Report for 6th Grade
Overall Summary
MyPerspectives English Language Arts Grade 6 fully meets the expectations of alignment to EdReports.org's Gateways 1, 2, and 3 criteria. Texts with which students engage are appropriately rigorous and rich and are accompanied by cohesive writing and speaking questions and tasks. The materials provide practice and production opportunities for students to grow their literacy skills in multiple areas as they build knowledge, and support learners who enter Grade 6 in need of extra support to achieve grade level skills. There are multiple opportunities for students to synthesize information by working with varied tasks and in growing research and critical thinking abilities. Materials are organized to support comprehensive vocabulary development, writing instruction in multiple modes, and independent reading of complex texts over the course of the year. The materials also include support for educators to implement, plan, and differentiate the standards-based materials, leveraging digital resources when appropriate.
Usability
Overview of Gateway 1
Text Quality & Complexity and Alignment to Standards Components
The materials for Grade 6 meet the expectations for Gateway 1. The materials include texts that are high quality and engaging, and provide students opportunities to work with texts at the appropriate level of rigor and complexity. Questions and tasks students work with are consistently linked to texts and provide ongoing practice in grade level reading, writing, speaking and listening, and language.
Criterion 1.1: Text Complexity and Quality
Indicator {{'1a' | indicatorName}}
My Perspectives: English Language Arts Grade 6 contains anchor texts that are of publishable quality and worthy of reading for a variety of student interests. The publisher includes texts that are relevant for a variety of purposes. Authors of the anchor texts are noted in their various fields as accomplished writers. As illustrated below the selections are content rich and range in topic from childhood to technology and exploration. The texts also cover multiple genres. Each anchor text relates directly to the theme of the unit and following works support students as they seek to answer the unit’s essential question.
Examples of texts that represent how this program meets the requirement of quality text include (but are not limited to) the following:
- Excerpt from Brown Girl Dreaming (Memoir in Verse - Poetry) by Jacqueline Woodson
- Excerpt from “My Life with the Chimpanzees” (Memoir) by Jane Goodall
- “Teens and Technology Share a Future” (Blog Post) by Stefan Etienne
- “The Phantom Tollbooth” Acts 1 and 2 (Drama) by Susan Nanus
- Excerpt from “The Long Way Home” (Memoir) by Saroo Brierley
Indicator {{'1b' | indicatorName}}
The instructional materials for My Perspectives Grade 6 meet the expectations for reflecting the distribution of text types and genres required by the standards. Throughout the five (5) units of study, the texts selected are a balanced mixture of informational and literary reading selections. The variety of genres and text types include memoirs, blog posts, essays, short stories, novel excerpts, news articles, poems, and drama. Adding additional genres to the already diverse selections within the textbook, there are suggested trade books which can be used as supplemental material.
Students in Grade 6 are exposed to this text balance across the units, as noted by the representative examples below:
Unit 1: Childhood
“Brown Girl” (memoir)
“Calvin and Hobbes” (comic strip)
“Declaration of the Rights of the Child” (public document)
Unit 2: Animal Allies
“My Life with the Chimpanzees” (personal narrative with audio)
“A Blessing” (poetry)
“Black Cowboy, Wild Horses” (short story)
Unit 3: Modern Technology
“Teens and Technology Share a Future” (nonfiction)
“The Internet of Things” (video from IBM as text)
"The Fun They Had” (short story)
Unit 4: Imagination
“The Phantom Tollbooth” (drama)
from Alice’s Adventures in Wonderland (novel excerpt)
Unit 5: Exploration
“Animation All about Exploration” (media - video)
“Mission Twinpossible” (news article)
from Lewis & Clark (graphic novel)
Indicator {{'1c' | indicatorName}}
My Perspectives: English Language Arts Grade 6 has the appropriate level of complexity according to quantitative analysis, qualitative analysis, and relationship to their associated student task. While the quantitative is the Lexile score and length of pages for the readings, the qualitative criteria is based on Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose. The publisher’s “Text Complexity Rubric” assesses each reading on a 5-point scale (with 5 being the highest level) for each criteria.
When looking at quantitative analysis, most texts are within the lexile band for grades 6-8 (730-1410). The provided qualitative analyses of the texts in Grade 6 reveal most texts fall in the 3 and 4 range ("moderate" to "somewhat challenging"). Below is evidence from the Grade 6 series illustrating various types of texts as annotated in the Teacher’s Edition. Additionally, the relationship between the level of complexity and the relationship to student tasks is appropriate for the grade level.
Unit 1: Childhood
“Calvin and Hobbes” (comic strip) page 27
Format and Length: Three comic strips with speech bubble, titles; lower quantitative measure due to fewer words to measure
Knowledge Demands - 2
Structure - 1 “Traditional and familiar comic format…”
Language Conventionality and Clarity - 1 “Speech bubbles have very simple conversational language…”
Levels of Meaning/Purpose - 3 “The cartoons use ironic humor, subtle meaning, and meaning that must be inferred from knowledge of the characters…”
Unit 3: Modern Technology, includes “Feathered Friend” (first-person narrative) p195
Lexile: 1100 Text Length: 1,281 words
Knowledge Demands - 3 “The experiences that are portrayed in story (life in space station) are uncommon to the readers, but are explained.”
Structure - 3 “The story is told chronologically, but the situation is not fully revealed right away…”
Language Conventionality and Clarity - 3 “The language is clear and concrete. Some sentences are very long, with complex structure and multiple clauses…”
Levels of Meaning/Purpose - 3 “The situations and meaning of the story are not revealed until the end, but once they are revealed, they are explicit and easy to understand.”
Indicator {{'1d' | indicatorName}}
The materials for My Perspectives: English Language Arts for Grade 6 support students’ increasing literacy skills over the course of the school year. The distribution of texts meets both the quantitative and qualitative measures for text complexity for the sixth grade level. Teacher’s editions divide texts for each unit into color-coded levels of Whole Class Learning (green), Small Group Learning (turquoise), and Independent Learning (purple). Not only do the texts build with the challenges of what students are being asked to do to read complex texts, especially with language and meaning, but also the writing builds throughout each unit and throughout the year.
The series of texts in each unit vary in text complexity but build in complexity throughout the year. The publisher adds a rubric for each reading that assesses the quantitative and qualitative value for each reading. The qualitative demands increase throughout the year and are mostly in the moderate and complex range by unit 5 at the end of the year. Each unit contains selected tasks that can be used to assess students’ grasp of concepts such as a performance tasks that includes both a writing and a speaking/listening component. The materials also contain formative assessments with suggestions for reteaching and selection of test items for tracking student mastery of literacy standards across the year.
Readings vary in text complexity over the entire school year to build students literacy skills. The materials support a spectrum of qualitative and knowledge demands to provide students opportunity to engage with texts that are rigorous in a variety of ways. The following text example is but one to illustrate how the placement of texts supports students' increasing challenges over the year:
Unit 1: Childhood
“I Was a Skinny Tomboy” (poem)
Lexile: N/A Text Length: N/A
Knowledge Demands - 3
Structure - 4
Language Conventionality and Clarity - 3
Levels of Meaning/Purpose - 3
Unit 4: Imagination
From The Shah of Blah (novel)
Lexile: 1060L Text Length: 3,356 words
Knowledge Demands - 4
Structure - 4
Language Conventionality and Clarity - 3
Levels of Meaning/Purpose - 4
In this example, the Unit 1 text is a poem that students engage with to build skills; the placement of the longer, more quantitatively difficult text later in the suggested scope allows time for students to build stamina and skills.
