To complete the performance tasks, students draw on their reading and analysis of the collection's selections as well as additional research. Do Research – Use print and digital sources to gain a better understanding of how animals show intelligence. There are three literary texts that deal with hurricanes. The Plan section is usually the most in depth and supports students in the topic they will be writing about. The principal character struggles with manhood, as represented by the horse. The following examples are representative of questions and tasks that do support students’ development in this area, but are missing instructional supports to assure learning: Below is specific evidence from an anchor text in Collection 1 that is representative of how the materials partially meet the expectations of this indicator: The key learning objective of this story is that the student will be able to describe characters and setting and make inferences in the context of a short story. The tasks in this book are step by step culminating projects where students read multiple sources on the same topics, review models and respond by writing one of each over the span of the year: argumentative, informative or literary analysis essay. From Collection 2: “Examine lines 12-17 of ‘Animal Wisdom.’ Find two examples of imagery and describe the image that each suggests” (page 104). Once into those sections, there is no explicit instructions for teacher guidance to support students' vocabulary development. Performance Task B - Write your own Expository Essay. The shorter writing pieces are found after each text in the main textbook in the “Performance Task” box. For example, “Students regularly encounter complex works of fiction that present a variety of challenges. They also direct students back to elements of the read texts and expand upon it. This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two. Some examples of oral reading opportunities include: Additional oral reading statements are limited to just a few occurrences throughout the Teacher Edition for multiple texts. On page 62, after “Wired for Fear,” students create an audio recording for a podcast with a partner or individually. However, the questions after the Colin Powell piece in the unit do not focus on analyzing his decisions. This is a NIMAC book ... Textbooks Grade Levels: Sixth grade Submitted By: Bookshare Staff Usage Restrictions: This is a copyrighted book. Examples of resources for vocabulary include multiple pages, although they are disconnected from the contexts of the texts: For each text from the teacher edition anthology, the teacher is directed to discuss the academic vocabulary with the students from the “Applying Academic Vocabulary” section. Within the Performance Assessment booklet, HMH walks students through the three types of writing; argumentative, informative, and a literary analysis essay. The skills studied in the "Analyzing the Text" section after each piece sometimes lead students to completing the culminating writing performance tasks. While there are pages dedicated to the grammar standards for this grade level, and definitions/examples are provided along with practice sentences, the student edition does not provide explicit instruction on how to execute the skill. “My Wonder Horse” is a short story by Sabine R. UliBarri (realistic fiction) a coming of age story that teaches the theme of internal vs. external conflict. . The materials inconsistently support speaking and listening opporutnities with limited implementation support and accountability, and students do not have consistent opportunities to model the use of academic vocabulary learned in their texts. Much of the directions in the teacher edition are intended for whole class discussions. No protocols for speaking and listening are provided. There are limited rubrics and scoring guides for students to work with the specifics of text components as they grow their understanding of topic and theme. Support for these conversations and tasks is minimal: The instructional materials for Grade 6 partially meet the expectations of indicator 2f. To wholly ensure students’ growing literacy skills, the teacher will need to provide supplementary support and more focused attention on building strong academic vocabulary. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion. For ELA, our rubrics evaluate materials based on: Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence, Building Knowledge with Texts, Vocabulary, and Tasks. The texts used over the course of the year are engaging, rigorous, and organized to supports students' growing literacy skills. The first performance task is a literary analysis essay that analyzes “. Some examples include: The instructional materials for Grade 6 fully meets the expectations of indicator 1c. “Reread lines 62-78. On page 334, after “The Apple of Discord I,” students give a speech that presents their opinion on whether they agree with Eris, the Goddess of Discord. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.). What conclusions can you draw about the speaker’s age and personality?” (HMH 6th Grade, Collection 1, 40). These are often full writing projects requiring some components of research and the writing process; there are also are speaking and listening and multimedia expectations in many. There are few rubrics, graphic organizers or other supplemental material to help the teacher guide the student through the multiple processes of writing. A rationale for educational purpose and placement in the grade level is included. The Light!,” poem by Joyce Sidman, “Fine?,” Short Story by Margaret Peterson Haddix, “Yeh-Shen: A Cinderella Story from China,” Chinese Folk Tale by Ai-Ling Louie, “Fears and Phobias,” online article by kidshealth.org, “Wired for Fear,” online science exhibit with video by the California Science Center, “Tribute to the Dog,” speech by George Graham Vest, “Let People Own Exotic Animals,” commentary by Zuzana Kukol, “Wild Animals Aren’t Pets,” editorial by USA TODAY, “Memorial is Unveiled for Heroes of Flight 93,” TV newscast by CBS News, Collection 1 has texts that range from a Lexile measure of 680 up to 1420, Collection 2 texts range from a Lexile measure of 660 to 1170, Collection 3 texts range from a Lexile measure of 820 and 1340, Collection 4 texts range from a Lexile measure of 610 to 1450, Collection 5 texts range from a Lexile measure of 430 to 1340, Collection 6 texts range from a Lexile measure of 920 to 1120. There is no rubric nor teacher support to help students who may need help: Extended writing pieces occur at the end of the collection and provide about four pages of directions for the student, one of which is the rubric. Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. stream <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 23 0 R 24 0 R 25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R 36 0 R 37 0 R 38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R 48 0 R 49 0 R 50 0 R 51 0 R] /MediaBox[ 0 0 792 612] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> Describe the structure of a lyric poem and identify repetition and rhyme scheme. Underneath this box, is the “Key Learning Objective.” Each text has guided discussions in the margins of the teacher edition. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. Some of these elements support the performance task, but not all. The materials provide text of varying lengths to support students' practicing building stamina with texts over the course of the school year. Students' texts include several reference pages on vocabulary and spelling (pages R52-R59), as well as a glossary of academic vocabulary (page R76) and a glossary of critical vocabulary (pages R77-R79). %PDF-1.5 Michael … The instructional materials reviewed for Grade 6 partially met expectations for alignment to the CCSS. Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. In Collection 6, What Tales Tell, has students comparing versions of "The Prince and the Pauper," including a drama by Joellen Bland and a graphic story by Marvel Comics. It uses scientific descriptions as well as personal stories. The addition of the Performance Assessment booklet will be needed to support modeling, process, and practice of writing. Be sure to cite evidence from the text. Gather Information - Jot down information about the dog’s personality and character traits and how these influence how he narrates the story. This symbolism engages students in a rigorous critical analysis when they read. Collections Grade 6 Common Core Teacher's Edition 4.5 out of 5 stars 2. literature and english. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2). Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. (Series of texts should be at a variety of complexity levels appropriate for the grade band.). There are two pages of instruction for how to do the research. “Face your Fears and Scare the Phobias Out of Your Brain” is an article that examines a new form of therapy that has people face their phobias. Jot down important facts, examples and definitions . . Students are sometimes offered the opportunity to demonstrate their knowledge through culminating tasks that integrate skills. Summarize central ideas and important details and determine author’s purpose. The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. Free as happiness is. Keep this in mind as you prepare to write. Materials support students' advancing toward independent reading. GR A D E C A L I F O R N I A STA N DA R D S T E ST 6 English-Language Arts Released Test Questions READING The Reading portion of the Grade 6 California English-Language Arts Standards … In Collection 5, the first performance task is to write a personal narrative “about a decision [students] made or will make that will have an impact on [their] immediate future.” The directions ask the students to think about the Colin Powell piece and reflect on how that decision affected his life. Topics and themes are relevant and engaging to students, and writing and speaking tasks are connected to the themes shared. Algebra 1: Common Core (15th Edition) Charles, Randall I. Identify any visuals, such as pictures or graphs that illustrate your ideas. Extended process writing is also found in the Performance Assessment booklet in Units 1, 2, and 3. The instructional materials partially meet the expectations for Gateway 1 as they feature engaging … Understand and identify the elements of a parody and learn to compare and contrast texts in different genres. Collections, Grade 