responses in the Close Read lesson. While practicing the featured type of writing, this informal writing allows students to demonstrate understanding of the specific text. A formal type of writing, the Extended Writing Project, concludes five of the six units. Students respond to writing prompts connected to the unit texts. Through planning, revising, editing, and specific writing craft lessons, StudySync provides guidance and support for students to develop and strengthen writing as needed. Students and teachers may monitor progress with Checks for Success, Peer Reviews, and Rubrics. Students also have opportunities to use digital sources for research and presentation.

Materials provide multiple opportunities, across the school year, for students to learn, practice, and apply different genres and modes of writing that reflect the distribution required by the standards. For example, some examples include:

• Students have opportunities to engage in argumentative writing.
• In Unit 2, “You and Me,” students read the short story, “The Treasure of Lemon Brown,” by Walter Dean Myers. In the Close Read, students write an argumentative piece to the following prompt: “Three men, one carrying a length of pipe, arrive at the abandoned building to steal Lemon Brown’s treasure. Lemon, with Greg’s help, scares them off. Does the author reveal enough about Lemon Brown’s treasure for the reader to understand its importance? Do you think Lemon Brown’s treasure is worth fighting for? Why or why not? Defend your point of view with evidence from the text.” Before writing, students participate in a Collaborative Conversation writing. Check for Success includes the following teacher guidance: “If students are confused by the prompt, remind them: A story’s point of view refers to who is telling a story. In your discussion, focus on what the author reveals about the importance of Lemon Brown’s treasure through a third person limited point of view.”
• In Unit 3, “In the Dark,” students read the poem, “I, Too,” by Langston Hughes. In the Close Read, students complete a short, on-demand literary analysis based on the following prompt: “How does Langston Hughes use poetic elements and structures to explore the theme of change in his poem ‘I, Too?’ Write a response in which you analyze the effect of the poem’s poetic structure. Did the effect change when you listened to the poem? Be sure to use evidence from the text to support your response.” The rubric associated with the task focuses on the following areas: poetic elements and structure, media, and languages and conventions.
• In Unit 4, “Personal Best,” Extended Writing Project, students write a proposal in which they argue what type of texts would be the most effective for a school-wide book club. In their proposal, students choose one informational and one literary text. They use textual evidence to help support an argument and explain how both of the selected texts develop a theme or a main idea that communicates the qualities of character that matter most. Materials provide rubrics for each step of the writing process.
• Students have opportunities to engage in informative and explanatory writing.
• In Unit 3, “In the Dark,” the Extended Writing Project connects to the texts, in the unit, via the Essential Question, “What motivates us to conquer feelings of uncertainty?” The students write an informative essay using the following prompt: “Think about the individuals from this unit who take action even when they are unsure of what lies ahead. Identify three of these individuals and write an informative essay explaining what drives them to respond, take action, or make a decision when there are no guidelines to help them. Be sure your informative essay includes the following, an introduction, a thesis or controlling idea, coherent body paragraphs, supporting details, and a conclusion.” Materials provide rubrics for each step of the writing process.
• In Unit 5, “Making Your Mark,” students read the text Warriors Don’t Cry, by Melba Pattillo Beals. In the Close Read, students write a short, informative response based on the following prompt: “Identify the author’s message in the excerpt and describe how the use of a chronological text structure helps her develop that message effectively. Then choose two or three paragraphs from the text and explain the essential role that each one plays in the development of ideas in the text. What information does each paragraph contribute to the order of events that Beals describes in her story? Be sure to support your ideas with textual evidence.” The provided rubric focuses on informational text structure, author’s purpose and message, and language and conventions.
• In Unit 6, “True to Yourself,” Extended Writing Project, students write a research report in response to the following prompt: “Where did Shree Bose draw inspiration for her cancer research? For kids in the 1960s, what were some of the differences between growing up in the North or in the South? Are Spirit Bears real? Consider the texts included in the True to Yourself unit, identify a topic you would like to know more about, and write a research report about that topic. In the process, you will learn how to select a research question, develop a research plan, gather and evaluate source materials, and synthesize and present your research findings.” Materials provide rubrics for each step of the writing process.
• Students have opportunities to engage in narrative writing.
• In Unit 1, “Testing Our Limits,” the Extended Writing Project connects to the anchor text Hatchet, by Gary Paulsen. The students write a narrative essay about responding to an unexpected event. The prompt is as follows: “Imagine the very worst possible day. What event or individual makes that day so terrible? How do your characters respond? Write a story in which the main character faces an unexpected challenge on what was supposed to be a normal day. Regardless of the challenge you choose, be sure your narrative includes the following, a plot with a beginning, middle, and end, a detailed setting, characters and dialogue, an interesting challenge, and a clear theme.” Materials provide rubrics for each step of the writing process.
• In Unit 2, “You and Me,” students read the text Walk Two Moons, by Sharon Creech. In the Close Read, students write a narrative piece in response to the following prompt: “Rewrite this excerpt of Walk Two Moons with Phoebe, Prudence, or Mrs. Winterbottom as the narrator instead of Sal. Use evidence explicitly stated in the text, as well as inferences drawn from the text, to identify the narrator's relationship with the other characters. In your narrative, select language that reflects an appropriate tone for the narrator you choose." After writing, students participate in a Peer Review and Reflect. Materials include the following instructions: “Students should submit substantive feedback to two peers using the review instructions below. After they complete their peer reviews, have them reflect on the feedback they received.”
• In Unit 6, “True to Yourself,” students read the text, Touching Spirit Bear, by Ben Mikaelsen. In the Close Read, students write a narrative piece in response to the following prompt: “The excerpt explains that Cole’s father ‘agreed to pay all the expenses of banishment, [as] it was just another one of his buyouts.’ Pretend that you are Cole’s father, and you are writing a letter to your son. Explain your reasons for paying for the Circle Justice program and how you hope it will help Cole change. How do you think this setting will affect the events of Cole's life? Use descriptive details from the text in your letter.” The rubric associated with the task focuses on the following areas: setting and language and conventions.