Indicator {{'1e' | indicatorName}}
The Teacher’s Editions for My Perspectives: English Language Arts Grade 6 includes a text complexity analysis and rationale for purpose and placement of anchor texts and series of texts in Grade 6. The publisher includes a “Planning” section before the anchor texts and series of texts that lists the Lesson Resources with a “Text Complexity Rubric.”The Planning section gives a summary and insight for the anchor texts, as well as an explanation for connections between the Essential Question, Performance Tasks, and the reading selections. A rationale is included for the scores given on the rubric. The text complexity rubric includes Lexile level, text length, and qualitative measures such as Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose
The Planning section for each unit include the following sections to support teachers as they work with students to build literacy:
- Summary of the text
- Insight into the rationale for the text selection
- Connection to the essential question
- Connection to performance tasks
Indicator {{'1f' | indicatorName}}
The materials for My Perspectives: English Language Arts Grade 6 fully meet the requirements for this indicator. The anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
For each of the five units, there are multiple selections lined to a central theme and essential question. In each unit students are given the opportunity to engage in a large volume of reading following a similar format beginning with whole group learning, then small group learning, and finally independent learning ending in a culminating Performance Based Assessment. There is a variety of genres found in each unit and all units are organized by the gradual release of responsibility model to provide students with supports throughout the unit which includes close reading and multiple-reads.
Text examples used within Grade 6 are as follows:
Unit 1: Childhood
Anchor Text: from Brown Girl Dreaming (Memoir in Verse - Poetry) by Jacqueline Woodson p 12
Range and Volume: Memoir from larger work - 7 poems to analyze
Growth toward Grade Level: Scores of 4 on Qualitative- Language and Purpose
Unit 4: Imagination
Anchor Text: “The Phantom Tollbooth” Acts 1 and 2 (Drama) by Susan Nanus p 282 and p 312
Range and Volume: Drama - two acts paired with Media - Video
Amount of Time Spent: 13 days on Pacing Plan p 272 in TE
Growth toward Grade Level: Scores of 4 on Qualitative- Structure and Language
Criterion 1.2: Alignment to the Standards with Tasks and Questions Grounded in Evidence
The instructional materials reviewed for My Perspectives: English Language Arts Grade 6 meet the expectations of indicators 1g through 1n. The materials include comprehensive support for students to build their writing skills over the course of the year, with a mix of on-demand and process writing that attends to the modes and types of writing required by the standards. Questions and tasks, both in writing and speaking, are text-focused, building students' literacy skills in diving deep into texts.
Indicator {{'1g' | indicatorName}}
The instructional materials reviewed for My Perspectives: English Language Arts Grade 6 meet expectations that most of the questions, tasks, and assignments are text dependent and require students to engage with the text directly. Students are required to provide evidence from the text to support their responses in almost all questions and the Teacher’s Edition provides formative assessment suggestions that remind students to cite evidence from the text.Combined Evidence:
The materials provide a consistent format for students to engage with text-dependent questions and/or tasks. Each anchor and small group text asks students to answer analyze craft and structure questions. Also, each text selection is followed by a section to analyze the text in which students are asked to interpret, draw conclusions, and speculate using text evidence to support their answers. The last question directs students to the unit’s essential question using text evidence to support their thinking. During small group instruction, students work through a comprehension check which begins with literal text-dependent questions and then moves to more analytical “why” questions and a written summary. After reading in their small groups, students discuss answers to these questions and clarify details from the text.
Examples of questions and tasks that require text-based evidence include, but are not limited to, the following:
After reading “Teens and Technology Share a Future” in Unit 3, students are confronted with the task, Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the blog post. Students then use the Evidence Log for Exploration: After summarizing a text and quick writing about what they have read, students formulate their point of view in one succinct sentence and then record textual evidence to support their point of view.
Samples of text-dependent questions which accompany reading selections include questions such as:
After reading Jacqueline Woodson’s memoir Brown Girl Dreaming in Unit 1, students are asked What can you tell about Woodson from these lines? What can you tell about her sister? List three details from the poems that connect to as aspect of Woodson’s personality. What do these details suggest about Woodson as a child? Identify one example of a private thought or feeling Woodson shares in her memoir. Explain how the use of first-person point of view allows her to share this detail.
After reading Leena Khan’s “The Black Hole of Technology” in Unit 3, students are asked Why does Leena Khan feel the urge to check her cell phone for a signal when she is walking toward a temple in Cambodia? Why does she draw a connection between listening to the guide and accessing data on her cellphone?
After reading Saroo Brierley’s A Long Way Home in Unit 5, Why does Brierley provide so much detail about his thought process? What can you conclude about Brierley and his mission from these details? Why might the author have used a simile to describe what he was viewing on his computer screen? How does Brierley emphasize the importance of his search method and process throughout the excerpt?
Indicator {{'1h' | indicatorName}}
The instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet expectations that the text-dependent questions and tasks build to culminating tasks that integrates skills (writing, speaking or a combination) which provide teachers information about what students know and are able to do.
Each unit has the same format of teacher led, small group, and independent student learning which culminates in a performance-based writing assessment. Not only do the texts build with the challenges of what students are being asked to do to read the complex texts, but also the writing builds throughout each unit and throughout the year. All units end with a writing task and a speaking and listening performance task focused on the unit essential question and backward mapped from all unit activities. These culminating writing tasks are different genres of writing such as argument and explanatory essays and narratives.
Both text-dependent questions and writing tasks build throughout each unit to support students in the culminating writing task. A few examples that are representative of this include:
Unit 2: Animal Allies. Students complete a culminating task in which they present an explanatory essay for this prompt: What effects do the animals have on the characters from the selections? Use images to illustrate your presentation” (the format is a multimedia slideshow). Working in groups, students plan, rehearse, present, evaluate texts, provide evidence, and select media examples. They organize their ideas and practice delivering the presentation. Students apply presentation techniques and evaluate their work using a checklist. This allows for an integration of writing with speaking.
After whole group learning students are asked to do a performance task with a writing focus. Selections provide an audio summary to help students build additional background knowledge before the first read and have a connection to the unit’s essential question as well as connection to the whole-class learning performance task and the unit performance task (Unit 2 TE p.126A).
The Unit 5 culminating writing task is an argument answering the question, “Should kids today be encouraged to become explorers?” In Unit 5, using their knowledge from reading A Long Way Home and viewing "Animation All About Exploration,”students complete a Performance Task asking them to write an argument in which they state and support their position on the following questions: “Is exploration a courageous act that requires a unique sense of adventure? Or, is exploration so natural to human beings that anyone can be an explorer?”
Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text, “A Long Way Home,” students respond to the question, “What has this text revealed about what drives people to explore?” The culminating activity for the anchor texts requires students to write an argument stating a claim in response to the question, “Is Saroo Brierly an explorer? Why or why not?” which helps prepare them for the culminating writing task.
Indicator {{'1i' | indicatorName}}
My Perspectives: English Language Arts Grade 6 meets the expectations for Indicator 1i. For each series the units are divided into Whole-Learning, Small-Group Learning, and Independent Learning. Students are given multiple opportunities to work with partners and groups to learn and model academic vocabulary and syntax. Throughout the series there are sections like “Making Meaning” and “Language Development” that are solely devoted to academic vocabulary and syntax. Throughout the texts in both the teacher’s edition and student’s edition, academic terms are highlighted in each unit. Graphic organizers are used repeatedly throughout the series to give students words that will be useful as they analyze, discuss, and write about the texts.