6, Close Reader View larger image. Collection 6: Spell Words Correctly; Parenthesis. Collection 5, “Decisions That Matter,” has material that encourages students’ self-advocacy. Identify and analyze how dialect and imagery, including figurative language, bring a story to life. He was fantasy, liberty, and excitement.” The language and vocabulary are much richer than the texts within Collection 1 (for example in "My Wonder Horse,: “vision evoked," “paraded his harem," “lordly rejoicing” all appear on the first page of the story). There is no outside research, so students gather all evidence they need from the pieces in the textbook. These are research simulations. ], Review Your Draft - Use the chart on the following page [rubric] to evaluate your draft. On page 234, the performance task is an argumentative speech. In the Close Reader supplemental book, phrases such as "cite text evidence" or "continue to cite text evidence" "support your answer with explicit textual evidence" directions to "circle" and "underline" information in the text are often used. Eight of the twelve are literary. Quality Instructional Materials Rubric for 3-8 ELA, "The Ravine,” a short story by Graham Salisbury, includes rich figurative language throughout the text (e.g. Many principal characters interact with one another, creating multiple parallel episodes. Students are given a short, bullet list for directions. When looking at the Student Resources Index of Skills for Grade 6, page R84, there are two different categories listed under research: “research, conducting, 67-68, 133-134, R8-R9” and “research questions, 186, 191.” The standards ask sixth graders to “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.” In order to accomplish that with this project, teachers will have to add a lot of extra instruction and materials. Identify the central idea in this paragraph. Writing support meets the requirements of the standards, although grammar and conventions lessons and practice are not always connected to the materials at hand in multiple contexts, and culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them. This is a global emphasis/reminder. Collection 5 - speech, essay, analysis and a commentary. from "It worked for Me: in Life and Leadership" / from Colin Powell: Military Leader introduces two different genres on the same subjects reveal different aspects. (page 67). from "How smart Are Animals" the lens of animal intelligence from a scientific point of view. Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. The second instruction in research skills is found in Performance Task B – write an expository essay in Collection 2, pages 133-134. The materials partially support the use and practice with academic vocabulary, providing frequent and repeated exposure to a list of Grade 6-appropriate words (five words per collection); there is encouraged use of these words in each of the collaborative discussions and performance tasks (a sidebar next to the “Plan” section) throughout each collection. . Collection 2 - literary analysis essay and expository essay. In the Student Edition, students are directed to reread lines from the text, supporting silent reading. Collection 2: Animal Intelligence include texts exploring various perspectives on the intelligence of animals. This book … Both examples are relevant and interesting to students in Grade 6. Frequently, culminating tasks focus on only one skill or do not require students to incorporate the text itself to complete the task. There is language stating students should be reading this on their own is the following: "Students should read this short story carefully all the way through." Samples from the text selections include: Collection 4: This collection is organized under the theme “Making Your Voice Heard.” The topic in this unit is self-expression. The ratio of text types (literary to informational text) is roughly 50/50 throughout the student edition, both in numbers of text and in approximate instructional minutes afforded. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials. Collection 1: The collection is organized under the theme: “Facing Fear” and the topic of phobias. ." There is no consistent mechanism for teachers and/or students to monitor progress and work on reading skills to ensure comprehension of 6th grade-level materials at the end of the school year. Content understanding is definitely supported with the theme of all of the pieces; however, skills support leading up to this big task is not explicit. There is an outline provided that indicates at what point students will practice analyzing different components of the texts. Research skill practice and learning do not follow a clear progression; there is not an overview of research skill progressions. These texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task, and the placement of texts across the school year is such that students have access to increasingly rigorous literacy experiences. Description of how to extend and reteach conflict and character development. “Wired for Fear” is an online exhibit that shows how fear affects the brain. foreign languages. Fourth Grade Reading Comprehension Worksheets. The texts for Grade 6 are of high quality and engaging to students. Even though