2015 correlated to the Instructional Materials Evaluation Toolkit (IMET): Grade 6

Transcription

1 Non Negotiable 1: ELA/literacy texts have the appropriate level of complexity for the grade, according to both quantitative measures and qualitative analysis of text complexity texts are worthy of student time and attention. Metric NN Metric 1A: 100% of texts must be accompanied by specific evidence that they have been analyzed with at least one research based quantitative measure for grade band placement. Evidence The Pearson Literature Student Edition contains selections that are at the level of text complexity required in Standard 10 of Reading: Literature and Standard 10 of Reading: Informational Text. The selections chosen, from both classic and contemporary literature, are qualitatively rich, with the vocabulary, syntactical and structural devices, levels of meaning or purpose, and so on required to lead students to success in reading texts of increasing complexity. Appendix A of the Common Core State Standards identifies three dimensions for evaluating text complexity: quantitative, qualitative, and reader task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two reader task relations that teachers can use to inflect the complexity of the text, again per Appendix A. For example, for Gary Soto s "The Drive in Movies," the Text Complexity Rubric on Teacher's Edition page 184 gives the selection Lexile (quantitative measure), indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors), and then defines two leveled tasks one for students who will have difficulty with one qualitative dimension of the text's complexity, the other for students who will not (reader task considerations). (For additional examples of Text Complexity Rubrics, see, e.g., Grade 6 Literature TE, Unit 2, pp. 194, 206, 216, , , , , , , ) The following chart for grade 6 shows the quantitative measure of text complexity for the main selections in each unit. (Because of the variety of factors affecting text complexity, including qualitative factors, the Lexile level for a selection is not the only factor considered in choosing to include the selection in the textbook. As a result, some Lexiles may be higher or lower than the grade level recommendations.) IMET, ELA/LITERACY GRADE 6 PAGE 1

2 Grade 6 Selections Unit 1 The Old Grandfather and His Little Grandson 870L The Wounded Wolf 0 Stray 780L The Tail 570L Zlateh the Goat 830L The Circuit 730L Lob s Girl 970L Jeremiah s Song 970L The King of Mazy May 1250L To Klondyke We ve Paid Our Fare NP [not prose; song] Gold Rush: The Journey by Land N/A [functional text] A Woman s View of the Gold Rush 1230L Chines and African Americans in the Gold Rush 890L Birds Struggle to Recover From Egg Thefts of 1800s 1150L Unit 2 from This Land Was Made for You and Me from Zlata's Diary The Drive-In Movies Names/Nombres Langston Terrace from The Pigman and Me The Seven Wonders of the World Art, Architecture, and Learning in Egypt Jackie Robinson: Justice at Last Memories of an All-American Girl Preserving a Great American Symbol The Southpaw Fenway Park Celebrates 100 Years as America s Oldest Working Major League Ballpark Why We Love Baseball Ted Williams Baseball Card Unit 3 Twelfth Song of Thunder Oranges Ode to Family Photographs A Dream Within a Dream Adventures of Isabel Life Doesn t Frighten Me The Walrus and the Carpenter Abuelito Who April Rain Song The World is Not a Pleasant Place to Be 1020L 640L 920L 1060L 1000L 840L N/A [Online Almanac] N/A [textbook article] 710L 990L 1130L 650L N/A [news article] 840L N/A [image] IMET, ELA/LITERACY GRADE 6 PAGE 2

3 Fame is a Bee Haiku The Sidewalk Racer Concrete Cat Limerick Wind and water and stone No Thank You The Fairies Lullaby Cynthia in the Snow Who knows if the moon s Dust of Snow Simile: Willow and Ginkgo Angela Duckworth and the Research on Grit 1070L Race to the End of the Earth 1000L The Sound of Summer Running 920L from letter on Thomas Jefferson n/a Water 910L Determination N/A [poster] Unit 4 From Brighton Beach Memoirs NP [not prose; drama] Gluskabe and Old Man Winter NP [not prose; drama] The Phantom Tollbooth NP [not prose; drama] from You re a Good Man, Charlie Brown NP [not prose; drama] Happiness is a Charming Charlie Brown at Orlando Rep NP [not prose; review] The Prince and the Pauper NP [not prose; drama] from the Prince and the Pauper NP [not prose; drama] Stage Fright NP [not prose; speech] My Papa, Mark Twain 1360L Mark Twain s First Vacation 940L According to Mark Twain N/A [quotations] An Encounter with an Interviewer 520L Unit 5 from Black Ships Before Troy 1300L Black Cowboy, Wild Horses 710L The Tiger Who Would Be King; The Ant and the Dove 860L Arachne 750L The Stone 1270L Why the Tortoise s Shell Is Not Smooth 740L Mowgli s Brothers 770L from James and the Giant Peach 970L Prologue from the Whale Rider 790L The Case of the Monkeys That Fell From the Trees 970L Rescuers to Carry Oxygen Masks for Pets 1110L 2012 Pet Ownership Statistics 700L The Old Woman Who Lived With the Wolves N/A [infographic] Satellites and Sea Lions 1310L Turkeys 1360L IMET, ELA/LITERACY GRADE 6 PAGE 3

