6th Grade - Gateway 2

The instructional materials reviewed for Grade 6 do not meet the criteria for texts being organized around a topic or theme to build students’ ability to read and comprehend complex texts independently and proficiently.

Each unit is organized around a central theme with a theme introduction entitled Build Theme Connections provided at the beginning. This section introduces the big idea or theme, and includes a poem and brief discussion. Unit themes are broad and do not focus on specific vocabulary or knowledge across daily lessons. Students are not supported in accessing texts and building conceptual knowledge throughout the five-week Theme. The series of texts in each lesson are sometimes cohesive and related to the central theme, but there are limited opportunities embedded for students to build expertise on specific topics so that they can increase their knowledge and vocabulary.

Materials do not provide teachers with guidance to help connect the texts to broader concepts. Sufficient time is not always allotted for students to refine their knowledge in order to access and comprehend future complex texts proficiently.

• In Theme 1, the overarching idea is Personal Triumphs, which revolves around people on their journeys to self-discovery. Personal Triumphs is directly or loosely connected to texts in this lesson. There is no line of inquiry to connect texts back to the central theme. In Lesson 1, students read or listen to the following texts:
  • Day 1: Question of the Day – Think about a time when you were crestfallen. What cheered you up? Why do you think it worked? Texts: “Laughing Matters” (read aloud during the Listening Comprehension) and “Cougar’s Win, Eggs Lose” (Build Robust Vocabulary)
  • Day 2: Question of the Day – Do you think it is possible to be too prepared for a special event, such as a race or a competition? Explain. Text: “Maxx Comedy: The Funniest Kid in America” (main selection)
  • Day 3: Question of the Day – How might performing onstage help someone to gain confidence? Text: “Are You Laughing At Me?” (paired selection)
  • Day 4: Question of the Day – If Max had won the Funniest Kid in America contest, do you think the message of Gordon Korman’s story would have been different? Explain.
  • Day 5: Question of the Day – “Laughter is the best medicine” is a popular saying. Do you agree that laughter can be therapeutic? Why or why not?
• In Theme 5, all texts are organized around exploring and learning from the past. There are three literary pieces and seven informational pieces centered around the theme. Though centered around a topic, texts do not build knowledge about the topic. There are few vocabulary terms shared between texts and students do not bring knowledge gained from one text to access another. In Theme 5, Lesson 24, the anchor text is “Secrets of the Sphinx” by James Cross Giblin, an expository nonfiction piece about Egyptian monuments. The paired selection, “Advertisements from the Egyptian News” by Scott Steedman, is a fictional Egyptian advertisement. The leveled texts used in small group instruction for Lesson 24 include: “The Colossus of Rhodes” by Meish Golden, the story of a mysterious, ancient statue that was toppled and no longer exists; “The World’s Greatest Lighthouse” by Meish Golden, the story of an ancient lighthouse built in Alexandria; and “The Statue of Zeus” by Meish Golden, the story of a famous Greek sculpture.

Materials reviewed for Grade 6 do not meet the expectations that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

The units are organized into six Themes that span the school year. Each theme includes an overarching idea, with text selections that directly or loosely connect to that concept. Each weekly lesson has a new topic connected to the unit theme, but it does not build knowledge or ideas. Some questions and tasks support students’ analysis of ideas, but most are intent on building students’ literal comprehension of text.

As a Theme progresses, students may come to understand more about the Theme’s big idea, but the overarching concept is broad. Deep comprehension or integration of ideas would often be incidental, not intentional. Tasks and/or culminating tasks are often disconnected from a thematic study. The amount of class time allotted to each text and question set may not be sufficient to provide the time needed for students to analyze texts and gain knowledge and ideas. The teacher’s edition contains little direction for how teachers support students' engaging in a deep analysis of and across texts.

