6th Grade - Gateway 2

The materials reviewed for Grade 6 meet the criteria for Indicator 2a. 

The texts in each unit are connected by a grade-appropriate and cohesive topic/theme. Each unit also includes a related essential question. The sequence of texts and activities helps students build knowledge over the course of the unit. Activities and prompts throughout the materials focus on the themes, topics, and essential questions. 

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• In Unit 1, texts connect to the essential question, “How are people changed through their relationships and experiences?” The sequence of texts builds on each text students read. For example, the short story “Home” by Hena Khan follows the informational text “Do People Really Change?” by Jessica McBirney. In Notes to Teachers, the materials state, “This lesson builds on ‘Do People Really Change?’ because students learn about a character whose personality traits are changed through her experiences and relationships.”

• In Unit 3, students read the novel The Giver by Lois Lowry and focus on the essential question, “Which matters more: safety or freedom?” The novel “considers the dangers that exist when people opt for conformity over individuality and for unexamined security over freedom.” This conflict ties closely to the essential question regarding safety and freedom.

• In Unit 5, students read texts focusing on the essential question, “What Shapes Who We Are?” Students begin the unit with an informational text, “Adolescent Identity Development,” by ACT Youth Center for Community Action, which introduces students to the concept of identity and connects to the essential question. The theme of identity runs through this unit’s poem and short stories, building knowledge around life experiences that shape who we are.

The materials reviewed for Grade 6 meet the criteria for Indicator 2b. 

Materials require students to analyze the key ideas, details, craft, and structure within individual texts and across multiple texts, using coherently sequenced, high-quality questions and tasks. Multiple reading standards for this indicator are represented in each unit text. Teacher copies of lessons indicate the lesson skill focus is aligned to the standard. Independent tasks such as multiple choice and short response writing indicate standard alignment to analyzing key ideas, details, craft, and structure. Each unit guide presents the reading lessons and aligned reading standards. The 6th Grade Scope and Sequence also references all standards addressed across all six units, including RL/RI 1-6.

For most texts, students analyze key ideas and details  (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson: “Do People Really Change?,” students read “Do People Really Change?” by Jessica McBirney. While reading, students highlight key details and determine the central idea of the passage. In Part 2, students answer questions about the text. One question asks, “How does the author’s discussion of the ‘Big Five’ contribute to the central idea of the article?” 

• In Unit 2, Reading Lesson: “Dedicated to the Goal,” students read to “gain insight into Olympic soccer star Carli Lloyd’s approach toward success.” In addition, “students will analyze how key details illustrate and develop a central idea.” For example, students respond to the prompt: “You have just read ‘Dedicated to the Goal’ by Marty Kaminsky. In the article, Lloyd says, ‘If you have a goal, there will always be challenges, but if you work hard, you can do it.’ Describe how her habits support the ideas in this quote.” Students analyze how key ideas are elaborated on in the text. 

• In Unit 4, Reading Lesson: “Tiny Plastic, Big Problem,” students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens and “...identify central ideas and track how they are developed.” In this lesson, students respond to During Reading questions like, “Find Evidence: Underline two details that show why plastic pollution in the ocean is a problem.”

• In Unit 5, Reading Lesson: “Hard to Say,” students read “Hard to Say” by Sharon Morse. During the second read, students answer the following question: “The story ends with the line, ‘The brushstrokes are their own language.’ What theme about communication does this line reveal?” 

• In Unit 6, Reading Lesson: “The Importance of Recess,” students consider “How can we make recess work for middle school?” While reading the text “The Importance of Recess” by Harvard Health Publishing, students respond to During Reading questions requiring the analysis of key ideas, such as “Highlight two details that show the benefits of recess and play.”

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson: “Sol Painting, Inc.,” students read “Sol Painting, Inc.” by Meg Medina. After reading the passage, students answer the following two questions: “Read the definition of ‘naive’ below. How do paragraphs 24-25, paragraph 65, and paragraphs 91-96 reveal that Merci is naive?” and “How do paragraphs 91-112 affect Merci’s naiveté?” Students determine how paragraphs contribute to the meaning of the text. 