4 Metric NN Metric 1B: 100% of texts must be accompanied by specific evidence that they have been analyzed for their qualitative features indicating a specific grade level placement. Evidence Appendix A of the Common Core State Standards identifies three dimensions for evaluating text complexity: quantitative, qualitative, and reader task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric, created by Dr. Elfrieda Hiebert, provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two reader task relations that teachers can use to inflect the complexity of the text, again per Appendix A. For example, for Gary Soto s "The Drive in Movies," the Text Complexity Rubric on Teacher's Edition page 184 gives the selection Lexile (quantitative measure), indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors), and then defines two leveled tasks one for students who will have difficulty with one qualitative dimension of the text's complexity, the other for students who will not (reader task considerations). (For additional examples of Text Complexity Rubrics, see, e.g., Grade 6 Literature TE, Unit 2, pp. 194, 206, 216, , , , , , , ) IMET, ELA/LITERACY GRADE 6 PAGE 4

5 Non Negotiable 2: At least 80% of all questions in the submission are high quality text dependent and text specific questions. The overwhelming majority of these questions are text specific and draw student attention to the text. Metric NN Metric 2A: At least eighty percent of all questions and tasks should be text dependent to reflect the requirements of Reading Standard 1 (by requiring use of textual evidence to support valid inferences from the text). Evidence At all grade levels in Pearson Literature, more than 80% of the questions are high quality text dependent questions requiring students to rely on the text to find the answers. Every main selection is followed up with postreading questions and a writing activity. All questions and the majority of writing activities are highly text dependent and explicitly elicit students to provide text evidence. Questions for selections are sequenced; starting with questions on Key Ideas and Details, they move to questions on Craft and Structure and then to the more complex or sophisticated Integration of Knowledge and Ideas questions or discussion prompts. The Integration of Knowledge and Ideas questions, along with the question connected to the unit Big Question, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes. In Parts 2 and 3, writing assignments are supported with step by step guidance and well defined criteria for success. (For examples of postreading questions, see, e.g., Grade 6 Literature SE/TE, Literary Analysis, pp. 25, 41,55, 69, 129, 134, 142, 146, 152; Critical Analysis, p. 137.) (For examples of postreading writing activities, see, e.g., Grade 6 Literature SE/TE, Writing to Sources, pp. 27, 43, 57, 71, 130, 143, 147, 153.) At the culmination of the Part 3 Text Set, students are required to complete a substantive Writing to Sources writing assignment focused on the thought provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a significant conclusion about the theme or topic of the Text Set. (See, e.g., Grade 6 Literature SE/TE, pp ) IMET, ELA/LITERACY GRADE 6 PAGE 5

6 All Part 1 selections are followed by a text dependent Discuss activity. All Part 3 selections are followed by a textdependent From Text to Topic discussion activity, the instruction for which specifically requires students to provide text evidence. (See, e.g., Grade 6 Literature SE/TE, Discuss, pp. 11; From Text to Topic, p. 396.) NN Metric 2B: Questions and tasks accurately address the analytical thinking required by the Standards at each grade level. NOTE: while multiple Standards will be addressed with every text, not every standard must be addressed with every text. Writing and discussion of visual media is required in every Part 3 Text Set. (See, e.g., Grade 6 Literature SE/TE, pp , , , ) In each unit, the lesson for each selection is fully integrated, with text dependent activities that lead students to engage with and extend the text in a variety of ways. Every main selection is followed up with postreading questions and a writing activity. All questions and the majority of writing activities are highly text dependent and explicitly elicit students to provide text evidence. Questions for selections are sequenced; starting with questions on Key Ideas and Details, they move to questions on Craft and Structure and then to the more complex or sophisticated Integration of Knowledge and Ideas questions or discussion prompts. The Integration of Knowledge and Ideas questions, along with the question connected to the unit Big Question, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes. In Parts 2 and 3, writing assignments are supported with step by step guidance and well defined criteria for success. (For examples of postreading questions, see, e.g., Grade 6 Literature SE/TE, Literary Analysis, pp. 25, 41,55, 69, 129, 134, 142, 146, 152; Critical Analysis, p. 137.) (For examples of postreading writing activities, see, e.g., Grade 6 Literature SE/TE, Writing to Sources, pp. 27, 43, 57, 71, 130, 143, 147, 153.) At the culmination of the Part 3 Text Set, students are required to complete a substantive Writing to Sources writing assignment focused on the thought provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a IMET, ELA/LITERACY GRADE 6 PAGE 6

