2015 correlated to the Instructional Materials …€¢ For example, for Gary Soto’s ... © 2015...

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

IMET, ELA/LITERACY GRADE 6 PAGE 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 Evidence

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.

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, 256‐257, 264‐265, 270‐271, 274‐275, 280‐281, 286‐287, 298‐299.)

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.)



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 1020L from Zlata's Diary 640L The Drive-In Movies 920L Names/Nombres 1060L Langston Terrace 1000L from The Pigman and Me 840L The Seven Wonders of the World N/A [Online Almanac] Art, Architecture, and Learning in Egypt N/A [textbook article] Jackie Robinson: Justice at Last 710L Memories of an All-American Girl 990L

Preserving a Great American Symbol 1130L The Southpaw 650L Fenway Park Celebrates 100 Years as America’s Oldest Working Major League Ballpark

N/A [news article]

Why We Love Baseball 840L Ted Williams Baseball Card N/A [image] Unit 3

Twelfth Song of Thunder NP [not prose; poem] Oranges NP [not prose; poem] Ode to Family Photographs NP [not prose; poem] A Dream Within a Dream NP [not prose; poem] Adventures of Isabel NP [not prose; poem] Life Doesn’t Frighten Me NP [not prose; poem] The Walrus and the Carpenter NP [not prose; poem] Abuelito Who NP [not prose; poem] April Rain Song NP [not prose; poem] The World is Not a Pleasant Place to Be NP [not prose; poem]



Fame is a Bee NP [not prose; poem] Haiku NP [not prose; poem] The Sidewalk Racer NP [not prose; poem] Concrete Cat NP [not prose; poem] Limerick NP [not prose; poem] Wind and water and stone NP [not prose; poem] No Thank You NP [not prose; poem] The Fairies’ Lullaby NP [not prose; poem] Cynthia in the Snow NP [not prose; poem] Who knows if the moon’s NP [not prose; poem] Dust of Snow NP [not prose; poem] Simile: Willow and Ginkgo NP [not prose; poem] 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



Metric Evidence

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.

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, 256‐257, 264‐265, 270‐271, 274‐275, 280‐281, 286‐287, 298‐299.)



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 Evidence

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).

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. 156‐157.) (continued on next page)



(continued)• All Part 1 selections are followed by a text‐dependent

Discuss activity. All Part 3 selections are followed by a text‐dependent 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. 136‐137, 292‐293, 430‐431, 738‐739.)

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.

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 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.



(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.)


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

(continued on next page)



(continued)significant conclusion about the theme or topic of the Text Set.

(See, e.g., Grade 6 Literature SE/TE, pp. 156‐157.) • All Part 1 selections are followed by a text‐dependent





Alignment Criterion 1: Materials must reflect the distribution of text types and genres required by the Standards. Metric Evidence

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.

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. 18‐19.)

• 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.




(continued) 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. 114‐115.) 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. 152‐153.) • 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. 128‐131.) • 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.


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.

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.


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 (continued on next page)



quality text. In grades 6‐12 ELA materials include substantial attention to high quality nonfiction.

(continued)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).

• 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.)

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.

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.



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. 304‐311.) 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. 640‐641; Cause and Effect/Connecting to the Big Question, p. 644 (side column); Literary Analysis, p. 647.)




(continued)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. 432‐435).

• 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 Evidence

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.

At all grade levels in Pearson Literature, 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 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.






(continued)(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.)


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. 156‐157.) • All Part 1 selections are followed by a text‐dependent





AC Metric 2B: Questions and tasks support students in unpacking the academic language (vocabulary and syntax) prevalent in complex texts.

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.)




(continued)• 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.)

AC Metric 2C: Questions build to a deep understanding of the central ideas of the text.

The Teacher's Edition consistently supports a multidraftreading 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




(continued)

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. 117‐ 157 ["The Gold Rush"], pp. 254‐297 ["Baseball"], pp. 390‐435 ["Determination"], pp. 552‐607 ["Mark Twain"], pp. 716‐759 ["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. 154‐156, 294‐196, 432‐434, 604‐606, 756‐758.)

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 Evidence

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.

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.)




(continued) • 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.


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. 156‐157.)




(continued) 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. 102‐103, 240‐241,376‐377, 538‐539, 702‐703 .)

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; www.pearsonrealize.com: Literature Grade 6: Teacher Resources: Workbooks and Resources: Writing Rubrics and Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 220–266.)

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%) Grades 6–8 (exposition 35%; argument 35%; narrative 30%)

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.