• In Unit 2, Reading Lesson: “Dedicated to the Goal,” students read to “gain insight into Olympic soccer star Carli Lloyd’s approach toward success.” For example, students read the text and respond to Independent Practice multiple choice questions such as, “How does paragraph 8 contribute to the development of ideas in the text?” requiring students to analyze craft and structure. 

• In Unit 3, Chapter 3: Independent Practice, students answer questions about The Giver by Lois Lowry. For one of the questions, students read a passage from pages 28-29 and answer the following question: “How do the community’s structures and rules affect Jonas’s opinion of Lily?” Students must consider how the organization of the text contributes to meaning. 

• In Unit 4, Reading Lesson: “I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It,” students “analyze how particular details and paragraphs develop the author’s ideas.” For example, students answer a short response prompt: “You have just read ‘I’ve Seen the Antarctic’s Untouched Beauty. There’s Still Time to Protect It’ by Javier Bardem. How does paragraph 12 develop the author’s claim that it is important to protect the Antarctic?” Responses must include evidence from the text. 

• In Unit 5,  Lesson: “Family Over Everything,” students read “Family Over Everything” by Yamile Saied Méndez. After reading, students answer the following question referencing paragraph 41, “Although no one said it at the time, they left with the seed of wonder and possibility. What does the metaphor of the ‘seed of wonder and possibility’ indicate about Ayelén’s impact?”

The materials reviewed for Grade 6 meet the criteria for Indicator 2c. 

Throughout the course of the year, most sets of questions and tasks support students’ analysis of knowledge and ideas. The materials build throughout the unit toward the culminating tasks, so most questions build on student knowledge to prepare them for the culminating task. The materials also include choice texts that provide opportunities for students to build knowledge through reading, answering questions, and responding to writing prompts. The related media explorations also provide knowledge-building opportunities. The materials provide opportunities for students to analyze across multiple texts. However, the materials do not clearly identify the appropriate standards (RL.9 and RI.9). 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Related Media Exploration: “What are the characteristics of effective practice?,” students prepare for their presentation by gathering evidence about the ingredients of the recipe for success in their Note Taking Graphic Organizer.”  The Note Taking Graphic Organizer contains gathered evidence from five core unit texts, four videos, and a selection of Student Choice texts. 

• In Unit 4, Choice Board: Texts, “...students will conduct short research and gather relevant information from multiple sources.” Students choose one of three topics studied in this unit and then choose a grouping of texts that align with the chosen topic. Students read to “...take notes on the problem and possible solutions for [their] topic.” 

• In Unit 5, Related Media Exploration: “How do authors’ lives connect to the stories they write?,” students choose an author of one of the texts from the unit and learn more about them. For example, if they choose Margarita Engle, author of “Drum Dream Girl,” students will watch the following three videos: “Drum Dream Girl” by Margarita Engle, illustrated by Rafael López, “Poetry for Teens,” and “Writing About Freedom.” After each video, students will answer questions about the video and how it relates to her poem. For example, one question asks, “How does the idea of freedom influence Engle and her writing?” At the end, students will respond to an Independent Reflection that provides the following prompt: “Based on your research and discussions, what motivates authors to write? Use evidence from the videos to support your ideas?” 

• In Unit 6, Related Media Exploration 1: “Where Did Recess Go?,” “students collaboratively engage with videos and infographics, build knowledge about the unit’s topic, reflect on their lives, and discuss what they’ve learned.” Students study the infographics and use the following directions: “Study the infographic “Keep Recess in Schools” from the Center for Disease Control (CDC) and others. Then, answer the questions 3-6.” One example question asks, “Based on the data in this infographic, what patterns do you notice about recess in the United States?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 1, Reading Lesson: “The Medicine Bag,” students participate in a student-led discussion after reading “The Medicine Bag” by Virginia Driving Hawk Sneve. The discussion question asks, “Both Martin and Stevie from ‘Thrown’ transform in meaningful ways. Who learned the more valuable lesson? Explain your answer.” 