7 significant conclusion about the theme or topic of the Text Set. (See, e.g., Grade 6 Literature SE/TE, pp ) All Part 1 selections are followed by a text dependent Discuss activity. All Part 3 selections are followed by a textdependent From Text to Topic discussion activity, the instruction for which specifically requires students to provide text evidence. (See, e.g., Grade 6 Literature SE/TE, Discuss, pp. 11; From Text to Topic, p. 396.) Writing and discussion of visual media is required in every Part 3 Text Set. (See, e.g., Grade 6 Literature SE/TE, pp , , , ) Alignment Criterion 1: Materials must reflect the distribution of text types and genres required by the Standards. Metric AC Metric 1A: Materials pay careful attention to providing a sequence or collection of texts that build knowledge systematically through reading, writing, listening, and speaking about topics under study. Evidence In each unit, the lesson for each selection is fully integrated, with text dependent activities that lead students to engage with and extend the text in a variety of ways. Part 1 The postreading page for the Independent Reading selection in Part 1 concludes with a Discuss activity, a Research activity, and a Write activity, along with questions for comprehension, interpretation, and close reading of the text. (See, e.g., Grade 6 Literature SE/TE, p. 11.) Part 2 The prereading Building Knowledge pages for each main Part 2 selection include skills instruction in reading and literary analysis concepts to support close reading of the text. (See, e.g., Grade 6 Literature SE/TE, pp ) The postreading pages for each main Part 2 selection include instruction in a Word Study (word analysis) skill, instruction in a Conventions skill, a Speaking and Listening or a Research and Technology activity, questions for comprehension, for application of reading and literary analysis skills, and for close reading of the text. (See, e.g., Grade 6 Literature SE/TE, pp ) IMET, ELA/LITERACY GRADE 6 PAGE 7

8 and a Writing to Sources activity, along with Part 2 of each unit concludes with a set of Performance Tasks, including Writing, Speaking and Listening, and Research tasks, related to unit selections. These activities are designed to foster students' analytical abilities as well as their ability to synthesize across texts. (See, e.g., Grade 6 Literature SE/TE, pp ) Part 3 Each longer selection in a Part 3 Text Set concludes with Language Study vocabulary questions, a From Text to Topic discussion activity, a Research activity, and a Writing to Sources activity, along with questions for comprehension, interpretation, and the application of literary analysis skills. Students give a close reading of a Focus Passage, guided by a series of scaffolded questions. (See, e.g., Grade 6 Literature SE/TE, pp ) The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement with this key text. (See, e.g., Grade 6 Literature SE/TE, pp ) AC Metric 1B: Within a sequence or collection of texts, specific anchor texts of grade level complexity (keystone texts) are selected for their quality as being worthy of especially careful reading. Finally, in the Assessment: Synthesis workshop at the conclusion of each Part 3 Text Set, students discuss and write about the Text Set selections in relation to the common topic or theme, synthesizing ideas and information across texts. (See, e.g., Grade 6 Literature SE/TE, pp ) Each Text Set is coherent, built around a significant Anchor Text with related readings presented in a logical sequence. The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on Diction and Style and Conventions. In addition, the instruction of the Writing to Sources and Research activities is expanded to provide a deeper engagement with this key text. (See, e.g., Grade 6 Literature SE/TE, pp ) AC Metric 1C: In grades 3 5, literacy programs shift the balance of texts and instructional time to 50% literature / 50% informational high Grade 6 Pearson Literature Student Edition meets the balance of informational and literary texts required by the CCSS and provides exemplars and selections that fall IMET, ELA/LITERACY GRADE 6 PAGE 8

9 quality text. In grades 6 12 ELA materials include substantial attention to high quality nonfiction. within the full range of reading within the grade level. The program includes a robust collection of both literary and informational texts. In the category of informational texts, Pearson Literature emphasizes literary nonfiction in the ELA classroom, per the guidelines in the CCSS, p. 5, which states that "Because the ELA classroom must focus on literature... as well as literary nonfiction, a great deal of informational reading in grades 6 12 must take place in other classes...." In the first four units, the selections in Part 1 and 2 are organized by genre. Literary selections include short stories (Unit 1), poetry (Unit 3), and drama (Unit 4). Unit 2 focuses on literary nonfiction, and includes these works: "Jackie Robinson: Justice at Last (expository essay), "Memories of an All American Girl" (news article), "Preserving a Great American Symbol" (speech), "Fenway Park Celebrates 100 Years as America s Oldest Working Major League Ballpark" (news article), "Why We Love Baseball" (web article) In all units, Part 3 includes works in a variety of forms, including literary nonfiction and other types of informational text. For example, Part 3 of Unit 1 features a short story, "The King of Mazy May," as the Anchor Text. The Text Set also includes informational texts: "Gold Rush: The Journey by Land" (annotated map), "Chinese and African Americans in the Gold Rush" (a web article), and Birds Struggle to Recover Froom Egg Thefts of 1800s (news article). AC Metric 1D: A large majority of texts included in instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level. In all units, the texts recommended for Independent Reading include four informational texts and three literary texts. (See Grade 6 Literature SE/TE, pp. 158, 298, 436, 608, 760.) Pearson Literature provides a range of reading opportunities, from narrative fiction, to poetry, to drama, to nonfiction literary selections, to functional texts and documents. The Range of Reading Table of Contents, located in the front of each book identifies the genres of each text included in the program. Texts have been carefully selected to enable students to encounter a wide and rich range of literary and informational texts. Texts were chosen based on criteria such as literary merit, author s craft, themes, cultural representations and insights, and readability. Exemplar Texts have been included where appropriate. Pearson Literature fully complies with this requirement and offers a wide array of texts, including foundational documents, literature, plays, dramas, myths, stories, and articles that represent diverse cultures. IMET, ELA/LITERACY GRADE 6 PAGE 9