Grade Six

Mode Writing Process

Writing to Sources

Constructed Response/ Assessment

Total Number of Writing Tasks

Percentage

Argument/Opinion 2 18 2 22 29%

Informative/Explanatory 2 22 8 32 43%

Narrative 1 15 5 21 28%



Metric Evidence

AC Metric 3C: Writing opportunities for students are prominent and varied.

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; www.pearsonrealize.com: 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. 240‐247.) • 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


(See, e.g., Grade 6 Literature SE/TE, pp. 263,269, 273, 279, 285, 291.)




(continued) 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. 296‐297, including "Incorporate Research" note on p. 322.)

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.

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 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


(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. 296‐297, including "Incorporate Research" note on p. 322.)



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 Evidence

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 research‐based and transparent progression.

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. 236‐237; Academic Vocabulary, pp. 260, 269, 273, 279, 285, 291.)

• 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.)

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.

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 (continued on next page)



(continued)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.



• 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.


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.

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.


• 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)




(continued)• 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.) • 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.


AC Metric 4D: Materials guide students to read grade‐level text with purpose and understanding.

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 Evidence

AC Metric 5A: Materials address the grammar and language conventions specified by the Language Standards at each grade level.

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 (continued on next page)



(continued)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‐and‐

sequence, 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.


• 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. 294‐297.)

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. 240‐247.) • Vocabulary instruction appears with each main selection.



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




(continued)

Diction and Style and Conventions. (See, e.g., Grade 6 Literature SE/TE, pp. 128‐131.)

AC Metric 5B: Materials expect students to confront their own error patterns in usage and conventions and correct them in a grade‐by‐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‐and‐sequence, 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.


• 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, (continued on next page)



(continued)pp. 193, 205, 215, 229, 262, 269, 273, 279, 285, 291, 293 ; Assessment: Skills, p. 252; Assessment: Synthesis, pp. 294‐297.)

The Writing Process workshop in each unit explores writing process and writing strategies in full depth.


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.


AC Metric 5C: Materials provide a mirror of real‐world activities for student practice with natural language (e.g. mock interviews, presentations).

The Speaking and Listening assignments that appear with one to three selections in Part 2, along with the From Text to Topic activities with each selection in Part 3 and the end‐of‐part Group Discussion activity, instruct students in a variety of speaking and listening strategies. A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class.

(See, e.g., Grade 6 Literature SE/TE, Speaking and Listening, pp. 193, 205; Speaking and Listening workshop, 238‐239; From Text to Topic, 262, 269, 273, 279, 285, 291 ; Group Discussion, p. 294.)

Alignment Criterion 6: To be CCSS‐aligned, speaking and listening are integrated into lessons, questions and tasks. These reflect a progression of communication skills required for college and career readiness as outlined in the Standards.

Metric Evidence

AC Metric 6A: Texts used in speaking and listening questions and tasks meet the criteria for complexity, range, and quality of texts (Non‐ Negotiable and Alignment Criterion 1).

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. (See, e.g., Grade 6 Literature SE/TE, p. 11.)

Part 2 • 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




(continued) or a Research and Technology activity, and a Writing to Sources activity, along with 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. 41‐43.) • 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. 114‐115.) 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. 152‐153.) • 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.

(See, e.g., Grade 6 Literature SE/TE, pp. 128‐131.) • 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.


AC Metric 6B: Materials demand that students engage effectively in a range of conversations and collaborations by expressing well‐supported ideas clearly and building on others’ ideas.

Pearson Literature provides ample opportunity for students to engage in meaningful academic discussions:

Introducing the Big Question: In this section of each unit, students engage in discussion about the Big Question.

(See, e.g., Grade 6 Literature SE/TE, pp. 2–3.)

Close Reading Workshops: Modeling of Academic Discussions appears within each workshop. During the Independent section of the workshop, students engage in an academic discussion that springboards from the text.


Speaking and Listening activities are provided throughout (continued on next page)



(continued)

the Part 2: Guided Exploration section of each unit. Students are provided with guidelines for taking part in collegial discussions and directed to cite textual evidence as they discuss each work.


Discussion activities appear in conjunction with each text in the Part 3: Text Set‐ Developing Insights portion of each unit. The discussion prompts are designed to ensure that all students participate fully in exploration of the texts under study.

(See, e.g., Grade 6 Literature SE/TE, pp. 396, 603.)

A Speaking and Listening Workshop appears within each unit. These workshops are standards based, and include speaking and presentation guidelines and/or rubrics for listening and for evaluating the performance of others in the class.