• In Unit 3, Reading Lesson: “Censorship: For the People, or for Controlling the People?” students read “Censorship: For the People, or for Controlling the People?” by Jessica McBirney. Students respond to questions connecting this text to The Giver by Lois Lowry. One question asks, “Reread pages 92-94 in The Giver: Which details from pages 92-94 illustrate that censorship is present in Jonas’s community?” 

• In Unit 5, Reading Lesson: “Hello, My Name Is__,” students read “Hello, My Name Is__” by Jason Kim. During Independent Practice, students respond to the following prompt: “The text ‘Adolescent Identity Development’ explains that ‘Identity Achievement is said to occur when the adolescent, having had the opportunity to closely explore an identity, chooses that identity with a high degree of commitment.’ Explain how Kim demonstrates Identity Achievement.”

The materials reviewed for Grade 6 meet the criteria for Indicator 2d. 

The materials provide culminating tasks for each unit. Culminating tasks require students to demonstrate a variety of reading, writing, and speaking and listening standards. Almost all culminating tasks require students to use evidence from texts read throughout the unit. While the culminating task is often introduced towards the end of each unit, the materials require students to record evidence from texts they read throughout each unit that will support them as they respond to prompts. Culminating tasks often require students to present their tasks and utilize technology in some way. Culminating tasks are varied and often try to mirror real-life situations. The culminating tasks are broken into multiple lessons with lesson copies for both the teacher and the student.

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 1, students demonstrate mastery of several different standards when completing the culminating task of writing a literary analysis essay. Students begin with Planning the Culminating Task: Literary Analysis Essay. In this lesson, students review and reread paragraphs in “The Medicine Bag” by Virginia Driving Hawk Sneve in order to gather evidence for the writing task. In the next lesson, Drafting the Culminating Task: Literary Analysis Essay, students write their essay responding to the prompt, “...explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme.”  The last lesson of the writing task, Peer Reviewing the Culminating Task: Literary Analysis Essay, requires students to discuss questions relating to editing the draft. This culminating writing task requires students to demonstrate mastery of reading, writing, speaking and listening. 

• In Unit 2, Writing: Planning the Culminating Task: Informational Presentation, students plan their culminating task and break down the following prompt, “What will it take to achieve success this school year? Prepare a presentation explaining how you will use the ingredients from the recipe for success to be successful this school year. Use examples from the texts and videos in this unit to support the information in your presentation. Your presentation must include a visual component to convey information.” A note to teachers states that they may provide a list of visual mediums “such as Google Slides, Canva, or poster paper.” While planning, students go back to review their notes from texts they have read earlier in the unit. For the organizer, students list three “ingredients” to success and list the evidence from texts in the unit that support that “ingredient.” The rubric found in the next lesson, Writing Lesson: Creating Strong Visuals, states the presentation must include “Relevant evidence [that] supports the claim and demonstrates comprehension of sources.” Students are also scored on their presentation and speaking skills. This culminating task requires students to demonstrate mastery of reading, writing, speaking and listening. 

• In Unit 5, Planning the Culminating Task: Literary Analysis Essay, students review unit texts to find evidence and “Discuss cross-textual connections between unit texts.” Students then draft an essay. The instructions direct students to “Compare and contrast the forces that shape both Jason Kim and Ayelén. Use evidence from both texts in your response.” Students discuss two questions with a partner during this planning stage of writing. For example, “What are the similarities in the way each character is shaped?” At the end of the task, students plan and draft a thesis using the evidence collected in Part 2 of this task. The lesson requires practice in reading, writing, speaking and listening standards. 

The materials reviewed for Grade 6 meet the criteria for Indicator 2f. 

The materials include research and writing activities and projects from the beginning to the end of the year. Materials provide opportunities for students to complete research activities tied to topics and core unit texts. Research standards are present in the Scope and Sequence for each unit. The language of research standards is referenced in all Unit Guides. Research is integrated throughout the curriculum and can be found in Related Media Exploration lessons and Culminating unit lessons. Students synthesize multiple texts and source materials to gain knowledge and understanding of the topic and then record this information in a note-taking graphic organizer to be accessed in the culminating unit tasks. Materials provide opportunities for students to draw evidence from literary or informational texts to support analysis, reflection, and research. Professional development materials in PDF format, found under How-to Guidance, support teachers in guiding students to use graphic organizers to gather relevant information, writing exemplars, and understanding the Research Process. Guidance is available in the digital teacher resources found in the series of culminating tasks at the end of the unit.