Examples of how the program meets the expectations of the indicator include, but are not limited to, the following:
Learning strategies and actions are found at the beginning of each of the three sections in each unit: Whole-Class Learning, Small-Group, and Independent Learning. Strategies for Whole-Class Learning include: listen actively, clarify by asking questions, monitor understanding, interact and share ideas. Strategies for Small-Group Learning include: prepare, participate fully, support others, and clarify. Strategies for Independent Learning include: create a schedule, practice what you’ve learned, and take notes. There are also videos teachers could show on learning strategies available online in the Professional Development Center.
Prior to the Small-Group Learning, the teacher edition provides support for instructing students in being effective members of a small group. Students are provided the 5 steps for working as a team:
1. Take a Position
2. List Your Rules
3. Apply the Rules
4. Name Your Group
5. Create a Communication Plan
The materials also include support for teachers to instruct in Accountable Talk with sentence stems:
Remember to…
- Ask clarifying questions.
- Can you please repeat what you said?
- Would you give me an example?
- I think you said ________. Did I understand you?
Remember to…
Explain your thinking.
Which sounds like…
- I believe __________ is true because ________.
- I feel that ____________ because ___________.
Remember to…
- Build on the ideas of others.
- When_____________ said _____________, it made me think of ____________.
Indicator {{'1j' | indicatorName}}
The instructional materials, My Perspectives Grade 6, support students’ listening and speaking about what they are reading and researching with relevant follow-up questions and supports. There are several opportunities within this series for students to discuss topics with classmates and teachers. In all five units of study, there is a section dedicated to “Speaking and Listening.” Some examples of how the materials support this indicator include (but are not limited to):
Unit 2
Small-Group Learning: Students present in their small group passages from the text they found especially important, discussing what they noticed, what questions they asked, and what conclusions they reached.
Speaking and Listening: Dr. Goodall describes several chimpanzee behaviors that are similar to human behaviors. Participate in a whole-group discussion in which you analyze these behaviors.
In Unit 4, under small-group learning: Students create and deliver an oral presentation based on the poem “Jabberwocky”. It can be either a dramatic poetry reading or a multimedia presentation. A Performance task in this unit: Students write and perform a fictional narrative with their group based on Alice’s Adventures in Wonderland.
Indicator {{'1k' | indicatorName}}
The instructional materials reviewed for My Perspectives Grade 6 meet the expectations of indicator 1k. The materials include a mix of on-demand and process writing and short, focused projects, incorporating digital resources where appropriate.
Each of the five units begins with a launch text modeling the type of writing students will be completing in their performance assessment at the end of the unit. Immediately following the launch text, students write a summary of the launch text and a quick write responding to a prompt focused on the essential question and preparing them for the culminating unit performance task. Additionally, each unit contains a writing activity at the end of the whole-class learning and at least one of the small-group text includes a writing activity. Each unit ends with a culminating writing performance assessment.
Examples of how the program includes on-demand and process writing include, but are not limited to the following examples:
Unit 1 includes a focused writing task: Students write a brief nonfiction narrative in verse in which they emulate the poetic style of Jacqueline Woodson in her memoir-poem “Brown Girl Dreaming.”
In Unit 3, during whole-class learning, students read the short story, “Feathered Friend” and write a brief argumentative essay in which they take a position on the question: Is it risky to become too dependent on technology? Additionally, Students read two blog posts, “Teens and Technology Share a Future” and “The Black Hole of Technology.” They write an argumentative essay in which they compare and contrast the two and decide which one is more convincing.
In Unit 4, after reading the launch text, students are asked to write a summary of “The Great Universal Undo.” A QuickWrite is done to the prompt, “How can imagination lead you somewhere unexpected?”
Students write a narrative retelling by rewriting a scene from The Phantom Tollbooth from another character’s point of view.Indicator {{'1l' | indicatorName}}
The instructional materials, My Perspectives Grade 6, meet the criteria for Indicator 1l. Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Within each unit, all writing tasks are directly related to the text and/or essential questions for the units. Students engage in writing narrative, informational, and argumentative pieces across all units as demonstrated in the evidence below.
Unit 2
- Narrative: Students write a short story about a trip in space with any kind of animal. Students are to include information of what the animal did and how its presence in space affected the animal or people.
- Informational: Students write a brief explanatory essay describing the process Jane Goodall used to gain chimpanzee’s friendship.
Unit 4
- Narrative: Performance Task: Writing Focus - Write a Fictional Narrative
Unit 5
- Argumentative: Performance Task: Writing Focus - Write a brief argument
- Narrative/Informational: Students imagine that they are astronauts each with a twin (as in the text “Mission Twinpossible”). Students choose if they would rather be on the ground or in the space station for the experimental year. They compose a paragraph in the voice of that astronaut, describing feelings about going into space or being on the ground, why they prefer the choice taken, and what other plans they would have for the year.
Indicator {{'1m' | indicatorName}}
The instructional materials reviewed for My Perspectives Grade 6 meet the expectations for indicator 1m because they include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Frequent opportunities exist across the school year for students to acquire and practice skills that they can use in various assignments and performance-based assessments. Students also write multiple argumentative compositions in which they must clarify and defend claims using evidence from texts and/or sources.
In Unit 2, students engage in a Challenge (Writing): Write a one-page counterclaim in which you argue the opposing point of view from that you took in the assignment (i.e., writing to sources for the selection “Feathered Friend”). Include logic, reasoning, and support that is used, or would likely be used, to back up that claim.
In Unit 3, students write an argument in the form of an editorial stating their position on the question: Do electronic devices and online access really improve our lives? They are given direction on what an editorial is with a listing of elements of effective editorials, pp 228-233.
- A precise claim or position
- Clear reasons and evidence that support the claim
- Logical organization making clear connections among claims, reasons, and evidence
- Concluding statement that logically completes the argument
- Formal and objective language
- Use of transitions to show relationships between ideas
- A model is provided in the form of the Launch Text.
- Chart is provided supporting students initial writing of the claim and planning their argument.
In Unit 5, students work in the Writing to Sources section. Definition of an argument given to students, and the assignment is to write an argument in which you state a claim in response to a question. In the writing to sources section, students write a short explanatory essay in which they draw conclusions about the role of humor in the instructional video. Students also do a How-to Essay...explain the steps in the process- Students will conduct research, organize information, cite sources
Indicator {{'1n' | indicatorName}}
My Perspectives Grade 6 meets the expectations for indicator 1n. Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Included in each unit are frequent opportunities for students to demonstrate command of the conventions of standard English grammar and usage through writing or speaking. Some grammar, mechanics and conventions are taught explicitly while others are integrated with the reading and writing instruction. Each unit has a Planning section for the teacher. Under the heading “Lesson Resources,” the activities for a text are laid out clearly for the teacher. It is divided into 3 sections: Making Meaning, Language Development, and Effective Expression.
Examples of how the program meets the expectation of indicator 1n, include (but are not limited to) the following:
In Unit 2, after reading “The Phantom Tollbooth, Act II”, students are given a list of conventions with definitions: Simple, Compound, and Complex Sentences. Additional definitions are given for independent clause and dependent clause. Examples are provided for Simple Sentence, Compound Sentence, and Complex Sentence. Then, students are asked to mark the “independent and dependent clauses” with examples from the text. Then, students are asked to revise a simple sentence into a compound or complex sentence.
