Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests. To complete a performance task, students draw on their reading and analysis of the collection's selections as well as additional research. What conclusions can you draw about the speaker’s age and personality?” (HMH 6th Grade, Collection 1, 40). ], Create a Finished Copy - Finalize your analysis and choose a way to share it with your audience. There are five informational pieces in this collection which cover what a fear/phobia is, how it would affect a person, how to get over it, the science behind the fear of public speaking, and a video that shows how the brain deals with fear. The longer performance task will also assess characters as it asks students to compare and contrast character traits. The mini and culminating performance tasks are all modeled through the texts they read. Discuss these questions with a small group. 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. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. Students are exposed to, and read, a range and volume of texts like long literary essays, brief excerpts, short informational biographies to longer documentaries, drama and poetry, in anchor readings as well as supportive readings. Independent reading is not a part of this curriculum. Collection 1 - Recognize Variations from Standard English; Commas and Dashes; Subjective and Objective Pronouns; Possessive Pronouns. Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Students are inconsistently asked to integrate their literacy skills (reading, writing, speaking, and listening) into full culminating tasks, and support for students to learn and practice vocabulary to build knowledge as they read texts is minimal. The teacher will have to supplement instruction for these pieces over the year. All team members look at every grade and indicator, ensuring that the entire team considers the program in full. Collection 3 - multimedia presentation and narrative nonfiction. The EdReports rubric supports a sequential review process through three gateways. Some of these elements support the performance task, but not all. Work with a partner to determine if you have explained your ideas clearly. Students are directed to practice independently speaking in front of a mirror or recording and listening to it. Students are asked to to "prove" this statement by reviewing and using information from a particular part of the text. The materials provide text of varying lengths to support students' practicing building stamina with texts over the course of the school year. Overall, the materials partially build knowledge through integration of reading, writing, speaking, listening, and language activities as they learn about topics and themes. Reading comprehension passages and questions for fourth graders. No guidance for teachers to support this is included. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports, and there is no year-long plan for independent reading. Collections: Student Edition Grade 6 2015 1st Edition by HOLT MCDOUGAL (Author) 4.6 out of 5 stars 13 ratings. to support students' learning. Step 4 is a bulleted list for students to think about while they draft their essay. This is a global emphasis/reminder. Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading. Materials can be easily customized for individual learners. The second performance task is to “choose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.” The elements discussed during the reading of the informational pieces are citing evidence, text features (heading, subheadings, sidebars), central idea, supporting details (fact vs. opinion), and purpose. Throughout Grade 6, the students will complete the following performance tasks: The following are examples of how the performance tasks partially meet the expectations of this indicator: The instructional materials for Grade 6 partially meet the requirements of indicator i. Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. Instructional materials meet the expectation of supporting students’ increasing literacy skills over the course of the school year. These are research simulations. You ____________ have to take responsibility for this. Identify the central idea in this paragraph. The materials reviewed for Grade 6 meet the criteria for indicator 1g. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). The instructions for this performance task are usually brief and contain general instructions. high school math. foreign languages. Texts and text sets are organized around topics or themes to support students’ growing knowledge deeply. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. Description of how to extend and reteach conflict and character development. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. They also direct students back to elements of the read texts and expand upon it. A three-paragraph essay that compares and contrasts character traits. Some questions and tasks do meet these expectations. Write Your Analysis - Review your notes and the information in your chart as you begin your draft. Gather Information - Jot down information about the dog’s personality and character traits and how these influence how he narrates the story. These are myths with characters and settings from long ago, adding a layer of complexity absent in the two selections above. Many anchor texts are written by award-winning authors, such as Mark Twain, P.G. Review your reading notes and cite text evidence in your response." Search for unique or little-known facts. Students are invited to discuss vocabulary as it relates to the text and/or topic and theme being studied. In the teacher edition, there are ideas for how to implement this task. Describe literary elements and determine themes in a Greek myth. “There Will Come Soft Rains,” a short story by Ray Bradbury, “On Doomed Flight, Passengers