(See, e.g., Grade 6 Literature SE/TE, Speaking and Listening workshop, 238‐239.)

Throughout the text, students are prompted to utilize academic vocabulary in their oral responses.

(See, e.g., Grade 6 Literature SE/TE, Word Study, pp. Academic Vocabulary, pp. 260, 269, 273, 279, 285, 291.)

AC Metric 6C: Materials develop active listening skills, such as taking notes on main ideas, asking relevant questions, and elaborating on remarks of others in a grade‐appropriate way.

Pearson Literature provides students opportunities to deliver and/or evaluate a speech, collaborate with peers on presentations, and build important communication and collaboration skills. Many opportunities are provided for students to engage in discussions developing active listening skills:





Speaking and Listening activities are provided throughout the Part 1: Guided Exploration section of each unit. Students are provided with guidelines for taking part in collegial discussions and directed to cite textual evidence as they discuss each work.




(continued)




(See, e.g., Grade 6 Literature SE/TE, Speaking and Listening workshop, pp. 238‐239.)



AC Metric 6D: Materials require students to marshal evidence to orally present findings from research.

Pearson Literature provides Speaking and Listening activities that are standards based, fostering students’ ability to effectively engage in collaboration and presentation tasks. In addition, students engage in various discussions, perform research to clarify text and to explore ideas, and share their insights through formal and informal presentations.

The postreading pages for each main Part 2 selection include instruction a Speaking and Listening or a Research and Technology activity.

(See, e.g., Grade 6 Literature SE/TE, pp. 43, 57.) • Part 2 of each unit concludes with a set of Performance

Tasks, including Writing, Speaking and Listening, and Research tasks, related to unit selections.

(See, e.g., Grade 6 Literature SE/TE, pp. 114‐115.) • Each longer selection in a Part 3 Text Set concludes a

Research activity, (See, e.g., Grade 6 Literature SE/TE, p. 153.)

• The Anchor Text in a Part 3 Text Set includes the

instruction of the Writing to Sources and Research activities.

(See, e.g., Grade 6 Literature SE/TE, p.131.) • Finally, in the Assessment: Synthesis workshop at the

conclusion of each Part 3 Text Set, students discuss and (continued on next page)



(continued) write about the Text Set selections in relation to the common topic or theme, synthesizing ideas and information across texts.


AC Metric 6E: Materials build in frequent opportunities for discussion and, through directions and modeling, encourage students to use academic language in their speech.

Pearson Literature provides many opportunities in each unit for students to engage in conversations and discussions incorporating academic language into their speech:





Speaking and Listening activities are provided throughout the Part 1: Guided Exploration section of each unit. Students are provided with guidelines for taking part in collegial discussions and directed to cite textual evidence as they discuss each work.





(See, e.g., Grade 6 Literature SE/TE, pp. Speaking and Listening workshop, 238‐239.)





Alignment Criterion 7: Materials must provide thoughtful supports/scaffolds to support all students in accessing the CCSS. Metric Evidence

AC Metric 7A: Do the materials regularly provide all students, including those who read, write, speak, or listen below grade level, with extensive opportunities to work with and meet grade level Standards?

A full complement of teacher lesson support appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes, Vocabulary Development notes, and Fluency notes. Selection support worksheets, including skills and vocabulary worksheets, appear online.

(See supporting side‐column and bottom channel notes on, e.g., Grade 6Literature TE, pp. 18‐53; www.pearsonrealize.com: Literature Grade 6: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.)

Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following. • Differentiated Instruction notes in the Teacher's Edition

guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient students provide suggestions for mediating text and lessons for readers reading below grade level. Special‐Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For Special‐Needs and Less Proficient bottom channel notes, see, e.g., Grade 6 Literature TE, pp. 15, 19, 21, 29 ,31, 77, 81 . For English Learners notes, see, e.g., pp. 19, 21, 29, 31, 91, 99, 101.)

• Fluency notes in the Teacher's Edition provide strategies for practicing and improving students' fluency in reading selections.

(See, e.g., Grade 6Literature TE, pp. 37, 49, 63.) • Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook, English Learner's Reader's Notebook, and Spanish Reader's Notebook. The Adapted and English Learner's versions include passages of authentic text from selections, linked with bridge text. Both include adapted instruction and suitable side‐column support for reading. The Adapted Reader's Notebook focuses on skills support and fluency. The English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text




(continued)and instruction and features additional notes on cultural context.

(See, e.g., www.pearsonrealize.com: Literature Grade 6: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "Stray": Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)

AC Metric 7B: Do materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level?