In Unit 4, the teacher reviews with students the use of pronouns and antecedents, using the chart provided in the SE. Students then identify pronoun/antecedent pairs in sentences and correct if they do not agree. They are provided two additional sentences and are to correct the pronoun-antecedent agreement.
In Unit 5, students write an argumentative essay (p 439) for a whole class performance task. Instructions include editing for conventions and proofreading for accuracy. Students are reminded to reread and correct errors in grammar and word usage, making sure they have used words that accurately reflect their meaning. They are to look for errors in spelling and punctuation, making sure they have not confused words that sound the same. Teachers are instructed to suggest students edit each other’s essays for conventions and accuracy, explaining that when writers spend a lot of time developing an essay, they can often miss their own errors.
Overview of Gateway 2
Building Knowledge with Texts, Vocabulary, and Tasks
The instructional materials integrate reading, writing, speaking, and listening through topically organized sets framed by an Essential Question. Students engage in research supported by text-dependent questions and tasks as they build and demonstrate knowledge and skills in all areas of ELA.
Gateway 2
Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks
Indicator {{'2a' | indicatorName}}
MyPerspectives Grade 6 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.
As illustrated below, unit titles are themes that connect the reading selections:
- Unit 1: Childhood
- Unit 2: Animal Allies
- Unit 3: Modern Technology
- Unit 4: Imagination
- Unit 5: Exploration
An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below with Unit 5: Exploration (theme)
- Launch text – “What on Earth is left to Explore?”
- Anchor text – from A Long Way Home
- Media: Video – “Animation All About Exploration”
- Small Group Learning
- News Article – “Mission Twinpossible”
- Argument – “Should NASA Pay companies to Fly Astronauts to the International Space Station”
- Argument – “Should Polar Tourism Be Allowed?”
- Media: Graphic Novel – from Lewis & Clark
Indicator {{'2b' | indicatorName}}
My Perspectives Grade 6 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. This provides students with opportunities to share their learning through written and oral projects.
Below are examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:
From Unit 1, "Childhood" After reading, “I Was a Skinny Tomboy Kid” p 69, students are given several activities one is found in the section, entitled “Making Meaning” under Analyze Craft, and Structure p 74 where students are asked to read and learn the definition for Theme, Imagery, and Figurative Language. The assignment reads as follows: “Work as a group to fill in the chart, showing how the poet develops the theme of this poem.” The students must cite the “Text” and “How Poet Expresses Theme” in the chart and then share it with the findings with group members.
From Unit 2, "Animal Allies"
Media vocabulary. The teacher is given instructions for how to teach media vocabulary, including having students to discuss where (in other texts) they have seens the terms before and whether or not they have used them in speaking and writing. Students work together in groups to find commonalities between the terms. Also, instructions are given on how to teach domain specific vocabulary: student identify a domain specific term in a podcast that will eventually be included in a class dictionary that any student may access as they discuss the podcast.
From Unit 3, "Modern Technology"
Students read the blog post, “Teens and Technology Share a Future” by Stefan Etienne.
Students annotate the texts, such as in paragraph 3 where they mark the metaphor.
In the Comprehension Check sections, they answer questions such as: "According to Etienne, why is technology a 'window into a new world'? In what way does Etienne suggest that technology is like a superpower?"
In their notebook, students list three important ideas from the selection to show your understanding. In Analyze the Text, students Paraphrase, Evaluate, Speculate, Interpret, Essential Question. In Analyze Craft and Structure, students Determine Author’s Purpose and Point of View
Indicator {{'2c' | indicatorName}}
My Perspectives Grade 6 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.
In Unit 1, students are analyzing one author’s presentation of facts with another using a chart on first-person point of view during class discussion. They then write an explanatory essay comparing the point of view of A Simple Act and the excerpt from An Invisible Thread to analyze the effect of each point of view on the reader.
Later in the Unit, students are provided graphic support in developing ideas in their small group comparing video with text. They are then to use the chart they developed, along with terms, phrases and/or sentences from the text to achieve Maya Angelou’s voice in writing either a journal entry letter, or video script (pp 84-85).
In Unit 5, students read an excerpt from A Long Way Home, a memoir by Saroo Brierley. Students answer, "What is Brierley looking for, and how is he conducting his search?" Next, they view the video, “Animation All About Exploration” and answer: What types of things did people long ago use to help them navigate?
For the "Write an Argument Performance Task," students receive the prompt: You’ve read a memoir excerpt and you’ve watched a video about exploration...use your knowledge...and defend a position on the topic of exploration. In the "Connect Across Text," students use evidence from both texts to support the claims they make about the essential question: What drives people to explore?
Indicator {{'2d' | indicatorName}}
My Perspectives Grade 6 meets the expectations of indicator 2d. The series is organized into five units and the culminating task for each unit is a Performance-Based Assessment. After reading the anchor texts during whole group instruction, which all have a connection to the unit’s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Imbedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.
Unit 1: Childhood
The culminating writing task is a nonfiction narrative answering the question, “When did a challenge lead to a triumph?” p 86, which students then present as a recitation for the speaking/listening portion of the assessment. Students begin the unit by answering this question in a quick write after reading the launch text, p 9. While analyzing the anchor text, Brown Girl Dreaming, students respond to the question, “What have you learned about the challenges and triumphs of growing up from reading the selection?” p 20. The culminating activity for the anchor texts requires students to write a personal narrative responding to the prompt, “When did you have to use your imagination to find another way to do something?” pg. 32. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating activity.
Unit 3: Modern Technology
Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an argumentative essay written to sources about our reliance on technology and (2) present an oral presentation based on the final draft of the argumentative essay in part 1. Students have read, watched, and viewed/listened to selections prior to this culminating task.
In Part 1, students demonstrate their ability to make claims supported by relevant evidence and to draw evidence from texts to support their analyses. In Part 2, students demonstrate their ability to identify claims and reasons in their own writing (introductory, body, and concluding paragraphs) and present them orally to an audience.
Unit 4: Imagination
Students are comparing the drama and video of The Phantom Tollbooth as their whole class learning activity (p. 282, 312, 346) which supports R.L 6.7. Students are given a graphic organizer to record similarities and differences of character, setting, and events after discussing with a partner. Students are then asked to write a compare and contrast essay noting what is similar to and different from what they “see” and “hear” when reading and watching the video. They are also asked to use evidence from each medium to support their ideas. This supports students’ need to perform analysis of parts to complete quality cumulative tasks and to integrate knowledge and ideas.
Students also are integrating Knowledge and Ideas in informational Text. With The Black Hole of Technology (p.222-223) students must compare and contrast one author’s presentation of events with that of another (R.I 6.9) and trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not (R.I 6.8) with The Black Hole of Technology p.222-223 and Should Polar Tourism Be Allowed? P. 464-465.
Indicator {{'2e' | indicatorName}}
The instructional materials for Grade 6 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled “Making Meaning” for several of the texts, including readings and videos. In that section, students are given subsections called “Concept Vocabulary,” “Word Study” and “Analyze Craft and Structure.” Additionally, students are given a section called “Word Network” that allows them to choose “interesting words” from a particular text and add it to their ongoing list of words over the course of the year.
