Program Information
- ISBN
- 9798902051299
Amplify Texas ELAR 2nd Edition, Grade 5
ELAR Grade 5
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: ELAR 4–8 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 5 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (24 out of 24 points)
Evaluation for 1.1a
The materials provide a comprehensive Scope and Sequence through the Curriculum Map, which organizes instruction across units 1–9. The Scope and Sequence identifies instructional pacing, the Texas Essential Knowledge and Skills (TEKS), the English Language Proficiency Standards (ELPS), and learning outcomes for each unit. Sections labeled “TEKS Instructed,” “ELPS,” and “Learning Outcomes” identify the standards and concepts taught throughout the course. For example, unit 1, “Personal Narratives: Let Me Tell You a Story” includes TEKS 5.1.A, 5.1.C, 5.2.C, and 5.3.B alongside ELPS 1.D, 1.E, and 1.F, with learning outcomes focused on reading and writing personal narratives.
The materials provide information on instructional planning within the Curriculum Map, which identifies unit length, instructional lesson days, pausing points, and assessment opportunities across the instructional year. For example, unit 7, “Native Americans and the United States” identifies unit length, instructional lesson days, scheduled pausing points, and assessment opportunities within the instructional sequence.
Evaluation for 1.1b
The materials contain suggestions about pacing in the Pacing Guide, which sequences instructional units, pausing points, and assessment windows across the instructional year. The pacing materials identify instructional lesson days, assessment opportunities, and unit pacing throughout the course. For example, unit 1, “Personal Narratives: Let Me Tell You a Story” includes instructional lesson days, pausing-point days, and beginning-of-year assessment days within the pacing structure.
The materials provide guidance for varying instructional calendars through the K–5 User Guide section “Pacing for Alternate-Year Calendars.” This resource provides recommendations for both 165-day and 215-day instructional calendars. Recommendations include condensing pausing points, modifying assessments, and extending instructional opportunities while maintaining alignment with the course Scope and Sequence.
Evaluation for 1.1c
The K–5 Program Overview explains that units are “purposefully sequenced to build on students’ knowledge of both the TEKS and the content.” This overview also clarifies that each unit introduction identifies connections to past and future units. For example, the “Making Connections Year by Year” section illustrates how concepts develop across grade levels, progressing from plant studies in kindergarten to seasonal cycles in grade 2 and sedimentary rock formation in grade 4.
The materials show how concepts connect through the integrated design of instruction. The K–5 User Guide states that knowledge and skills are “integrated, and each unit is organized around anchor texts.” The guide explains that lessons in grades 3 to 5 may include “Core Connections,” reading, writing, language, speaking and listening, handwriting and cursive, additional support, and “Core Quests.” These instructional components demonstrate connections among literacy knowledge and skills within units and lessons.
Evaluation for 1.1d
The K–5 Unit and Domain Internalization Tool contains protocols with corresponding guidance for internalizing units, providing structured planning questions related to foundational skills, instructional considerations, misconceptions, resources, and connections across units. For example, the tool asks guiding questions such as “What foundational skills will students have to master to be successful in this domain/unit?” The materials direct educators to review additional resources and pausing-point activities (such as opportunities for remediation, additional practice, and enrichment) prior to implementation.
The K–5 Lesson Internalization Tool helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. The tool prompts educators to consider potential student misconceptions and review instructional supports before implementing lessons.
Evaluation for 1.1e
The grade 5 materials contain resources and guidance for instructional leaders through the K–5 Program Overview for Leaders, which provides implementation planning tools, leadership guidance, and resources related to instructional delivery, pacing, coherence, and adapting instruction. For example, the “Implementation Matrix” directs leaders to “explain the importance of teaching lessons in order” and “monitor yearlong plans to ensure proper pacing.” This resource identifies the stages of implementation, including the Foundation, Initial Implementation, Full Operation, and Innovation. The resource also includes guidance related to integrating literacy instruction with other content areas.
The K–5 Observation Tracker offers guidance to instructional leaders, providing implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use this tool to monitor implementation of lesson routines, pacing expectations, and student engagement during instruction.
Evaluation for 1.2a
In grade 5, unit 1, “Personal Narratives: Let Me Tell You a Story,” the Teacher Guide introduction describes the instructional context, instructional components, connections to prior knowledge, and background information related to personal narratives. The overview outlines concepts such as narrative structure, descriptive language, literary analysis, and narrative writing that are developed throughout the unit.
The K–5 Text Complexity and Vocabulary Guide identifies the tier-one, tier-two, and tier-three vocabulary associated with each unit. For example, the guide mentions academic terms such as infer, metaphor, family, memory, and surprise that are tied to concepts taught within the unit.
Evaluation for 1.2b
The unit-specific Caregiver Support Letters provide supports for families in both English and Spanish. These resources offer information about unit content and suggest ways to support student learning at home. For example, in unit 2, “The Renaissance: Art and Culture,” families receive information about the focus of the unit, student learning expectations, and conversation prompts that may be used to discuss unit concepts at home.
The materials also provide family supports in Spanish through the Caregiver Support Letters. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” the Spanish-language caregiver letter contains information about unit content, student learning expectations, and discussion prompts that families may use to support learning outside the classroom.
Evaluation for 1.3a
An example of a comprehensive, structured, and detailed lesson plan can be found in unit 1, lesson 1 where the Teacher Guide features objectives aligned with the TEKS, embedded instructional questions, activities, required materials, and opportunities for educators to monitor student understanding during instruction.
The materials contain language supports aligned with the ELPS. For example, in unit 1, lesson 1, the “Emergent Bilingual” sidebars provide sentence frames, discussion supports, and scaffolds for differentiated language that help students participate in instructional activities. Unit-level standards tables and curriculum maps identify alignment with the TEKS and ELPS, demonstrating connections between lesson activities and content and language expectations.
Evaluation for 1.3b
The lesson overviews identify educator as well as student materials and suggest timing for lesson components. For example, the “Lesson at a Glance” section in unit 1, lesson 1 identifies instructional activities, instructional groupings, required materials, and suggested time allocations for reading, language, and writing activities.
The materials suggest timing for lesson components through the “Lesson at a Glance” section of the Teacher Guide. For example, in unit 7, lesson 9, “Land Ownership,” the overview organizes instruction into a 45-minute reading block and a 45-minute language block. The reading block includes reviewing previously taught content, reviewing the chapter, conducting a close reading of chapter 7, completing a lesson wrap-up, and “Word Work” focused on the word prosper. The language block covers grammar, morphology, and spelling instruction. This overview provides educators with a clear sequence of instructional activities and recommended pacing for each lesson component.
Evaluation for 1.3c
The pausing-point sections of the Teacher Guide assist educators with extended practice through remediation and enrichment activities. For example, in unit 8, “Treasure Island,” educators can access activities related to reading comprehension, fluency, language, and writing that they can use to provide additional practice. The materials also include enrichment opportunities such as additional reading selections, writing tasks, and extension activities tied to unit content.
Educators are guided on extended practice through homework assignments embedded within the cursive lessons. For example, in lesson 3, educators are directed to assign a designated activity page for homework. The Cursive Activity Book provides additional practice opportunities to reinforce skills introduced during instruction.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
3 out of 3 points
The materials provide information on instructional planning within the Curriculum Map, which identifies unit length, instructional lesson days, pausing points, and assessment opportunities across the instructional year. For example, unit 7, “Native Americans and the United States” identifies unit length, instructional lesson days, scheduled pausing points, and assessment opportunities within the instructional sequence.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
The materials provide guidance for varying instructional calendars through the K–5 User Guide section “Pacing for Alternate-Year Calendars.” This resource provides recommendations for both 165-day and 215-day instructional calendars. Recommendations include condensing pausing points, modifying assessments, and extending instructional opportunities while maintaining alignment with the course Scope and Sequence.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials show how concepts connect through the integrated design of instruction. The K–5 User Guide states that knowledge and skills are “integrated, and each unit is organized around anchor texts.” The guide explains that lessons in grades 3 to 5 may include “Core Connections,” reading, writing, language, speaking and listening, handwriting and cursive, additional support, and “Core Quests.” These instructional components demonstrate connections among literacy knowledge and skills within units and lessons.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The K–5 Lesson Internalization Tool helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. The tool prompts educators to consider potential student misconceptions and review instructional supports before implementing lessons.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The K–5 Observation Tracker offers guidance to instructional leaders, providing implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use this tool to monitor implementation of lesson routines, pacing expectations, and student engagement during instruction.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The K–5 Text Complexity and Vocabulary Guide identifies the tier-one, tier-two, and tier-three vocabulary associated with each unit. For example, the guide mentions academic terms such as infer, metaphor, family, memory, and surprise that are tied to concepts taught within the unit.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials also provide family supports in Spanish through the Caregiver Support Letters. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” the Spanish-language caregiver letter contains information about unit content, student learning expectations, and discussion prompts that families may use to support learning outside the classroom.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The materials contain language supports aligned with the ELPS. For example, in unit 1, lesson 1, the “Emergent Bilingual” sidebars provide sentence frames, discussion supports, and scaffolds for differentiated language that help students participate in instructional activities. Unit-level standards tables and curriculum maps identify alignment with the TEKS and ELPS, demonstrating connections between lesson activities and content and language expectations.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials suggest timing for lesson components through the “Lesson at a Glance” section of the Teacher Guide. For example, in unit 7, lesson 9, “Land Ownership,” the overview organizes instruction into a 45-minute reading block and a 45-minute language block. The reading block includes reviewing previously taught content, reviewing the chapter, conducting a close reading of chapter 7, completing a lesson wrap-up, and “Word Work” focused on the word prosper. The language block covers grammar, morphology, and spelling instruction. This overview provides educators with a clear sequence of instructional activities and recommended pacing for each lesson component.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Educators are guided on extended practice through homework assignments embedded within the cursive lessons. For example, in lesson 3, educators are directed to assign a designated activity page for homework. The Cursive Activity Book provides additional practice opportunities to reinforce skills introduced during instruction.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
One example of the variety of instructional assessments at the unit and lesson level is in unit 1, “Personal Narratives: Let Me Tell You a Story.” The beginning-of-year assessment includes reading comprehension, grammar, morphology, fluency, and writing tasks that provide information about student readiness at the beginning of the course.
The materials provide opportunities for summative and formative assessment that require students to demonstrate learning through multiple task types. For example, the unit 3 assessment covers reading comprehension, vocabulary, grammar, morphology, and writing tasks using selected-response, short constructed-response, and extended constructed-response formats. At the lesson level, unit 8, lesson 14 involves a narrative writing project with story planning, drafting, peer feedback, revision activities, and reflection opportunities.
At the lesson level, the materials provide multiple opportunities for assessment to measure students’ understanding of literacy concepts taught during instruction. For example, in grade 5, unit 9, lesson 14, students complete the final draft of a Narrative Writing Project, participate in peer feedback and reflection activities, engage in discussion-based assessment opportunities, and respond to an exit pass. These varied assessment types allow educators to monitor student progress and provide students with multiple ways to demonstrate their learning.
Evaluation for 2.1b
The K–5 Assessment Guide provides the definitions and intended purposes of instructional assessments. The guide identifies assessment types, including “Daily Checks for Understanding,” “Daily Formative Assessments,” “Spelling Assessments,” “Writing Assessments,” “Mid-Unit/Domain Assessments,” “Domain/Unit Assessments,” and “Beginning-”, “Middle-,” and “End-of-Year Assessments.” The guide describes the purpose of each assessment type and explains how educators can use assessment data to monitor student progress and identify areas needing additional support.
The materials describe assessment formats within the “Assessment” section of the K–5 User Guide. This resource includes daily “Checks for Understanding,” daily formative assessments, content assessments, unit assessments, placement assessments, and benchmark assessments. The guide explains how educators can use assessment information to monitor progress, measure mastery of grade 5 objectives, and inform instructional planning.
Evaluation for 2.1c
In the K–5 Assessment Guide, educators receive guidance for preparing and administering assessments, including reviewing assessment instructions, organizing materials, preparing scoring resources, determining student support conditions, and creating appropriate testing environments. These procedures provide guidance for administering assessments across instructional settings.
The assessment materials contain embedded administration and scoring guidance. For example, in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” the unit assessment outlines administration procedures for spelling, fluency, comprehension, grammar, morphology, and content assessments. These materials include educator directions, student directions, scoring procedures, fluency scoring guidelines, recording forms, answer keys, and assessment analysis tools.
Evaluation for 2.1d
The materials provide diagnostic assessments aligned with grade 5 TEKS and course objectives. For example, the beginning-of-year assessment includes items aligned with the TEKS and measures student performance in reading comprehension, grammar, morphology, fluency, and word reading. These components provide information about students’ literacy knowledge and skills at the beginning of the course.
The materials provide summative and formative assessments aligned with unit and lesson objectives. For example, the unit 3 resources for assessment analysis identify TEKS correlations and measure student understanding through reading comprehension, vocabulary, grammar, morphology, and writing tasks. The “Checks for Understanding” in unit 3, lesson 1 focus on early American civilizations, geography, and informational text comprehension aligned with the lesson objectives and the grade 5 TEKS.
The “Checks for Understanding” in unit 3, lesson 1, “The Maya, Aztec, and Inca Civilizations,” also focus on early American civilizations, geography, and comprehension of informational texts. These opportunities allow educators to monitor student understanding during instruction and assess progress toward grade 5 lesson goals. Together, these diagnostic, formative, and summative assessments support ongoing measurement of grade 5 student learning throughout the year.
Evaluation for 2.1e
The materials contain TEKS-aligned assessment items at varying levels of complexity. For example, the unit 3 “Assessment Analysis” resource identifies assessment items as “literal,” “inferential,” and “evaluative” and includes corresponding alignment with the TEKS. Students demonstrate understanding through selected-response questions, textual evidence, analysis of information, and open-response tasks that require written explanations.
The materials contain assessment tasks across multiple literacy domains and response formats. For example, the unit 3 assessment covers spelling, fluency, comprehension, grammar, morphology, and content assessments. These components require students to identify information, apply literacy skills, analyze texts, and explain responses in writing.
Evaluation for 2.2a
One example of scoring information that helps educators interpret student performance is the “Fluency Scoring Sheet” in unit 3. This is a structured tool for recording words read per minute, uncorrected errors, and comprehension totals. Educators may use the scoring information, along with its national percentile benchmarks, when interpreting fluency performance.
The materials also provide resources for assessment analysis. For example, the unit 10 “Reading Comprehension Assessment Analysis” resource includes score-band descriptors and assessment guidance related to student readiness levels, reading comprehension results, and instructional next steps.
Evaluation for 2.2b
Educators are guided on using assessment results to respond to student performance. For example, in unit 3, the pausing point includes remediation and enrichment activities linked to the content assessment. Educators review assessment results to identify skills that students have not yet mastered and select activities that provide targeted remediation or extend learning based on student needs.
The materials help educators select instructional responses based on assessment information. For example, unit-level pausing-point resources contain reteaching, additional practice, enrichment, and extension activities connected to the skills assessed. These resources provide educators with options for responding to patterns in student performance through individual, small-group, or whole-group instruction.
