Tasks and questions in writing are grounded in evidence, and instructional materials provide many opportunities for rich reading and literacy growth. Reading and writing (and speaking and listening) are done in a cohesive learning environment. Free as happiness is. Collections: Student Edition Grade 8 2017 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. This symbolism engages students in a rigorous critical analysis when they read. In each Collection there are directions to the teacher to share with the students this type of prompt: "As you discuss (title), incorporate the following Collection 1 academic vocabulary words: Performance Task A for Collection 2 has a sidebar in the plan section stating “As you plan, write, and review your draft, be sure to use the academic vocabulary words.” It repeats this for Performance Task B. In the teacher edition sidebars, teachers are told to explain that memoirs use first-person point of view, may choose to tell about people or events that had a strong impact, share personal thoughts and feelings, and reflect on his/her life. On page 238, after “Eleven,” students hold a small group discussion on the role of Mrs. Price as a minor character. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Students read and reread to write and discuss. Writing opportunities are focused around student analyses and claims developed from reading closely and working with sources. 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. Collection 6 - literary analysis essay and a play. “With a partner, discuss how the story events and other characters affect the narrator’s feelings. 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. “Mammoth Shakes and Monster Waves: Destruction in 12 Countries,” by Brena Z. Guiberson. 6. A three-column chart can help you present your ideas effectively. According to the writer, where are most exotic animals kept and what is the benefit of breeding them?” (HMH 6th Grade, Collection 4, 229). “Review lines 1-9 and lines 37-40. Cite textual evidence to analyze text features and structure. Collection 4 has one performance task – "present an argument in a speech." Use clear, precise language. 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. The first instruction in research skills is found in Collection 1, pages 67-68. Materials should include routines and guidance that point out opportunities to monitor student progress. Few speaking opportunities are included in small group and class projects; most speaking is somewhat incidental or noted as something students will do (rather than a supported protocol or organized structured lesson). Some examples include: The instructional materials for Grade 6 fully meets the expectations of indicator 1c. Other short pieces include, “After the Hurricane," “Watcher, After Katrina, 2005," and “There Will come Soft Rains". The instructional materials for Grade 6 partially meet the expectations for indicator 1k. "Wild Animals aren't Pets" and "Let People Own Wild Animals" are paired texts. Michael … Questions draw the reader back into the text and support students’ literacy growth over the course of the school year. Process writing practice and opportunities are embedded in each part of the school year. While students closely read and analyze short stories throughout Collection 1, there is no direct instruction as to how they should brainstorm, plan, organize, draft, revise, and publish written work. All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials. The elements discussed during and after each fictional selection are character, setting, plot, suspense, and central idea. On-demand writing opportunities are inconsistently supported over the course of the whole school year. Please note: Reports published beginning in 2021 will be using version 2 of our review tools. Grade 6 HMH - "Mammoth Shakes and Monster Waves, Destruction in 12 Countries" by Brenda Z. Guiberson for use with OR without the 6th Grade HMH Collections Textbook by Houghton Mifflin … Analyze elements of narrative nonfiction, including how authors establish style and tone in their writing. Search for unique or little-known facts. There are few rubrics, graphic organizers or other supplemental material to help the teacher guide the student through the multiple processes of writing. Directions for the writing in this booklet walks the students through a close reading of two texts. 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. Within each collection, text-specific questions appear in “Analyzing the Text” section. This helpful workbook provides Six progress-monitoring tests, including semester tests Reteaching lessons for the California Content Standards California Discussion questions during the reading – ten focused on character, two focused on setting, five on inferences. high school math. “In the Spotlight” is an article that discusses the fear of public speaking and specifically addresses students. Collection 1 Culture and Belonging Textbook section IXL skills My Favorite Chaperone 1.Analyze short stories 5FL 2.Identify author's purpose K5H 3.Vocabulary review: Analyze short stories AEE 4.Identify supporting details in literary texts XXH 5.Find words using context J8G 6… The performance tasks are engaging and meaningful activities on their own, but there is no writing support within the collection itself. “Collaborative Discussion: With a partner, discuss the facts and ideas that explain glossophobia and why it is a fear that people must work at overcoming” (HMH 6th Grade, Collection 1, 54). There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. from "How smart Are Animals" the lens of animal intelligence from a scientific point of view. 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). Collection 3: Shifts in Pronoun Person; Capitalization; Consistency in Style and Tone. Collection 5 - speech, essay, analysis and a commentary. Materials contain sets of questions and tasks, but they inconsistently require students to analyze the language, key ideas, details, craft, and structure of individual texts in a coherent sequence related to the standards. The sections and lessons supporting speaking and language standards are present, but lacking direction and support for implementation in the classroom. 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. Culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them. The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. No guidance for teachers to support this is included. [Underneath this in the book is an example of a chart.]