Excerpts from the program that highlight some vocabulary work are listed here:
Unit 1
memoir: The term is first introduced on page 5 through a nonfiction narrative chart and then reviewed more closely on page 32 through a writing focused, performance task for nonfiction narrative. On page 86, students encounter the term once again through a performance-based writing assessment.
Unit 2
Concept Vocabulary p 141 - Three words, ripple, nuzzled, caress, are listed for students. Then, the SE asks, “Why These Words” The three concept vocabulary words from the text are related. With your group, determine what the words have in common. How do these word choices enhance the impact of the text?
Under Practice, students are asked to write in their Notebook - The concept vocabulary words appear in “A Blessing.” Gain a better understanding of them by working in a group to write a sentence using each word.
Unit 3
After reading The Phantom Tollbooth, Acts I, II, and media, pp. 282-349, students complete the following activities:
- Prior to reading the first selection, pg. 282, students are provided 6 concept vocabulary words to rank in order from most familiar to least familiar. After their first read of the text, they are to return to the vocabulary and make changes to their original ranking as needed.
- As students read, concept vocabulary is highlighted in blue and defined in the margin. Additionally, Tier II vocabulary are identified and defined in the margin.
- At the end of the text, pg. 310, students revisit the concept vocabulary and respond to two questions:
How does the concept vocabulary sharpen the reader’s understanding of some of the ideas being explored in The Phantom Tollbooth, Act I? What other words in the selection connect to this concept?
The online TE provides additional support in the form of a Concept Vocabulary and Word Study document.
Indicator {{'2f' | indicatorName}}
The instructional materials for Grade 6 support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the units, students keep an Evidence Log to record information they gather and connections they make.
Some examples of how the program works with writing include (but are not limited to) the following:
Unit 1: Students read and analyze Bad Boy and I Was a Skinny Tomboy Kid. A graphic organizer is given for them to use as a tool to gather information and details needed for writing. For additional writing support, students are assigned to write what they have learned about both selections in their Evidence Log. Using their notes from both the graphic organizer and the Evidence Log, students write a compare-and-contrast essay in which they analyze the different ways the memoir excerpt and the poem address a common theme.
Unit 3: Performance Task: Students are asked to write an argument in the form of an editorial taking a position on “Which blogger made a better case for his or her argument?”
Performance Based Assessment: Students are asked to write and present an argument defending a claim in response to “Do we rely on technology too much?”
The textbook provides supports for the students throughout the writing process. It lists the elements of an argument and gives bulletpoints of the different elements an argument contains. It also provides a model argument for students to review. Students may use their student books or the online student book to work through the unit. Next is the Prewriting/Planning templates where it prompts students to write a claim and then to consider possible counterclaims.
Unit 5: After reading “Mission Twinpossible” based on the lives of astronauts Mark and Scott Kelly, students are assigned a Research: How-To-Essay where they work in their groups to explain the steps in a process. They can choose from two topics:
- Conduct research to learn more about these effects (negative effects of gravity) while they are traveling in space. Write an essay in which you explain “how to minimize the effects of space travel on the human body.”
- Conduct research to find out more about the training and preparation required to become an astronaut. Write an essay in which you explain “how to become an astronaut.”
The texts gives students on how to write informative/explanatory texts to examine a topic. They learn to conduct research, organize information, cite sources, and avoid plagiarism. To personalize learning, teachers are given notes under “Strategic Support” that offers steps on how to teach students to find trustworthy online sources.
Indicator {{'2g' | indicatorName}}
The instructional materials for Grade 6 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 sources. Each of the 5 units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring students to analyze different aspects of the topic using multiple texts and source materials.
Some examples of how students engage with research practice and projects are listed here:
Unit 1: Conduct research in preparation for a class discussion about the connections between the comic characters’ names (Calvin and Hobbes) and the historical figures for whom they were named. Research the following questions: Who were Calvin and Hobbes named after? What were some of the personality traits and beliefs of these historical figures? Why might Bill Watterson have decided to name his characters after these figures? Students are guided to consider multiple reliable sources of information, both print and digital, to write down relevant ideas and details, and to note any additional questions that their research raises and that they would like to discuss with the class.
Unit 3: After reading a blog post entitled “The Black Hole of Technology,” students are asked to “Choose at least one unfamiliar detail from the text” and research it. Then, students are asked to answer the following question, “In what way does the information you learned shed light on the blog post?”
Unit 4: Research to clarify/research to explore: Choose at least one unfamiliar detail from the text. Briefly research the detail. In what ways does the information you learned shed light on an aspect of the poem? Choose something that interested you from the text and formulate a research question.
Unit 5: After reading “Mission Twinpossible,” students work in their group to write a how-to-guide, choosing one of these options:
The article mentions the negative effects that the lack of gravity in space has on the human body. Conduct research to learn more about how astronauts minimize these negative effects while they are traveling in space. Write a how-to-guide for keeping fit in space.
Astronauts must go through years of training and preparation before traveling to space. Conduct research to find out more about the training and preparation required to become an astronaut. Write a how-to-guide for people who want to become astronauts.
Steps for conducting research are included in the SE along with tips for organizing the information and reminders to cite sources and to use correct citation style.
Indicator {{'2h' | indicatorName}}
The instructional materials for Grade 6 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.
This series has an “Independent Learning” section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.
Graphic organizers are used to record the student’s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.
Trade books are integrated throughout the school year, per unit of study. For example, in Unit 1 students choose among The Secret Life of Bees by Frances Hodgson Burnett, The Young Landlords by Christopher Paul Curtis, and But, Not Buddy Walter Dean Myers. In Unit 3, the independent reading choices include A Wrinkle in Time by Madeleine L’Engle, Anything But Typical by Nora Raleigh Baskin, and My Side of the Mountain by Jean Craighead George.
Students are regularly provided charts to record strategies and action plans as they read ahead and develop their own patterns and protocols for independent reading. The chart already includes some strategies and students are encouraged to add their own. The SE contains a First-Read Guide to record ideas during a first read, and a Close-Read Guide to record close read ideas. Text questions are available in the online TE that can be assigned after students read.
Students then prepare to share with classmates by reflecting on the text they read and making notes about its connection to the unit, answering the questions, “Why does this text belong with the unit?” When they share with their peers, they jot down a few ideas they learn from them. Finally, they mark the most important insight gained from the writing and discussion and explain how this idea adds to their understanding of the relationship between people and animals.
In some units, students are given a list of online selections to choose one to read independently. For example, in Unit 3 the genres are news articles and poetry. In the SE a section on Independent Learning Strategies is given to assist students as they learn to “rely on yourself to learn and work on your own.” Students are asked to review the strategies and put them into practice as they focus on Independent Learning.
For the “First-Read Guide” graphic organizer, students are asked to “Use this page to record your first-read ideas.” The boxes on the organizer are divided into the follow sections:
- NOTICE new information or ideas you learn about the unit topic.
- ANNOTATE by marking vocabulary and key passages you want to revisit.
- CONNECT ideas within the selection to other knowledge and the selections you have read.
- RESPOND by writing a brief summary of the selection.
The next graphic organizer “Close-Read Guide” asks students to “record your close-read ideas” about the selection of their choice.
Overview of Gateway 3
Usability
The instructional materials are easy to use and the design is simple and facilitates student learning. Planning, instruction, and assessment is well-supported with quality resources (print and digital), standards-aligned assessments, support for differentiated instruction, and the effective use of technology.
Criterion 3.1: Use & Design
The materials are well-designed and take into account effective lesson structure and pacing so that students can master the content by the end of the course. The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. Alignment to the standards is found repeatedly throughout the series.