Vowed to Perish Fighting,” News Article by Jodi Wilgoren and Edward Wong, “Memorial is Unveiled for Heroes of Flight 93,” TV Newscast by CBS news, “The First Day of School,” short story by R.V. Students may miss opoportunities to develop and extend their knowledge of the topics or themes without more guidance and support from the teacher. The majority of analysis questions and tasks apply to single texts, although there are occasional cross-text tasks and questions. There are few, general opportunities for students to engage in silent reading but it is not explicitly stated in the instructional materials. A three-column chart can help you present your ideas effectively. The performance tasks are engaging and meaningful activities on their own, but there is no writing support within the collection itself. Within the Performance Assessment booklet, HMH walks students through the three types of writing; argumentative, informative, and a literary analysis essay. Materials provide opportunities for teachers to use a variety of grouping strategies. The story is more complex in construction since the main character is represented by a horse. Some examples of oral reading opportunities include: Additional oral reading statements are limited to just a few occurrences throughout the Teacher Edition for multiple texts. 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. If possible, back up facts with research or endorsements from experts” (Collection 1, page 67). Each Collection typically provides two performance tasks as culminating projects. However, the skills identified in the "analyzing the text" section after each piece support students in close reading skills, but do not fully support students performance on the culminating performance task which is most often a writing project. The elements discussed during and after each fictional selection are character, setting, plot, suspense, and central idea. There is no evidence of independent reading in this curriculum. Although there are a few times the quantitative measure extends into the 2-3 grade band, and expands into the 9-10 grade band, the qualitative features keep the texts appropriate for students in Grade 6. Do Research – Use print and digital sources to gain a better understanding of how animals show intelligence. The following are examples of literature found in two collections within the instructional materials: Collection 3, ”Dealing with Disasters,” contains eight texts: three informational texts and three literary texts are located in the anthology; two informational and one literary are located in the Close Reader. . However, protocols to engage students in developing their speaking and listening are minimally provided to support this work. Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. Some questions have specific lines referenced such as, “Review lines 38-65.”. The instructional materials reviewed for Grade 6 partially met expectations for alignment to the CCSS. The principal character struggles with manhood, as represented by the horse. As seen in the examples, the instruction and support for the teacher to implement is inconsistently comprehensive. Quality Instructional Materials Rubric for 3-8 ELA, "The Ravine,” a short story by Graham Salisbury, includes rich figurative language throughout the text (e.g. Both examples are relevant and interesting to students in Grade 6. Boost Reading Comprehension! Mathematics Grade - 5 is developed according to the National Curriculum 2006 and National Style Guide. . Students are sometimes offered the opportunity to demonstrate their knowledge through culminating tasks that integrate skills. 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). Cite relevant textual evidence to support your analysis such as facts, definitions, details and examples that help show the author’s purpose. The instructional materials reviewed for Grade 6 partially met expectations for alignment to the CCSS. When looking at the Student Resources Index of Skills for Grade 6, page R84, there are two different categories listed under research: “research, conducting, 67-68, 133-134, R8-R9” and “research questions, 186, 191.” The standards ask sixth graders to “Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.” In order to accomplish that with this project, teachers will have to add a lot of extra instruction and materials. To support educators in their planning Speaking and listening work that is assigned requires students to collect evidence from multiple texts and sources, but there are few directions and minimal support for implementation in the classroom. 1 0 obj
Students are not asked to think about their feelings or opinions. Once into those sections, there is no explicit instructions for teacher guidance to support students' vocabulary development. Materials support students' advancing toward independent reading. social sciences. On page 69, part of Performance Task B; write an expository essay, students can choose to present their finished copy through a speech or recording the essay as a news report and sharing it, but lacks direction for how to do these. 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 … The materials for Grade 6 do not meet the expectations of indicator 2h. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. If possible, back up facts with research or endorsements from experts. The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. 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. Although the texts are rich, high quality, and rigorous, support for students' development in reading comprehension (oral or silent reading) is minimal. Collection 4: "My Wonder Horse”, a short story by Sabine R. Ulibarri, begins with complex figurative language. Person ; Capitalization ; Consistency in Style and tone to express feelings and.... 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