The strategy of "Using Context Clues" on page 15 is not connected to other texts or vocabulary practice pages. Most written questions, tasks, and assignments are text-specific and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the texts. This sample of work supports students' working with knowledge across texts, but this is one of the few examples across the program's year's worth of materials. !�%�~�4;t�f.�}/�v�㌤p:��Z�k���N +��a�k0�3�:+�K��xu�"�xauT��]�&�'x�O�V Ur5梛! The only instruction for finding credible sources is the following: “Make sure facts are credible. The complexity of anchor texts support students’ proficiency in reading independently at grade level at the end of the school year. There is minimal support around how to incorporate evidence from the reading. Collection 5 - speech, essay, analysis and a commentary. The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, and encompasses an entire year’s worth of growth. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. This symbolism helps to build a more complex text. “Mammoth Shakes and Monster Waves: Destruction in 12 Countries,” by Brena Z. Guiberson. Then reread the footnote for. Michael … Performance Task A - Write a short story. Materials do not include a mechanism for teachers and/or students to monitor progress toward comprehension of grade level texts by the end of the school year, and as such students may not be supported to be able to comprehend grade level texts at the end of 6th grade. 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. While these sections use sentences from the selection as examples, this language practice is still done out of context. In the Student Edition, students are directed to reread lines from the text, supporting silent reading. in which the main character experiences a personal fear” (HMH 6th Grade, Collection 1, 63). The teacher and students must remember to include the use of the words in these areas. This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two. Guidance for teachers to support students who exhibit misunderstandings or struggle are minimal. At the end of each text, students encounter a critical vocabulary section which encourage use of all of the critical vocabulary words with practice outside of the text content. Only 1 left in stock - order soon. foreign languages. 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. Prepare an oral reading of all or a part of ‘Life Doesn’t Frighten Me Yet.’” This is an example of oral practice with the text. However, there are discussion questions throughout the Teacher Edition for these texts, which makes the reading appear to be led by the teacher and not independent. There are some questions and tasks that grow students’ knowledge of some literary terms, but the practice in this area focuses mostly on surface elements of the text and text features, rather than diving deeply into the text. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Describe plot elements and analyze point of view in a short story. Process writing occurs in both the textbook and the Performance Assessment booklet. Pair proficient and less proficient readers for paired oral reading. As a blanket statement, students are encouraged to practice using these vocabulary words in the following areas within the collection: "Collaborative Discussion" at the end of each selection, "Analyzing the Text" questions for each selection, brief performance tasks, and the End-of-Collection Performance Tasks. Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. There is an outline provided that indicates at what point students will practice analyzing different components of the texts. The text is at an appropriate level for a student at the beginning of the Grade 6 year. The instructional materials reflect the distribution of text types and genres required by the standards for Grade 6, and therefore fully meet the criteria of indicator 1b. They also direct students back to elements of the read texts and expand upon it. “Collaborative Discussion: With a small group, discuss how John, Audrey, and their parents react to and feel about the first day of school, citing text evidence to support your ideas” (HMH 6th Grade, Collection 5, 276). Grade: 8. It is being published since 2014 and in 2015 it was presented under the new management and supervision of textbook … On page 170, after “Watcher,” students are asked to create a poem for a performance task. Each Collection typically provides two performance tasks as culminating projects. Each text also has a set of analysis questions at the end where students typically answer five to eight questions, each with a specific target. While students consistently confront and analyze different aspects of a topic using multiple texts and source materials, the materials do not include a progression of focused research projects providing students robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. endobj Since each of the six collections throughout the year contain multiple types of writing experiences, in order to receive the full instruction on the writing process for each mode of writing, the entire Performance Assessment booklet would need to be taught prior to end-of-collection performance tasks found within the anthology. Even though they have written explanatory answers to text-dependent questions, students have not had exposure to crafting their own expository essay within the collection. Materials support effective use of technology to enhance student learning. Some samples of anchor texts that support the high-quality expectations of this indicator include: Collection 1: "Facing Fear" engages students by incorporating an anchor text with the main character at the middle school age. Also use your school library to research books and magazines. Be sure to cite evidence from the text. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Collection 1: After “Life Doesn’t Frighten Me Yet,” by Maya Angelou, the students are asked to complete the Performance Task: “Different people can read the same poem aloud in very different ways. Digital materials are accessible and available in multiple platforms. There are a total of six Collections throughout the Student Edition. Materials should include routines and guidance that point out opportunities to monitor student progress. Cite real-life examples of animal intelligence from credible sources. The on-demand writing is only found in the Performance Assessment booklet. on how animals exhibit intelligence” (HMH 6th Grade, Collection 2, page 133). <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 23 0 R 24 0 R 25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R 36 0 R 37 0 R 38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R 48 0 R 49 0 R 50 0 R 51 0 R] /MediaBox[ 0 0 792 612] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.). high school math. Reading comprehension passages and questions for fourth graders. Within each collection, text-specific questions appear in “Analyzing the Text” section. BCPS Digital Textbook Access Middle Grades (6-8) Textbooks English Language Arts-Collections is available for teachers and students via the HMH Core app on the SSO LaunchPad.-Inside access for … “Reread lines 62-78. Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Meet with individual students to echo read part of the text, sentence by sentence. Students will be able to relate to characters who are about the same age as them in “Facing Fear.” They are also exposed to news stories about disasters daily in both national and social media. Collection 5, “Decisions That Matter,” has material that encourages students’ self-advocacy. Collection 1 Culture and Belonging Textbook section IXL skills My Favorite Chaperone 1.Analyze short stories 5FL 2.Identify author's purpose K5H 3.Vocabulary review: Analyze short stories AEE 4.Identify supporting details in literary texts XXH 5.Find words using context J8G 6… Free as happiness is. Research skill practice and learning do not follow a clear progression; there is not an overview of research skill progressions. Free as happiness is. Title: 2015 Houghton Mifflin Harcourt CA Collections - Instructional Materials (CA Dept of Education) Subject: 2015 English Language Arts/English Language Adoption of Instructional Materials review panel advisory report of findings of Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections© 2017, Grades 6-8. Examples of resources for vocabulary include multiple pages, although they are disconnected from the contexts of the texts: For each text from the teacher edition anthology, the teacher is directed to discuss the academic vocabulary with the students from the “Applying Academic Vocabulary” section. These support the first performance task as they are elements of a short story. Support for these conversations and tasks is minimal: The instructional materials for Grade 6 partially meet the expectations of indicator 2f. [There are three bullets under this for students to consider.]. . ], Review Your Draft - Use the chart on the following page [rubric] to evaluate your draft. However, this is not explicitly stated in the textbook; rather, the teacher will have to make those connections and illustrate them to the students. Find sources online using appropriate keywords. There is no outside research, so students gather all evidence they need from the pieces in the textbook. Performance Assessment booklet: The Performance Assessment booklet has the most complete instruction for students and teachers, however is a stand-alone piece that does not necessarily connect to the texts in the anthology. 1 0 obj foreign languages. These texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task, and the placement of texts across the school year is such that students have access to increasingly rigorous literacy experiences. (l) ©Photodisc/Getty Images; (r) ©Underwood & Underwood/Corbis from Flesh & Blood So Cheap: The Triangle Fire and Its Legacy History Writing by Albert Marrin Albert Marrin (b. In Collection 6, The second performance task is to “adapt another selection (or part of a selection) in this collection as a play. Materials provide opportunities that build students’ writing skills over the course of the school year. 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