Research projects are sequenced across a school year to include a progression of research skills according to grade-level standards. Examples include, but are not limited to, the following:

• Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Examples include, but are not limited to, the following:

  • In Unit 1, Related Media Exploration: Characters Who Shape the Protagonist and Plot, students gather information from seven videos relating to character types and make connections to unit texts. In Part 5: Independent Reflection, students use the evidence they gathered from multiple texts and digital sources to respond to the following prompt: “Consider the texts you’ve read in this unit. Choose two of the character types and explain how each type influences the protagonist and moves the plot forward. Use information from the unit texts and the videos in this lesson.”

  • In Unit 4, Introduction to Culminating Task, the materials state, “Each post should include research and a works cited citation to support student ideas.” In Writing Lesson: Review: Works Cited, students review how to format a works cited list. The materials state, “When using outside sources of information in your work, you must cite from where you get that information. Today, you will learn how to create a list of the sources you cite so that your readers can follow up that information on their own if they wish.”  

  • In Unit 6, Research Note-Taking Graphic Organizer, students use the note-taking tool to gather and cite relevant evidence from multiple texts. Students record reasons students should have a recess for each text and media title in the unit. Basic bibliographic information for each text is already recorded in the graphic organizer. The teacher notes indicate, “The name of the author or organization for each source is listed in case students need support with in-text citations.”

Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic via provided resources. Examples include, but are not limited to, the following:

• Each unit, under the Professional Development tab, includes a How-To Guidance section. This section includes a Research Process PDF for the teacher. This PDF provides an instructional practice overview on why research is important and how the research process works within the program. The PDF provides suggestions for how to help students when they have common challenges such as, “I don’t understand this research question,” “I don’t know which text(s) to choose for research,” and “I don’t know how to find evidence for this topic.” This PDF is the same for every unit.

• In Unit 4, Choice Board: Texts, the materials provide a list of seven choice texts students can use to conduct their research for their culminating task. For each text, except “Sustainable Solutions,” the materials provide the text, paired texts, and related media for more information about that topic all in one place. 

• In Unit 4, Introduction to the Culminating Task, the materials provide a slide deck. Teachers can use this to introduce the culminating task and talk about the steps in the research process students will be using for this task. 

• In Unit 6, Research Note Taking Graphic Organizer, teachers are provided specific evidence found in each unit source to guide students in gathering evidence for research. 

Materials provide many opportunities for students to synthesize and analyze content tied to the texts under study as a part of the research process. Examples include, but are not limited to, the following:

• Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Examples include, but are not limited to, the following:

  • In Unit 4, Introduction to Culminating Task, students respond to the following prompt: “Choose one of the three topics we’ve learned about relating to our changing oceans. Using your independent research, create three infographics in which you describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem.” Students use research they’ve conducted throughout the unit to complete the culminating task. During Planning the Culminating Task: Informational Presentation, students review their research notes and write down a few ideas they can incorporate into their infographics. 

  • In Unit 6, Drafting the Culminating Task: Argumentative Essay, students respond to “What is the perfect recess, and why should students have access to daily recess? Write a letter or email persuading school leaders about the components and benefits of an ideal recess. Support your argument with evidence from your research.” Students draw on four informational texts and six media titles, including but not limited to “The Importance of Recess” by Harvard Health Publishing (Informational) and “Chinese School Principal Teaches Students Shuffle Dance During Break” by South China Morning Post. 

• Draw evidence from literary or informational texts to support analysis, reflection, and research. Examples include, but are not limited to, the following:

  • In Unit 1, Related Media Exploration: Characters Who Shape the Protagonist and Plot, students gather information relating to character types and make connections to unit texts. Students gather evidence from two literary texts, “Home” by Hena Khan and “Thrown” by Mike Jung, in order to find evidence relating to foil characters. For example, “Which unit texts include examples of foil characters? How do these characters contribute to the story’s plot and theme? Explain your reasoning by referring back to the text.”