Evaluation for 2.2c
The K–5 Assessment Guide contains progress monitoring guidelines to help educators monitor student mastery and performance over time. For example, in unit 2, the “Fluency Scoring Sheet” and “Guidelines for Fluency Assessment Scoring” provide tools for documenting words correct per minute, comprehension results, and fluency scores.
The materials offer tools for students to monitor their own progress. For example, the “My Weekly Reflection” resource provides students with a structured opportunity to reflect on their learning each week. Students identify what they have learned, skills they can perform successfully, areas where they need additional support, and goals for future learning.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials provide opportunities for summative and formative assessment that require students to demonstrate learning through multiple task types. For example, the unit 3 assessment covers reading comprehension, vocabulary, grammar, morphology, and writing tasks using selected-response, short constructed-response, and extended constructed-response formats. At the lesson level, unit 8, lesson 14 involves a narrative writing project with story planning, drafting, peer feedback, revision activities, and reflection opportunities.
At the lesson level, the materials provide multiple opportunities for assessment to measure students’ understanding of literacy concepts taught during instruction. For example, in grade 5, unit 9, lesson 14, students complete the final draft of a Narrative Writing Project, participate in peer feedback and reflection activities, engage in discussion-based assessment opportunities, and respond to an exit pass. These varied assessment types allow educators to monitor student progress and provide students with multiple ways to demonstrate their learning.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The materials describe assessment formats within the “Assessment” section of the K–5 User Guide. This resource includes daily “Checks for Understanding,” daily formative assessments, content assessments, unit assessments, placement assessments, and benchmark assessments. The guide explains how educators can use assessment information to monitor progress, measure mastery of grade 5 objectives, and inform instructional planning.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The assessment materials contain embedded administration and scoring guidance. For example, in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” the unit assessment outlines administration procedures for spelling, fluency, comprehension, grammar, morphology, and content assessments. These materials include educator directions, student directions, scoring procedures, fluency scoring guidelines, recording forms, answer keys, and assessment analysis tools.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials provide summative and formative assessments aligned with unit and lesson objectives. For example, the unit 3 resources for assessment analysis identify TEKS correlations and measure student understanding through reading comprehension, vocabulary, grammar, morphology, and writing tasks. The “Checks for Understanding” in unit 3, lesson 1 focus on early American civilizations, geography, and informational text comprehension aligned with the lesson objectives and the grade 5 TEKS.
The “Checks for Understanding” in unit 3, lesson 1, “The Maya, Aztec, and Inca Civilizations,” also focus on early American civilizations, geography, and comprehension of informational texts. These opportunities allow educators to monitor student understanding during instruction and assess progress toward grade 5 lesson goals. Together, these diagnostic, formative, and summative assessments support ongoing measurement of grade 5 student learning throughout the year.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials contain assessment tasks across multiple literacy domains and response formats. For example, the unit 3 assessment covers spelling, fluency, comprehension, grammar, morphology, and content assessments. These components require students to identify information, apply literacy skills, analyze texts, and explain responses in writing.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also provide resources for assessment analysis. For example, the unit 10 “Reading Comprehension Assessment Analysis” resource includes score-band descriptors and assessment guidance related to student readiness levels, reading comprehension results, and instructional next steps.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials help educators select instructional responses based on assessment information. For example, unit-level pausing-point resources contain reteaching, additional practice, enrichment, and extension activities connected to the skills assessed. These resources provide educators with options for responding to patterns in student performance through individual, small-group, or whole-group instruction.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials offer tools for students to monitor their own progress. For example, the “My Weekly Reflection” resource provides students with a structured opportunity to reflect on their learning each week. Students identify what they have learned, skills they can perform successfully, areas where they need additional support, and goals for future learning.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (20 out of 20 points)
Evaluation for 3.1a
Educators are guided on differentiated instruction, activities, and scaffolded learning opportunities for students who have not yet reached proficiency in grade-level content and skills. For example, in unit 4, “Establish Small Groups,” educators are directed to organize students into instructional groups based on individual needs. Students assigned to small group 1 receive guided reading support, educator monitoring, anecdotal note-taking, and assistance while completing grade-level activities.
The materials provide embedded “Support” and “Emergent Bilingual” sidebars throughout instruction. For example, in unit 1, activity 1.2, educators receive guidance for using sentence frames, structured discussion opportunities, and language supports during think-pair-share activities. “Additional Support” callouts provide scaffolds that students may use while participating in discussions and completing grade-level tasks.
Evaluation for 3.1b
The K–5 Text Complexity and Vocabulary Guide includes pre-teaching supports for unfamiliar vocabulary and references in the text. This resource identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each grade 5 unit. Educators may use the guide when planning instruction related to unfamiliar academic language, figurative language, and text-based references.
The materials contain embedded vocabulary supports within the lessons. For example, in unit 5, “Reading and Vocabulary,” students receive instruction related to academic and literary language, including tone, sincerity, insincerity, and sarcasm. Educators use explanations, discussion prompts, visual examples, and guided questioning while students use context clues, analyze figurative language, and interpret speaker meaning within texts.
Evaluation for 3.1c
Unit 7 contains an example of enrichment and extension opportunities for students who have shown proficiency in grade-level content and skills. In the “Pausing-Point Enrichment” component, students participate in activities such as independent research, creative expression, and extended writing tasks. Students conduct research, create original myths, compose diary entries, write informational letters, develop narratives, and create travel brochures connected to unit content.
The materials contain embedded extension opportunities within the lessons. For example, in unit 1, “Challenge” activities provide additional writing opportunities that extend learning beyond the core lesson. Students apply personal narrative skills across alternative genres and formats, including novels, plays, and poems.
Evaluation for 3.2a
Unit 3, lesson 8, “Modeling: From Introductions to Conclusions” contains an example of explicit prompts and guidance for modeling and explaining concepts. Educators use a think-aloud routine to demonstrate how to add transition words to body paragraphs and draft introductions and conclusions. The lesson includes scripted explanations and model language related to organization and informative writing.
In unit 4, lesson 2, “Distinguish Between Fact and Opinion,” educators define fact and opinion, provide examples, and model how to analyze statements to determine whether they represent facts or opinions. Educator guidance includes sample explanations, discussion prompts, and modeled examples.
Evaluation for 3.2b
Educators are guided on lesson delivery through a variety of instructional approaches, such as in unit 4, lesson 1. Here, educators implement think-pair-share discussions, movement-based learning activities, and pre-reading routines. “Advance Preparation” and “Universal Access” sections provide recommendations related to facilitating lessons and differentiated instructional approaches.
Educators are guided on facilitating instruction through multiple learning structures. For example, in unit 9, lesson 3, educators facilitate whole-group read-alouds, collaborative discussions, inquiry-based learning activities, independent practice, and small-group investigations. Students participate in activities such as making predictions; developing research questions; virtual field trip–based investigations; Know, Want to Know, Learned (KWL) activities; discussion; and reflection.
Evaluation for 3.2c
Educators are guided on multiple types of practice and instructional structures, such as in unit 7, lesson 4. Here, students participate in guided reading, collaborative discussions, independent responses, and take-home practice opportunities. The “Lesson at a Glance” and “Establish Small Groups” sections identify whole-group, small-group, partner, and independent teaching structures.
The materials provide opportunities for guided, collaborative, and independent practice through a variety of instructional settings. For example, in unit 4, lesson 12, “Partner Reading: Chapters 14–16,” students participate in independent rereading, partner reading, and whole-group discussion activities. Educators are guided on structuring discussions and supporting student engagement across instructional settings.
Evaluation for 3.3a
The K–5 Supporting All Learners resource contains instructional strategies for emergent bilingual (EB) students. In addition, embedded EB supports throughout the grade 5 lessons provide accommodations for students with varying levels of English language proficiency.
In unit 4, lesson 1, EB supports include accommodations for Pre-Production/Beginning, Intermediate, and High Intermediate/Advanced students. Beginning students respond to supported oral prompts and yes/no questions. Intermediate students use sentence stems and questioning supports during discussion. High Intermediate/Advanced students engage in academic conversations using textual details and evidence.
Evaluation for 3.3b
The K–5 User Guide contains biliteracy strategies aligned with language program models and provides guidance related to building background knowledge, developing vocabulary, administering assessments, family engagement, and culturally and linguistically responsive learning environments.
The materials offer embedded guidance for implementing instruction with EB students. For example, unit 2 includes EB supports that provide accommodations for students with varying levels of English language proficiency. The materials contain sentence stems, collaborative discussion routines, visuals, Spanish cognates, and ELPS-aligned accommodations embedded within instruction.
Evaluation for 3.3c
Educators are guided in supporting EB students, such as in unit 4, where the “Support” sidebars include instructional strategies like vocabulary discussions, context-clue activities, structured discussion, and comprehension supports. Educators are also directed to connect students’ experiences to textual content while engaging students in oral and written discourse.
The materials contain differentiated language supports aligned with ELPS proficiency levels. For example, in unit 1, lesson 15, Beginning students use graphic organizers to record notable language during presentations. Intermediate students rehearse narratives with educator support, and High Intermediate/Advanced students rehearse with peers before presenting.
The materials provide opportunities for cross-linguistic connections through oral and written discourse. For example, in unit 5, lesson 11, “Isla,” educators explain Spanish words and direct students to review translations before reading. Students use academic vocabulary related to poetry and literary analysis while participating in structured discussions, partner conversations, and poet’s journal responses.
Evaluation for 3.3d
This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials provide embedded “Support” and “Emergent Bilingual” sidebars throughout instruction. For example, in unit 1, activity 1.2, educators receive guidance for using sentence frames, structured discussion opportunities, and language supports during think-pair-share activities. “Additional Support” callouts provide scaffolds that students may use while participating in discussions and completing grade-level tasks.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The materials contain embedded vocabulary supports within the lessons. For example, in unit 5, “Reading and Vocabulary,” students receive instruction related to academic and literary language, including tone, sincerity, insincerity, and sarcasm. Educators use explanations, discussion prompts, visual examples, and guided questioning while students use context clues, analyze figurative language, and interpret speaker meaning within texts.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials contain embedded extension opportunities within the lessons. For example, in unit 1, “Challenge” activities provide additional writing opportunities that extend learning beyond the core lesson. Students apply personal narrative skills across alternative genres and formats, including novels, plays, and poems.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
In unit 4, lesson 2, “Distinguish Between Fact and Opinion,” educators define fact and opinion, provide examples, and model how to analyze statements to determine whether they represent facts or opinions. Educator guidance includes sample explanations, discussion prompts, and modeled examples.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Educators are guided on facilitating instruction through multiple learning structures. For example, in unit 9, lesson 3, educators facilitate whole-group read-alouds, collaborative discussions, inquiry-based learning activities, independent practice, and small-group investigations. Students participate in activities such as making predictions; developing research questions; virtual field trip–based investigations; Know, Want to Know, Learned (KWL) activities; discussion; and reflection.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials provide opportunities for guided, collaborative, and independent practice through a variety of instructional settings. For example, in unit 4, lesson 12, “Partner Reading: Chapters 14–16,” students participate in independent rereading, partner reading, and whole-group discussion activities. Educators are guided on structuring discussions and supporting student engagement across instructional settings.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
In unit 4, lesson 1, EB supports include accommodations for Pre-Production/Beginning, Intermediate, and High Intermediate/Advanced students. Beginning students respond to supported oral prompts and yes/no questions. Intermediate students use sentence stems and questioning supports during discussion. High Intermediate/Advanced students engage in academic conversations using textual details and evidence.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials offer embedded guidance for implementing instruction with EB students. For example, unit 2 includes EB supports that provide accommodations for students with varying levels of English language proficiency. The materials contain sentence stems, collaborative discussion routines, visuals, Spanish cognates, and ELPS-aligned accommodations embedded within instruction.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials contain differentiated language supports aligned with ELPS proficiency levels. For example, in unit 1, lesson 15, Beginning students use graphic organizers to record notable language during presentations. Intermediate students rehearse narratives with educator support, and High Intermediate/Advanced students rehearse with peers before presenting.
The materials provide opportunities for cross-linguistic connections through oral and written discourse. For example, in unit 5, lesson 11, “Isla,” educators explain Spanish words and direct students to review translations before reading. Students use academic vocabulary related to poetry and literary analysis while participating in structured discussions, partner conversations, and poet’s journal responses.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (93 out of 93 points)
Evaluation for 4.A.1a
Educators are guided in supporting students as they organize presentations and express opinions for specific purposes and audiences. For example, in unit 2, lesson 19, “Presenting on a Topic: Renaissance Artist Biographies,” educators help students organize and present information about a Renaissance artist using relevant facts and logical sequencing. Students listen to classmates’ presentations, compare information, and form opinions about the most influential artist. This guidance helps students communicate information clearly and express opinions for a specific purpose and audience.
In unit 4, lesson 13, “Share Persuasive Essays,” students share persuasive essays in small groups, and the materials establish expectations for speaking volume, pacing, and eye contact. Together, these instructional supports help students organize presentations and express opinions appropriately for different purposes and audiences in alignment with grade-level TEKS.
Evaluation for 4.A.1b
Educators are guided on providing students with opportunities to follow, restate, and give oral instructions during collaborative tasks. For example, in unit 1, “Personal Narratives: Let Me Tell You a Story,” educators help students read and discuss multi-step directions in the think-pair-share activity before students orally restate the procedures in their own words for each part of the task. This structured routine helps students process directions, restate procedures, and communicate oral instructions during grade-level speaking and listening activities.
In the “Interviewing the Author” component in unit 1, educators explain that restating directions helps ensure successful completion of a multi-step task. Students then restate the instructions with a partner before conducting the interview. These instructional opportunities help students follow, restate, and communicate oral instructions while engaging in collaborative tasks aligned with grade-level TEKS.
Evaluation for 4.A.1c
Educators are guided on providing students with structured opportunities to participate in collaborative discussions and share ideas about texts or topics. For example, in the group work component of unit 5, students discuss personal experiences in nature and work collaboratively to develop responses. They share experiences, discuss similarities and differences, ask and answer questions, and prepare conclusions before sharing their ideas with the class. This routine helps students listen to others, ask questions, and exchange ideas to build understanding.
Students have opportunities to respond to their classmates’ ideas and use discussion to deepen their understanding. For example, in the poetry sharing component of unit 5, students read original poems to a partner and engage in peer discussion. The listener summarizes the poem’s content, verifies understanding of the author’s intended meaning, discusses the poem with the writer, and provides feedback. These experiences help students practice active listening, clarify ideas, and communicate information in collaborative settings.
Evaluation for 4.B.1a
The K–5 Program Overview, “Foundational Skills Year by Year” chart, and instructional resources all provide a systematic sequence for introducing grade-level sound–spelling patterns. These materials show how students develop foundational skills across grade levels and how grade 5 instruction builds upon previously taught sound–spelling knowledge toward more complex word-reading and spelling expectations. For example, the “Foundational Skills Year by Year” chart identifies how students move from earlier phonics instruction toward upper-grade work with advanced spelling patterns, syllable types, and multisyllabic word analysis. This progression helps educators understand how grade 5 sound–spelling instruction connects to the broader K–5 sequence and supports students as they apply increasingly complex spelling knowledge.