they have written explanatory answers to text-dependent questions, students have not had exposure to crafting their own expository essay within the collection. While this does not account for the reading done outside of the English language arts block, the whole of the program does support students' access to many strong informational pieces of text. Series of texts have a variety of complexity levels and are accompanied by tasks that provide opportunity to practice increasingly rigorous skills. In the teacher edition, there are ideas for how to implement this task. The materials include a mix of informational and literary texts that are aligned to the suggested balance in the CCSS for Grade 6. Materials provide opportunities that build students’ writing skills over the course of the school year. Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc. If possible, back up facts with research or endorsements from experts” (Collection 1, page 67). Cite specific passages to support your ideas” (HMH 6th Grade, Collection 4, 236). After the third version of the story, in the Close Reader (page 128), students are asked to "Analyze the way you learn about Tom and the prince's similarities in the three versions of the story. Students are frequently asked to prove their claims with evidence from the text, from "Analyzing the Text" questions to Performance Tasks. Examples of different writing opportunities in the materials include: The instructional materials for Grade 6 fully meet the expectations of indicator 1m. The skills practiced go along with the piece that students just read. Some examples of evidence-based writing include: The instructional materials for Grade 6 partially meet the expectations of indicator 1n. Facing Fear : How powerful is fear? Collection 5 - personal narrative and opinion essay. �z? Use relevant sources. Texts and text sets are organized around topics or themes to support students’ growing knowledge deeply. Texts included in Collections are sometimes organized around topics, but more commonly organized around themes, which is appropriate for grades 6-8. Sign up and be the first to know when we release a new report. “Eleven” is a short story by Sandra Cisneros about the only female in a family with seven children and an experience she has in her classroom. The short answer questions mainly assess the students’ understanding of characterization and plot; study of setting is only covered in one question. No Rating Yet Discover. There is no year-long independent reading plan. No guidance for teachers to support this is included. The materials for Grade 6 do not meet the expectations of indicator 2h. “There Will Come Soft Rains,” a short story by Ray Bradbury, “On Doomed Flight, Passengers Vowed to Perish Fighting,” News Article by Jodi Wilgoren and Edward Wong, “Memorial is Unveiled for Heroes of Flight 93,” TV Newscast by CBS news, “The First Day of School,” short story by R.V. Academic vocabulary structures are in place, but support for students to learn and practice this vocabulary to build knowledge as they read texts is minimal. Each section has a Plan, Produce, Revise and Edit and Present section. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports. Use a formal writing style. The Revise and Edit section contains very general instructions such as, “Use the chart on the next page to evaluate the content and style of your draft.” Then there are four to five bullets with more detail. Teachers will need to support students' understanding of the connections between the task and the text to ensure students are able to complete the culminating task. Draft three ideas you will discuss and details to support them. The Performance Assessment consumable booklets provide anchors and models prior to students writing on their own. There is little evidence of an actual scope and sequence of skills or a "year-long plan" beyond these labeled components. Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Series of texts include a variety of complexity levels. We thought so! Collection 4: Improving Expression; Spell Words Correctly; Punctuating Dialogue. There is little explicit vertical articulation of vocabulary skills or use of academic vocabulary across collections within a grade level throughout the year. Samples from the text selections include: Collection 2: This collection is organized under the topic of “Animal Intelligence.” The first texts are literary texts and a persuasive speech, the poetry is about wild animals, followed by four informational pieces combining both domestic and wild animal intelligence. There is minimal support for students who misunderstand the use of vocabulary and syntax. In order to teach the language skills adequately, teachers will have to supplement with curriculum of their own making, or by purchasing supplementary materials. There is minimal support around how to incorporate evidence from the reading. For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use. “Collaborative Discussion: Can we know for certain whether an animal is showing intelligence, or whether it is simply highly trainable? To support educators in their planning Before each piece, the teacher is instructed to “Have the students read the background information.”