Indicator {{'3a' | indicatorName}}
The materials for Grade 6 are well-designed and take into account effective lesson structure and pacing. Each unit is organized into the following sections: unit introduction, whole-class learning, small-group learning, independent learning, performance-based assessment, and unit reflection. Teachers and students are also directed to additional materials such as digital resources including media selections, modeling videos, and audio recordings.
The curriculum is composed of five, seven week units. Each unit follows the same sequence of instruction focused on the unit essential question. A sample of how lessons and units are organized and what components are included with each unit is listed below:
Unit Introduction – 2 days
Whole-Class Learning – 13 days followed by 3 days for performance task
Small-Group Learning – 12 days followed by 2 days for performance task
Independent Learning – 2 days followed by 2 days for performance based assessment
Each section begins with an overview followed by the lesson plan for the text. Each lesson plan includes:
Summary of text
Insight into the text itself
Connection to the essential question
Connection to the performance task
Lesson Resources including:
Instructional Standards for the lessonStudent and Teacher Resources are found online in Interactive Teacher’s Edition
Also included:
Reteach/Practice resources
Assessment component
Text Complexity Rubric
· Support for ELLs, struggling learners, and gifted
· Teaching and Learning Cycle: Decide and Plan → Teach → Analyze and Revise Identify Needs → Decide and Plan
Indicator {{'3b' | indicatorName}}
For Grade 6, the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The pacing is such that students can master the content by the end of the course. The pacing guide appears in the TE on the first page of each unit, on the Whole-Class Learning overview page, on the Small-Group Learning overview page, and on the Independent Learning overview page of each unit.
The total number of lessons available for Grade 6 is 180. Each unit provides 7 weeks of instruction. With 5 units, the curriculum could be covered in a 36 week academic year. Teachers may choose to deliver whole-class learning, assign students to groups for small-group learning, or assign the independent learning lessons to individual students.
Support for block scheduling of the course content for individual lessons in each unit is available. For example, each day in the pacing plan represents a 40-50 minute class period. Teachers are advised to combine days to reflect their class schedule and they are given guidance on revising the pacing for differentiation (integrating lesson components and resources as necessary for students).
Indicator {{'3c' | indicatorName}}
The student resources for Grade 6 include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Materials include but are not limited to: evidence log; word network; learning strategies for whole-class, small-group and independent learning; genre specific first and close read guides; text dependent questions; App for scanning multi-media; model text for writing; support charts; concept vocabulary; essay rubrics; organization chart for small group work; choice in many assignments; selection audio; presentation rubrics; and sentence stems.
Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. By beginning the Unit with a launch text written in the type of writing students will be practicing throughout the unit, and by having students address the essential question in response to the launch text, throughout the unit, and again in the culminating performance assessment, students continue to interact with the theme through reading, writing, and speaking.
The First-Read Guide is divided into quadrants titled: Notice, Annotate, Connect, and Respond.
- Notice new information or ideas you learn about the topic as you first read this text.
- Annotate by marking vocabulary and key passages you want to revisit.
- Connect ideas within the selection to other knowledge and the selections you have read.
- Respond by writing a brief summary of the selection.
The Close-Read Guide is divided into three sections:
- Close read the text – Revisit sections of the text you marked during your first read. Read these sections closely and annotate what you notice. Ask yourself questions about the text. What can you conclude? Write down your ideas.
- Analyze the text – Think about the author’s choices of patterns, structure, techniques, and ideas included in the text. Select one and record your thoughts about what this choice conveys.
- Quick Write – Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.
Ample review and practice resources are available:
- Evaluating Your Draft checklist:
- Purpose and Organization
- Provides an introduction that establishes a clear context and introduces the characters.
- Presents a clear chronological sequence of events that are linked by a variety of transitions.
- Provides a conclusion that follows from the events and experiences in the narrative.
- Evidence and Elaboration
- Effectively uses narrative techniques such as dialogue, pacing , and description.
- Uses descriptive details, sensory language, and precise words and phrases.
- Establishes the writer’s voice through word choice, sentence structure, and tone.
- Conventions
- Attends to the norms and conventions of the discipline.
- Purpose and Organization
Directions and explanations are clear and reference materials are correctly labeled:
- Peer Review
- Exchange papers with a classmate. Use the checklist to evaluate your classmate’s nonfiction narrative and provide supportive feedback
Indicator {{'3d' | indicatorName}}
Materials for Grade 6 include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Alignment to the standards is found repeatedly throughout the series.
On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart broken down by Reading, Language, Writing, and Speaking and Listening.
In the SE, Standards are found on pp. xx-xxix and noted in the margins throughout each text selection, with the activities and questions following the text, with the performance tasks, and with the culminating Performance-Based Assessment.
There is alignment between questions, tasks and assessment items. Examples like the one below, can be found throughout the textbook:
- Question
- What was the author’s dream at age 12?
- Task
- Using this chart, cite three of the author’s influences and explain how each influence affected the central idea of the text. Share your responses with your group.
- Assessment Item
- You have read about imaginary characters and settings. Work with your group to develop, plan, and perform a fictional narrative for your class in which you address this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?
Indicator {{'3e' | indicatorName}}
The visual design for Grade 6 (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
The visual design is engaging. The colors chosen are not distracting. Also color coding is used appropriately to allow teachers and students to locate sections of the textbook.
The layout of the text is consistent throughout, with each unit following the same format. Color-coded sections within each unit make them easy to quickly locate. For example, in the teacher’s edition, all lesson sections labeled “Teaching” appear with a green background color while sections labeled for “Teaching” performance tasks appear with an orange background color.
Charts and graphics are easily recognizable from one unit to the next and are free from distraction. Texts are flanked by wide margins to allow for first and close reading notes. The font, size, margins, and spacing are consistent and readable.
Selections and their accompanying questions and tasks appear consistently throughout the text making it easy for students recognize and follow the order in which the materials are presented.
Criterion 3.2: Teacher Planning
Materials include a teacher’s edition with ample and useful annotation, suggestions on how to present the content contained in the student edition, and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.
The materials include full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. Throughout the units, teacher guidance is provided in the margins on every page. The teacher should be very clear what his/her role will be at every point in the unit.
The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
Indicator {{'3f' | indicatorName}}
My Perspectives: English Language Arts - Grade 6 includes a teacher’s edition with ample and useful annotation suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
The series includes an overview for each of the five units that include a pacing plan with suggested days for unit introduction, whole-class learning, small-group learning, and independent learning. After each type of learning there are performance tasks that lead to the performance-based assessment at the end of each unit. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.
Throughout the unit, teacher guidance is provided in the margins on every page. For example, during Close Read the narrative guides teachers through this process by reminding students of what to look for, Annotate gives modeling language,Question models questioning and has the teacher talk through what they are wondering following the narrative, and finally, Conclude where the teacher makes a conclusion based on the modeled think aloud.
Pearson Realize has online resources supplementing the TE and SE. Digital Perspectives in the TE shows what digital resources are available for each lesson. For example, audio, video, document, annotation highlights, EL highlights, and online assessments. Students have an online Evidence Log that is used to record evidence from all selections in a unit to aid in writing the culminating task of the Performance Based Assessment.
