Materials support students' increasing literacy skills over the course of the school year. in Collections … Be sure to cite evidence from the text. “Tribute to the Dog,” by George Graham West is a persuasive speech about the dog’s value to people, and how dogs are more faithful than people. Are the instructional materials aligned to the standards? Speaking and listening activities, while mostly evidence-focused, do not offer comprehensive support for accountability and using academic vocabulary in context. Series of texts have a variety of complexity levels and are accompanied by tasks that provide opportunity to practice increasingly rigorous skills. There is minimal support for the teacher to identify how and when this Performance Assessment work is used in conjunction with the main student edition. endobj Much of the directions in the teacher edition are intended for whole class discussions. Teachers will need to rely on the Performance Assessment booklet to guide students in the writing process in order to support written culminating tasks, as there is less guidance to support students in this area in the main student edition. Describe characters and setting and make inferences in the context of a short story. For example, according to these overviews, the following skills will be covered (examples include some but not all indicated components of study): Collection 1: The student will be able to: Collection 2: The student will be able to: Collection 3: The student will be able to: Collection 6: The student will be able to: There are questions and tasks that support students’ understanding of these components, but they are infrequently employed over the course of the school year. The story is more complex in construction since the main character is represented by a horse. The materials reviewed for Grade 6 meet the criteria for indicator 1g. For example, “What opinion does the author of Tall Mountain have of the wolf and of people and their effect on the environment?” Teacher directions are not included with questions like this to attend to misunderstandings about the text or its content. In the teacher edition, it says “Students can present descriptions to the class and discuss each storm.” It includes not direction for how to present the materials, nor are there suggestions about the levels or types of evidence that should be incorporated in the descriptions. There is little evidence of an actual scope and sequence of skills or a "year-long plan" beyond these labeled components. 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. What are some challenges scientists face in trying to determine animal intelligence? Much academic vocabulary practice is disconnected from the texts and text sets, although in some instances there are opportunities for students to focus in on author’s choices of words and structures. To complete a performance task, students draw on their reading and analysis of the collection's selections as well as additional research. For some culminating tasks, the questions and tasks preceding do align and support students' understandings and abilities to complete the assignments. “A Voice,” by Pat Mora and“Words Like Freedom,”by Langston Hughes form a poem pair on themes of immigration and freedom. Students are also required to do short research projects and gather evidence from multiple sources. For Grade 6, the Close Reader contains an additional twelve texts. Discussion questions during the reading – ten focused on character, two focused on setting, five on inferences. If possible, back up facts with research or endorsements from experts. In the teacher edition, it says students can share their poems with the class, but not specific direction for verbally sharing their poem nor for identifying how evidence should be incorporated into the poem creation. 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