The instructional materials reviewed for Grade 6 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Materials provide frequent opportunities, across the school year, for students to learn, practice, and apply writing using evidence. In the First Read, Think tab, students write in response to text-specific questions and cite evidence to support their response. In the Close Read at the end of the series of lessons for each text, students analyze and write an evidence–based response reflecting their deeper understanding of the text. Materials provide opportunities that build students’ writing skills over the course of the school year. Students progress in writing in Grade 6 from defending a point of view, to analyzing arguments and claims, then to comparing and contrasting ideas of arguments across texts. In the Extended Writing Project, students write across multiple texts to craft an evidence-based response.

Writing opportunities center on students’ analyses and claims developed from reading closely and working with sources. For example, some examples include:

• In Unit 3, “In the Dark,” students read “I, Too,” by Langston Hughes. In the First Read, students read and annotate the poem. In the Think tab, students answer five text-dependent questions and cite evidence. Examples include “Who is the speaker of the poem? How do you know? Refer to one or more details from the beginning of the text to support your response” and “What is the speaker comparing in lines 2-4 and 8-10? How are these two sets of lines similar? How are they different? Cite specific evidence from the text to support your answer.”
• In Unit 6, “True to Yourself,” students read an excerpt of the text Rosa Parks: My Story, by Rosa Parks. During the Close Read, students respond to a text-dependent compare and contrast prompt, using three texts from the unit, which includes the following: “Rosa Parks, Rita Dove, and the author of ‘The Story Behind the Bus’ all have a story to share about upsetting the balance of power. How does each author introduce, illustrate, or elaborate on this idea of power? How are their arguments about power similar and different? In your response, remember to make connections to ideas in the previous texts that you've read.”

The materials reviewed for Grade 6 meet the criteria for materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Over the course of the year’s worth of materials, grammar and conventions instruction is provided in increasingly sophisticated contexts. In the Extended Writing Project and Grammar section and Extended Oral Project and Grammar section, there are Grammar Skill lessons in which students practice grade-level specific grammar skills. Materials include opportunities for students to demonstrate application of skills both in and out of context. In the Your Turn portion of the lesson, students practice and demonstrate mastery of the grammar skill. During writing or oral projects, students apply their knowledge.