Indicator {{'3g' | indicatorName}}
The teacher's edition materials for My Perspectives: English Language Arts - Grade 6 contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
Each unit in this series includes labels (Introduction with Unit Goals, Overview, Planning, and Teaching) that give teachers an explanation of how to teach the texts and skills. The Personalize for Learning offers English Language Support, as well as Challenges for advanced students. This and other resources are available at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.
Throughout the unit, teacher guidance is provided in the margins on every page. Pages are also color coded, Whole Group Learning is green and says Teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.
Author’s Perspective notes are integrated throughout each unit and assist teachers by offering an expert opinion on topics such as the Importance of Background Knowledge, Why Goal Setting Matters, Using Sentence Starters, Strategic Use of Media,etc. My Perspectives has a team of four experts in the educational field who are known for their best practices.
Indicator {{'3h' | indicatorName}}
The teacher's edition for My Perspectives: English Language Arts - Grade 6 clearly explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.
The teacher’s edition shows the connections between the standards and myPerspectives: ELA series. The Personalize for Learning notes include opportunities for teachers to address standards with additional resources in the online resource http://eladashboard.com/myperspectives.
My Perspectives: English Language Arts has an online explanation for the correlation between standards and the texs at http://www.pearsonschool.com/index.cfm?locator=PS2rBh&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28138&PMDbSubjectAreaId=&PMDbProgramId=144499&elementType=correlations
Indicator {{'3i' | indicatorName}}
The instructional materials for Grade 6 meet the expectations of indicator 3i. The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The program outline includes foundational background:
“The program is backward designed from standards-based learning outcomes. All activities, instruction, and assessments contribute to students demonstrating their learning in response to an achievable performance-based assessment. Students integrate the knowledge they acquired, apply critical thinking skills, cite evidence, and use effective expression to respond to a complex multi-step writing and/or speaking and listening task.”
Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.
Pages are also color coded, Whole Group Learning is green and says teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.
There is also a Planning section before each text selection showing the Lesson Resources, both student and teacher resources organized by Making Meaning, Language Development, and Effective Expression. Next, is a Personalize For Learning: Reading Support that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for English Language Support, Strategic Support, and Challenge support as well as a Read and Respond teaching scaffold. Decide and Plan also includes CCSS Instructional Standards for the selection with a Catching up suggestion and a looking forward selection for the various standards covered in Reading, Writing, Speaking and Listening, and Language.
Indicator {{'3j' | indicatorName}}
My Perspectives: English Language Arts Grade 6 contains 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.
There a section in the margins called “Home Connection” that instructs teachers to send home a letter explaining to parents what students will be learning and how they will be assessed. This and other resources can be found at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.
Prior to each unit, students are given an outline page that lists the Essential Question with all the readings from in the Whole-Class Learning, Small-Group Learning, and Independent Learning. Additionally, the Performance Tasks that the follows the three types of learning is listed for students to view. Finally, the Performance-Based Assessment is listed with the prompt so students are made aware of what will be expected of them before they start the unit of study.
At the beginning of each unit, there are “Unit Goals” in the Student Edition. The goals are as follows: Reading Goals, Writing and Research Goals, Language Goals, and Speaking and Listening Goals. Students are asked to “Rate how well you meet these goals right now.” Introductory directions say, “These goals will help you succeed on the Unit Performance-Based Assessment.” Later in the unit, students are given the opportunity to revisit their rankings as they reflect on individual growth.
Criterion 3.3: Assessment
Materials regularly and systematically offer standards-aligned assessment opportunities throughout the year that genuinely measure student progress and inform placement, remediation and enrichment needs, and achievement.
Sufficient guidance to teachers for interpreting student performance and suggestions for follow-up are present. Rubrics are included for the performance-based assessments that accompany each unit. There is also an opportunity for students to complete a self-assessment, rating themselves on how they meet the unit goals.
Students are systematically held accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
Indicator {{'3k' | indicatorName}}
Materials for Grade 6 regularly and systematically offer assessment opportunities that genuinely measure student progress. The series provides for year-long assessments in the form of a Beginning-of-Year Test on all standards taught in the academic year for planning standard focus, a Mid-Year Test for mastery of standards taught the first half of year, providing opportunities to remediate, and End-of-Year Test to determine mastery of standards, future class placement, and to capture final assessment data.
Examples of what Unit-level Assessments include are shown below:- Selection activities formatively used to assess students’ grasp of critical concepts such as analyzing text, analyzing craft and structure, concept vocabulary, word study, and author’s style. (Notes in the TE offer suggestions for re-teaching, if needed.)
- Selection tests tracking student progress toward mastering standards taught with the selection
- Performance tasks including both a writing and a speaking and listening performance task preparing students for success on the end-of-unit Performance-Based Assessment
- Unit tests requiring students to apply standards taught in the unit with new text, providing an opportunity for teachers to remediate
- Performance-Based Assessments where students use their notes, knowledge, and skills learned to complete a project on their own.
Indicator {{'3l' | indicatorName}}
Indicator {{'3l.i' | indicatorName}}
The materials meet the expectations of indicator 3l.i. Included assessments for Grade 6 clearly denote which standards are being emphasized. On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart by activity and assessment, broken down by Reading, Language, Writing, and Speaking and Listening.
In the SE, Standards are noted in the margin next to each text, activity, assessment and performance task. Standards identified align with the appropriate tasks and questions students complete.
Indicator {{'3l.ii' | indicatorName}}
Assessments for Grade 6 provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
When assessing taught standards, Mid-Year Tests and Unit Tests can be administered online and remediation is assigned automatically. If not administered online, an interpretation guide can be used to assign remediation resources.
The writing portion of each Performance-Based Assessment includes a genre specific rubric in both the TE and SE. The second part of the Performance-Based Assessment, speaking and listening, includes a rubric specific to the type of presentation. The wording in these rubrics is taken directly from the standards.
For example, the rubric for the Nonfiction Narrative that is part of the Performance-Based Assessment at the end of Unit 1, includes the following indicators for a student to receive the highest score relating to Standard W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence:
o The introduction is engaging and introduces the characters and situation in a way that appeals to readers.
o Events in the narrative progress in logical order and are linked by clear transitions.
o The conclusion effectively follows from the narrated experiences or events.
o The narrative effectively includes techniques such as dialogue and descriptions to add interest and to develop the characters and events.
o The narrative effectively includes precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
o The narrative effectively establishes voice through word choice, sentence structure, and tone.
Formative assessment tips and suggestions are included with each activity. A section entitled, Personalize for Learning, located in the bottom margin of the TE throughout each unit, provides support for ELLs, Strategic Support, and Challenge.
Indicator {{'3m' | indicatorName}}
Materials for Grade 6 include routines and guidance that point out opportunities to monitor student progress.
Prior to the introductory launch text, students complete a self-assessment, rating themselves on how they meet the unit goals.
The first activity students complete at the end of each text during Whole-Group and Small-Group Learning is a Comprehension Check, in which students respond to several open-ended questions following the first read of the text and write a summary of the text. During Small-Group Learning, students respond individually, then review and clarify details with group members.
Formative assessment tips and suggestions are included in the TE in the margins with each of the activities student are to complete following a text. For example, in Unit 2, pg. 122, students are to respond to questions analyzing the text and citing text evidence. If students fail to cite evidence, teachers are instructed to remind them to support their ideas with specific information. If students struggle to identify why “Hachiko symbolizes loyalty”, teachers are to discuss the term “symbolize” and illustrate with examples.
In the lesson plan for each text, teachers are provided the list of resources to go with that text found in the Interactive TE or Unit Resources. The list includes Reteach/Practice documents and Assessment for the text if available.