  • In Unit 4, Choice Boards: Texts, students conduct research for their culminating task. Students choose from a list of seven choice texts to use for research. Texts relate to one of three topics: plastic pollution, sea level rise, and overfishing. As students conduct their research, they fill out the Research Note-Taking Graphic Organizer, where they list the text and the problems or solutions mentioned in the text. Students are expected to include examples and evidence. 

  • In Unit 6, Research Note-Taking Graphic Organizer, students use note-taking tools to draw evidence from four core unit texts, including informational, opinion, and news article sources. Using this tool, students also gather evidence from media titles, such as newspapers, magazines, videos, and online articles.

The materials reviewed for Grade 6 meet the criteria for Indicator 2g. 

Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments. Aligned grade-level standards are stated clearly in the materials. Questions and tasks are aligned to reading, writing, language, and speaking and listening standards in a majority of the lessons. Grade-level standard-aligned assessments are found in vocabulary quizzes, grammar quizzes, and culminating writing tasks at the end of each unit. Multiple reading, writing, and speaking and listening standards are repeatedly addressed within and across units to ensure mastery of grade-level standards. Although most of the standards are represented, some standards are missing or represented only once throughout the year. 

Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• Most Common Core State Standards (CCSS) are taught throughout the school year as recorded in all Unit Guides: Unit at a Glance, Skill Focus, Arc of Reading and Writing Instruction, Vocabulary, Discussion, and Grammar Sections. Materials record standards in brackets next to skills in Reading, Writing, Speaking and Listening, and Language. Grade level standards are indicated in the teacher copy of unit lesson overviews, specifically in the skill focus and Independent multiple choice and short answer questions. 

• In Unit 1, Writing Lesson: Writing a Complete Paragraph, students gain knowledge and apply what they learn about paragraph structure. The Teacher Copy indicates the skills and aligned grade level standards under the lesson’s skill focus, “In this lesson, students will learn to write a complete paragraph that includes a claim, evidence, and reasoning” (W.6.2). In Part 3 of this lesson, teachers lead students in analyzing an annotated paragraph and answer the question “In your own words, explain how to organize a strong, complete paragraph.” The Teacher Copy includes an exemplar student response. 

• In Unit 2, Reading Lesson: “A Quick Note on Getting Better at Difficult Things,” the lesson’s skill focus is on how an author develops a central message through particular details (RI.6.2). Before reading, teachers guide students through an “intro deck” for the lesson. The “intro deck” reminds students of the skill focus and states, “As we read this text, we will determine how key details develop the central idea.” During the Reading questions focus on finding evidence about how the author feels about speaking French. The Teacher Copy provides exemplar student responses for all During Reading questions. The Independent Practice writing prompt states, “You have just read ‘A Quick Note on Getting Better at Difficult Things’ by Ta-Nehisi Coates. How do Coates’ descriptions of learning to speak French support his central message?” The writing prompt addresses RI.6.2. The materials provide an exemplar student response for teachers. 

• In Unit 4, Writing Lesson: Paraphrasing the Central Idea and Selecting Supporting Evidence, the lesson’s skill focus is on how to develop the topic with relevant facts and details from sources (W.6.2.b). The lesson begins by requiring students to paraphrase the central idea and find the strongest evidence in a text. The materials provide tips for students regarding paraphrasing the central idea and selecting the best supporting evidence. The Teacher Copy includes a highlighted version of the best evidence in the passage so that they can support students. This lesson helps build skills for students to complete the culminating task, where they use evidence from a text source to “describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem” (W.6.4, W.6.7, SL.6.5). 

• In Unit 6, Reading Lesson: “The Importance of Recess,” students analyze facts and research to gather information relating to the importance of recess for middle grades. The Teacher Copy indicates the skills and aligned grade level standards under the lesson’s skill focus, “In this lesson, students will determine central and supporting ideas in a text in order to gather evidence for their argumentative email” (RI.6.2, RI.6.3). The Teacher Notes indicate that “this lesson is designed to be a whole class lesson because it provides students with more guidance in analyzing facts and research which they will apply more independently in the next reading lessons. Use the recommended reading modalities (whole class, partner, independent) and the During Reading Questions.” The Teacher Copy provides exemplar responses in blue for all During Reading questions. 