. Gateways 1 and 2 focus on questions of alignment to the standards. The materials partially support students’ academic vocabulary development and growing integrated skills in literacy. The textbook gives the teacher the following to facilitate the learning and assess if the objective is understood by the students: Although all of the discussion and short answer questions focus on the key learning objective, they are not equally distributed and there is minimal opportunity for teachers to evaluate the level of understanding from each student. Five questions that focus on characterization and plot and one that focuses on setting. Wodehouse, Maya Angelou, and Henry Wadsworth Longfellow. 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. There is little explicit vertical articulation of vocabulary skills or use of academic vocabulary across collections within a grade level throughout the year. The Close Reader includes more literary texts, but in delivering the materials, the balance of text types remains close to that called for in the CCSS. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. You ____________ have to take responsibility for this. “Collaborative Discussion: With a small group, discuss how John, Audrey, and their parents react to and feel about the first day of school, citing text evidence to support your ideas” (HMH 6th Grade, Collection 5, 276). Collections Grade 6 Common Core Teacher's Edition 4.5 out of 5 stars 2. 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. Each text also has a set of analysis questions at the end where students typically answer five to eight questions, each with a specific target. There are a total of six Collections throughout the Student Edition. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion. Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. Other questions lead the student to write more commentary and don’t specifically ask for evidence other than the general line at the top of each question section. This performance task asks students to gather evidence for their arguments about whether people should own exotic animals, based on texts in the collection. Within the Performance Assessment booklet, HMH walks students through the three types of writing; argumentative, informative, and a literary analysis essay. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators. What details support the central idea?” (page 370). The EdReports rubric supports a sequential review process through three gateways. There are two pages of instruction for how to complete the research. Collection 2 Animal Intelligence Textbook section IXL skills The Mixer 1.Identify the narrative point of view TTM 2.Identify supporting details in literary texts 6FM 3.Analyze short stories RJL 4.Is the pronoun reflexive or intensive? Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination). The first performance task is a literary analysis essay that analyzes “. Collection 4: Students write an argument speech and use two texts from the collection, “Wild Animals Aren’t Pets” and “Let People Own Exotic Animals” to help form and support their stance. On page 234, the performance task is an argumentative speech. “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. Some questions and tasks do meet these expectations. 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. Students won’t immediately relate to either and will do so only after a close reading of the text. The anthology provides a simple outline to provide support for the specific performance task topic, but no support for the full writing process. How has this conflict developed and intensified?” (HMH 6th Grade, Collection 4, 220). endobj Collection 4: "My Wonder Horse”, a short story by Sabine R. Ulibarri, begins with complex figurative language. The answer to this question can help the students with evidence for the culminating project; however, nowhere in the teacher's or student's edition does it connect this. He was free. The texts used over the course of the year are engaging, rigorous, and organized to supports students' growing literacy skills. As seen in the examples, the instruction and support for the teacher to implement is inconsistently comprehensive. “Face Your Fears: Choking Under Pressure is Every Athlete’s Worst Nightmare” is an article about struggling and failing during athletic events. 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. The skills practiced go along with the piece that students just read. The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. 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. “Wild Animals Aren’t Pets” is an editorial published in. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.). <>/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>> Collection 3, “Dealing with Disaster” includes texts about natural disasters. Topics and themes are relevant and engaging to students, and writing and speaking tasks are connected to the themes shared. In the main anthology, each set of 6-7 questions include the global statement, italicized and highlighted: "Support your responses with evidence from the text." Textbook: Gardner's Art Through the Ages. The story is slightly more complex in construction. 6-12. during the COVID-19 pandemic, EdReports has created a collection of resources to advocate for and guide Students draw on their reading and analysis of the collection's selections as well as additional research and the close reading skills gathered while working through each collection. Materials reviewed for Grade 6 partially meet the expectations of indicator 2c. Are the instructional materials user-friendly for students and educators? For example, “Students regularly encounter complex works of fiction that present a variety of challenges. Write and present an argument in a speech. 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. 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. Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials. The materials includes opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 6 (argumentative, narrative, and informative). Collection 5: “The First Day of School,” on page 271 in the Teacher Edition has directions under “Scaffolding for ELL Students: Fluent Reading, “ that include, "Listening to fluently read text and being able to read text fluently themselves will help all students comprehend and enjoy the text. Students are asked to to "prove" this statement by reviewing and using information from a particular part of the text. Check that the information you find is supported by the information you read in the collection. [There are four bullets below this for things to consider as students are editing. Samples from the text selections include: Collection 3: This collection is organized under the theme “Dealing with Disaster.” The topic that comes through these pieces is disasters. 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. Rico will finish the diorama _________________. Research skills are not taught in a progression of focused projects over the course of the school year. "The Mixer" by P.G. 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. 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