Within each weekly lesson, text-specific questions appear in the Think Critically section. There are typically 5 questions following each selection. Examples of questions and tasks that meet the expectations are:

• In Theme 1, Lesson 4, after reading the anchor text, “”Wilma Unlimited” by Kathleen Krull, students orally respond to the question, “Why was participating in the Tennessee state basketball championship an important event in Wilma Rudolph’s life, even though her team lost?” Students complete an on-demand writing task, “In your opinion, why did Wilma Rudolph become a great athlete? Use specific details from the selection to support your ideas?” After completing the paired text, “”The World’s Fastest” from Scholastic book of World Records 2005, students respond orally to, “How is “Wilma Unlimited” similar to “The World’s Fastest”? How is it different?” There are no instructional directions for teachers to support students’ engagement.
• In Theme 3, lesson 12, after reading the anchor text, “The Long Bike Ride” by Melina Mangal, students orally respond to the question, “What happens when Antoine sees the newspaper headline about the sea lion?” Students complete an on-demand writing task, “How can you tell that Antoine always wants to do the right thing? Use details from the selection to support your answer.” After completing the paired text, “Water Music” by Jane Yolen, students orally respond to the following: “The poems and “The Long Bike Ride” give the author's’ unique descriptions of scenes in nature. Which do you think is most effective? Compare the descriptions of water in the poem “Embroidery” and on page 314 of “The Long Bike Ride.” Students are not directed to use text evidence to respond.
• In Theme 5, Lesson 23, after reading the anchor text, “The Sons of the Dragon King” by Ed Young, students orally respond to the question, “What is the Dragon King’s main reason for visiting each of his nine sons?” Students complete an on-demand writing task, “Imagine that the Dragon King discovers a long-lost tenth son. Describe the tenth son’s talent and the position the Dragon King gives to this son.” After completing the paired text, “Fire, Water, Truth, and Falsehood” by Heather Forest, students respond orally to the following: “Compare the theme in “The Sons of the dragon King” with the theme in “Fire, Water, Truth, and Falsehood.” Students are not directed to use text evidence to respond.

Each Theme is followed by a Theme Wrap-up in which teachers guide students in making connections across the texts in the Theme by asking whole-group questions. These questions do not require an analysis of ideas across texts to complete.

• In Theme 1, the question is, “In what way are the selections in this theme similar?”
• In Theme 3, the question is, “In what way do the selections in this theme tell about the relationship between people and nature?”
• In Theme 5, the question is, “What do the selections in this theme have in common?”

Students return to the graphic organizer started at the beginning of the Theme to include information about all the selections read. Most of the graphic organizers do not support students in a deep analysis of multiple texts.

• In Theme 1, the graphic organizer is a chart that students complete with a character’s name and their triumph.
• In Theme 3, the graphic organizer is a web to list things that cause the planet to change.
• In Theme 5, the graphic organizer is a KWL chart that students complete with information from the selections read.

The instructional materials reviewed for Grade 6 do not meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a theme through integrated skills (e.g. combination of reading, writing, speaking, listening).

Each Theme has a big idea that aims to tie the unit together. Texts and discussions, directly or loosely, connect to the big idea. Each Theme also includes a Theme Project. Theme Projects do not consistently integrate reading, writing, speaking, and listening, nor do they require close reading and comprehension of the texts read. Question sets that accompany texts within the Theme do not support students in integrating skills required for the Theme Project. For example:

• In Theme 1, the teacher introduces the theme, "Personal Triumphs," and students are asked use pencil, paper, markers, scissors, glue, poster board, maps of modern or ancient Europe, books about Greek mythology, and the Internet to research Greek mythology and understand the role the heroes played. Students present their findings in a poster. Students can complete this task without reading any of the selections during the week.
• In Theme 2, the teacher introduces the theme, "Joining Forces," and students research and write a proposal for implementing a community service project as the Theme Project (pages T12-T13). The teacher leads a discussion on community service projects to help people have a better life to build background knowledge. Students follow the project steps: Brainstorm topics for community service projects, research community service projects already in place in their community, work in small groups and write a proposal for a project that can be implemented in their community, and present their findings and tell why it is important. Completion of this project can be achieved without reading or analysis of the anchor text, and it fails to demonstrate comprehension and knowledge of the Theme.
• In Theme 3, pages T78-T91, the teacher introduces the theme, "A Changing Planet," and the Reading-Writing Connection task is an autobiographical narrative about an event that happened to students. The writing lessons across the Theme are: Lesson 1-Journal Entry, Lesson 2-Autobiographical Narrative, Lesson 3-Letter of Request, Lesson 4-Essay of Explanation, Lesson 5-Student Choice: Revise and Publish. The students used a student writing model of an autobiographical narrative to analyze for organization and voice. While some of the daily writing supports students in completing the culminating task of an autobiographical narrative, they do not build the student’s knowledge of the theme.
• In Theme 5, the teacher introduces the theme, "Ancient Wisdom," and students are asked use a computer, paper, art supplies, and books about community to create an advertisement to “sell” their community. Students can complete this task without reading any of the selections during the week.
• In Theme 6, pages T14-T15, the teacher introduces the theme, “The Outer Limits,” and helps students access prior knowledge by leading a discussion about places the students would like to explore. Students develop the theme by beginning a web of different kinds of exploration. Students will add to this chart as they read the Theme selections. At the end of the five week Theme, page T344, the teacher leads discussion of the Theme Wrap-up asking the following questions: “Why do you think “Eager” was included in this theme? How does “The Road Not Taken” relate to the work of Robert Ballard? Which selection from this theme do you think Milo from “The Phantom Tollbooth” might find most interesting?” Students review and revise the chart started at the beginning of the Theme and respond by reflecting on and writing about what they learned about different environments. These tasks are not multifaceted, nor do they require students to demonstrate mastery of several different standards for sixth grade.

The instructional materials reviewed for Grade 6 do not meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

The materials do not include a cohesive, year-long plan that allows for repeated exposure and use of different types of vocabulary or for students to interact with and build key academic vocabulary words across texts throughout the year. Some vocabulary is repeated before texts and within the anchor texts but not across multiple texts.Attention is paid to vocabulary essential to understanding the text and, although key academic vocabulary is used in discussion, it is not taught directly. Students are provided minimal opportunities to accelerate vocabulary learning by using vocabulary in their speaking and writing tasks. Opportunities are present for students to learn, practice, apply, and transfer words into familiar and new contexts such as centers, discussions, and partner work.

Within each weekly lesson, students have the opportunity to interact with 8 target words. Words are introduced in context. On Day 1, the 6-8 words are introduced in a contextual setting. On Day 2, students review the words in the Connections: Comparing Texts section. This section follows the paired selection. On Day 3, words from the week are revisited by answering a question about each word. On Day 4, students extend word meanings answering critical thinking questions related to each word. On Day 5, there is a Cumulative Review of words from the current and previous week. Words are encountered in two of the reading selections for that week, a passage specifically written to introduce the words, and the main selection. The words are not found in the paired selection or Leveled Readers. For example in Theme 6, Lesson 26:

• On Day 1, the teacher introduces the 8 vocabulary words for the week using student-friendly explanations: scale, impact, barren, warped, mottled, chasm, prominent, and distinctive. The teacher then asks questions: “Why would a mottled surface be hard to describe? What are some distinctive features of Earth?” Students read the Vocabulary selection, “Comet Crash,” and respond to questions: “What is lacking in a barren surface? Would you expect this impact to create a chasm? Why or why not?” In the Word Scribe section, students are encouraged to use the vocabulary words in their writing and share their writing with a classmate.
• On Day 2, after reading the anchor and paired texts, students sort the vocabulary words into categories (Noun, Adjective, Verb, and Multiple Meaning Words) and compare to their group members' sorted lists.
• On Day 3, students reinforce word meanings by responding to questions about the anchor text, “Next Stop Neptune” by Alvin Jenkins, such as: “Why must we use a scale to represent the solar system? On which planets would your view be warped by the atmosphere?”
• On Day 4, students extend word meanings by answer questions that include vocabulary words: “What makes each person distinctive? How can prominent features of the landscape be used to give directions to a place?”
• On Day 5, students complete a cumulative review from Lessons 25 and 26 by answering vocabulary-related questions in a group discussion.