10 AC Metric 1E: Additional materials markedly increase the opportunity for regular independent reading of texts that appeal to students interests to develop both knowledge and love of reading. Each unit is designed to equip students for independent close reading of complex texts, leading from modeled close readings and guided practice to independent work. Part 1 introduces and models a close reading of a text, then has students practice close reading independently with a second selection. Part 2 provides sustained instruction and guided practice in skills and concepts supporting closed reading. Finally, Part 3 gives students independent practice in close reading a Text Set. Here are more details on close reading in the program: Introductory Unit Strategies and concepts for close reading are modeled in the Introductory Unit of the Student Edition, using excerpts from authentic texts. (See, e.g., Grade 6 Literature SE/TE, SE pp. lviii lxii; TE pp. CC 94 CC 103.) Part 1 In the Close Reading Workshop for Part 1 of each unit, strategies and concepts that support close reading are modeled with an annotated excerpt from an authentic text. Students are then asked to apply what they have learned in close reading another, unannotated authentic selection, the Independent Practice selection. Students then answer questions and complete activities to demonstrate what they have learned through close reading. To aid in transference, the Part 1 Model and Independent Practice are in the same genre as the main selections in Part 2. (See, e.g., Grade 6 Literature SE/TE, pp ) Part 2 In Part 2 of each unit, on the Building Knowledge pages for each selection, students are taught to apply reading skills and literary concepts that will enrich their ability to close read a text. These skills and concepts are modeled on the second Building Knowledge page for a main selection. Students then apply the skills and concepts to the selection in response to side column prompts; finally, students answer postreading questions applying the skills and concepts and requiring in depth analysis of the selection. Each question requires students to support their answers with evidence from the text. In each set of postreading questions, culminating Integration of Knowledge and Ideas questions (including the connection to the unit Big Question) prompt students to explore the deeper meaning of the selection. (See, e.g., Grade 6 Literature SE/TE, Building Knowledge, pp ; Cause and Effect/Connecting to the Big Question, p. 644 (side column); Literary Analysis, p. 647.) IMET, ELA/LITERACY GRADE 6 PAGE 10

11 Part 3 Finally, in Part 3, students independently close read the selections in a Text Set. The postreading questions for the longer selections in each Text Set require students to close read one or two Focus Passages in the text Students also demonstrate what they have learned through close reading in a culminating set of performance tasks. (See, e.g., Grade 6 Literature SE/TE, Literary Analysis, p. 395; Assessment: Synthesis, pp ). For classes or groups requiring additional scaffolding, Close Reading notes in the Teacher's Edition help teachers guide students' close reading of Part 3 texts. (See, e.g., Grade 6 Literature TE, Close Reading, p. 426.) Alignment Criterion 2: Questions support students in building reading comprehension, in finding and producing the textual evidence to support their responses, and in developing grade level academic language. Metric AC Metric 2A: High quality sequences of text dependent questions are prevalent and can address any of the following: sustained attention to making meaning from the text, rereading to gain evidence and clarity, and the acquisition of foundational skills. Evidence At all grade levels in Pearson Literature, questions are highquality text dependent questions requiring students to rely on the text to find the answers. Every main selection is followed up with postreading questions and a writing activity. All questions and the majority of writing activities are highly text dependent and explicitly elicit students to provide text evidence. Questions for selections are sequenced; starting with questions on Key Ideas and Details, they move to questions on Craft and Structure and then to the more complex or sophisticated Integration of Knowledge and Ideas questions or discussion prompts. The Integration of Knowledge and Ideas questions, along with the question connected to the unit Big Question, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes. In Parts 2 and 3, writing assignments are supported with step by step guidance and well defined criteria for success. (For examples of postreading questions, see, e.g., Grade 6 Literature SE/TE, Literary Analysis, pp. 25, 41,55, 69, 129, 134, 142, 146, 152; Critical Analysis, p. 137.) IMET, ELA/LITERACY GRADE 6 PAGE 11

12 (For examples of postreading writing activities, see, e.g., Grade 6 Literature SE/TE, Writing to Sources, pp. 27, 43, 57, 71, 130, 143, 147, 153.) At the culmination of the Part 3 Text Set, students are required to complete a substantive Writing to Sources writing assignment focused on the thought provoking theme or topic they have explored throughout the Text Set. The assignment requires students to draw extensively on text evidence and to synthesize the evidence into a significant conclusion about the theme or topic of the Text Set. (See, e.g., Grade 6 Literature SE/TE, pp ) All Part 1 selections are followed by a text dependent Discuss activity. All Part 3 selections are followed by a textdependent From Text to Topic discussion activity, the instruction for which specifically requires students to provide text evidence. (See, e.g., Grade 6 Literature SE/TE, Discuss, pp. 11; From Text to Topic, p. 396.) AC Metric 2B: Questions and tasks support students in unpacking the academic language (vocabulary and syntax) prevalent in complex texts. Writing and discussion of visual media is required in every Part 3 Text Set. (See, e.g., Grade 6 Literature SE/TE, pp , , , ) The Pearson Literature program presents Academic Vocabulary, Vocabulary Development, and Language Study in every Unit. Introductory Unit and Follow Up In the Introductory Unit, students are introduced to academic vocabulary across and within various disciplines. (See Grade 6 Literature SE/TE, SE pp. xlvi li; TE pp. CC 82 CC 87.) Students are specifically reminded to practice this vocabulary in the Comparing Texts writing assignment in each unit. (See, e.g., Grade 6 Literature SE/TE, Use Academic Vocabulary, p. 97.) Part 1 & 2 Academic Vocabulary In every unit, the academic vocabulary suggested for use in speaking and writing about the unit Big Question is presented in the Vocabulary section of the Introducing the Big Question feature. (See Grade 6 Literature SE/TE, pp. 3, 163, 303, 441, 613.) IMET, ELA/LITERACY GRADE 6 PAGE 12