Indicator {{'3n' | indicatorName}}
Materials for Grade 6 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. All texts are read independently for the first and close reads. Students are provided graphic organizers to record notes for both. Students keep an evidence guide throughout the unit to collect evidence supporting their understanding of the unit essential question.
An Independent Learning Strategies video is included in the TE that can be viewed with students prior to the two days of Independent Learning.
The materials include an "Independent Learning Strategy" chart with the strategy and action plan they will follow. Strategies include: Create a schedule, Practice what you’ve learned, and Take Notes. The materials include detailed instructions and supports for these strategies.
A trade book alignment is included with each unit for suggestions for integrating longer works within the unit and lesson plans for each title are available.
Criterion 3.4: Differentiation
Materials provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. Lessons provide whole class, small group, and independent learning opportunities throughout the school year.
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Materials for Grade 6 provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
Each unit begins with a Launch Text that is a lower Lexile, so that students can read independently and complete the assigned homework. There is also an audio summary for students to build additional background for students before reading.
There is a Personalize For Learning: Reading Support section that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for:
- English Language Support with suggestions for Knowledge Demands and Language
- Strategic Support with suggestions for Knowledge Demands and Language/Clarity
- Challenge support with suggestions for Text Analysis and Written Response
As part of supporting the standards throughout the unit’s teaching and learning cycle, under Decide and Plan is the standard being taught.
- Next to the standard under Catching Up, selection scaffolds are provided before the lesson is assigned in the SE to scaffold learning for students who are below grade level or students who need English Language support.
- The Looking Forward section provides activities to practice mastered skills in depth
There are also notes in the TE under the heading Personalize For Learning to provide extra support. There is a Vocabulary Development section that focuses on multiple meaning words and gives examples for several meanings of selected word.
Under Lesson Resources in the TE there are Reteach/Practice materials available online for students who may need extra teaching and practice with author’s craft, word study, conventions and writing/discussion. Each selection has the option to listen to the audio online as well as the Word Network graphic organizer and the Evidence Log.
Author’s Perspective gives teachers pertinent information to assist with providing differentiated instruction.
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Materials for Grade 6 regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning. The students do have a choice of 4-6 selections during Independent Learning. These selections vary in genre and Lexile but are all tied to the unit’s Essential Question and have a similar lesson plan and expectations.
There are supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade level text and grade level standards. For example, when introducing a unit, there is an introduction video and a Launch Text that is always a model of the type of writing students will be expected to write at the end of the unit. Audio Summaries are also available in both English and Spanish to help build background knowledge before reading.
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Materials for Grade 6 regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning.
Under Personalize For Learning: Reading Support the Decide and Plan section gives teachers additional information for Challenge support with suggestions for Text Analysis and Written Response.
Under Standards Support Through Teaching and Learning Cycle, the Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade level standards. Within the Teacher’s Edition (TE), there is a chart that has the CCSS grade level standard listed that includes a column called “Looking Forward.” This gives advanced opportunities for students who have mastered the standard to go deeper into the standard.
- In Reading CCSS RI.6 students determine an author’s point of view or purpose and explain how it is conveyed in a text. To go deeper, those students are asked to “find three details from the text that help them identify the point of view and three details that help them identify the author’s purpose.” (TE grade 6 p. 100D)
The Teacher’s Edition has tips for the teacher throughout the unit under the heading of Personalize For Learning and one category is Challenge. Here are suggestions to extend the learning for students who are exceeding grade level standards.
- In this example students are asked to create a brief video where they are a news crew interviewing Dr. Goodall and will write scripts for their interviews (TE grade 6 p. 106). The format is similar for each unit and each grade level.
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Materials for Grade 6 provide opportunities for teachers to use a variety of grouping strategies. Lessons provide whole class, small group, and independent learning opportunities throughout the school year. Some examples include, but are not limited to, the following:
Unit 1
Whole-Class Learning: After reading an excerpt from Jacqueline Woodson’s Brown Girl Dreaming, students are asked to think about the authors claim, “Maybe the truth is somewhere in between/all that I’m told/and memory.” They are asked, “At what point does the use of imagination become lying?” Students are asked to take a position and participate in a debate with classmates.
Take a stand: Form two groups. One group will take the position that Woodson is lying, and the other group will take the position that she is just using her imagination
Small-Group Learning Performance Task: What childhood challenge from either your own experience or observation is addressed or illustrated in a selection you have read?
Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: “Reflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the this unit.” Under “Learn From Your Classmates,” students are asked to “Share your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.”
Unit 4
Whole-Class Learning: After reading “The Phantom Tollbooth,” students are asked to compare the text with its animated movie adaptation by analyzing the two. They are asked to have a “discussion with a partner” in which they “analyze the ways in which the experience of reading the play was similar to and different from the experience of watching the video.”
Small-Group Learning: After reading “Jabberwocky” from Lewis Carroll’s Through the Looking-Glass, students are asked to work within their groups to choose one stanza from the reading. Then, using their knowledge of English grammar and syntax, work together to define every invented word in the stanza.
Personalize for Learning: English Language Development. Students are asked to work in pairs to look for a passage in the selection where the author tells about her mother’s impact on her vocation.
Criterion 3.5: Technology Use
Digital materials are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.
Effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate is supported. There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection.
The materials can be easily customized for local use. Digital Perspectives identifies online resources for each lesson.
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Digital materials for Grade 6 are web-based, compatible with multiple Internet browsers, “platform neutral” follow universal programming style, and allow the use of tablets and mobile devices.
Students can use the BouncePage app whenever you see “Scan for Multimedia” to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.
Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.
Assessments can be administered in print and/or online. Pearson Realize provides data reporting.
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Materials for Grade 6 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
The Student Edition gives instructions for downloading Pearson’s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press “Play,” a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.
Audio Summaries: Audio summaries of “Feathered Friend” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.
Audio Summaries: Audio summaries of “from Alice’s Adventures in Wonderland” are available online in both English and Spanish in the interactive Teacher’s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.
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My Perspectives: English Language Arts - Grade 6 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.
There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.
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The instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.
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Digital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.
Report Overview
Summary of Alignment & Usability for MyPerspectives | ELA
ELA 6-8
MyPerspectives English Language Arts grades 6, 7, and 8 fully meet the expectations of alignment to EdReports.org's Gateways 1, 2, and 3 criteria. Texts with which students engage are appropriately rigorous and rich and are accompanied by cohesive writing and speaking questions and tasks. The materials provide practice and production opportunities for students to grow their literacy skills in multiple areas as they build knowledge as well. There are multiple opportunities for students to synthesize information by working with varied tasks and in growing research and critical thinking abilities. Materials are organized to support comprehensive vocabulary development, writing instruction in multiple modes, and independent reading of complex texts over the course of the year. The materials also include support for educators to implement, plan, and differentiate the standards-based materials, leveraging digital resources when appropriate.
6th Grade
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Usability
7th Grade
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Usability
8th Grade
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Usability
ELA High School
MyPerspectives grades 9-12 fully meet the expectations of the criteria for all three gateways, including alignment and usability. The materials include texts in each grade that are high quality and build knowledge and are accompanied by tasks and questions so students practice building grade-level speaking, listening, writing, and reading skills. The materials consistently provide Across the series, the materials provide cohesive planning and access to vocabulary development and differentiation supports, including digital access.