The materials provide resources that introduce, review, and reinforce sound–spelling patterns through word-reading, spelling, and word-analysis routines. In the Activity Book, the “Individual Code” chart organizes sound–spelling correspondences so that students can reference and apply known spelling patterns during reading and writing. Students use the chart to review sound–spelling relationships while working with grade-level words and applying spelling knowledge in decoding, encoding, and word-analysis tasks. Across the materials, students continue to use sound–spelling knowledge during spelling instruction, word reading, syllable-pattern work, and connected literacy activities, demonstrating a progression in which sound–spelling patterns are introduced, practiced, and reinforced over time.
Evaluation for 4.B.1b
Educators are provided with grade-level sound–spelling patterns during spelling instruction. For example, in the spelling component of unit 7, educators introduce spelling words by writing each word, pronouncing it aloud, segmenting each syllable, and naming each letter. Educators also use the “Pronunciation/Syllabication” and the “Individual Code” charts to support analysis of sound–spelling relationships and syllable patterns in multisyllabic words. This routine helps students connect pronunciation, spelling, and syllable patterns before applying the words in later tasks.
Tools and routines help educators guide students in analyzing word parts and spelling patterns. For example, in “Introduce Suffixes -tion and -sion” in unit 7, educators model how adding suffixes changes pronunciation and spelling. The educator demonstrates how the /t/ sound in the word prevent changes to the /sh/ sound in prevention when the suffix -tion is added. This support helps students examine how sounds, spellings, syllables, and word parts work together in multisyllabic words.
Evaluation for 4.B.1c
Students have opportunities to practice grade-level sound–spelling patterns through spelling and word-analysis routines. For example, in the spelling component in unit 3, students practice decoding and analyzing multisyllabic words. Educators help students use advanced syllable division patterns, sort words by syllable type, analyze sound–spelling relationships, and connect spelling patterns to the “Individual Code” chart. These routines help students strengthen sound–spelling knowledge through repeated practice with grade-level words and patterns.
The materials provide resources for cumulative review and assessment that help students revisit previously taught sound–spelling patterns. For example, in the unit 5 middle-of-the-year assessment and the “Word Reading in Isolation Assessment,” students apply previously learned letter–sound correspondences, phonemes, and syllable types during word reading. Educators use accompanying analysis and remediation resources to reinforce closed, open, r-controlled, schwa, and final -le syllable patterns. These resources help students reinforce grade-level sound–spelling patterns through assessment, targeted review, and remediation.
Evaluation for 4.B.2a
Educators are guided on introducing students to regular and irregular high-frequency words (HFWs) through an organized routine. In the K–5 High-Frequency Word Routines Guide, the “How to Use This Guide” resource explains how to select grade-level HFWs from research-based Dolch, Fry, or Zeno lists. The guide explains that educators introduce regular HFWs as students master corresponding sound–spelling patterns, while educators select irregular HFWs according to frequency and relevance. The guide also directs educators to continue highlighting the irregular, or “tricky” parts of words until students encounter the words repeatedly and build automaticity. This guidance helps educators introduce HFWs in a way that connects word recognition to students’ sound–spelling knowledge.
The materials provide routines that help students analyze, sort, and apply HFWs after they are introduced. In the K–5 High-Frequency Word Routines Guide, the “Sorting Words 2.0” (grades 3–5) section guides educators on modelling how students analyze and sort increasingly complex HFWs. For example, students sort words such as finally, quickly, different, because, through, enough, and another based on shared sound–spelling correspondences, prefixes, suffixes, syllable patterns, and other orthographic features before independently justifying their classifications. These routines support automatic recognition by helping students examine word parts, spelling patterns, and irregular features over time.
Evaluation for 4.B.2b
Educators are guided on explicitly modeling how to read and spell regular as well as irregular HFWs. In the K–5 High-Frequency Word Routines Guide, the “Find the Word” section explains how to use sound–spelling analysis. For example, educators model the word been by analyzing its phonemes, identifying known sound–spelling correspondences, explaining the irregular spelling feature, and demonstrating how to segment the sounds before students encode the word independently. This routine helps students analyze sound–spelling relationships, identify irregular parts, and build automatic word recognition.
Students have guided practice opportunities to apply HFW knowledge during fluency and remediation activities. For example, in the HFW word practice in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” educators model accurate and automatic reading of HFWs using research-based Fry and Dolch word lists. After educator modeling, students practice reading and recognizing HFWs to build automaticity and fluency. These routines give students repeated opportunities to decode, encode, and recognize regular as well as irregular HFWs with increasing independence.
Evaluation for 4.B.2c
Students engage in a variety of routines to practice reading, analyzing, spelling, and writing regular and irregular HFWs. In the K–5 High-Frequency Word Routines Guide, the “High-Frequency Word Routines” describe routines that build automatic word recognition and support decoding and encoding. For example, students use “Find the Word,” “Word Hunt,” “Say It Fast,” “Manipulatives,” “Sorting Words 2.0,” “Word Part Analysis,” and “Context Clues and Close Reading.” These routines require students to identify, read, analyze, manipulate, sort, spell, and write regular as well as irregular HFWs using sound–spelling correspondences and knowledge of irregular spellings. These routines help students strengthen automatic recognition and apply sound–spelling knowledge to HFWs.
The materials provide opportunities for cumulative review through remediation and fluency practice. For example, in the HFW practice in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” students receive additional practice with previously taught HFWs. Students practice using research-based Fry and Dolch word lists to strengthen automatic word recognition, decoding, encoding, and fluency. These activities help students revisit previously taught words and reinforce HFW reading and spelling skills over time.
Evaluation for 4.B.2d
Students have opportunities to read and write HFWs in isolation as well as connected text. The K–5 High-Frequency Word Routines Guide describes how students practice HFWs through analysis and repeated recognition in the “Word Hunt” and “Say It Fast” routines. For example, during “Word Hunt,” students identify HFWs in isolation by analyzing sound–spelling correspondences and irregular spellings before locating and reading those same words in connected text. The “Say It Fast” routine builds automaticity as students rapidly recognize previously taught HFWs. These routines support automatic word recognition by helping students read, analyze, and apply HFWs across contexts.
The materials provide memory-building strategies that help students retain and accurately write HFWs. For example, in the spelling component in unit 7, “Native Americans and the United States,” educators help students use strategies that support accurate spelling and word recall. Students visualize spellings, trace letters, orally rehearse words from memory, and apply the words in sentences and assessment activities. These activities help students strengthen their orthographic memory while reading and writing HFWs in isolation and connected text.
Evaluation for 4.B.3a
Educators are guided on teaching syllables progressively, building across grade levels and supporting students’ work with multisyllabic words. The materials in the K–5 Program Overview and the “Foundational Skills Year by Year” chart show how instruction on foundational skills progresses from early phonological awareness and phonics instruction to upper-grade syllabication and multisyllabic word analysis. For example, the chart identifies syllable types, syllabication, and multisyllabic word study as skills that are introduced and expanded across grade levels before students apply them in grade 5 reading and spelling tasks. This progression helps educators see how grade 5 instruction builds upon previously taught syllable knowledge.
The materials identify where students apply syllable types and syllable division principles within the grade-level curriculum. For example, the Curriculum Map organizes instruction so that students use previously learned syllable knowledge during increasingly complex decoding, spelling, and word-analysis tasks. The map shows that students continue applying syllable types and syllable division principles as they analyze and spell multisyllabic words across grade 5 units. This sequence supports students as they use syllable knowledge to read and spell more complex words aligned with grade-level expectations.
Evaluation for 4.B.3b
Educators are guided on modeling how to apply syllable types and syllable division principles when working with multisyllabic words. For example, in the spelling component in unit 2, lesson 6, educators write each spelling word, pronounce it aloud, and direct students to sound out each syllable while naming each letter. Students analyze and spell multisyllabic words such as achievement, architect, create, literature, and rebirth while connecting sound–spelling patterns to syllable structure. This routine helps students connect pronunciation, syllable structure, and spelling patterns as they decode and encode multisyllabic words.
The materials provide tools that help educators analyze syllable patterns and support continued instruction with more complex words. For example, in unit 2, lesson 11, educators use the “Pronunciation/Syllabication” and the “Individual Code” charts to identify syllable types and highlight spelling patterns. Students continue working with words such as apprentice, democracy, tyranny, extraordinary, rivalry, and mundane, including analysis of the schwa syllable in rivalry. These supports help educators reinforce syllable types and syllable division principles through explicit modeling, guided analysis, and continued practice with grade-level multisyllabic words.
Evaluation for 4.B.3c
Students have opportunities to develop and practice decoding and encoding multisyllabic words through spelling, syllabication, and word-analysis routines. For example, in the morphology and spelling component of unit 3, lesson 11, educators help students read and spell multisyllabic words syllable by syllable. Students work with words such as international, irresponsible, irregular, illogical, and irreplaceable while using the “Pronunciation/Syllabication” and the “Individual Code” charts to highlight prefixes, syllable patterns, and sound–spelling relationships. These routines help students apply syllable knowledge, morphology, and sound–spelling patterns as they read and spell multisyllabic words.
The materials provide cumulative review activities that help students revisit previously taught word patterns across multiple lessons and tasks. For example, in unit 3, students apply their learning through activity pages 11.3 and 11.4, where they analyze word meanings and use the words in context. Unit 8, lessons 2, 6, 10, and 12 continue this review with students revisiting previously taught affixes and roots (including -ment and mit/mis) through word analysis, sentence application, and take-home practice. Students repeatedly apply morphology and syllable knowledge across classroom and take-home tasks, reinforcing the same decoding and encoding strategies over time.
Evaluation for 4.B.3d
Students have opportunities to practice decoding and encoding multisyllabic words in isolation using syllable types and syllable division principles. For example, in the spelling component of unit 3, lesson 11, students decode and spell multisyllabic words in isolation. They work with words such as apprentice, democracy, extraordinary, rivalry, tyranny, and mundane while educators use the “Pronunciation/Syllabication” chart to model syllable types, including closed, open, r-controlled, digraph, and schwa syllables. This routine helps students analyze syllable patterns and apply syllable knowledge as they read and spell multisyllabic words.
Students also have opportunities to apply the same multisyllabic words and syllable knowledge in connected language tasks. For example, in unit 3, lesson 11, students reinforce encoding through activity pages 11.4 and 11.5, where they spell words, match words to meanings and antonyms, and apply the words in sentences. Activity page 11.3 connects this work to previously taught morphology through the root serv-, helping students connect syllable knowledge, word meaning, and spelling. These activities help students transfer syllable knowledge from isolated word study to connected reading and writing while reinforcing previously taught morphology and syllabication skills.
Evaluation for 4.B.4a
The materials outline a yearlong progression for morphology instruction that builds across grade levels and identifies the grade-level morphemes that students will study. In the K–5 Program Overview, the “Foundational Skills Year by Year” chart and the table of contents for units 3, 4, 7, and 8 organize morphology instruction within the broader progression of K–5 foundational skills. These program-level resources show how morphology instruction builds from earlier foundational skills toward grade-level work with prefixes, suffixes, and Latin roots throughout the school year. This structure helps educators see how morphology instruction develops across the year.
The materials show how the grade-level sequence introduces and extends specific morphemes across units. For example, in unit 3, students are introduced to the prefixes ir- and il- and the root tract. In unit 4, they are introduced to the suffix -ness and the root vac. Unit 7 extends instruction with the suffixes -tion and -sion and the root mem. The unit 8 table of contents continues the planned morphology sequence through additional affix and root study within the yearlong Scope and Sequence. This progression supports students as they build grade-level morphological knowledge across multiple units.
Evaluation for 4.B.4b
Educators are guided on helping students recognize word parts and use their meanings during word analysis. For example, in unit 2, lesson 2, educators explicitly introduce the Latin root serv, meaning “to save, protect, or serve,” and explain how the root contributes to the meaning of related words. Educators model how the root serv appears in words such as preserve, servant, and conserve. They guide students to use the root meaning to determine the meanings of unfamiliar words. This instruction helps students use morphology to analyze word meaning and support vocabulary development and reading comprehension.
The materials provide opportunities for guided and independent practice so that students can apply their morphology knowledge in context. For example, in unit 3, lesson 2, educators introduce the prefixes il- and ir- and explain that the prefixes change the meanings of base words while preserving their parts of speech. Educators model how these prefixes affect words such as illogical and irrational before guiding students to apply the morphemes in word-analysis and sentence-level practice. These activities help students use word parts to support decoding unfamiliar words, spelling accuracy, vocabulary development, and comprehension.
Evaluation for 4.B.4c
Students have opportunities to build and apply their morphology knowledge through explicit instruction, guided discussion, and word analysis. For example, in unit 3, lesson 6, students develop and practice their understanding of the prefix inter-. They learn that inter- means “among,” “between,” or “together.” They analyze words that contain the prefix, identify synonyms, generate sentences, and complete activity page 6.3 for independent application. These activities help students understand how word parts contribute to meaning and support vocabulary development.
Students have cumulative opportunities to revisit and apply previously taught morphemes across assessment, remediation, and review tasks. For example, in unit 2, the end-of-unit content assessment and pausing point reinforce previously taught morphemes, including the prefixes im-, in-, and ex- as well as the root serv. Students review and apply these morphemes through cumulative assessment, targeted remediation, and morphology review activities. These activities help students strengthen their morphology knowledge through repeated practice, assessment, targeted review, and application.
Evaluation for 4.B.4d
Students have opportunities to decode and encode words with morphemes in isolation while building upon previously taught morphology knowledge. For example, in unit 2, lesson 2, students are introduced to the prefixes im- and in- and decode affixed words using a morphology chart. Students work with words such as impossible, independent, immobile, and incorrect while using a chart that connects prefixes, root words, meanings, synonyms, and example sentences. Students then encode these morphologically complex words by generating oral and written sentences and completing activity page 2.2. These activities help students analyze word parts, determine meanings, and accurately read and spell words with morphemes.
Students also have opportunities to apply their morpheme knowledge in contextualized sentences and connected writing. For example, in unit 2, lesson 9, students continue morphology instruction with the prefix ex-. They decode words such as exhaled, expelled, excluded, excavated, exterior, and exported from a “Practice Prefix ex-” chart. Next, they select the appropriate words to complete contextualized sentences to reinforce the skill on activity page 9.3. These tasks help students transfer their morphology knowledge from isolated word work to sentence-level reading and writing.
Evaluation for 4.C.1a
Educators are guided on introducing reference resources that support vocabulary development. For example, the vocabulary supplement in unit 3 explains how educators can model the use of print and digital glossaries and dictionaries so that students can determine the meanings of unfamiliar words. Educators are guided on modeling reference features such as guide words, definitions, and parts of speech using examples such as trade, dispersed, and vast. They then guide students through modeled examples, collaborative discussion, and independent practice so that students learn how to use reference tools effectively.
