6th Grade - Gateway 1

The instructional materials reviewed for Grade 6 partially 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.

Many texts have quantitative scores that fall below the correct range, and the qualitative portion is insufficient to raise the overall grade level alignment. Many texts are excerpts from pieces of literature that are only a few pages long, and determining a specific Lexile level could be a challenge. Evidence of this includes, but is not limited to:

• In Unit 1 students read an excerpt from Bud, Not Buddy. This text is an exemplar text for students in Grades 4-5. Students are to read the text to focus on fluency. The quantitative features do not raise the text complexity for this text, nor does the reader or task measures.
• In Unit 4, all but two texts (and a poem) are below the appropriate Lexile level for Grade 6. “The True Story of the Three Little Pigs” is included in this unit, with a Lexile level of 510. This text has a simple format with uncomplicated vocabulary. The reader and task measures do not increase complexity.
• In Unit 8 students read “Bird Brains” with a Lexile of 640. This text is set up as an online article with subheadings and pictures, although the pictures are not necessary for understanding. The structure is straightforward and does not significantly increase the complexity. The reader and task measures do not increase the complexity of this text.

Examples of texts that are at the appropriate level of complexity are as follows:

• In Unit 2 students read “Eleven”. This text in an exemplar text for students in students in Grades 6-8.
• In Unit 7 students read an excerpt from “The Story of My Life”, Lexile level 1050. This text is linked with “American Sign Language”, Lexile level 1210. “American Sign Language” is a procedural text that uses graphics to show examples of sign language, which helps students better understand the struggles Helen Keller discusses in her autobiography “The Story of My Life.”

The instructional materials reviewed for Grade 6 partially meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. Series of texts should be at a variety of complexity levels appropriate for the grade band.

There are a great variety of complexity levels throughout the materials, however, there is no discernable increase in complexity over the course of the year. For example, in Unit 1, Lexile levels range from 790-1310, in Unit 3 Lexile levels range from 780-1120, and in Unit 8 Lexile levels range from 640-1230. Also, in Unit 4, all but two texts (and a poem) are below the appropriate Lexile level for 6th grade. “The True Story of the Three Little Pigs” is included in this unit, with a Lexile level of 510. This text has a simple format with uncomplicated vocabulary. The reader and task does not increase complexity.

In addition, tasks are of similar rigor and demand at the beginning compared to the end of the year. For example, each Unit has a “Practice and Apply” section at the end of the stories. Within each “Practice and Apply” section, students answer comprehension questions, complete a text analysis, and have an opportunities for Extension and Challenge. The “Practice and Apply” section does not build or become more rigorous from the prior units “Practice and Apply” Section. Students do not show that they can independently master skills by the end of the year. Most analysis questions make note of exactly where to go to get the needed information. Students rarely have to practice close reading to dig deeper into texts. The scaffolds and student notes provided in the margins remain the same from Unit 1 until the end of the year.

The instructional materials reviewed for Grade 6 partially meet the criteria that 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 publisher does not provide a text complexity analysis or rationale for purpose and placement in the grade level. At the beginning of every unit, texts are listed with their Lexile, Fry, and Dale-Chall level. There are no qualitative measurements, nor are any reader and task considerations included to create a complete text analysis. There is also no rationale included for the purpose or placement in each grade level. Examples include:

Unit 2:

• “Eleven” by Sandra Cisneros Difficulty Level: Easy Readability: Lexile 1090, Fry 11, Dale-Chall 5.2
• “Ghost of the Lagoon” by Armstrong Sperry Difficulty Level: Average Readability: Lexile 770, Fry 8, Dale-Chall 6.0

Unit 6:

• “The Story of Ceres and Prosperpina” retold by Mary Pope Osborne Difficulty Level: Average Readability: Lexile 950, Fry 12, Dale-Chall 6.7
• “Apollo’s Tree” The Story of Daphne and Apollo retold by Mary Pope Osborne Difficulty Level: Easy Readability: Lexile 830, Fry 6, Dale-Chall 6.1

Unit 8:

• “What Video Games Can Teach Us” by Emily Sohn Difficulty Level: Average Readability: Lexile 1040, Fry 12, Dale-Chall 7.0
• “The Violent Side of Video Games” by Emily Sohn Difficulty Level: Average Readability: Lexile 1040, Fry 7, Dale-Chall 7.7

The instructional materials reviewed for Grade 6 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.