. Boost Reading Comprehension! These sentences are not from the story - “Complete each sentence with the correct intensive pronoun.”. Include linking and transition words to show how your ideas are related. The elements studied during the reading of the informational pieces in this collection are the following: trace and evaluate an argument, persuasive techniques, summarize text, author’s purpose, anecdotes, and integrate information. The ELA review rubrics identify the criteria and indicators for high quality instructional materials. For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career. Also use your school library to research books and magazines. The longer writing pieces contain rubrics, but the shorter pieces do not. Paul Revere's Ride, both a written poem and an audio version; using the power of poetry to immortalize a person and an event decades after its occurrence. Materials should include routines and guidance that point out opportunities to monitor student progress. Although it does all of these things, it does not do them in a complete manner. Students are directed to practice independently speaking in front of a mirror or recording and listening to it. Determine central ideas and supporting details in informational text. foreign languages. Directions for the writing in this booklet walks the students through a close reading of two texts. “Face Your Fears: Choking Under Pressure is Every Athlete’s Worst Nightmare” is an article about struggling and failing during athletic events. Collection 1 - short story and expository essay. There are some questions and tasks that grow students’ knowledge of some literary terms, but the practice in this area focuses mostly on surface elements of the text and text features, rather than diving deeply into the text. [Novell username]. ;�������?�D��8���]�>�#b�fJh����g��^���A0��ň��d�^�=f㿳���6@V��~���O�Q�sz�Ͻ4�u5�Vm#/�mO��tT�p4���q6�E:��Pr �����5}��\ϧ��(Y�|O�"?�x�e�^Pc!�MF�b��(�yW�0���5vI�:��KXt������ Writing opportunities are focused around student analyses and claims developed from reading closely and working with sources. However, for Unit 1, this sequence builds students toward writing an argumentative essay, a text type they have not even read within the anthology selections. While students encounter multiple opportunities to build their close reading skills throughout the collection, they do not directly prepare students for the culminating performance task using the full writing process. Collection 3 - multimedia presentation and narrative nonfiction. Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. On page 170, after “Watcher,” students are asked to create a poem for a performance task. There are opportunities for students to demonstrate some application of skills in context, but they are infrequent. On page 200, after “Titanic at 100: Mystery Solved,” the performance task to create a multimedia presentation or poster that describes how the excerpt from. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators. Type keywords and hit enter. Explore and provide links to websites that can be used as resources for understanding this fear. Below is an example of directions for a short writing activity that encourages students to practice the writing process. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. There is minimal direction regarding how to incorporate specific evidence from the text. on how animals exhibit intelligence” (HMH 6th Grade, Collection 2, page 133). “Review lines 1-9 and lines 37-40. Describe plot elements and analyze point of view in a short story. . From a qualitative standpoint, the texts meet the appropriate levels of rigor and complexity throughout the materials. The sections and lessons supporting speaking and language standards are present, but lacking direction and support for implementation in the classroom. In the directions for the Performance Task B, under "Plan," the instructions include: "Look for information about the type of fear you are investigating. The teacher will have to supplement instruction for these pieces over the year. This collection also has questions following the argument pieces in it that ask students whether the argument is convincing; this is preparation for the performance task. Skills taught out of context do not provide sufficient practice to allow for mastery of the standards. The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards. The instructional materials for Grade 6 fully meet the expectations of indicator 1a. Samples from the text selections include: Collection 5: This collection is organized under the theme “(Making) Decisions That Matter.” Students read about different decisions that had substantial consequences in history, and read fictional pieces that explore the theme. Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria. Students refer to how the textbooks' authors write as they write. This helpful workbook provides Six progress-monitoring tests, including semester tests Reteaching lessons for the California Content Standards California Check out that … in which the main character experiences a personal fear” (HMH 6th Grade, Collection 1, 63). “Reread lines 34-47. Materials do not provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. 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