Students have opportunities to apply reference-resource skills while reading. For example, in unit 3, lesson 2, educators help students use the reader glossary to locate bolded vocabulary words, read definitions, identify parts of speech, and examine alternate word forms. Students use the glossary to confirm word meanings while reading, which supports their understanding of vocabulary in context. This practice helps students use reference tools to clarify meaning, examine word features, and strengthen vocabulary development and reading comprehension.
Evaluation for 4.C.1b
Reference resources help students determine word meaning, word origin, and parts of speech during vocabulary and word study. For example, the glossary in unit 2, “The Renaissance: Art and Culture,” provides definitions and grammatical information for text-specific vocabulary. Students use the glossary to determine word meanings and parts of speech so they can clarify unfamiliar vocabulary while reading. This resource supports vocabulary development by helping students use reference information to confirm meaning and understand how words function in context.
Other resources help students determine pronunciation, syllabication, and word meaning while analyzing vocabulary and spelling words. For example, in unit 7, lesson 6, students learn that the Latin root mem means “remember” or “recall.” They use a “Roots” chart to determine the meanings and parts of speech of related words, such as memory, memorize, memento, commemorate, and memorial. Students also use the “Pronunciation/Syllabication” chart to identify pronunciation, syllable patterns, definitions, and parts of speech for vocabulary and spelling words. These resources give students multiple sources of word information and support vocabulary development as well as word analysis.
Evaluation for 4.C.1c
Students have opportunities to use context to determine the meaning of multiple-meaning or unfamiliar words during reading. For example, in unit 7, lesson 1, students determine the meaning of the multiple-meaning word tension by examining several sentences. They identify contextual clues, select the definition that best fits each sentence, and explain how the surrounding text supports their choice. This routine helps students use context to determine the intended meaning of a word and support their understanding of the passage.
Students also have opportunities to explain how textual details support the meaning of unfamiliar words. For example, in unit 8, lesson 8, students infer the meaning of unscrupulous by analyzing details from the text. They examine the description of people who dig up fossils on protected land without permission and steal them from paleontologists’ dig sites, then use that evidence to explain that unscrupulous describes people who do not do the right thing. This practice helps students connect vocabulary understanding to reading comprehension.
Evaluation for 4.D.1a
The materials provide a variety of grade-level texts that help students practice fluent reading across genres and purposes. The Grades 4–5 Fluency Packet and the grade 5 units include literary, informational, biographical, historical, narrative, and poetic texts. For example, the Fluency Packet contains poetry, folklore, fables, and informational selections. Unit 1 provides personal narratives, graphic essays, autobiographical excerpts, memoirs, and informational narratives such as “The Prince of Los Cocuyos: The First Real San Giving Day,” “Hello, My Name Is,” excerpts from Rosa Parks’ “My Story,” “Step by Step,” and “A View of the Earth.” Unit 2 expands fluency practice through informational and biographical texts in “Patrons, Artists, and Scholars,” including readings about Renaissance artists, scholars, and cultural developments. These texts give students opportunities to adjust fluency based on genre, structure, and reading purpose.
The materials provide fluency routines that help students practice rate, accuracy, expression, phrasing, and prosody. For example, in unit 5, students engage with poetry selections that represent multiple forms, structures, and traditions, including free verse, rhymed poetry, narrative poetry, contemporary poetry, and poetry from various cultural traditions. In unit 5, lesson 8, students read poems with a partner and are encouraged to read “clearly and fluently, using an appropriate tone” before providing feedback on one another’s oral reading. In unit 3, lesson 12, students take home an activity page connected to class reading and read it to a family member to build fluency. These routines help students adjust pacing, expression, stress, intonation, and interpretation according to the purpose and structure of the text.
Evaluation for 4.D.1b
Structured fluency routines allow students to practice word-reading fluency across multiple instructional settings. For example, the Grades 4–5 Fluency Packet describes how students participate in a five-day routine that includes educator modeling, choral reading, partner reading, repeated reading, independent practice, partner performances, differentiated small-group support, and at-home repeated reading through “Family Letters.” Students repeatedly engage with fluency passages in educator-facilitated, partner, independent, small-group, and home settings to develop accuracy, automaticity, rate, phrasing, and prosody. These routines support word-reading fluency by giving students opportunities for repeated practice across multiple instructional contexts.
Unit-level fluency tasks require students to read and reread texts in whole-group, partner, individual, collaborative, home, and performance-based settings. For example, in unit 5, students develop fluency through whole-class read-alouds, choral rereading, partner discussions, think-pair-share activities, partner poem readings, and oral poetry performances. In lesson 2, students participate in a whole-class read-aloud of “This Is Just to Say,” reread stanzas aloud in unison, and orally interpret different tones during partner discussion and think-pair-share tasks. Students also compose poems in sincere and sarcastic tones and read them aloud to classmates, while the pausing point includes poetry performance activities where students publicly read self-created poems and classmates complete performance reflection sheets. In unit 3, lesson 12, students take home an activity page connected to classroom reading and read it to a family member to build fluency. These activities give students repeated opportunities to practice fluent reading across whole-group, partner, independent, home, and performance-based settings.
Evaluation for 4.D.1c
Educator-facing tools help educators establish, manage, and monitor self-sustained reading with high-quality grade-level texts. For example, the K–5 Independent Reading Guide directs educators to use the “Seven Steps to Implementing a Successful Independent Reading Program” to support independent reading routines, monitor progress, confer with students, select guide books, and encourage goal setting. The “Additional Resources” section includes reproducible blackline masters. This section also provides a template and completed model to plan independent reading as well as differentiated Reading Logs that help educators track participation, promote accountability, and monitor students’ reading over time. These tools help educators organize independent reading and support students as they build reading stamina and independence.
The materials provide grade-level reading opportunities that help students sustain engagement with texts independently. For example, the unit 3 pausing point and “Enrichment” section direct educators to support independent reading by having students self-select and read one or more enrichment selections independently. Educators model the text selection process by thinking aloud while choosing an enrichment selection. They then help students establish a purpose for reading, determine the type of text selected, and build independent reading stamina through goal setting and increased uninterrupted reading time. After reading, students extend their independent reading through personal connections, independent research, written responses, and activity pages connected to the enrichment selections. These opportunities support self-sustained reading by helping students select, sustain, reflect on, and respond to grade-level texts independently.
Evaluation for 4.D.1d
The materials contain texts with varied levels of complexity that support students as they build fluency and comprehension across literary and informational genres. For example, the Grades 4–5 Fluency Packet and the K–5 Text Complexity and Vocabulary Guide provide a range of literary and informational texts, including poetry, folklore, fables, informational passages, student readers, and read-alouds. The guide documents a deliberate progression of text complexity through quantitative, qualitative, and reader-and-task measures, and the grade 4 and grade 5 balance-of-texts charts show that students regularly engage with both literary and informational texts through read-alouds as well as independent reading experiences. These texts give grade 5 students opportunities to build accuracy, fluency, prosody, and comprehension with increasingly complex reading experiences.
The materials provide instructional routines and tools that support students as they read, reread, discuss, and respond to texts. The Grades 4–5 Fluency Packet explains that students engage in educator modeling, choral reading, partner reading, repeated reading, and independent reading, while each passage includes comprehension questions and a “Fluency Passage Performance Rubric” that helps educators evaluate accuracy, rate, and expression. The K–5 Text Complexity and Vocabulary Guide states that students participate in shared reading lessons where they read together and receive support to “reread, analyze, and comprehend grade-level text.” The guide also notes that students in grades 3 to 5 need practice with both silent and oral reading fluency and that lessons gradually increase student independence before questioning, discussion, and related activities. These routines help grade 5 students strengthen accuracy, rate, expression, prosody, and comprehension through repeated reading and increasingly independent practice.
Evaluation for 4.E.1a
The resources provided support explicit grade-level handwriting instruction through a structured cursive program. In the Grades 2–5 Cursive Writing Implementation Guide and the cursive component in unit 1, “Personal Narratives: Let Me Tell You a Story,” educators receive guidance for pacing and implementing 14 cursive lessons. The implementation guide directs educators to begin cursive instruction during week 3 of unit 1 and complete one 15- to 20-minute lesson each day. Meanwhile, the cursive program provides explicit handwriting lessons and accompanying practice activities. Students practice forming lowercase and uppercase letters through individual letter practice pages in the Activity Book, supporting accurate and legible cursive handwriting.
Authentic writing tasks and assessment opportunities connect handwriting practice to students’ current literacy learning. For example, in unit 1, students are encouraged to apply newly learned cursive skills by completing selected unit writing assignments in cursive. The Grades 2–5 Cursive Writing Implementation Guide directs educators to connect cursive writing to spelling activities, writing prompts, responses to text, and formal writing assignments. The materials also provide assessment and feedback resources through self-, peer, and educator assessments along with criteria for letter formation, letter spacing, word spacing, line quality, slant, and letter connections. These supports help students refine their handwriting while applying cursive to current classroom writing tasks.
Evaluation for 4.E.1b
Students have frequent opportunities to practice grade-level handwriting skills through a structured cursive sequence. For example, in the practice component of the Grades 2–5 Cursive Writing Implementation Guide and the cursive program component in unit 1, students participate in 14 sequenced lessons with accompanying activity book practice pages. In addition, the cursive program includes systematic instruction and repeated practice through educator modeling, tracing, copying, word writing, sentence writing, homework assignments, and authentic writing applications. Students progress from lowercase letter groups such as “The Counter-Clock Letters,” “The Kite String Letters,” “The Little Loop Group,” and “The Hill and Valley Letters” to uppercase letter groups like “The Slim Sevens,” “The Umbrella Top Letters,” “The Egg Letter,” “The Snake Top Letters,” and “The Big Loop Group.” These routines help students develop accurate and legible cursive handwriting through repeated guided and independent practice.
Students also have opportunities to apply their handwriting skills in connected and authentic writing tasks. After students learn all cursive letters, the Grades 2–5 Cursive Writing Implementation Guide recommends continued practice through activity pages, cursive journals, classroom writing assignments, spelling activities, writing prompts, responses to text, and publishing final writing in cursive. Students complete corresponding activity book pages, practice forming and connecting letters, write names in cursive, copy words and sentences, complete homework assignments, and apply cursive skills in increasingly meaningful writing tasks. The materials also emphasize that most cursive letters are connected, helping students build fluency as they move from isolated letter practice to connected words and sentences. These activities help students develop fluent, legible handwriting through frequent practice and authentic classroom application.
4.A.1 Oral Language Development
4.A.1a
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
4 out of 4 points
Evaluation for 4.A.1a
Evaluation for 4.A.1a
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
4 out of 4 points
In unit 4, lesson 13, “Share Persuasive Essays,” students share persuasive essays in small groups, and the materials establish expectations for speaking volume, pacing, and eye contact. Together, these instructional supports help students organize presentations and express opinions appropriately for different purposes and audiences in alignment with grade-level TEKS.
4.A.1b
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
6 out of 6 points
Evaluation for 4.A.1b
Evaluation for 4.A.1b
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
6 out of 6 points
In the “Interviewing the Author” component in unit 1, educators explain that restating directions helps ensure successful completion of a multi-step task. Students then restate the instructions with a partner before conducting the interview. These instructional opportunities help students follow, restate, and communicate oral instructions while engaging in collaborative tasks aligned with grade-level TEKS.
4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 4.A.1c
Evaluation for 4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Students have opportunities to respond to their classmates’ ideas and use discussion to deepen their understanding. For example, in the poetry sharing component of unit 5, students read original poems to a partner and engage in peer discussion. The listener summarizes the poem’s content, verifies understanding of the author’s intended meaning, discusses the poem with the writer, and provides feedback. These experiences help students practice active listening, clarify ideas, and communicate information in collaborative settings.
4.B.1 Sound-Spelling Patterns (4-5)
4.B.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
1 out of 1 points
Evaluation for 4.B.1a
Evaluation for 4.B.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
1 out of 1 points
The materials provide resources that introduce, review, and reinforce sound–spelling patterns through word-reading, spelling, and word-analysis routines. In the Activity Book, the “Individual Code” chart organizes sound–spelling correspondences so that students can reference and apply known spelling patterns during reading and writing. Students use the chart to review sound–spelling relationships while working with grade-level words and applying spelling knowledge in decoding, encoding, and word-analysis tasks. Across the materials, students continue to use sound–spelling knowledge during spelling instruction, word reading, syllable-pattern work, and connected literacy activities, demonstrating a progression in which sound–spelling patterns are introduced, practiced, and reinforced over time.
4.B.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
Evaluation for 4.B.1b
Evaluation for 4.B.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
Tools and routines help educators guide students in analyzing word parts and spelling patterns. For example, in “Introduce Suffixes -tion and -sion” in unit 7, educators model how adding suffixes changes pronunciation and spelling. The educator demonstrates how the /t/ sound in the word prevent changes to the /sh/ sound in prevention when the suffix -tion is added. This support helps students examine how sounds, spellings, syllables, and word parts work together in multisyllabic words.
4.B.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
3 out of 3 points
Evaluation for 4.B.1c
Evaluation for 4.B.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
3 out of 3 points
The materials provide resources for cumulative review and assessment that help students revisit previously taught sound–spelling patterns. For example, in the unit 5 middle-of-the-year assessment and the “Word Reading in Isolation Assessment,” students apply previously learned letter–sound correspondences, phonemes, and syllable types during word reading. Educators use accompanying analysis and remediation resources to reinforce closed, open, r-controlled, schwa, and final -le syllable patterns. These resources help students reinforce grade-level sound–spelling patterns through assessment, targeted review, and remediation.
4.B.2 Regular and Irregular High-Frequency Words
4.B.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words
Materials include a systematic sequence for introducing regular and irregular high-frequency words
2 out of 2 points
Evaluation for 4.B.2a
Evaluation for 4.B.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words
2 out of 2 points
The materials provide routines that help students analyze, sort, and apply HFWs after they are introduced. In the K–5 High-Frequency Word Routines Guide, the “Sorting Words 2.0” (grades 3–5) section guides educators on modelling how students analyze and sort increasingly complex HFWs. For example, students sort words such as finally, quickly, different, because, through, enough, and another based on shared sound–spelling correspondences, prefixes, suffixes, syllable patterns, and other orthographic features before independently justifying their classifications. These routines support automatic recognition by helping students examine word parts, spelling patterns, and irregular features over time.
4.B.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
4 out of 4 points
Evaluation for 4.B.2b
Evaluation for 4.B.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
4 out of 4 points
Students have guided practice opportunities to apply HFW knowledge during fluency and remediation activities. For example, in the HFW word practice in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” educators model accurate and automatic reading of HFWs using research-based Fry and Dolch word lists. After educator modeling, students practice reading and recognizing HFWs to build automaticity and fluency. These routines give students repeated opportunities to decode, encode, and recognize regular as well as irregular HFWs with increasing independence.