Students are exposed to a wide range of text types, within each unit and throughout the curriculum, although no clear anchor texts are designated by the Teacher Edition. For example, each unit has a large volume of texts for the students to read. Unit 1 contains 12 texts, Unit 2 contains 7 texts, Unit 3 contains 9 texts, Unit 4 contains 10 texts, Unit 5 contains 9 texts, Unit 6 contains 8 texts, Unit 7 contains 8 texts, Unit 8 contains 9 texts. Unit 9 is identified as a research unit, but does not include any texts identified as focus or anchor texts. Units have a broad range of text types including, but not limited to, memoirs, novel excerpts, poems, speeches, editorials, scripts, folk literature, short stories, news articles, and nonfiction texts.

There are no opportunities for students to engage with full-length novels, however, many high quality novel excerpts are included. For example, in Unit 4, students are introduced to Maniac Magee, but they only read a five-page excerpt. At the end of the excerpt, the textbook states “To find out how Jeffrey turns into the legendary Maniac Magee, read the rest of the novel.”

Independent reading is suggested, not required, and there are no included mechanisms or processes for teachers or students to monitor progress of independent reading. For example, at the end of each unit students are given “Ideas for Independent Reading”. Typically, nine books are listed under three different questions based on the unit. For example, Unit 1 includes the titles of three novels under each of the following questions: What do you fear most? Can first impressions be trusted? How powerful is loyalty?’. The directions to the teacher says “Encourage students to choose one or more of these “great reads” to read independently.” Also, in the introductory materials, students are told “The best way to improve your reading skills is to read as much as you can, whenever you can. Follow your interests in new and exciting things to read.” While it is suggested that students read independently, there is no mechanism for teachers or students to monitor reading progress.

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

At the end of each text or text set, students answer comprehension and text analysis questions. Students are also offered extension and challenge tasks or writing prompts. Questions and tasks throughout the texts do not always build to the end of text culminating questions and tasks. At the end of each unit students complete Writing Workshop, a Speaking and Listening Workshop and occasionally a Technology Workshop. However, unit questions and tasks often do not build to these tasks. Texts and skills are often referenced in these tasks, but most can be completed without the use of unit texts or skills gained within the unit.

• In Unit 1, students pick a story that is memorable to them and write an argument that persuades readers to agree with their viewpoint. Idea starters given include; the conflict between Heather and Risa in “The Good Deed”, the surprise ending of “Lob’s Girl”, and the dangerous setting of Hatchet. During the unit, students study plot, conflict, and setting. Although students discuss in depth the conflict between Heather and Risa, there are no questions or tasks that build to the surprise ending of “Lob’s Girl”. Students do not read the text, Hatchet, and only discuss how setting affects a storyline during one text in the unit. Students do not have to use these idea starters to complete this task and may choose to write an argument that is not supported by the units questions and tasks.
• In Unit 2 during the Speaking and Listening Workshop students are to “Ask Questions and Paraphrase Ideas”. Students are asked to “Listen carefully to a formal presentation and after the speech, paraphrase the major ideas.” The students did not work on paraphrasing during the unit, and may not be equipped to complete the task.
• At the end of Unit 5, students are asked to write an online feature article during the Writing Workshop and then update an online feature article for the technology workshop. The focus of Unit 5 is poetry, but students are assigned to “Write an online feature article about a topic, person, event, or place that interests you.”
• In Unit 6, students are asked to “Write a “how-to” explanation in which you give step-by-step instruction for how to do something or make something.” Nowhere in the unit did questions or task build to this written task. The unit focus is myth, legends, and tales.