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 1, Determining a Theme, questions and tasks are aligned to grade-level standards around the theme. For example, the skill focus states, “Students will learn to determine theme by analyzing key details of a story” (RL.6.2). In the Independent Practice section, students respond to the prompt, “How does the conversation between Merci and Roli in paragraphs 125-135 convey the theme of ‘Sol Painting, Inc.?’” (RL.6.2).

• In Unit 2, Reading Lesson: “Behind the scenes with the mind-blowing Ohio State Marching Band,” tasks are aligned with the development of ideas in the text. The lesson’s skill focus states, “...students will analyze the development of ideas in a text and how a section of text contributes to the whole” (RI.6.3, RI.6.5). The During Reading section is teacher-led. Students answer questions such as “How does the author develop the idea that the Ohio State Marching Band is highly competitive?” and “How does this section reinforce the idea that the band’s hard work results in success?” During independent practice, students answer questions that address the reading standards. One question states, “Which of the following best represents the central idea of this passage?” (RI.6.2).

• In Unit 4, Grammar and Usage Activities Set, students complete seven activities as warm-ups, homework, or practice. The Teacher Copy states the following under Skill Focus: “Students will learn how to vary sentence patterns for meaning and style” (L.6.3a). In the activities, students learn about sentences that show contrast and conjunctions and conjunctive phrases that show contrast. Students then create sentences using a variety of conjunctions or conjunctive phrases. 

• In Unit 6, Related Media Exploration 2: “What does the perfect recess look like?,” students build knowledge around both structured and unstructured recess and what recess looks like in other parts of the world. This task involves reading, writing, and speaking and listening standards as students view videos and other materials while they reflect and discuss. Grade level standards addressed are noted at the beginning of the lesson, “Students collaboratively engage with videos, images, and an infographic, reflect on different types of recess and discuss what they’ve learned” (RI.6.3, RI.6.7, SL.6.1, SL.6.2, W6.1, W.6.5, W.6.7, W.6.8).

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 1, Drafting the Culminating Task: Literary Analysis Essay, students draft an essay demonstrating understanding of the theme in the text “The Medicine Bag" by Virginia Driving Hawk Sneve. Students use the Grade 6 Literary Analysis Rubric to guide their writing as they respond to the culminating writing prompt, “Write an essay in which you determine the theme of ‘The Medicine Bag’ by Virginia Driving Hawk Sneve and explain how the author uses at least one of the literary techniques we’ve learned throughout the unit to convey the theme. Be sure to use relevant evidence to support your response” (W.6.2).

• In Unit 2, Reading Lesson: “Tony Hawk and the Poetry of Failure,” students complete independent practice, a formative assessment, after reading “Tony Hawk and the Poetry of Failure” by James Surowiecki. Students answer four multiple-choice questions, each labeled with a grade-level standard. For example, question four asks, “Which of the following statements best expresses the central idea of the article?” This question is labeled with the standard RI.6.2. This entire lesson is meant to be completed independently by students. 

• In Unit 4, Planning the Culminating Task: Informational Presentation, students plan for the following culminating task: “Choose one of the three topics we’ve learned about related to our changing oceans. Using your independent research, create three infographics where you: describe the problem, highlight its relevance to your community, and offer an action item people can do to address the problem.” This culminating task is labeled with standards W.6.7 and SL.6.4. The materials also provide a rubric that grades on claim, evidence, reasoning, visual design, and presenting and speaking. However, grade-level standards are not listed on the rubric. 