4.B.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
12 out of 12 points
Evaluation for 4.B.2c
Evaluation for 4.B.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
12 out of 12 points
The materials provide opportunities for cumulative review through remediation and fluency practice. For example, in the HFW practice in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” students receive additional practice with previously taught HFWs. Students practice using research-based Fry and Dolch word lists to strengthen automatic word recognition, decoding, encoding, and fluency. These activities help students revisit previously taught words and reinforce HFW reading and spelling skills over time.
4.B.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
4 out of 4 points
Evaluation for 4.B.2d
Evaluation for 4.B.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
4 out of 4 points
The materials provide memory-building strategies that help students retain and accurately write HFWs. For example, in the spelling component in unit 7, “Native Americans and the United States,” educators help students use strategies that support accurate spelling and word recall. Students visualize spellings, trace letters, orally rehearse words from memory, and apply the words in sentences and assessment activities. These activities help students strengthen their orthographic memory while reading and writing HFWs in isolation and connected text.
4.B.3 Decoding and Encoding Multisyllabic Words
4.B.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
2 out of 2 points
Evaluation for 4.B.3a
Evaluation for 4.B.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
2 out of 2 points
The materials identify where students apply syllable types and syllable division principles within the grade-level curriculum. For example, the Curriculum Map organizes instruction so that students use previously learned syllable knowledge during increasingly complex decoding, spelling, and word-analysis tasks. The map shows that students continue applying syllable types and syllable division principles as they analyze and spell multisyllabic words across grade 5 units. This sequence supports students as they use syllable knowledge to read and spell more complex words aligned with grade-level expectations.
4.B.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
4 out of 4 points
Evaluation for 4.B.3b
Evaluation for 4.B.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
4 out of 4 points
The materials provide tools that help educators analyze syllable patterns and support continued instruction with more complex words. For example, in unit 2, lesson 11, educators use the “Pronunciation/Syllabication” and the “Individual Code” charts to identify syllable types and highlight spelling patterns. Students continue working with words such as apprentice, democracy, tyranny, extraordinary, rivalry, and mundane, including analysis of the schwa syllable in rivalry. These supports help educators reinforce syllable types and syllable division principles through explicit modeling, guided analysis, and continued practice with grade-level multisyllabic words.
4.B.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
6 out of 6 points
Evaluation for 4.B.3c
Evaluation for 4.B.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
6 out of 6 points
The materials provide cumulative review activities that help students revisit previously taught word patterns across multiple lessons and tasks. For example, in unit 3, students apply their learning through activity pages 11.3 and 11.4, where they analyze word meanings and use the words in context. Unit 8, lessons 2, 6, 10, and 12 continue this review with students revisiting previously taught affixes and roots (including -ment and mit/mis) through word analysis, sentence application, and take-home practice. Students repeatedly apply morphology and syllable knowledge across classroom and take-home tasks, reinforcing the same decoding and encoding strategies over time.
4.B.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
8 out of 8 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
8 out of 8 points
Students also have opportunities to apply the same multisyllabic words and syllable knowledge in connected language tasks. For example, in unit 3, lesson 11, students reinforce encoding through activity pages 11.4 and 11.5, where they spell words, match words to meanings and antonyms, and apply the words in sentences. Activity page 11.3 connects this work to previously taught morphology through the root serv-, helping students connect syllable knowledge, word meaning, and spelling. These activities help students transfer syllable knowledge from isolated word study to connected reading and writing while reinforcing previously taught morphology and syllabication skills.
4.B.4 Morphological Awareness
4.B.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
1 out of 1 points
Evaluation for 4.B.4a
Evaluation for 4.B.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
1 out of 1 points
The materials show how the grade-level sequence introduces and extends specific morphemes across units. For example, in unit 3, students are introduced to the prefixes ir- and il- and the root tract. In unit 4, they are introduced to the suffix -ness and the root vac. Unit 7 extends instruction with the suffixes -tion and -sion and the root mem. The unit 8 table of contents continues the planned morphology sequence through additional affix and root study within the yearlong Scope and Sequence. This progression supports students as they build grade-level morphological knowledge across multiple units.
4.B.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
4 out of 4 points
Evaluation for 4.B.4b
Evaluation for 4.B.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
4 out of 4 points
The materials provide opportunities for guided and independent practice so that students can apply their morphology knowledge in context. For example, in unit 3, lesson 2, educators introduce the prefixes il- and ir- and explain that the prefixes change the meanings of base words while preserving their parts of speech. Educators model how these prefixes affect words such as illogical and irrational before guiding students to apply the morphemes in word-analysis and sentence-level practice. These activities help students use word parts to support decoding unfamiliar words, spelling accuracy, vocabulary development, and comprehension.
4.B.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
3 out of 3 points
Evaluation for 4.B.4c
Evaluation for 4.B.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
3 out of 3 points
Students have cumulative opportunities to revisit and apply previously taught morphemes across assessment, remediation, and review tasks. For example, in unit 2, the end-of-unit content assessment and pausing point reinforce previously taught morphemes, including the prefixes im-, in-, and ex- as well as the root serv. Students review and apply these morphemes through cumulative assessment, targeted remediation, and morphology review activities. These activities help students strengthen their morphology knowledge through repeated practice, assessment, targeted review, and application.
4.B.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 4.B.4d
Evaluation for 4.B.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Students also have opportunities to apply their morpheme knowledge in contextualized sentences and connected writing. For example, in unit 2, lesson 9, students continue morphology instruction with the prefix ex-. They decode words such as exhaled, expelled, excluded, excavated, exterior, and exported from a “Practice Prefix ex-” chart. Next, they select the appropriate words to complete contextualized sentences to reinforce the skill on activity page 9.3. These tasks help students transfer their morphology knowledge from isolated word work to sentence-level reading and writing.
4.C.1 Vocabulary Development
4.C.1a
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 4.C.1a
Evaluation for 4.C.1a
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Students have opportunities to apply reference-resource skills while reading. For example, in unit 3, lesson 2, educators help students use the reader glossary to locate bolded vocabulary words, read definitions, identify parts of speech, and examine alternate word forms. Students use the glossary to confirm word meanings while reading, which supports their understanding of vocabulary in context. This practice helps students use reference tools to clarify meaning, examine word features, and strengthen vocabulary development and reading comprehension.
4.C.1b
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
5 out of 5 points
Evaluation for 4.C.1b
Evaluation for 4.C.1b
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
5 out of 5 points
Other resources help students determine pronunciation, syllabication, and word meaning while analyzing vocabulary and spelling words. For example, in unit 7, lesson 6, students learn that the Latin root mem means “remember” or “recall.” They use a “Roots” chart to determine the meanings and parts of speech of related words, such as memory, memorize, memento, commemorate, and memorial. Students also use the “Pronunciation/Syllabication” chart to identify pronunciation, syllable patterns, definitions, and parts of speech for vocabulary and spelling words. These resources give students multiple sources of word information and support vocabulary development as well as word analysis.
4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
1 out of 1 points
Evaluation for 4.C.1c
Evaluation for 4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
1 out of 1 points
Students also have opportunities to explain how textual details support the meaning of unfamiliar words. For example, in unit 8, lesson 8, students infer the meaning of unscrupulous by analyzing details from the text. They examine the description of people who dig up fossils on protected land without permission and steal them from paleontologists’ dig sites, then use that evidence to explain that unscrupulous describes people who do not do the right thing. This practice helps students connect vocabulary understanding to reading comprehension.
4.D.1 Reading Fluency
4.D.1a
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
Evaluation for 4.D.1a
Evaluation for 4.D.1a
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
The materials provide fluency routines that help students practice rate, accuracy, expression, phrasing, and prosody. For example, in unit 5, students engage with poetry selections that represent multiple forms, structures, and traditions, including free verse, rhymed poetry, narrative poetry, contemporary poetry, and poetry from various cultural traditions. In unit 5, lesson 8, students read poems with a partner and are encouraged to read “clearly and fluently, using an appropriate tone” before providing feedback on one another’s oral reading. In unit 3, lesson 12, students take home an activity page connected to class reading and read it to a family member to build fluency. These routines help students adjust pacing, expression, stress, intonation, and interpretation according to the purpose and structure of the text.
4.D.1b
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Evaluation for 4.D.1b
Evaluation for 4.D.1b
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Unit-level fluency tasks require students to read and reread texts in whole-group, partner, individual, collaborative, home, and performance-based settings. For example, in unit 5, students develop fluency through whole-class read-alouds, choral rereading, partner discussions, think-pair-share activities, partner poem readings, and oral poetry performances. In lesson 2, students participate in a whole-class read-aloud of “This Is Just to Say,” reread stanzas aloud in unison, and orally interpret different tones during partner discussion and think-pair-share tasks. Students also compose poems in sincere and sarcastic tones and read them aloud to classmates, while the pausing point includes poetry performance activities where students publicly read self-created poems and classmates complete performance reflection sheets. In unit 3, lesson 12, students take home an activity page connected to classroom reading and read it to a family member to build fluency. These activities give students repeated opportunities to practice fluent reading across whole-group, partner, independent, home, and performance-based settings.
4.D.1c
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
1 out of 1 points
Evaluation for 4.D.1c
Evaluation for 4.D.1c
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
1 out of 1 points
The materials provide grade-level reading opportunities that help students sustain engagement with texts independently. For example, the unit 3 pausing point and “Enrichment” section direct educators to support independent reading by having students self-select and read one or more enrichment selections independently. Educators model the text selection process by thinking aloud while choosing an enrichment selection. They then help students establish a purpose for reading, determine the type of text selected, and build independent reading stamina through goal setting and increased uninterrupted reading time. After reading, students extend their independent reading through personal connections, independent research, written responses, and activity pages connected to the enrichment selections. These opportunities support self-sustained reading by helping students select, sustain, reflect on, and respond to grade-level texts independently.
4.D.1d
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 4.D.1d
Evaluation for 4.D.1d
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
The materials provide instructional routines and tools that support students as they read, reread, discuss, and respond to texts. The Grades 4–5 Fluency Packet explains that students engage in educator modeling, choral reading, partner reading, repeated reading, and independent reading, while each passage includes comprehension questions and a “Fluency Passage Performance Rubric” that helps educators evaluate accuracy, rate, and expression. The K–5 Text Complexity and Vocabulary Guide states that students participate in shared reading lessons where they read together and receive support to “reread, analyze, and comprehend grade-level text.” The guide also notes that students in grades 3 to 5 need practice with both silent and oral reading fluency and that lessons gradually increase student independence before questioning, discussion, and related activities. These routines help grade 5 students strengthen accuracy, rate, expression, prosody, and comprehension through repeated reading and increasingly independent practice.
4.E.1 Handwriting Development
4.E.1a
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 4.E.1a
Evaluation for 4.E.1a
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Authentic writing tasks and assessment opportunities connect handwriting practice to students’ current literacy learning. For example, in unit 1, students are encouraged to apply newly learned cursive skills by completing selected unit writing assignments in cursive. The Grades 2–5 Cursive Writing Implementation Guide directs educators to connect cursive writing to spelling activities, writing prompts, responses to text, and formal writing assignments. The materials also provide assessment and feedback resources through self-, peer, and educator assessments along with criteria for letter formation, letter spacing, word spacing, line quality, slant, and letter connections. These supports help students refine their handwriting while applying cursive to current classroom writing tasks.
4.E.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 4.E.1b
Evaluation for 4.E.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Students also have opportunities to apply their handwriting skills in connected and authentic writing tasks. After students learn all cursive letters, the Grades 2–5 Cursive Writing Implementation Guide recommends continued practice through activity pages, cursive journals, classroom writing assignments, spelling activities, writing prompts, responses to text, and publishing final writing in cursive. Students complete corresponding activity book pages, practice forming and connecting letters, write names in cursive, copy words and sentences, complete homework assignments, and apply cursive skills in increasingly meaningful writing tasks. The materials also emphasize that most cursive letters are connected, helping students build fluency as they move from isolated letter practice to connected words and sentences. These activities help students develop fluent, legible handwriting through frequent practice and authentic classroom application.
Rubric Section 5
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (29 out of 29 points)
Evaluation for 5.A.1a
The materials include a yearlong sequence of units designed to build knowledge across multiple disciplines. For example, in the K–5 Cross-Curricular Connections and Grade 5 Program Overview, the materials map units to science and social studies TEKS while describing the content knowledge that students develop across the school year. The overview identifies units that intentionally expose students to historical, scientific, literary, artistic, and civic content through grade-level texts and integrated learning experiences. This structure provides sustained opportunities for students to build and deepen their background knowledge across science, history, literature, and the arts.
The materials provide specific units that help students develop discipline-based knowledge through focused content, texts, and integrated learning. For example, students build historical and artistic knowledge in unit 2, “The Renaissance: Art and Culture.” They study the Maya, Aztec, and Inca civilizations in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings.” In addition, they examine historical and civic topics in both unit 7, “Native Americans and the United States,” and unit 9, “Beyond Juneteenth: 1865 to the Present.” In unit 8, “Chemical Matter: Detectives, Dinosaurs, and Discovery,” students build scientific knowledge as they investigate scientific concepts and solve a mystery involving ancient fossils. They develop literary knowledge through unit 4, “Don Quixote: A Hopeful Knight’s Tale,” and unit 10, “The Phantom Tollbooth.” In unit 5, “Poetry: Collage of Words,” and unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream,” they build knowledge of the literary arts through poetry, performance, and drama. Together, these units provide connected opportunities for students to build content knowledge across multiple disciplines throughout the year.
Evaluation for 5.A.1b
The resources provided show how knowledge-building is organized within and across grade levels. The K–5 Cross-Curricular Connections and the Curriculum Map connect reading units to science and social studies TEKS while providing a yearlong sequence of thematic units that help students develop content knowledge and vocabulary across disciplines. For example, the Curriculum Map sequences units such as “Let Me Tell You a Story,” “The Renaissance: Art and Culture,” “Early American Civilizations: Myths, Pyramids, and Kings,” “Chemical Matter: Detectives, Dinosaurs, and Discovery,” “Native Americans and the United States,” and “Beyond Juneteenth: 1865 to the Present.” These resources show how students build literary, historical, scientific, and cultural knowledge over the course of the year.
The materials identify prior learning that prepares students for current grade-level content. For example, in unit 7, “Native Americans and the United States,” the introduction explains that students bring background knowledge from earlier grades and then extend that learning through the current unit. The materials connect kindergarten learning about Native Americans as the first-known inhabitants of North America; grade 3 learning about Native American regions, migration, adaptation, food sources, dwellings, language, and traditions; and grade 4 learning about Colonial America and the American Revolution. The unit then extends this knowledge through the “A Changing Landscape” reader, which explores how United States government policies in the 1800s affected Native American traditions, cultures, and relationships with the land. This progression shows how the materials intentionally connect prior grade-level content to current instruction while deepening students’ historical and cultural knowledge.
Evaluation for 5.A.1c
Instruction is organized into extended knowledge-building units that allow students to spend sustained time developing understanding of coherent topics. For example, the Curriculum Map and the introduction to unit 3, “Early American Civilizations: Myths, Pyramids, and Kings” both identify thematic units that devote multiple weeks to connected knowledge-building topics. Unit 3 includes 15 daily lessons, four pausing-point days, and a unit assessment, with a recommended instructional length of up to 19 days. Across the unit, students build understanding of the Maya, Aztec, and Inca civilizations through connected texts, vocabulary, discussion, writing, and assessment activities. This structure gives students sustained time to develop content knowledge through a coherent sequence of lessons and tasks.