The instructional materials reviewed for Grade 6 partially 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.

Opportunities for discussion are evident, but are not adequate to master grade-level speaking and listening standards. Related standards accompany suggested opportunities for discussion, however clear and specific protocols are not found within lessons. These protocols can be found in the Speaking and Listening Workshops at the end of the unit. Discussion often relate to the text or topic of the unit, but few require students to read and draw textual evidence. Most discussion prompts do not specify if they are to be done in small groups, peer-to-peer, or in whole class. While academic vocabulary is included in the materials, its usage is not modeled and students are not given ample opportunities for practice.

Examples of discussion opportunities that do not meet the criteria of this indicator include, but are not limited to:

• In Unit 1, students are introduced to the parts of a story, then asked to select a story they know from a book, movie or television show. The prompt is as follows: “Discuss whether the setting creates any problems for the characters. If the story were moved to another setting, would the conflict go away, or could the conflict happen almost anywhere or anytime?” According to the Unit 1 scope and sequence, the prompt is addresses Speaking and Listening 6.1, however, it does not require the students to read any text or prepare for the discussion.
• In Unit 3, students read “How to Build a Bat House.” The teacher is then asked to use the Tiered Discussion Prompts to help the students understand the procedural text. The prompts are categorized as “connect,” “analyze,” and “evaluate,” but the teacher is only provided the instruction, “Use prompts to help students understand the text and photographs.” There is no guidance to determine if the discussions are to be conducted as whole group, small group, or peer-to-peer.
• In Unit 6, the following prompt is given, “What is true friendship? Discuss the question. Then ask students to share with a partner a time when a friend did something kind, courageous, or generous for them. Discuss what their experiences taught them about friendship; then have students begin the WEB IT activity.” The “WEB IT” activity involves creating a web graphic organizer about true friendship and requires no reading or text evidence.
• In Unit 8, students are asked, “Think back to your discussion about ads that appeal to the drive for self-improvement. What kind of ads, if any, can really point us in the direction of self-improvement.” Teachers are given possible student answers, but otherwise no guidance on discussion protocol or procedures. (page. 982) is provided.

The instructional materials reviewed for Grade 6 partially 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.

Most units include a speaking and listening task at the end of the unit. This is called the Speaking and Listening Workshop. However, these tasks do not provide clear instructions for the teacher and lack rubrics for assessing student learning. Speaking and Listening skills are not addressed within unit texts or during unit lessons. The speaking and listening tasks often do not relate to what the student is reading in the unit and many do not require any additional research. These tasks do not sufficiently address the related standards. Examples of opportunities that partially meet the criteria of this indicator include, but are not limited to:

• At the end of Unit 1 students are asked to “Participate in a discussion about a favorite story or novel.” The teacher is told to use the “Common Core Traits” to assess the debate and the traits are listed, but no rubric is provided. There are no clear directions, although there are ideas listed for students that reference stories from the text.
• In the Unit 1 Speaking and Listening Workshop, students participate in a formal discussion about a favorite story or novel. They are asked to state and support a claim about a narrative element from the text. Guidance is given about planning and holding the discussion, with bulleted points about what effective discussion look like. For example, the text says that, “participants in effective discussions state clear claims supported by reasons and evidence.” Students are also given some limited information about roles, rules and goals of their discussions in the form of an anchor chart that the can refer back to. Struggling students are encouraged to prepare notes in advance to ensure that they have a chance to participate in what could be a fast paced discussion.
• At the end of Unit 3, students participate in an online discussion based on short stories students wrote and posted on a blog. The task tells the student how to participate in a respectful discussion, is “remember to support what you are saying with specific details from the story or post.”
• In Unit 4, students participate in a Speaking and Listening Workshop where they are asked to adapt their literary analysis essay into a presentation. They are given bulleted guidance on how to adapt their essays. For example, they are encouraged to, “stick to the same logical sequence you used in your [essay] but remember to engage your listeners at all times….As you illustrate your main points...guide listeners with transitions such as first, second, and finally.” Students are asked to work together in partners to prepare and practice their adapted essays prior to delivering them formally to the class.
• In Unit 8 students read “No Thought of Reward”. In the After Reading, the following question is listed under “Speaking and Listening”: “Develop a “Do a Good Deed for Your School” public service announcement in which you encourage students to contribute to building an atmosphere of kindness, contribution, and appreciation in your school.” This does not require students to find evidence from the the text or even conduct research.