By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• In Unit 2, Reading Lesson: “The Theory and Power Behind Goal Setting,” students read “The Theory and Power Behind Goal Setting” by Otylia Benson. During the Independent Practice, students answer the question, “Which statement best expresses the central idea of the passage?” This addresses standard RI.2. In Unit 4, Reading Lesson: “Tiny Plastic, Big Problem,” students read “Tiny Plastic, Big Problem” by Alison Pearce Stevens. While reading, students answer “During Reading Questions,” such as “Underline two details that show why plastic pollution in the ocean is a problem.” Then, during Independent Practice, students answer the following question, “What is the central idea in the article?” These questions also address RI.2.

• In Unit 4, Reading Lesson: “Sea Level Rise,” students read “Sea Level Rise” by the Smithsonian Institution. During reading, students respond to the following prompt: “Underline two details that show the specific causes of rising sea levels.” During Independent Practice, students answer the following question: “Which statement best describes the relationship between fossil fuels and sea level rise?” which addresses standard RI.3. Then, in Reading Lesson: “Plenty of Fish in the Sea? Maybe Not,” students read “Plenty of Fish in the Sea? Maybe Not” by Thomas Pool. After reading, the students respond to the following Independent Practice question: “What is the relationship between overfishing and bycatch?” This question relates to standard RI.3. 

• In Unit 6, RI 6.2 - RI 6.3 are repeatedly addressed within the unit but also across a majority of the units to ensure students master the full intent of the standard. Standards RI 6.2 and RI 6.3 are the focus standards for three reading lessons: Reading Lesson: “Why Kids Need to Spend Time in Nature,” Reading Lesson: “The Importance of Recess,” and Reading Lesson: “Why Kids Need Recess.” In each of these lessons, students determine “...central and supporting ideas in a text in order to gather evidence for their argumentative email” (RI.6.2, RI.6.3). Each lesson builds on the next as students continue to practice “analyzing facts and research with more independence.”

• The following standards are missing or only taught once throughout the school year: RL.6.9. RI,6.8, RI.6.9, W6.6, W.6.9, L.6.1, L.6.3, L.6.4, L.6.5, SL.6.3, SL.6.4 and SL.6.6. 

The materials reviewed for Grade 6 meet the criteria for Indicator 2h. 

The implementation schedules align with the core learning and objectives and can reasonably be completed in the time allotted. The materials contain six units, with each unit taking five to seven weeks to complete, assuming 45 minutes of instruction a day. The pacing guide includes flextime for teachers to utilize for completing previous activities, independent reading, supplemental text activities, or additional unit writing options. Optional activities are provided. They do not distract from learning, and they enhance core instruction. Most optional tasks can be found under the Additional Materials tab. Optional tasks may include writing prompts, book clubs, and additional texts. Optional tasks relate to the unit’s essential questions and focus on the skills students are learning in the unit.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The resource Scope and Sequence outlines materials for the units over the course of the year. There are six units: two thematic units, one nonfiction, one research, one novel, and one argumentative. Each unit includes focus skills for reading, writing, and speaking and listening. The pacing guide suggests a 5-7 week timeframe for instruction (6-9 weeks for the novel unit). When viewing all 6th grade units at a glance, under CommonLit 360 Curriculum, the teacher can see each unit title and the type of unit. The Pacing Guide for each unit also provides some options for flex time. The materials say, “Research texts, vocabulary activities, and grammar activities can often be assigned as homework or completed during flex time. Teachers should expect to revise pacing as needed.” 

• In each Unit Guide, core learning can be seen under the Unit at a Glance. The guide provides an essential question, the length of the unit with the link to the pacing guide, unit texts, and focus skills tied to grade-level standards addressed for all core learning and objectives. 

• Each Unit Guide provides a suggested implementation guide broken out week by week. For example, Unit 1, Week 1 suggests an optional baseline writing assessment on Monday, an introduction to the unit and vocabulary set for Tuesday, a reading lesson with independent practice on Wednesday, another vocabulary activity set on Thursday, and a reading lesson on Friday. Week 1 aligns with core standards in reading, writing, language, and speaking and listening skills.  

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In Unit 3, Chapter 1: During Reading Questions, the suggested pacing for lesson activities is broken into three parts; part one involves a teacher-led session of responding to six during reading questions. Students have 35 minutes to respond to these questions that address thirteen pages of text. One example question asks, “Consider the example of the Pilot on pages 1-3. Based on this, which word best describes the community: strict or forgiving? Why?”