The materials provide connected learning experiences that help students deepen and apply their knowledge across the unit. For example, in unit 7, “Native Americans and the United States,” students spend more than three weeks building knowledge about Native American cultures, traditions, history, and relationships with the land. Students read “A Changing Landscape,” which explores Native American traditions, ways of life, historical experiences, and diverse Native American tribes and perspectives. They participate in discussions about the Trail of Tears, Cherokee history, Native American traditions, and the impact of government policies on Native American communities. The writing component includes an extended argumentative essay in which students take notes, incorporate textual evidence, craft claims, revise, edit, and share their writing. During the pausing-point and enrichment activities, students complete assessments, participate in read-aloud discussions, conduct research, write narratives and biographies, respond to prompts, and synthesize information from across the unit. These experiences give students repeated opportunities to read, discuss, write, analyze, and apply knowledge over an extended period of time.
Evaluation for 5.A.1d
Connected anchor texts and text sets help students build background knowledge over time. For example, in unit 2, “The Renaissance: Art and Culture,” students develop background knowledge of the Renaissance through connected informational texts about influential artists, writers, and historical developments. The unit introduces students to Renaissance figures such as Cervantes and Shakespeare, and the reader explains the impact of Renaissance writers like Machiavelli, Castiglione, Cervantes, and Shakespeare. This structure helps students build a coherent understanding of the Renaissance through related texts, vocabulary, historical content, and literary connections.
The materials connect current learning to prior knowledge so that students can extend their understanding across units. Later in the year, students apply their Renaissance knowledge developed in unit 2 while reading unit 4, “Don Quixote: A Hopeful Knight’s Tale,” and unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream.” The unit 4 introduction explains that students read Don Quixote, written by Miguel de Cervantes during the Renaissance, a period of European history studied earlier in the year. This sequence shows that the background knowledge developed through the unit 2 text set supports students as they engage with more complex literary works in later units.
Evaluation for 5.A.1e
The materials connect vocabulary, language study, discussion, and reading tasks to the lesson’s knowledge-building focus. For example, in unit 3, lesson 2, students build knowledge about the Maya civilization while practicing grammar and vocabulary in context. Students identify subjects and predicates, distinguish between action and linking verbs, and recognize collective nouns using content connected to the lesson. Students also learn domain-specific vocabulary through the vocabulary chart for chapter 2, “Golden Age of the Maya.” They discuss the chapter with partners or small groups and gather and paraphrase information about the geographical features of Mesoamerica in order to prepare for writing. These activities help students build content knowledge while developing language and communication skills.
The materials connect writing tasks to the same texts, topics, and language work that students study during the lesson or unit. For example, the materials include integrated vocabulary, discussion, language study, and writing activities connected to “The Phantom Tollbooth.” Students learn and use the tier-two word perilously, discuss examples of situations that are “perilously close to danger,” use the word orally in sentences, identify its part of speech, and distinguish between examples of situations that are and are not perilous. Students also discuss characters, setting, and figurative language using evidence from chapters 3, 4, 7, and 8. They analyze alliteration, idioms, synonyms, and literal as well as figurative meanings and complete writing tasks tied to the text. Students also write evidence-based responses about character traits, compose expanded sentences, explain figurative language, and create narrative scenes set in Dictionopolis using figurative language and unit concepts. These tasks help students apply knowledge from reading, discussion, vocabulary, and language study in authentic writing.
Evaluation for 5.A.2a
Before new instruction, educators help students connect the upcoming lesson to content they have already studied. For example, in unit 7, lesson 1, educators prompt students to recall what they previously learned about Native Americans in earlier grades. Students discuss concepts such as adaptation to the environment, nomadic lifestyles, climate, and natural resources before examining geographic regions and analyzing images. Students then use this prior knowledge to make inferences about where Native American groups lived based on environmental characteristics. This support helps students use familiar historical and cultural knowledge as an entry point into new grade-level learning.
The materials show how background knowledge builds across grade levels through connected history topics. The K–5 Program Overview and “Making Connections Year by Year” section map a progression of history units from kindergarten through grade 5. For example, the overview ties earlier units such as “Colonial Towns and Townspeople,” “A New Nation: American Independence,” “Colonial America,” and “Road to Independence: The American Revolution” to grade 5 learning in “Native Americans and the United States.” This progression helps educators activate previously learned academic content before starting new instruction so that students can build on established knowledge, make meaningful connections across grade levels, and strengthen their comprehension of increasingly complex texts and topics.
Evaluation for 5.A.2b
Students draw upon prior learning as they engage with new unit content. For example, in unit 6, lesson 1, “Shakespeare’s Life and Language,” educators guide students to recall what they learned about William Shakespeare during “The Renaissance: Art and Culture.” Students reread previously studied passages about Shakespeare, discuss key details, and organize their prior knowledge about Shakespeare’s life and works before beginning A Midsummer Night’s Dream. This routine helps students use earlier learning as a foundation for analyzing one of Shakespeare’s plays.
The materials link previously learned historical content to new reading experiences later in the year. For example, in unit 9, lesson 4, “Introduce the Read-Aloud,” educators guide students to recall their learning from The Emancipation Proclamation before reading a new text. Students use their understanding of previously studied historical events and geographic locations to support comprehension of the new read-aloud and deepen their understanding of events following Juneteenth. This connection helps students transfer knowledge across units, tie prior learning to new texts, and strengthen their comprehension of increasingly complex historical content.
Evaluation for 5.A.2c
Educators are guided in building the background knowledge students need to engage with increasingly complex texts. Materials in the K–5 Cross-Curricular Connections document show how educators intentionally build historical, scientific, and literary knowledge while developing academic vocabulary across units. The resource helps educators prepare students for complex texts by connecting vocabulary instruction and content knowledge to the topics students read about throughout the year. This guidance helps educators support comprehension by making sure students have relevant context before engaging with grade-level texts.
The materials provide lesson-level routines that give students targeted context before reading. For example, in unit 9, lesson 2, educators build historical context before students read excerpts from The Emancipation Proclamation. Students learn the terms emancipation and proclamation, consider educator-modeled questions about the historical document, and predict the document’s purpose. Students then read a supporting ReadWorks article with a partner and use the vocabulary and historical context they learned about earlier to better understand the primary source. This background knowledge helps students engage more meaningfully with the text by preparing them to understand its historical purpose, language, and significance.
Evaluation for 5.A.3a
Students engage with central ideas and themes by analyzing how conflict and the author’s experiences develop meaning in a text. For example, in unit 1, lesson 5, educators introduce the theme as the central idea of a text and help students analyze “The First Real San Giving Day.” Students examine the conflict between traditional American expectations and Cuban heritage, identify textual evidence using activity page 5.1, explain how the evidence develops the theme, and discuss how the author’s experiences contribute to the narrative’s central message. These tasks require students to connect textual evidence to larger ideas instead of focusing only on isolated comprehension skills.
Students extend their thinking through a culminating writing task tied to the unit’s larger theme. For example, unit 4, “Don Quixote” includes a persuasive writing task centered on the novel’s theme of intentions versus consequences. Students evaluate whether Don Quixote’s good intentions justify his often calamitous actions and support their position with evidence from the text in a four-paragraph persuasive essay. This task requires students to analyze a significant theme, synthesize ideas across the novel, develop a position, and support their thinking with textual evidence.
Evaluation for 5.A.3b
Students synthesize ideas by comparing related texts and using evidence to explain connections across content. For example, in unit 2, lesson 8, “Discuss the Chapter and Wrap-Up,” students compare The Prince, The Courtier, and Il Galateo. Students use activity page 8.2 to organize each author’s advice along with supporting evidence, then analyze the three texts to identify a common theme about ideals of behavior. This task helps students combine information from multiple sources to develop a broader understanding of Renaissance ideas and expectations.
Students integrate information across texts and lessons to compare civilizations and justify their thinking with evidence. For example, in unit 3, lesson 7, educators direct students to revisit previously read chapters before completing an evaluative challenge comparing the Aztec and Maya civilizations. Students synthesize information gathered across multiple lessons about geography, culture, the development of civilizations, and daily life to compare the two civilizations and support their responses with textual evidence. This work supports deeper comprehension because students pull together knowledge from several texts and lessons to explain similarities, differences, and larger concepts.
Evaluation for 5.A.3c
Students demonstrate understanding of the unit topic by gathering and synthesizing evidence from multiple related texts and learning experiences. For example, in unit 9, lesson 12, educators model how researchers synthesize information by combining ideas from multiple sources. Students revisit their KWL charts, timelines, notebooks, and researched texts to develop new understanding. They also review evidence gathered throughout the unit, synthesize information across related texts, and use their understanding to draft the final chapters of their informational books. This task requires students to connect information across sources and show knowledge of the unit topic through evidence-based writing.
Students demonstrate their understanding through culminating research and presentation tasks. For example, in unit 2, lesson 19, students complete a biography project that builds upon literary and informational texts studied throughout the unit as well as additional research. Students integrate information about Renaissance artists, historical figures, and cultural developments to write and present biographies supported by evidence from multiple sources. These tasks require students to synthesize information across related texts, apply reading comprehension and research skills, and communicate their understanding of the unit topic through authentic written and oral performances.
Evaluation for 5.A.3d
Students tie unit learning to familiar real-world situations by applying new concepts to everyday examples. For example, in unit 8, lesson 3, students connect the scientific concept of states of matter to familiar experiences. Students discuss everyday examples of water as a solid, liquid, and gas, including ice, liquid water, and steam from a kettle. They explain how temperature causes these changes, helping them apply science learning to real-world observations.
Students also apply their learning through everyday scenarios that require evidence-based reasoning. For example, in unit 8, lesson 9, students consider a scenario in which a glass of water is left outside on a hot day until half the water disappears. Students determine whether the change is physical or chemical, justify their reasoning with scientific evidence, and explain that evaporation changes the state of water without creating a new substance. These tasks help students transfer scientific knowledge to familiar situations and explain their thinking using evidence.
Evaluation for 5.A.4a
The materials organize vocabulary instruction across the year so that students encounter academic and domain-specific words within connected knowledge-building units. In the K–5 Text Complexity and Vocabulary Guide, educators are provided with a yearlong vocabulary plan that organizes tier-two academic vocabulary and tier-three domain-specific terms by unit and associated texts. For example, the guide sequences vocabulary across grade 5 topics such as personal narratives, the Renaissance, early American civilizations, Native American history, chemistry, and Beyond Juneteenth. This structure helps students build academic vocabulary as they engage in connected reading, discussion, and writing across the curriculum.
The materials provide lesson-level routines that help students preview, discuss, and apply vocabulary during reading and response tasks. For example, in unit 2, “The Renaissance: Art and Culture,” educators introduce and reinforce core vocabulary before students read each chapter. Students preview vocabulary, locate bolded words in the reader, use the glossary to determine meanings, and discuss parts of speech and alternate word forms before applying the vocabulary during reading and discussion. Students build understanding of tier-two words such as expression, inspire, and visionary alongside tier-three words like patron, philosophy, guild, and scaffold as they analyze Renaissance history, art, and culture and use vocabulary to explain central ideas and support responses with textual evidence.
Evaluation for 5.A.4b
The materials give educators a consistent structure for teaching academic vocabulary within meaningful reading, speaking, and writing experiences. The K–5 Text Complexity and Vocabulary Guide directs educators to use explicit teaching, interactive reading routines, “Word Work,” and morphology practice to support vocabulary development. Educators model word meanings, connect vocabulary to unit texts, and provide repeated opportunities for students to use new academic language while speaking, reading, and writing. These routines help students practice vocabulary in knowledge-building contexts instead of learning definitions as isolated “Word Work.”
The materials contain differentiated supports that help students practice and apply vocabulary with appropriate language scaffolds. For example, in unit 7, lesson 9, educators introduce prosper in context, guide students to define the word, generate examples, and use the sentence frame “___ prospers because ___.” Students extend their understanding by discussing synonyms, creating partner sentences, and applying the word orally as well as in writing. During the morphology lesson, educators model the Latin root mem and guide students to select, explain, and apply related words such as commemorate, memory, memorable, memento, memorial, and memoir in contextualized sentences. Students justify which word best completes each sentence and complete activity page 9.2 independently or with a partner. Differentiated supports include choral reading and oral rehearsal for beginning learners, guided discussion and partner feedback for intermediate learners, and more independent application for advanced learners.
Evaluation for 5.A.4c
Students use academic vocabulary during reading, discussion, and writing tasks connected to the lesson or unit text. The K–5 Text Complexity and Vocabulary Guide directs educators to introduce and reinforce academic vocabulary during reading and prompt students to apply new terms while responding to literal, inferential, and evaluative questions. Students use academic vocabulary to discuss ideas, analyze texts, and communicate their understanding through informational, argumentative, and other knowledge-building writing tasks. These routines help students move from understanding word meanings toward using vocabulary in meaningful academic contexts.
Students also apply vocabulary by classifying examples, explaining differences, and using terms during text analysis. For example, in unit 6, on A Midsummer Night’s Dream, lesson 7, educators introduce the literary terms dialogue, monologue, and soliloquy and model how each term functions within the dramatic text. Students record definitions in their activity books, reread Act 2, Scene 1a, identify and label examples of each type of speech, and explain the differences among the three terms during the “Check for Understanding.” Educators reinforce the vocabulary by asking guiding questions such as “Which involves a conversation?” and “Which involves a speech?” These tasks require students to use academic vocabulary to classify, analyze, explain, and discuss literary elements in context.
Evaluation for 5.A.4d
Students use visual supports to connect academic vocabulary to the ideas and concepts they are studying. The K–5 Text Complexity and Vocabulary Guide explains that educators use image cards, illustrations, and embedded visuals during interactive reading to introduce and reinforce domain-specific terms. Students use visual information to build background knowledge, strengthen their comprehension, and develop their understanding of complex concepts across content-rich units. These supports help students connect word meaning to images, illustrations, and models as they build academic vocabulary.
Students also apply vocabulary using visual information to discuss and explain the lesson topic. For example, in unit 8, lesson 3, educators help students examine diagrams of the water cycle as well as visual models of solids, liquids, and gases. Students analyze and compare the diagrams; discuss how particles are represented in each state of matter; and use academic terms such as evaporation, condensation, precipitation, melting, solid, liquid, and gas to explain changes in matter. Students also use paired diagrams recommended in the “Emergent Bilingual” sidebars to reinforce their understanding of states of matter and the water cycle through visualization. These tasks help students use academic vocabulary purposefully while strengthening their comprehension of scientific concepts.
Evaluation for 5.B.1a
Students begin the inquiry process by generating questions and planning how they will investigate a topic. For example, in unit 9, lesson 3, educators model how researchers generate meaningful questions from a text and guide students in developing their own research questions about Juneteenth. Students generate questions to guide their investigation, record questions on KWL charts, and develop a chapter-by-chapter research plan using the “Beyond Juneteenth” table of contents. This routine helps students move from initial questions about the topic to a plan for researching and organizing information for their informational books.