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

Students address multiple types of texts types of writing throughout the school year. Student prompts include argument writing, narrative writing, and expository writing.

• At the end of Unit 1, students respond to the following prompt: “Pick a story that’s memorable to you. Which element is most responsible for making the story unforgettable? Write an argument that persuades readers to agree with your viewpoint, or claim.” Students are told to state their claim, gather evidence, and plan their concluding section during the planning/prewriting stage in order to write this argumentative text. However, students are not given many opportunities to practice these skills before the Writing Workshop at the end of the unit.
• At the end of Unit 6, students respond to the following prompt: “Write a “how-to” explanation in which you give step-by-step instructions for how to do something or make something.” Students are reminded to “establish and maintain a formal style and tone” and “included precise language and domain-specific vocabulary” while writing this explanatory text.
• At the end of Unit 3 students respond to the following prompt: “Write a short story set in an interesting place that will appeal to your audience. Make sure that your story has a plot, a conflict, and one or more characters.” Students are reminded to identify characters, conflict, and setting and to develop the plot while writing their narrative piece.

While the materials provide many different writing opportunities throughout the school year, there are not ample opportunities for the student to learn the different genres of writing before they are expected to apply them. While rubrics are provided for the teacher and student to assess some learning, they are not detailed and do not provide adequate support for the teacher and students. Rubrics are provided for Writing Workshop, which include process writing and timed writing. These cover development, organization, and language on a 1-6 scale. These rubrics are very general. Multiple or repeated opportunities to practice different modes of writing are limited. Few student samples and exemplars are included. Examples of how the materials reviewed partially meet the criteria of this indicator include, but are not limited to:

• In Unit 2, there is a rubric for students to use. The directions from the teacher edition are as follows: “Use the rubric below to evaluate your comparison-contrast essay from the Writing Workshop or your response to the on-demand task on the next page.” The teacher’s edition says to “provide students with models of descriptive comparison-contrast essays” for students to score, but does not provide any. Instead, it says “Your state-assessment website may have examples.”
• In Unit 4, students are asked to analyze a student draft. The directions state “Read this student's draft and the comments about it as a model for revising your own literary analysis.” There are three paragraph provided as an example.
• In Unit 7, students are given two writing prompts based on their reading of “Spellbinder,” with an included Revising Tip. There is no rubric to score the writing.
• Unit 8, students demonstrate their understanding of SuperCroc by responding to the following prompts: Short Constructed Response-Description (one paragraph description) and Extended Constructed Response-Article (two or three paragraph evaluation). Tools are available online at thinkcentral.com. Students have access to interactive revisions and Revising Tips.

The instructional materials reviewed for Grade 6 partially 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. The units include writing opportunities that are embedded in the daily unit lessons, but there are minimal opportunities to make claims developed from their close reading. Examples of evidence-based writing include, but are not limited to:

• In Unit 1, students are asked to write a brief dialogue starting at a specific point in the story “All Summer in a Day”. The differentiated instructions provided for struggling writers suggests listing characters and then analyzing them based on their point of view and then organizing their information in chronological order.
• Unit 2, after reading Ghost of the Lagoon, students are asked to write a narrative or short story through the eyes of characters regarding how the story might have been different if it had focused on the thoughts and feelings of a character other than Mako.
• In Unit 4, students are asked to write a two paragraph summary of the text “The Problem with Bullies” they have just read. They are encouraged to look for specific details, but to use their own words. Struggling readers are encouraged to work in pairs to create topic sentences for a portion of the text.
• In Unit 4, students respond to the following prompt after reading The All-American Slurp; “The Lin family learned American etiquette the hard way. Read “American Lifestyles and Habits” on p. 457. In two or three paragraphs, explain what information from the article would have helped the Lins.”
• In Unit 6, students write a summary of the science article, “Spider Webs”. They use an outline they created to help write the summary. Students summarize the article’s main idea and supporting details in their own words.

Examples where student writing does not require evidence from a text include:

• In Unit 3 students are focusing on determining the theme or central idea of the text. At the end of the unit, students are asked to write a short story for their Writing Workshop. Materials state, “Make sure that your story has a plot, a conflict, and one or more characters.” This task does not work closely with the text and does not require text evidence. In the same unit, the timed writing assignment is also about writing a short story and does not require text evidence.
• In Unit 6, students read “Arachne”. Students are given an on demand writing prompt. The prompt states, “Imagine that you are a friend of Arachne and you are concerned that her behavior will get her into trouble. Write a letter or speech in which you urge her to be less boastful.” Although related to the text, there are not specific directions or expectations for the students to use text evidence. Students could complete this task without going back to the text after their first read.
• In Unit 8, students read ‘SuperCroc” and respond to the following prompt: “Imagine that you could go back in time and see SuperCroc with your own eyes. Write a one-paragraph description of the prehistoric monster and his surroundings.” This task does not show an increase in rigor for writing and does not require students to analyze the text and support their claims with evidence from the text.

The instructional materials reviewed for Grade 6 partially meet the criteria for materials including 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. While grammar is included, and all standards are covered, the coverage is inconsistent and inadequate. Several of the standards are only addressed once in the duration of the year, requiring supplemental lessons from the teacher in order to lead students to mastery. There are some opportunities for application in and out of context, many skills are taught in isolation. Evidence of this includes, but is not limited to:

• In Unit 1, The Good Deed, students have access to standards L.6.1, L.6.4, and L.6.6. The main focus is on L1, demonstrate command of the conventions of grammar. Students rewrite run-on sentences, making changes in punctuation and capitalization. Students also use a period to make two sentences and a comma/coordinating conjunction to divide the parts of the run-on.
• In Unit 3, The Dog of Pompeii, students practice with standards L.6.2, L.6.4, and L6.4a. Students focus on standard L.6.2. Students correct dialogue by rewriting sentences using the correct punctuation marks and inserting any missing marks.
• In Unit 6, The Story of Ceres and Proserpina, students practice with standards L6.2, L.6.4, L.6.4b, and L.6.6. Students correct capitalization errors in sentences.
• Students only use intensive pronouns (L.6.1.B) once throughout the course of the year, although the definition is also provided in the Grammar Handbook in the book of the textbook. At the end of Unit 1 students are introduced to intensive pronouns in the “Grammar in Context: Intensive Pronouns” section. Examples are given and then students are told “Proofread your essay, looking for places where you can add emphasis with an intensive pronoun.” Teachers would need to supplement the materials to make sure students adequately understand this standard.
• In Unit 5 students address standard L.6.2.A when they complete “Grammar in Context: Nonrestrictive/Parenthetical Elements.” Students are given examples and then told “Write a draft of your article, using your storyboard as a guide. Use commas, parentheses, or dashes to set off nonrestrictive elements.” The teacher is given two additional bullet points on ways to reinforce nonrestrictive and parenthetical elements , but there is no other place throughout the materials where this standard is taught.
• Throughout Unit 7 students work on the following grammar and convention skills throughout the unit:
  • Recognizing and using punctuation
  • Capitalizing correctly
  • Prepositional phrases

These skills do not build on each other throughout the unit and are not consistent enough throughout the unit.