The instructional materials reviewed for Grade 6 do not meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

The materials reviewed offer prompts and performance tasks, and students practice writing in each lesson; however, materials do not increase the student’s writing skills over the course of the school year. Students write to address multiple topics and genres across the year with limited cohesiveness in placement throughout Themes. Rubrics are provided to help students self-assess their writing, but are general in nature and do not address specifics required by the standards. The teacher edition has limited development in well-designed models, protocols and support for teachers in helping students meet the writing standards for sixth grade.

There are options for daily prompts provided each day in the Suggested Lesson Planner, but no instruction is provided for these. A weekly writing task is built into the instruction; these writing forms are not connected to the overall Theme writing mode. The teacher’s edition includes several lesson plans for the Reading-Writing Connection process piece in each Theme, but no pacing time frames are suggested. A 45-minute on-demand writing task connects to the extended writing mode. Examples include:

• In Theme 1, Lesson 2, Literacy Center “Writing,” students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor. Students are asked to write a Scene. Student directions say, “Write a scene from Ana Rosa’s story. You may choose to write about the underwater fiesta or another scene.” A graphic organizer “model” is provided, but further examples and opportunities for reflections and feedback are not offered.
• In Theme 2, Lesson 7, students write a persuasive article about a topic that interests them. The instructions the teacher gives read: “First, have students plan their writing by stating their main points in two sentences or less. Then, have them list evidence that supports their points of view.” In Theme 6, the unit long Reading-Writing Connection process writing task is a persuasive composition in which teachers directly instruct students in analyzing the mentor text and a student writing model, writing an opinion statement, selecting reasons and support, building an argument, writing a good beginning, revision, and proofreading for errors. Students then use peer conferencing and the provided rubric to self-assess. While students are instructed to include a focused, clear opinion statement, there is no instruction on using relevant evidence, clarifying the relationships among claims, or providing a concluding statement that follows from the argument as required by the standards.
• In Theme 2 the Reading-Writing Connection writing mode is Response to Literature, the on-demand writing task is a timed response to a book, story, or other piece of literature. The weekly writing lessons include Lesson 6: Realistic Story, Lesson 7: Response to Literature, Lesson 8: Skit, Lesson 9: News Story, and Lesson 10: Revise and Publish choice piece. Daily prompts for Theme 2, Lesson 6 include:
  • Think about someone who has taught you something. What did you learn, and how did this person teach you? Write a paragraph telling about a time when someone taught you something.
  • Think about a time when you had to speak in front of a group. What did you speak about and how did you feel? Write a paragraph describing the experience.
  • Imagine a situation in which a boy or girl must face a realistic fear and overcome it. Think about a setting that could be a real place and characters with feelings that real people have. Write a story about what happens to that boy or girl.
  • Imagine you are going on a family trip. Where would you go and what would you do? Write a story about your trip.
  • Imagine you are asked to write a story for your school newspaper about the sixth grade talent show. What realistic details would you include to help readers picture the events? Write a two paragraph story for the newspaper.
• In Theme 5, Lesson 25, Day 3 students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor their work. Students are asked to proofread their “Research Report.” Next a series of tips are bulleted that may be helpful for students. The directions say, “Remind students that good writers follow the conventions of written English. They check their spelling, grammar, punctuation, and capitalization. When revising students should:...” Next a series of tips are suggested for students but no examples of what this would look like or sound like in a completed Research Report. The scoring rubric provided is on a 6-point scale measuring conventions, support, organization, and focus. The rubric is generalized for any paragraph and does not provide the support students would need to effectively offer feedback for a their selection.