Students continue the inquiry process by learning about how researchers gather, organize, and synthesize information. For example, in unit 9, lesson 3, projection 1.2, educators introduce the recursive stages of research by modeling how to select an interesting topic, write open-ended research questions, find and answer facts, and communicate new learning through writing. Students discuss the characteristics of effective research questions, distinguish between open- and closed-ended questions, and apply the research process as they prepare to gather information from multiple sources and synthesize their findings into an informational writing project. These tasks help students use research to develop questions, gather relevant information, and communicate new learning through writing.
Evaluation for 5.B.1b
Students learn to distinguish source types by looking at examples and explaining how each source is used in research. For example, in unit 9, lesson 7, educators define primary and secondary sources and use projection 7.1 to model examples of each source type. Students classify sources such as diaries, speeches, patents, biographies, informational books, and websites as primary or secondary sources and explain their reasoning during guided discussion. This routine helps students understand the characteristics of each source type and how each one can support research.
Students also apply their understanding of source types while comparing information from historical texts. For example, in unit 7, lesson 13, educators identify the Hopi Petition as a primary source and the accompanying chapter text as a secondary source before students compare the information presented in each. Students analyze how the primary source provides a firsthand perspective, while the secondary source adds historical context and explanation. Students evaluate what each source contributes to their understanding of the same historical events and discuss how the two source types present different viewpoints. These tasks help students use source type distinctions to strengthen comprehension and evidence-based analysis.
Evaluation for 5.B.1c
This guidance does not apply to grades 4–5 because it applies only to grades 6–8.
5.A.1 Connected Knowledge-Building Units and Lessons
5.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
The materials provide specific units that help students develop discipline-based knowledge through focused content, texts, and integrated learning. For example, students build historical and artistic knowledge in unit 2, “The Renaissance: Art and Culture.” They study the Maya, Aztec, and Inca civilizations in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings.” In addition, they examine historical and civic topics in both unit 7, “Native Americans and the United States,” and unit 9, “Beyond Juneteenth: 1865 to the Present.” In unit 8, “Chemical Matter: Detectives, Dinosaurs, and Discovery,” students build scientific knowledge as they investigate scientific concepts and solve a mystery involving ancient fossils. They develop literary knowledge through unit 4, “Don Quixote: A Hopeful Knight’s Tale,” and unit 10, “The Phantom Tollbooth.” In unit 5, “Poetry: Collage of Words,” and unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream,” they build knowledge of the literary arts through poetry, performance, and drama. Together, these units provide connected opportunities for students to build content knowledge across multiple disciplines throughout the year.
5.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
The materials identify prior learning that prepares students for current grade-level content. For example, in unit 7, “Native Americans and the United States,” the introduction explains that students bring background knowledge from earlier grades and then extend that learning through the current unit. The materials connect kindergarten learning about Native Americans as the first-known inhabitants of North America; grade 3 learning about Native American regions, migration, adaptation, food sources, dwellings, language, and traditions; and grade 4 learning about Colonial America and the American Revolution. The unit then extends this knowledge through the “A Changing Landscape” reader, which explores how United States government policies in the 1800s affected Native American traditions, cultures, and relationships with the land. This progression shows how the materials intentionally connect prior grade-level content to current instruction while deepening students’ historical and cultural knowledge.
5.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
Evaluation for 5.A.1c
Evaluation for 5.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
The materials provide connected learning experiences that help students deepen and apply their knowledge across the unit. For example, in unit 7, “Native Americans and the United States,” students spend more than three weeks building knowledge about Native American cultures, traditions, history, and relationships with the land. Students read “A Changing Landscape,” which explores Native American traditions, ways of life, historical experiences, and diverse Native American tribes and perspectives. They participate in discussions about the Trail of Tears, Cherokee history, Native American traditions, and the impact of government policies on Native American communities. The writing component includes an extended argumentative essay in which students take notes, incorporate textual evidence, craft claims, revise, edit, and share their writing. During the pausing-point and enrichment activities, students complete assessments, participate in read-aloud discussions, conduct research, write narratives and biographies, respond to prompts, and synthesize information from across the unit. These experiences give students repeated opportunities to read, discuss, write, analyze, and apply knowledge over an extended period of time.
5.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 5.A.1d
Evaluation for 5.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
The materials connect current learning to prior knowledge so that students can extend their understanding across units. Later in the year, students apply their Renaissance knowledge developed in unit 2 while reading unit 4, “Don Quixote: A Hopeful Knight’s Tale,” and unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream.” The unit 4 introduction explains that students read Don Quixote, written by Miguel de Cervantes during the Renaissance, a period of European history studied earlier in the year. This sequence shows that the background knowledge developed through the unit 2 text set supports students as they engage with more complex literary works in later units.
5.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 5.A.1e
Evaluation for 5.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
The materials connect writing tasks to the same texts, topics, and language work that students study during the lesson or unit. For example, the materials include integrated vocabulary, discussion, language study, and writing activities connected to “The Phantom Tollbooth.” Students learn and use the tier-two word perilously, discuss examples of situations that are “perilously close to danger,” use the word orally in sentences, identify its part of speech, and distinguish between examples of situations that are and are not perilous. Students also discuss characters, setting, and figurative language using evidence from chapters 3, 4, 7, and 8. They analyze alliteration, idioms, synonyms, and literal as well as figurative meanings and complete writing tasks tied to the text. Students also write evidence-based responses about character traits, compose expanded sentences, explain figurative language, and create narrative scenes set in Dictionopolis using figurative language and unit concepts. These tasks help students apply knowledge from reading, discussion, vocabulary, and language study in authentic writing.
5.A.2 Context and Student Background Knowledge
5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 5.A.2a
Evaluation for 5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
The materials show how background knowledge builds across grade levels through connected history topics. The K–5 Program Overview and “Making Connections Year by Year” section map a progression of history units from kindergarten through grade 5. For example, the overview ties earlier units such as “Colonial Towns and Townspeople,” “A New Nation: American Independence,” “Colonial America,” and “Road to Independence: The American Revolution” to grade 5 learning in “Native Americans and the United States.” This progression helps educators activate previously learned academic content before starting new instruction so that students can build on established knowledge, make meaningful connections across grade levels, and strengthen their comprehension of increasingly complex texts and topics.
5.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
1 out of 1 points
Evaluation for 5.A.2b
Evaluation for 5.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
1 out of 1 points
The materials link previously learned historical content to new reading experiences later in the year. For example, in unit 9, lesson 4, “Introduce the Read-Aloud,” educators guide students to recall their learning from The Emancipation Proclamation before reading a new text. Students use their understanding of previously studied historical events and geographic locations to support comprehension of the new read-aloud and deepen their understanding of events following Juneteenth. This connection helps students transfer knowledge across units, tie prior learning to new texts, and strengthen their comprehension of increasingly complex historical content.
5.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
1 out of 1 points
Evaluation for 5.A.2c
Evaluation for 5.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
1 out of 1 points
The materials provide lesson-level routines that give students targeted context before reading. For example, in unit 9, lesson 2, educators build historical context before students read excerpts from The Emancipation Proclamation. Students learn the terms emancipation and proclamation, consider educator-modeled questions about the historical document, and predict the document’s purpose. Students then read a supporting ReadWorks article with a partner and use the vocabulary and historical context they learned about earlier to better understand the primary source. This background knowledge helps students engage more meaningfully with the text by preparing them to understand its historical purpose, language, and significance.
5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
5.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Evaluation for 5.A.3a
Evaluation for 5.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Students extend their thinking through a culminating writing task tied to the unit’s larger theme. For example, unit 4, “Don Quixote” includes a persuasive writing task centered on the novel’s theme of intentions versus consequences. Students evaluate whether Don Quixote’s good intentions justify his often calamitous actions and support their position with evidence from the text in a four-paragraph persuasive essay. This task requires students to analyze a significant theme, synthesize ideas across the novel, develop a position, and support their thinking with textual evidence.
5.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 5.A.3b
Evaluation for 5.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Students integrate information across texts and lessons to compare civilizations and justify their thinking with evidence. For example, in unit 3, lesson 7, educators direct students to revisit previously read chapters before completing an evaluative challenge comparing the Aztec and Maya civilizations. Students synthesize information gathered across multiple lessons about geography, culture, the development of civilizations, and daily life to compare the two civilizations and support their responses with textual evidence. This work supports deeper comprehension because students pull together knowledge from several texts and lessons to explain similarities, differences, and larger concepts.
5.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 5.A.3c
Evaluation for 5.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Students demonstrate their understanding through culminating research and presentation tasks. For example, in unit 2, lesson 19, students complete a biography project that builds upon literary and informational texts studied throughout the unit as well as additional research. Students integrate information about Renaissance artists, historical figures, and cultural developments to write and present biographies supported by evidence from multiple sources. These tasks require students to synthesize information across related texts, apply reading comprehension and research skills, and communicate their understanding of the unit topic through authentic written and oral performances.
5.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 5.A.3d
Evaluation for 5.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Students also apply their learning through everyday scenarios that require evidence-based reasoning. For example, in unit 8, lesson 9, students consider a scenario in which a glass of water is left outside on a hot day until half the water disappears. Students determine whether the change is physical or chemical, justify their reasoning with scientific evidence, and explain that evaporation changes the state of water without creating a new substance. These tasks help students transfer scientific knowledge to familiar situations and explain their thinking using evidence.
5.A.4 Key Academic Vocabulary and Grade-Level Concepts
5.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Evaluation for 5.A.4a
Evaluation for 5.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
The materials provide lesson-level routines that help students preview, discuss, and apply vocabulary during reading and response tasks. For example, in unit 2, “The Renaissance: Art and Culture,” educators introduce and reinforce core vocabulary before students read each chapter. Students preview vocabulary, locate bolded words in the reader, use the glossary to determine meanings, and discuss parts of speech and alternate word forms before applying the vocabulary during reading and discussion. Students build understanding of tier-two words such as expression, inspire, and visionary alongside tier-three words like patron, philosophy, guild, and scaffold as they analyze Renaissance history, art, and culture and use vocabulary to explain central ideas and support responses with textual evidence.
5.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 5.A.4b
Evaluation for 5.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
The materials contain differentiated supports that help students practice and apply vocabulary with appropriate language scaffolds. For example, in unit 7, lesson 9, educators introduce prosper in context, guide students to define the word, generate examples, and use the sentence frame “___ prospers because ___.” Students extend their understanding by discussing synonyms, creating partner sentences, and applying the word orally as well as in writing. During the morphology lesson, educators model the Latin root mem and guide students to select, explain, and apply related words such as commemorate, memory, memorable, memento, memorial, and memoir in contextualized sentences. Students justify which word best completes each sentence and complete activity page 9.2 independently or with a partner. Differentiated supports include choral reading and oral rehearsal for beginning learners, guided discussion and partner feedback for intermediate learners, and more independent application for advanced learners.
5.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Evaluation for 5.A.4c
Evaluation for 5.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Students also apply vocabulary by classifying examples, explaining differences, and using terms during text analysis. For example, in unit 6, on A Midsummer Night’s Dream, lesson 7, educators introduce the literary terms dialogue, monologue, and soliloquy and model how each term functions within the dramatic text. Students record definitions in their activity books, reread Act 2, Scene 1a, identify and label examples of each type of speech, and explain the differences among the three terms during the “Check for Understanding.” Educators reinforce the vocabulary by asking guiding questions such as “Which involves a conversation?” and “Which involves a speech?” These tasks require students to use academic vocabulary to classify, analyze, explain, and discuss literary elements in context.
5.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 5.A.4d
Evaluation for 5.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Students also apply vocabulary using visual information to discuss and explain the lesson topic. For example, in unit 8, lesson 3, educators help students examine diagrams of the water cycle as well as visual models of solids, liquids, and gases. Students analyze and compare the diagrams; discuss how particles are represented in each state of matter; and use academic terms such as evaporation, condensation, precipitation, melting, solid, liquid, and gas to explain changes in matter. Students also use paired diagrams recommended in the “Emergent Bilingual” sidebars to reinforce their understanding of states of matter and the water cycle through visualization. These tasks help students use academic vocabulary purposefully while strengthening their comprehension of scientific concepts.
5.B.1 Recursive Inquiry Process
5.B.1a
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
1 out of 1 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
1 out of 1 points
Students continue the inquiry process by learning about how researchers gather, organize, and synthesize information. For example, in unit 9, lesson 3, projection 1.2, educators introduce the recursive stages of research by modeling how to select an interesting topic, write open-ended research questions, find and answer facts, and communicate new learning through writing. Students discuss the characteristics of effective research questions, distinguish between open- and closed-ended questions, and apply the research process as they prepare to gather information from multiple sources and synthesize their findings into an informational writing project. These tasks help students use research to develop questions, gather relevant information, and communicate new learning through writing.
5.B.1b
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
2 out of 2 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
2 out of 2 points
Students also apply their understanding of source types while comparing information from historical texts. For example, in unit 7, lesson 13, educators identify the Hopi Petition as a primary source and the accompanying chapter text as a secondary source before students compare the information presented in each. Students analyze how the primary source provides a firsthand perspective, while the secondary source adds historical context and explanation. Students evaluate what each source contributes to their understanding of the same historical events and discuss how the two source types present different viewpoints. These tasks help students use source type distinctions to strengthen comprehension and evidence-based analysis.
5.B.1c
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Rubric Section 6
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (29 out of 29 points)
Evaluation for 6.1a
The materials explain how core instructional texts are evaluated for grade-level appropriateness using multiple measures of text complexity. In the K–5 Text Complexity and Vocabulary Guide, the materials describe how instructional texts are reviewed using quantitative, qualitative, and reader and task measures. For example, the guide states that quantitative ratings are based on grade-level Lexile ranges, while qualitative ratings consider textual structure, language features, knowledge demands, and purpose. The guide also includes reader and task ratings that account for the cognitive demand placed on students as they read, analyze, discuss, and respond to texts. This process supports grade-level text selection by evaluating both readability and instructional demands.
The materials provide tables that show grade-level text complexity and document how individual core texts are reviewed. In the K–5 Text Complexity and Vocabulary Guide, the grade 5, unit-specific tables for text complexity identify the quantitative, qualitative, and reader and task ratings for core instructional texts used throughout the curriculum. For example, the tables demonstrate how each grade 5 core text is evaluated across multiple measures so that educators can determine how texts align with grade-level expectations. These tools help educators understand why texts are appropriate for grade 5 instruction and how the texts support comprehension, vocabulary development, and content knowledge across the year.
Evaluation for 6.1b
The core reader reflects the qualities of a professionally developed instructional text through its organization, content accuracy, vocabulary, and visual supports. For example, students engage with “The Badlands Sleuth: The Case of the Missing Fossils” reader, which presents a coherent narrative supported by accurate scientific content and rich, grade-appropriate academic terms. The reader includes high-quality illustrations, diagrams, photographs, and a glossary that help students develop disciplinary knowledge while comprehending complex literary and informational text. These features help students build scientific understanding through a well-crafted, content-rich instructional text.