Materials include explicit instruction of grammar and conventions standards for the grade level. For example, some examples include:

• Students have opportunities to ensure that pronouns are in the proper case (subjective, objective, and possessive).
• In Unit 2, “You and Me,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Possessive Pronouns, students practice using possessive pronouns correctly. The Lesson Plan includes guidance for students to discuss the model, and in the Your Turn section, students complete practice exercises where they must distinguish between subjective, objective, and possessive pronouns. In the Your Turn #3, students rewrite each sentence, replacing the words in bold with the appropriate possessive pronoun. In the Write section, students edit sections of Ellie’s argumentative essay and their own essay. Using the editing checklist, students reflect on the following question, “Have I correctly used possessive pronouns?” If the answer is no, then students must revise their writing to reflect correct usage of possessive pronouns.
• Students have opportunities to use intensive pronouns.
• In Unit 5, “Making Your Mark,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Reflexive and Intensive Pronouns, students learn about reflexive and intensive pronouns and their functions. Students practice this skill, within the Your Turn section, by selecting the correct intensive pronoun to complete the provided sentence(s). Finally, students write an original sentence which follows the reflexive or intensive pronoun rules.
• Students have opportunities to recognize and correct inappropriate shifts in pronoun number and person.
• In Unit 1, “Testing Our Limits,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Personal Pronouns, students learn about personal pronouns and how they function. In the Your Turn section, they answer multiple choice questions indicating which pronouns replace the nouns in given sentences. Students apply the use of personal pronouns in a narrative piece in which a character or characters experience the worst possible day. They use a checklist which includes the question, “Have I used correct and consistent pronouns throughout the story?” If the answer is no, then students must revise their writing to reflect correct usage of personal pronouns.
• Students have opportunities to recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
• In Unit 1, “Testing Our Limits,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Pronouns and Antecedents, students practice using pronouns correctly as a class. In the Lesson Plan, students discuss using authentic texts to understand the rules of pronoun usage. In the Your Turn section, students complete several practice exercises where they practice using correct pronoun usage. In Your Turn, Question 3, students read each pronoun rule and sample sentence provided and write their own sentence that follows the rule to apply the knowledge of the correct pronoun usage.
• In Unit 4, “Personal Best,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Using Pronouns, students practice using pronoun antecedent agreement correctly. The Lesson Plan provides guidance for students to discuss using the rules for pronoun usage in the model. In the Your Turn section, students complete several practice exercises where they must distinguish between clear and unclear pronoun usage. The writing checklist requires students to determine “Have I used pronouns correctly?” If the answer is no, then students must revise their writing to reflect correct usage of pronouns.
• Students have opportunities to recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
• In Unit 5, “Making Your Mark,” Extended Oral Project and Grammar, Edit and Publish, Grammar Skill: Style, after studying a model, students discuss the model and complete the Your Turn activities. Students practice rewriting the sentence with the correct use of style and conventional language. After completing the practice activities, students return to edit and present their presentations and improve them based on their new understanding of correct use of style and conventional language.
• Students have opportunities to use punctuation (commas, parentheses, and dashes) to set off nonrestrictive and parenthetical elements.
• In Unit 3, “In The Dark,” Extended Oral Project and Grammar, Edit and Publish, Grammar Skill: Parentheses, Brackets, and Ellipses, students learn about parentheses, brackets, and ellipses and how they are used within writing. Students practice within the Your Turn section by determining whether each sentence needs parentheses or brackets around the bolded word(s). They apply this in their own writing, in an informative essay, explaining what drives the three individuals they read about to respond, take action, or make a decision. A checklist reminds them to ask themselves, “Have I correctly used parentheses, brackets, and ellipses?” If the answer is no, then students must revise their writing to reflect correct usage of parentheses, bracket, and ellipses.
• In Unit 6, “True to Yourself,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Dashes and Hyphens, students learn about dashes and hyphens and how they are used in text examples. In the Your Turn section, students practice using dashes and hyphens correctly by determining where a dash or dashes go in each of the provided sentences. In Your Turn, Question 3, students read each rule and sample sentence provided and apply the knowledge by writing their own sentence that follows the rule.

Students have opportunities to spell correctly.

• In Unit 2, “You and Me,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Basic Spelling Rules I, students learn spelling rules related to prefixes, suffixes, ie and ei words, and unstressed vowels. In the Your Turn section, they practice by selecting words to fill in the blanks in the given sentences. The writing checklist requires students to determine the following: “Have I followed basic spelling rules for words with ie/ei, unstressed vowels, suffixes, and prefixes?” If the answer is no, then students must revise their writing to reflect correct usage of spelling rules for words ie/ei, unstressed vowels, suffixes, and prefixes.
• In Unit 3, “In the Dark,” Extended Writing Project and Grammar, Edit and Publish, Grammar Skill: Basic Spelling Rules II, students learn more about prefixes and base words. In the Your Turn section, they determine the definition of words by analyzing their prefixes. Finally, students identify the misspelled word in a sample sentence, review the spelling rule, and write an original sentence correctly spelling and using the misspelled word from the first sentence.