13 AC Metric 2C: Questions build to a deep understanding of the central ideas of the text. Students are explicitly reminded to practice the words in their responses to selection level Big Question discussion and writing prompts. (See, e.g., Grade 6 Literature SE, Is conflict always bad? pp. 25, 41, 55, 69.) Part 3 Academic Vocabulary For each Part 3 selection, three academic vocabulary words used in the instructional support are called out in blue. Students are instructed to use the words in discussion of and writing about the selections. (See, e.g., Grade 6 Literature SE/TE, Academic Vocabulary, pp. 128, 135, 137, 143, 147, 153.) The Teacher's Edition consistently supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for basic meaning. During the second reading, students analyze key ideas and details and craft and structure. (In Part 2, students answer the point of use side column prompts during the second reading.) After the third reading, students answer the postreading questions. (See, e.g., Grade 6 Literature TE, Multidraft Reading, pp. 10, 30, 46, 60, 186, 196, 208, 218.) Student reading of Part 2 selections is scaffolded through instruction in and modeling of skills, through point of use prompts accompanied by scaffolded, step by step support in the Teacher's Edition, and through carefully scaffolded postreading questions leading from basic understanding and reasoning (Key Ideas and Details questions) to deeper insight and higher level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on). (See, e.g., Grade 6 Literature SE/TE, Close Reading Focus, p. 18; Close Reading Model, p. 19; Make Predictions (side column), p. 21; Plot (side column), p. 21; Literary Analysis, p. 25.) Part 3 of each unit is organized as a Text Set with a central theme or topic. Each Text Set is coherent, built around a significant Anchor Text with related readings presented in a logical sequence. Students build knowledge as they read the nonfiction included in each Text Set. They also complete Research: Investigate the Topic activities designed to lead them to acquire further related discipline specific knowledge. In the culminating IMET, ELA/LITERACY GRADE 6 PAGE 13

14 Assessment: Synthesis workshop for the Text Set, students are asked to synthesize the knowledge and ideas they have gained through their reading of the Text Set as well as through their additional research. (For Text Sets, see Grade 6 Literature SE/TE, pp ["The Gold Rush"], pp ["Baseball"], pp ["Determination"], pp ["Mark Twain"], pp ["People and Animals"].) (For Research: Investigate the Topic examples, see, e.g., Grade 6 Literature SE/TE, pp.153, 423, 291, 579, 749.) (For Assessment: Synthesis Workshops, see Grade 6 Literature SE/TE, pp , , , , ) Alignment Criterion 3: Written and oral tasks at all grade levels require students to confront the text directly, to draw on textual evidence, and to support valid inferences from the text. Metric AC Metric 3A: Writing to sources is a key task. Students are asked in their writing to analyze and synthesize sources, as well as to present careful analysis, well defended claims, and clear information. Evidence Every main selection in the Literature student edition is accompanied by one or more writing assignments, the majority of which are text dependent and require students to draw evidence from the text. Writing assignments take various forms; most fall within the three key CCSS modes (narrative, informative/explanatory, and argument). Students working in Part 2 or in Part 3 of a unit will complete an average of one Writing to Sources activity each week. Examples for each part of a unit are given below. Part 1 The postreading page for the Independent Reading selection in Part 1 of each unit includes a Research activity and a Write activity tied to the selection. (See, e.g., Grade 6 Literature SE/TE, p. 11.) Part 2 The postreading pages for main Part 2 selections include a Writing to Sources activity, with concrete guidance in citing textual evidence and following a writing process, as well as specific criteria for success. (See, e.g., Grade 6 Literature SE/TE, pp. 43, 193, 343, 487, 639.) IMET, ELA/LITERACY GRADE 6 PAGE 14

15 In addition, one or more of the Part 2 selections feature a Research and Technology activity requiring some form of writing. (See, e.g., Grade 6 Literature SE/TE, p. 49, 487.) Part 2 of each unit concludes with a set of Performance Tasks, including three Writing tasks and one Research task, related to unit selections. (See, e.g., Grade 6 Literature SE/TE, pp ) Part 3 Students are asked to write an objective summary of each longer Part 3 Text Set selection. (See, e.g., Grade 6 Literature SE/TE, Comprehension: Summarize, pp. 128, 284, 394, 576, 732.) Each longer selection in a Part 3 Text Set concludes with a Writing to Sources activity that requires students to engage the text in depth. (See, e.g., Grade 6 Literature SE/TE, pp. 130, 143.) Each longer selection in a Part 3 Text Set is accompanied by a Research: Investigate the Topic assignment. Students will draw on the results of this research when they complete the argument or informative/explanatory assignment in the Assessment: Synthesis workshop. (See, e.g., Grade 6 Literature SE/TE, pp. 131, 143.) The Assessment: Synthesis workshop at the conclusion of each Part 3 requires students write about the Text Set selections in relation to their common topic or theme. There are two writing tasks in each workshop: one narrative, the other either argument or informative/explanatory. For assignments in argument or informative/explanatory text, students are explicitly charged with finding and citing text evidence from the selections and receive explicit guidance in doing so. They will also draw on the research they have conducted throughout the part for the Research: Investigate the Topic assignments. These assignments support the CCSS requirement that students make "an increasing number of connections among ideas and between texts, considering a wider range of textual evidence...." (See, e.g., Grade 6 Literature SE/TE, Writing: Historical Fiction, p. 155; Writing to Sources, pp ) IMET, ELA/LITERACY GRADE 6 PAGE 15