• In Unit 4, the pacing guide provides suggestions for what to include in a daily lesson. For example, on Thursday of Week 1, the pacing guide suggests the following activities: “Vocabulary Activity Set List: 1: Activities 4 & 5, ‘Tiny Plastic, Big Problem’- Day 1, and ‘Tiny Plastic, Big Problem’-Independent Practice.”

• In Unit 5, Reading Lesson: “Adolescent Identity Development,” students have a suggested five minutes to respond to four independent multiple choice questions and fifteen minutes to respond to a short writing prompt that requires a claim, a piece of evidence, and reasoning. The completion of both tasks based on suggested time allotments is reasonable.

• In Unit 6, the pacing guide suggests students spend two days on “The Importance of Recess” by Harvard Health Publishing. On the first day, students complete “The Importance of Recess” slide deck, read “The Importance of Recess,” and complete “The Importance of Recess” Research Note Taking Graphic organizer. On the second day, students complete Vocabulary activity Set: Activity 2 and 3, and “The Importance of Recess” Independent Practice that contains ten multiple choice questions and a short writing response. The allotted time for this reading lesson is about 60 minutes; therefore, students should be able to complete the reading lesson and the vocabulary activity in two 45-minute class periods. 

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In Unit 1, the materials include an Additional Materials tab that includes Supplemental Texts and Lessons. These texts have a user guide for teachers and are meant to “provide an opportunity for remediation and extension within each unit.” These optional texts should not distract from core learning but may help provide alternative texts to meet the needs of all students. One example of a supplemental text is “The Stray” by Cynthia Rylant, which provides direction and practice in finding the best evidence.

• In Unit 2, Supplemental Texts and Lessons under Additional Materials, the materials provide a Guidance for Supplemental Text Sets document. Under the heading “Why use supplemental texts?” the materials state, “...teachers can use the texts to support and challenge a wide range of learners.” The materials also provide four suggestions for how to implement the texts: Independent In-Class reading, Small Group or Partner In-Class Reading, Homework, or Student Choice. 

• In Unit 5, the materials include an Additional Materials tab that includes Additional Unit Writing Options. The guidance states, “These optional prompts are meant to be used in addition to the Culminating Task. You may choose to incorporate one or more of these prompts throughout the unit in a way that best aligns to the needs and interests of your students.” The optional writing aligns with grade-level writing standards and does not distract from core learning. One example includes, “Write an original short story that expresses a similar message through the use of a metaphor.” Students refer to two of the core unit texts from this unit when writing a short story. 

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In Unit 1, the materials include an Additional Materials tab that includes a Writing Baseline Assessment. Students respond to the prompt, “In your opinion, do people truly change who they are throughout life, or do their personalities and habits mostly stay the same? Answer the question in the form of a full-length essay. Be sure to support your response with evidence from stories, movies, real-world events, or experiences from your life.” This task should not distract from core learning as it provides practice in writing an essay that relates to the theme of the unit about how people are changed through relationships and experiences. The suggested time facilitation is one class period, and teachers can use this tool for 1:1 student conferences, feedback, and goal setting. 

• In Unit 2, Independent Reading and Book Club Resources under Additional Materials, the materials provide the Independent Reading Materials Unit 2: Recipe for Success Independent Reading Teacher Guide. The materials provide general questions and unit-specific questions. Unit-specific questions relate to what students have been learning about over the course of the unit. One question asks, “Consider the characters in your book and the people you have read about throughout this unit. What similarities do the characters or people in your book share with the people in the unit’s texts? Which figures are more similar to the character(s) in our book?” 

• In Unit 5, the materials provide an Additional Materials tab that includes Independent Reading and Book Club Resources. This provides students the opportunity to read a novel that aligns thematically with the unit. Students have access to a list of ten novels that include length, Lexile level, genre, and a description to guide the reader in choosing a book that meets their reading and interest level. The materials provide resources for teachers to implement both independent and student-led book clubs. The extra reading practice aligned with the theme of the unit should enhance core instruction.