• In the Teacher's Edition, Differentiated Instruction notes for Advanced Readers guide teachers in adapting lessons for students who read above grade level.

(See, e.g., Grade 69 Literature TE, bottom channel, pp. 83, 85, 95, 99.)

• Enrichment worksheets for each Part 2 selection, available

online at www.pearsonrealize.com, provide additional challenges for advanced readers.

(See, e.g., www.pearsonrealize.com: Literature Grade 6: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: " Stray": Worksheets: Enrichment.)

• The works for Independent Reading suggested in Part 4 of

each unit cover a range of difficulty levels, including at least one text suggested for advanced readers. The Text Complexity note in the Teacher's Edition guides teachers in matching reader and task to text.

(See, e.g., Grade 6 Literature SE/TE, p. 158, including Text Complexity notes, bottom channel, TE, pp. 158‐158.)

AC Metric 7C: Are there suggestions and materials for adapting instruction for varying student needs (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies)?

• 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.


• 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).




(continued)(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 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.) • 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.


• Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook and English Learner's Reader's Notebook. The Reader's Notebooks include passages of authentic text from the selections, linked with bridge text.

(See, e.g., www.pearsonrealize.com: Literature Grade 6: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: "Stray": Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)

AC Metric 7D: Do materials regularly and systematically build in the time and resources required to allow teachers to guide all students to meet grade level Standards?

Pearson Literature offers support to allow teachers to differentiate instruction to ensure all students’ needs are met including leveled resources and strategies in the Teacher’s Edition. The Instructional Model in the program offers flexibility with each of the parts. Each part can be used depending on the need in the classroom.

A full complement of teacher lesson support for selections and features appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less

Proficient, Special‐Needs, and ELL students, Vocabulary Development notes, and Fluency notes.

(See supporting side‐column and bottom channel notes

on, e.g., Grade 6 Literature TE, pp. 18‐43, 83, 85, 95, 99 .)




(continued)

Differentiated Instruction notes in the Teacher's Edition guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient students provide suggestions for mediating text and lessons for readers reading below grade level. Special‐Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For Special‐Needs and Less Proficient bottom channel notes, see, e.g., Grade 6 Literature TE, pp. 15, 19, 21, 29, 31, 77, 81 . For English Learners notes, see, e.g., pp. 19, 21, 29, 31, 91, 99, 101.)

AC Metric 7E: Do the materials regularly and systematically offer assessment opportunities that genuinely measure progress? Does this progress include gradual release of supporting scaffolds for students to measure their independent abilities?

Each unit of the Literature Student Edition is structured to lead students from guided reading with scaffolded skills support to successful independent engagement with the texts. Part 1 In Part 1 of each unit, students follow a model close reading of a text and then practice what they have learned independently with another text.

(See, e.g., Grade 6 Literature SE/TE, pp. Reading Model, p. 5; Discuss/Research/Write, pp. 6‐7; Independent Practice, pp. 8‐11.)

Part 2 In Part 2, the teacher guides students' reading, first by introducing appropriate skills and concepts, then by guiding students in applying the skills and concepts using the point‐of‐use prompts, then through the use of postreading questions and activities.

(See, e.g., Grade 6 Literature SE/TE, pp. Close Reading Focus: Make Predictions, p. 18; Close Reading Model, p. 19; Make Predictions (side column), p. 21; Literary Analysis, questions 1, 3, p. 55).

Part 3 In Part 3 of each unit, students are expected to read the texts with minimal prereading support. Postreading activities engage the full spectrum of close reading competencies, from comprehension and vocabulary acquisition to extended, focused interpretation of key passages to extending reading through research. (continued on next page)



(continued)(See, e.g., Grade 6 Literature SE/TE, pp. 718‐725, including Multidraft Reading, TE, p. 718; Comprehension and Language Study, SE/TE, p. 722; Literary Analysis, SE/TE, p. 723; From Text to Topic and Writing to Sources, SE/TE, p. 724; Research, SE/TE, p. 725.)

Part 4 In Part 4 of each unit, students are invited to choose a longer work for independent reading. The Text Complexity notes in the Teacher's Edition guide teachers in helping students with their choices.

(See, e.g., Grade 6 Literature TE, pp. 158‐159.) Assessment Frequent opportunities for formative and summative assessment are available in the program. Students can take tests online or in print, or ExamView© Assessment Suite can be used to create customized tests

(See, e.g., Grade 6 Literature SE/TE, pp. 110‐115, 154‐157.)

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