16 In addition to the selection and text based Writing to Sources activities, a unit level Writing Process workshop provides additional instruction and guidance in writing narrative texts, informative/explanatory texts, or arguments. (See, e.g., Grade 6 Literature SE/TE, pp , , , , ) All of the writing tasks in the Literature Student Edition align to the Common Core State Standards and are supported with teacher instruction and rubrics. (See, e.g., Grade 6 Literature SE/TE, pp. 109, 247, 383, 545, 709; Literature Grade 6: Teacher Resources: Workbooks and Resources: Writing Rubrics and Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp ) AC Metric 3B: Materials place an increased focus on argument and informative writing in the following proportions. Alternately, they may reflect blended forms in similar proportions (e.g. exposition and persuasion): Grades 3 5 (exposition 35%; persuasion 30%; narrative 35%) Writing activities in Pearson Literature 2015 are text dependent and require students to confront the text directly. Daily, weekly, and unit writing activities provide performance tasks for students as they write in response to reading texts at various levels of complexity. The writing strand in Pearson Common Core addresses argumentative, explanatory, and narrative writing tasks. See the following charts for a breakdown of writing activities. Grades 6 8 (exposition 35%; argument 35%; narrative 30%) Grade Six Mode Writing Process Writing to Sources Constructed Response/ Assessment Total Number of Writing Tasks Percentage Argument/Opinion % Informative/Explanatory % Narrative % IMET, ELA/LITERACY GRADE 6 PAGE 16

17 Metric AC Metric 3C: Writing opportunities for students are prominent and varied. Evidence Each unit includes on demand, process, and research writing opportunities. Postreading writing activities appear with every main selection. Writing assignments at this level reflect an increasing emphasis on argument (persuasive purpose) and informative/explanatory (explanatory purpose). Each unit also offers a number of postreading research activities. Writing opportunities include The Quick Write on demand writing activities in the online Daily Bellringer Activities ancillary, as well as the related daily activities in the Daily Bellringer strands for Sentence Modeling, Revision, Research, and Sentence Combining. (See, e.g., Grade 6 Literature TE, Daily Bellringer, p. 19; Literature Grade 6: Teacher Resources: Workbooks and Resources: Daily Bellringer Activities.) Writing to Sources activities in the key CCSS modes, grounded in students' reading, and including clearly defined criteria for success, process suggestions, and (in Part 2) a Grammar Application. (See, e.g., Grade 6 Literature SE/TE, pp. 193, 262, 269, 273.) Writing Process workshops, with detailed step by step guidance in completing the writing process, including revision, editing, and proofreading stages. Each Writing Process workshop has a Reading Writing Connection to a mentor text found among the readings students have completed in the unit, features two Writer's Toolbox pages on conventions or style, and includes an annotated student model for student reference. (See, e.g., Grade 6 Literature SE/TE, pp ) Research and Technology activities, short, focused projects on topics related to Part 2 texts. The activities have well defined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources. (See, e.g., Grade 6 Literature SE/TE, p. 215.) Research: Investigate the Topic activities, short, focused projects on topics related to Part 3 texts. The activities have well defined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources. (See, e.g., Grade 6 Literature SE/TE, pp. 263,269, 273, 279, 285, 291.) IMET, ELA/LITERACY GRADE 6 PAGE 17

18 AC Metric 3D: Extensive practice with short, focused research projects is provided. Materials require students to engage in many short research projects annually to enable students to develop the expertise needed to conduct research independently. The Research: Investigate the Topic assignments in Part 3 of a given unit are all designed to support the culminating Part 3 Writing to Sources activity, in which students write a response in which they synthesize the information and ideas they have explored in their Part 3 reading, research, and writing assignments. This culminating Writing to Sources assignment includes step by step guidance in the writing process. (See, e.g., Grade 6 Literature SE/TE, pp , including "Incorporate Research" note on p. 322.) Each unit in Pearson Literature includes on demand, process, and research writing opportunities. Each unit also offers a number of postreading research activities. Research and Technology activities, short, focused projects on topics related to Part 2 texts. The activities have welldefined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources. (See, e.g., Grade 6 Literature SE/TE, p. 215.) Research: Investigate the Topic activities, short, focused projects on topics related to Part 3 texts. The activities have well defined, specific outcomes and clearly articulated criteria for success, and students can pursue them using online or digital sources. (See, e.g., Grade 6 Literature SE/TE, pp. 263,269, 273, 279, 285, 291. ) The Research: Investigate the Topic assignments in Part 3 of a given unit are all designed to support the culminating Part 3 Writing to Sources activity, in which students write a response in which they synthesize the information and ideas they have explored in their Part 3 reading, research, and writing assignments. This culminating Writing to Sources assignment includes step by step guidance in the writing process. (See, e.g., Grade 6 Literature SE/TE, pp , including "Incorporate Research" note on p. 322.) IMET, ELA/LITERACY GRADE 6 PAGE 18