Teacher guidance for weekly writing lessons lack specificity and do not include direction or questions to support individual or small group writing conferences. All instruction is intended for whole-class delivery. For example, in Theme 2, Lesson 6, Day 1, students are briefly introduced to a realistic story. They look at a paragraph from the text, “Befuddled” and identify the characters, setting, conflict, and plot events in a graphic organizer.

The required time the weekly lesson would take, along with the amount of writing students are responsible for, is not indicated in the materials. Students do not have time to adequately refine and reflect on their writing before moving on to a new topic. Different forms and modes of writing are introduced throughout the year without in-depth instruction, and without spiraling back to build previously introduced skills. Students will not demonstrate proficiency by the end of the school year.

The instructional materials reviewed for Grade 6 do not meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Each unit includes a Theme Project. This is outlined at the beginning of each Theme, and teachers decide when and how to integrate it into the flow of the Theme. The materials do not include a progression of focused lessons, or engaging topics to research, nor do they provide students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. The research skills that are directly taught minimally build to student independence. Materials lack the direction and support for teachers to facilitate these projects. Research skills for Theme Projects do not follow a clear progression; it is unlikely that students develop deep knowledge on a given topic.

Theme Project research topics are often broad, may employ print or online resources, and almost always involve art supplies. In Theme 6, Research Report is the focus of the Reading-Writing Connection. This incorporates a purpose and audience for writing, more of a writing process progression, a checklist for elements of a research report, and a 4-point scoring rubric; however, the topic does not develop students’ knowledge of multiple text or source materials or require investigation of different aspects of a topic. For example:

• In the Theme 1 Project, students create a character profile of a hero in Greek mythology to answer the research question, “Who were the Greek heroes and how did their characteristics affect their world?” The teacher directs students to use classroom and library books and the internet to research heroes in Greek myths then select one hero and read at least two myths featuring that hero taking notes about their actions and traits. There is little direction for how teachers support students completing this project. This project loosely connects to the unit theme “Personal Triumphs” where students read about characters on their journey to self-discovery, and it does not require students synthesize and analyze the texts and source materials within the Theme to complete the project.
• In the Theme 3 Project, students develop and deliver an informative presentation and answer the research question, “How would your life be different if the Southern and Northern Hemispheres switched places?” The teacher directs students in pairs to use an encyclopedia or the Internet to complete their research, taking notes as they do. There is little direction for how teachers support students completing this project. There is a disconnect to the unit theme, “A Changing Planet,” where students read about how living things adapt to the ever-changing planet, and it does not require students synthesize and analyze the texts and source materials within the theme to complete the project.
• In the Theme 5 Project, students select one building from ancient Greece or Rome and compare it to modern-day architecture and answer the research question, “How do ancient architectural designs from Greek and Roman times affect how we live today?” The teacher directs students to use classroom or library books and to search the Internet for the origins of useful and/or attractive architectural designs, taking notes, and listing sources. There is little direction for how teachers support students completing this project. The project loosely connects to the unit theme, “Ancient Wisdom,” where students read about how modern communities are linked to the past; however, it does not require students synthesize and analyze the texts and source materials within the Theme to complete the project.
• In Theme 5, the Reading-Writing Connection is a research report on a topic of their choice. While there is instruction on skills, such as reference sources earlier in the school year, this is the first opportunity to write a report. Students are guided through the writing process of Pre-Write, Draft, Revise, Proofread, Evaluate/Publish. Within each of these lessons there is modeling, guided practice, and application to writing. Students are required to take notes, categorize information, and provide a list of sources as directly taught during whole group instruction.

The instructional materials reviewed for Grade 6 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Students read a main selection and paired selection each week as part of the reading program. They also read a short passage with each week’s Build Robust Vocabulary lesson. Additionally, a Leveled Reader is included each week as a way to differentiate instruction and reinforce skills introduced in whole group. However, the materials offer few ways to support students who struggle with grade level texts, nor do they provide instructional scaffolds that lead readers toward independence. A weekly independent reading objective is included with the suggested literacy centers at the beginning of each weekly lesson, but the routine provided is simplistic, with no suggested time allotments, accountability, or goal-setting components. The are no procedures for independent reading at home and/or while reading core texts, and there is no independent accountability system appropriate for in- and out-of-school independent reading. While opportunities for independent reading exist, they are minimal and do not build students’ reading abilities or their knowledge base and vocabulary. Examples include:

• Each theme contains suggested titles for additional related reading by “Easy, Average, Challenge”; however, teachers are not given suggestions on how to set up the classroom library or how to help students select an independent reading book in the teacher edition.
• Each anchor text has “Options for Reading” suggesting that below-level students read in small group, on-level students read in whole group or with a partner, and advanced students read independently.
  • In Theme 1, Lesson 1, prior to reading “Max Comedy: The Funniest Kid in America” by Gordon Korman, teachers are instructed to preview the selection with below-level students in a small group and model how to use the preview and genre to set a purpose for reading; to use the Monitor Comprehension questions as on-level students read the selection in whole-group or partner-read and complete Practice Book page 2; and have advanced students read the selection independently using the student Practice Book page 2 to monitor their own comprehension.
  • In Theme 6, Lesson 29, by the end of the year, the suggestions given to the teacher in “Options for Reading” are the same.
• Each lesson includes fluency practice after reading the paired selection and during guided reading in which students work in pairs reading aloud sections of the anchor text or the leveled reader.
• During “After Reading” whole-group comprehension instruction, students are often directed to reread specific sections to respond to questions.
  • In Theme 3, Lesson 13, after reading “Escaping the Giant Wave” by Peg Kehret and “A World in Motion” from Scholastic Atlas of Oceans, students are reviewing theme. The teacher directs them to reread specific selections and answer questions.
  • In Theme 5, Lesson 21, prior to reading the anchor text, the teacher is providing direct instruction on comparing and contrasting. Students are directed to read a paragraph then complete the provided graphic organizer
• Students work in 15-minute centers during guided reading when they are not meeting as a small group. Literacy Centers include a reading center instructing students to choose one of the additional theme books and use their reading log to keep track of their independent reading. Teachers are not provided direction on helping students select a book or how to record in their reading log. There is no direction for how teachers are to follow up with students on their independent reading log.
• In the Resources section of the Teacher’s Edition, under Additional Reading, there is a list of additional theme- and topic-related books. Instructions include: “You may wish to use this list to provide students with opportunities to read at least thirty minutes a day outside of class,” but there is no guidance for student accountability.
• In Theme 5, Lesson 21, the student objective during a literacy center rotation titled “Reading Log” is to “select and read books independently." The Management support system states, “While you provided direct instruction to individuals or small groups, other students can work on these activities.” There is no evidence of a clear protocol or accountability system in place other than recording their reading in a reading log.
• In the Teacher Support Book, Extending the Common Core State Standards Companion, the instructions state, “After completing each theme in StoryTown, The Teacher Support Book builds on and extends the instruction in that theme to meet the Common Core State Standards.” However, there are no instructions and/or protocols that support and/or encourage independent reading.
• An Additional Resource section is included in each Theme unit. Additional resources do not provide any support or resources to encourage at home independent reading.
• Reading Literacy Center includes one objective: to select and read books independently. Reading Log routine:
  • Look for these books about working with others to solve a problem: Trial By Ice by K.M. Kostyal; Project Ultraswan by Elinor Osborne; Unwitting Wisdom: An Anthology of Aesop’s Fables by Helen Ward.
  • Select one that you find interesting.
  • Keep track of what you read each day in your Reading Log.

This simple routine and log is repeated with each weekly lesson, with the three book suggestions being the only difference. No time allocations for independent reading are included. Other than a reading log form, no guidance for goal-setting or accountability is included.