19 Alignment Criterion 4: Materials provide explicit and systematic instruction and diagnostic support in phonics, vocabulary, development, syntax, and fluency. These foundational skills are necessary and central components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Metric AC Metric 4A: Submissions address grade level CCSS for foundational skills by providing instruction in phonics, word recognition, vocabulary, syntax, and reading fluency in a researchbased and transparent progression. Evidence Pearson Literature is a fully integrated program, with reading, writing, conventions, speaking and listening, literary analysis, and word analysis skills instruction appearing with selections throughout the book. Every main Part 2 selection is preceded by instruction in reading skills appropriate to the grade level. The application of the skill is modeled with an excerpt. Skills support threads through the selection with point of use skills prompts. The postreading skills questions provide opportunities for students to affirm and extend mastery. (See, e.g., Grade 6 Literature SE/TE, Close Reading Focus, p. 184; Close Reading Model, p. 185) Vocabulary instruction appears with each main selection. Word Study instruction appears with each selection in Part 2; academic vocabulary is reinforced with each selection in Part 3. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit. (See, e.g., Grade 6 Literature SE/TE, Word Study, pp. 190, 202, 212, 226; Language Study workshop, pp ; Academic Vocabulary, pp. 260, 269, 273, 279, 285, 291.) AC Metric 4B: Materials guide students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading. Differentiated Instruction and Fluency notes in the Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students. (See the bottom channel notes on, e.g., Grade 6 Literature TE, pp.19, 21, 29, 31.) Pearson Literature offers a rich array of grade level complex texts, and each student no matter their learner level, encounters the same text. To ensure students are able to experience texts without difficulty, a Close Reading Workshop provides detailed close reading strategies as well as models for effective reading, researching, speaking and listening, and writing about a text. When modeling is completed, students immediately practice what they learn by reading a selection independently and responding to the text through an array of IMET, ELA/LITERACY GRADE 6 PAGE 19

20 text dependent activities. Teacher may use the results of the independent read to focus student learning as they complete the unit. The close reading strategies that students learn in this workshop will be applied to the rest of the readings throughout the unit. Instruction following the Close Reading Workshop is divided in to two parts: Part 2: Text Analysis Guided Exploration and Part 3: Text Set Developing Insight. In Part 2: Text Analysis Guided Exploration section, students are provided a more scaffolded, direct instructional approach to skill building. In Part 3: Text Set Developing Insight, the scaffolds are removed and students are provided a more authentic independent reading experience with multi genre text sets that mirror what students will encounter in real life. Vocabulary instruction appears with each main selection. Word Study instruction appears with each selection in Part 2; academic vocabulary is reinforced with each selection in Part 3. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit. (See, e.g., Grade 6 Literature SE/TE, Word Study, pp. 190, 202, 212, 226; Language Study workshop, pp ; Academic Vocabulary, pp. 260, 269, 273, 279, 285, 291.) AC Metric 4C: Opportunities are frequently built into the materials for students to achieve reading fluency in oral and silent reading, that is, to read on level prose and poetry with accuracy, rate appropriate to the text, and expression. Differentiated Instruction and Fluency notes in the Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students. (See the bottom channel notes on, e.g., Grade 6 Literature TE, pp.19, 21, 29, 31.) The Teacher's Edition consistently supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for basic meaning. During the second reading, students analyze key ideas and details and craft and structure. After the third reading, students answer the postreading questions. (See, e.g., Grade 6 Literature TE, Multidraft Reading, pp. 10, 30, 46, 60, 186, 196, 208, 218.) Student reading of Part 2 selections is scaffolded through instruction in and modeling of skills, through point of use prompts accompanied by scaffolded, step by step support in the Teacher's Edition, and through carefully scaffolded postreading questions. (See, e.g., Grade 6 Literature SE/TE, Close Reading Focus, p. 18; Close Reading Model) IMET, ELA/LITERACY GRADE 6 PAGE 20

21 Part 3 selections are meant to be read with greater independence. However, Close Reading notes in the Teacher's Edition allow teachers to lead class discussion and offer further support as warranted, using scaffolded questioning strategies. (See, e.g., Grade 6 Literature TE, Close Reading, p. 121.) AC Metric 4D: Materials guide students to read gradelevel text with purpose and understanding. Differentiated Instruction and Fluency notes in the Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students. (See the bottom channel notes on, e.g., Grade 6 Literature TE, pp.19, 21, 29, 31.) Pearson Literature offers a rich array of grade level complex texts, and each student no matter their learner level, encounters the same text. To ensure students are able to experience texts without difficulty, a Close Reading Workshop provides detailed close reading strategies as well as models for effective reading, researching, speaking and listening, and writing about a text. When modeling is completed, students immediately practice what they learn by reading a selection independently and responding to the text through an array of text dependent activities. Teacher may use the results of the independent read to focus student learning as they complete the unit. The close reading strategies that students learn in this workshop will be applied to the rest of the readings throughout the unit. Instruction following the Close Reading Workshop is divided in to two parts: Part 2: Text Analysis Guided Exploration and Part 3: Text Set Developing Insight. In Part 2: Text Analysis Guided Exploration section, students are provided a more scaffolded, direct instructional approach to skill building. In Part 3: Text Set Developing Insight, the scaffolds are removed and students are provided a more authentic independent reading experience with multi genre text sets that mirror what students will encounter in real life. Alignment Criterion 5: Materials must adequately address the Language Standards for the grade. Metric AC Metric 5A: Materials address the grammar and language conventions specified by the Language Standards at each grade level. Evidence Pearson Literature offers instruction and practice in grammar and conventions throughout the program. Grammar concepts are taught following each text in the Part 2: Guided Exploration section of each unit. This feature provides instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. These features springboard directly from the texts that are being IMET, ELA/LITERACY GRADE 6 PAGE 21

22 studied. Writing to Sources activities that follow the texts in the Part2: Guided Exploration section provide an immediately opportunity to apply the grammar concept that has just been taught. Each Writing Process Workshop revisits grammar instruction previously taught within each unit. In addition, additional grammar and style lessons are embedded within each workshop, enabling students to immediately apply those concepts in their own writing. Language Study features that appear in the Part 3: Text Set Developing Insights section of each unit provide additional opportunity for students to study and apply grammar and style concepts. They explore the Diction and Style within each text in the set, and they examine texts closely for author s command of grammar. Conventions lessons appear, following a logical scope andsequence, with each main selection in Part 2, on select Writer's Toolbox pages in the Writing Process workshops, and with the Part 3 Anchor Text. (See, e.g., Grade 6 Literature SE/TE, pp. 192, 204, 214, 228, 260.) Writing to Sources assignments with instruction in specific writing strategies appear with all main selections in Part 2 and Part 3. The assignments are fully integrated with the lesson, bearing on the selection the students have read. Culminating Writing activities for each part appear in the Assessment: Skills and Assessment: Synthesis workshops. (See, e.g., Grade 6 Literature SE/TE, Writing to Sources, pp. 193, 205, 215, 229, 262, 269, 273, 279, 285, 291, 293, ; Assessment: Skills, p. 252; Assessment: Synthesis, pp ) The Writing Process workshop in each unit explores writing process and writing strategies in full depth. (See, e.g., Grade 6 Literature SE/TE, pp ) Vocabulary instruction appears with each main selection. Word Study instruction appears with each selection in Part 2; academic vocabulary is reinforced with each selection in Part 3. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit. (See, e.g., Grade 6 Literature SE/TE, Word Study, pp. 190, 202, 212, 226; Language Study workshop, pp ; Academic Vocabulary, pp. 260, 269, 273, 279, 285, 291.) The Anchor Text in a Part 3 Text Set receives extended treatment. It adds a second Focus Passage for close reading. It extends Language Study to include work on IMET, ELA/LITERACY GRADE 6 PAGE 22

23 Diction and Style and Conventions. (See, e.g., Grade 6 Literature SE/TE, pp ) AC Metric 5B: Materials expect students to confront their own error patterns in usage and conventions and correct them in a gradeby grade pathway that results in college and career readiness by 12th grade. Pearson Literature offers instruction and practice in grammar and conventions throughout the program. Grammar concepts are taught following each text in the Part 2: Guided Exploration section of each unit. This feature provides instruction, modeling, practice, and Speaking, Reading, and Writing application of each targeted grammar concept. These features springboard directly from the texts that are being studied. Writing to Sources activities that follow the texts in the Part 2: Guided Exploration section provide an immediately opportunity to apply the grammar concept that has just been taught. Each Writing Process Workshop revisits grammar instruction previously taught within each unit. In addition, additional grammar and style lessons are embedded within each workshop, enabling students to immediately apply those concepts in their own writing. Language Study features that appear in the Part 3: Text Set Developing Insights section of each unit provide additional opportunity for students to study and apply grammar and style concepts. They explore the Diction and Style within each text in the set, and they examine texts closely for author s command of grammar. Each Assessment in the program requires students to examine and apply grammar concepts in their written and oral responses. (See, e.g., Grade 6 Literature SE/TE, pp. 154, 155, 157.) Conventions lessons appear, following a logical scope andsequence, with each main selection in Part 2, on select Writer's Toolbox pages in the Writing Process workshops, and with the Part 3 Anchor Text. (See, e.g., Grade 6 Literature SE/TE, pp. 192, 204, 214, 228, 260.) Writing to Sources assignments with instruction in specific writing strategies appear with all main selections in Part 2 and Part 3. The assignments are fully integrated with the lesson, bearing on the selection the students have read. Culminating Writing activities for each part appear in the Assessment: Skills and Assessment: Synthesis workshops. (See, e.g., Grade 6 Literature SE/TE, Writing to Sources, IMET, ELA/LITERACY GRADE 6 PAGE 23