The materials contain professionally published texts that support grade-level instruction across the unit. For example, the unit 4 reader information document identifies the Adventures of Don Quixote as the unit’s core instructional text and provides publication information, including the book’s International Standard Book Number (ISBN). This documentation shows that students engage with authentic, professionally published literature as part of core instruction. These resources support grade-level reading by providing students with literary and informational texts that reflect the characteristics of publishable instructional materials.
Evaluation for 6.1c
Students read a range of literary and informational texts across the year that represent different genres, traditions, and time periods. The Curriculum Map identifies a progression of literary and informational texts such as personal narratives, Renaissance informational texts, traditional myths, classical literature, drama, poetry, and historical informational texts. For example, students read classical literature such as the Adventures of Don Quixote; Shakespeare’s A Midsummer Night’s Dream; diverse poetry representing multiple cultures and perspectives; and informational texts focused on Native American history, chemistry, and Juneteenth. This range gives students regular opportunities to engage with varied texts across the grade 5 curriculum.
The materials link texts to content-area learning so that students build knowledge while reading across genres. The K–5 Cross-Curricular Connections document shows how literary and informational texts connect English language arts instruction with science and social studies TEKS across the curriculum. For example, students engage with texts that support knowledge-building in history, literature, science, culture, and the arts while reading traditional, contemporary, classical, and diverse selections. These connections help students read across a broad range of texts while developing knowledge that spans academic content areas.
Evaluation for 6.1d
Students encounter texts that reflect varied identities, experiences, cultures, and perspectives through personal narratives and poetry. For example, the Personal Narratives and Poetry anthology contains texts that explore identity, heritage, perseverance, belonging, family, culture, equality, and resilience. Students engage with authentic voices through “The Prince of Los Cocuyos: The First Real San Giving Day,” “My Story” by Rosa Parks, and “A View of the Earth.” Students analyze how authors communicate personal experiences, discuss themes tied to identity and community, and make connections between the texts and their own lives while developing evidence-based written responses.
Students read and respond to poetry from multiple literary traditions, historical periods, and cultural perspectives. For example, in unit 5, “Poetry: Collage of Words,” educators introduce poems from European, Middle Eastern, Black, Native American, and Hispanic authors. Students read, discuss, and interpret poems that explore themes such as identity, immigration, belonging, family, race, and community. Students also support multiple interpretations with textual evidence and compose original poetry that draws upon their own experiences. These tasks help students engage with diverse perspectives while strengthening comprehension, empathy, and connections between literature and their own lives.
Evaluation for 6.2a
Students engage with grade-level texts through educator modeling, discussions, and text-dependent questions that require them to analyze and justify their thinking. For example, in unit 10, lesson 7, educators model how to locate and cite textual evidence through a think-aloud task before students analyze the chapter. Students respond to inferential and evaluative questions, discuss their thinking during whole-group conversation, and justify their answers by referring to evidence from the text. These routines support students as they think critically about characters, events, and meaning while explaining their reasoning orally.
Students also communicate their thinking through written responses tied to grade-level literary texts and poetry. For example, in unit 10, lesson 7, students complete written responses on activity page 7.1, where they must analyze the chapter and support their answers with textual evidence. In unit 5, lesson 7, students respond to text-dependent questions in poet’s journal 7.1 that require literal, inferential, and analytical thinking. Students use evidence from the poem to support their interpretations before sharing and defending their responses orally. These learning experiences help students listen to and analyze grade-level texts while using evidence to justify their thinking through oral as well as written responses.
Evaluation for 6.2b
Students discuss how language, vocabulary, and figurative language contribute to meaning in grade-level texts. For example, in unit 4, lesson 3, educators help students analyze vocabulary, figurative language, and the author’s language. Students discuss words such as valiant and valor, interpret a simile that compares a knight without a lady to “a tree without leaves or fruit,” and evaluate how contradictory statements contribute to characterization and the author’s purpose. These discussions help students examine how word choice and figurative language shape meaning in literary text.
Students also discuss additional aspects of the author’s craft and textual structure. For example, in unit 6, lesson 3, educators facilitate discussion about the structure of a play, including acts, scenes, stage directions, and dialogue. Students interpret Shakespearean vocabulary and language while discussing how the structure and dramatic features support comprehension of the excerpt. These routines strengthen students’ ability to analyze how authors use structure, language, figurative language, and genre-specific features to build meaning in grade-level texts.
Evaluation for 6.2c
Students apply their reading skills before and while engaging with grade-level texts by making predictions, using textual features, and confirming or revising their thinking. For example, in unit 9, lesson 3, educators guide students on using the title, illustrations, genre characteristics, sentence structures, and the author’s word choice to make predictions about the opportunities and challenges that formerly enslaved citizens may have experienced. Students record their thinking on activity page 3.1 and return to their predictions as they encounter new evidence in the text. This routine helps students monitor their comprehension by confirming or revising their thinking based on what they read.
Students apply additional reading skills by analyzing, evaluating, and synthesizing information from literary and historical texts. For example, in unit 1, lesson 11, educators prompt students to answer literal, inferential, and evaluative questions about Rosa Parks’s “My Story.” Students analyze why the author includes specific memories and details and then synthesize their thinking in a “Close Reading Report” supported by textual evidence. These lessons engage students in predicting, inferencing, analyzing, evaluating, and synthesizing while requiring them to explain how evidence shapes their understanding of grade-level texts.
Evaluation for 6.3a
Educators are guided on ensuring that all students can access grade-level texts through scaffolds that support comprehension, language, and evidence-based discussion without reducing the complexity of the text. For example, in unit 1, lesson 1, educators use gestures, drawings, images, contextual vocabulary support, and sentence frames to help students interpret challenging language in the original grade-level narrative. Students use the frame “The words ___ show the reader that Blanco wants his family to understand American culture” in order to locate textual evidence and participate in whole-class discussions. These supports help students analyze the text and explain their thinking while maintaining grade-level expectations.
The materials contain embedded supports for morphology, vocabulary, organization, and discussion during informational text–based work. For example, in unit 8, lesson 1, educators provide morphology instruction, visual supports, modeled graphic organizers, structured description frames, text-dependent questions, and progressively complex discussion stems. Students analyze “The Badlands Sleuth,” explain the characteristics of informational text, and justify their ideas with evidence. These scaffolds reduce vocabulary, language, and organizational barriers while preserving expectations for analysis, discussion, and evidence-based responses.
Evaluation for 6.3b
Students who demonstrate proficiency extend their analysis of grade-level texts through enrichment tasks that require interpretation, evidence-based responses, and additional writing. For example, in the unit 1 pausing point, educators assign the historical personal narrative “One Boy’s Experience.” Students work through vocabulary, comprehension, and analytical questions that require them to interpret figurative language, analyze the author’s craft, support their responses with textual evidence, and extend their understanding through additional writing. These opportunities help students move beyond the core lesson while maintaining rigorous engagement with grade-level narrative texts.
The materials provide enrichment opportunities that ask proficient students to compare texts, analyze characterization, and create original responses linked to additional selections. For example, in the unit 4 pausing point, educators direct students to read additional selections of Don Quixote with more sophisticated vocabulary and syntax. Students compare texts and film adaptations, analyze characterization, rewrite scenes from different perspectives, and justify their interpretations using evidence from the text. These tasks extend learning by requiring deeper analysis, synthesis, and evidence-based interpretation beyond the expectations of core instruction.
Evaluation for 6.4a
Educators are provided with information on text complexity that supports planning for grade-level reading instruction. For example, the K–5 Text Complexity and Vocabulary Guide includes quantitative measures (such as Lexile levels) along with qualitative ratings related to textual structure, language demands, levels of meaning, and knowledge demands. Educators use these measures to understand the complexity of grade 5 core texts and plan instruction that supports students’ access to grade-level reading tasks.
The materials explain the instructional purpose and grade-level placement of selected texts. The Curriculum Map describes how each unit’s texts build genre-based knowledge, comprehension, vocabulary, and writing skills while supporting grade-level learning outcomes. The map links the selected texts to the literacy development that students are expected to demonstrate across the unit. Together, the map and the K–5 Text Complexity and Vocabulary Guide help educators understand why the texts are appropriate for grade 5 and how they support a coherent progression of literacy instruction.
Evaluation for 6.4b
The information on text complexity aligns with the reading, discussion, and response tasks that students complete in the unit. For example, in the Grade-Level Planning Documents and K–5 Text Complexity and Vocabulary Guide, the unit 1 ratings include 950L, QL: 2, and RT: 2. These ratings help educators anticipate sophisticated syntax and nuanced content along with some complexity in structure, purpose, and specialized phrasing. Students draw upon previously developed knowledge to complete reading and response tasks that match the demands of the selected texts.
The materials match complex texts with tasks that require students to analyze language, structure, content, and meaning. For example, in unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream,” students work with Shakespearean drama through vocabulary study, text-dependent questions, repeated close reading, discussion, writing, and performance. Students analyze character motivations, unfamiliar vocabulary, tone, stress, and meaning in context before acting, directing, or writing about scenes. These tasks are proportionate to the text’s syntax, vocabulary, structure, and knowledge demands while supporting comprehension, inference, literary analysis, and evidence-based responses.
Evaluation for 6.5a
Educators monitor students’ understanding of independently read texts through conferences, prompts, Reading Logs, and written response activities. For example, the K–5 Independent Reading Guide describes how educators conduct one-on-one conferences using differentiated prompts while students summarize events from the plot, analyze characters, explain their reasoning, and complete Reading Logs or written responses. These routines provide educators with evidence of comprehension and help determine what support students may need as they continue reading independently.
The materials contain lesson-level independent reading tasks that require students to show their understanding through text-dependent responses. For example, in unit 1, lesson 5, students independently read the final excerpt of “The First Real San Giving Day.” Students record “Think as You Read” observations on activity page 5.2 and respond to literal, inferential, and evaluative questions using evidence from the text. These tasks create a structured process for students to demonstrate comprehension while educators assess understanding and determine appropriate instructional support.
Evaluation for 6.5b
Students practice independent reading with texts that vary in linguistic complexity, perspective, and content demands. For example, in unit 3, students extend the primary reader by independently reading more complex selections, including “A Spanish Conqueror’s Impressions,” adapted from a letter that Cortés sent to the king of Spain, and “Ice Maiden of the Andes.” Students engage with historical texts that require them to consider different perspectives, specialized vocabulary, and background knowledge tied to early civilizations.
The materials provide additional independent reading passages that vary in length, genre, and complexity. The Grades 4–5 Fluency Packet contains selections ranging from the 88-word poem “The Arrow and the Song” to longer narrative and informational passages. Students independently read and reread passages as well as respond to literal and inferential comprehension questions. Together, the enrichment selections and fluency passages give students opportunities for independent practice across varied genres, lengths, structures, vocabulary demands, and levels of complexity while strengthening their fluency and comprehension.
Evaluation for 6.5c
Students follow a structured routine for selecting appropriately challenging texts and building sustained independent reading habits. The K–5 Independent Reading Guide explains that educators establish a recommended minimum of two 30-minute independent reading sessions each week and model how to select texts based on interests, genre preferences, reading ability, and the five-finger rule. Students self-select high-quality texts and read during designated independent reading periods. These routines help students choose texts purposefully and build consistent reading habits.
The materials provide resources for conferencing and accountability to help students monitor their progress in independent reading. The K–5 Independent Reading Guide explains how educators support students in setting Specific, Measurable, Achievable (or Attainable), Relevant, and Time‑bound (SMART) reading goals and regularly reviewing their progress. Students use Reading Logs, goal guides, reading reflections, and book talks to document reading, evaluate growth, and revise goals. Together, the selection process, sustained reading schedule, individualized goals, conferences, and reflections provide students with a complete plan for developing reading stamina and maintaining accountability for progress in independent reading.
6.1 High-Quality Grade-Level Texts
6.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
The materials provide tables that show grade-level text complexity and document how individual core texts are reviewed. In the K–5 Text Complexity and Vocabulary Guide, the grade 5, unit-specific tables for text complexity identify the quantitative, qualitative, and reader and task ratings for core instructional texts used throughout the curriculum. For example, the tables demonstrate how each grade 5 core text is evaluated across multiple measures so that educators can determine how texts align with grade-level expectations. These tools help educators understand why texts are appropriate for grade 5 instruction and how the texts support comprehension, vocabulary development, and content knowledge across the year.
6.1b
Texts are well-crafted and are of publishable quality.
Texts are well-crafted and are of publishable quality.
1 out of 1 points
Evaluation for 6.1b
Evaluation for 6.1b
Texts are well-crafted and are of publishable quality.
1 out of 1 points
The materials contain professionally published texts that support grade-level instruction across the unit. For example, the unit 4 reader information document identifies the Adventures of Don Quixote as the unit’s core instructional text and provides publication information, including the book’s International Standard Book Number (ISBN). This documentation shows that students engage with authentic, professionally published literature as part of core instruction. These resources support grade-level reading by providing students with literary and informational texts that reflect the characteristics of publishable instructional materials.
6.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
The materials link texts to content-area learning so that students build knowledge while reading across genres. The K–5 Cross-Curricular Connections document shows how literary and informational texts connect English language arts instruction with science and social studies TEKS across the curriculum. For example, students engage with texts that support knowledge-building in history, literature, science, culture, and the arts while reading traditional, contemporary, classical, and diverse selections. These connections help students read across a broad range of texts while developing knowledge that spans academic content areas.
6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Students read and respond to poetry from multiple literary traditions, historical periods, and cultural perspectives. For example, in unit 5, “Poetry: Collage of Words,” educators introduce poems from European, Middle Eastern, Black, Native American, and Hispanic authors. Students read, discuss, and interpret poems that explore themes such as identity, immigration, belonging, family, race, and community. Students also support multiple interpretations with textual evidence and compose original poetry that draws upon their own experiences. These tasks help students engage with diverse perspectives while strengthening comprehension, empathy, and connections between literature and their own lives.
6.2 Interaction with Grade-Level Text
6.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Students also communicate their thinking through written responses tied to grade-level literary texts and poetry. For example, in unit 10, lesson 7, students complete written responses on activity page 7.1, where they must analyze the chapter and support their answers with textual evidence. In unit 5, lesson 7, students respond to text-dependent questions in poet’s journal 7.1 that require literal, inferential, and analytical thinking. Students use evidence from the poem to support their interpretations before sharing and defending their responses orally. These learning experiences help students listen to and analyze grade-level texts while using evidence to justify their thinking through oral as well as written responses.
6.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Students also discuss additional aspects of the author’s craft and textual structure. For example, in unit 6, lesson 3, educators facilitate discussion about the structure of a play, including acts, scenes, stage directions, and dialogue. Students interpret Shakespearean vocabulary and language while discussing how the structure and dramatic features support comprehension of the excerpt. These routines strengthen students’ ability to analyze how authors use structure, language, figurative language, and genre-specific features to build meaning in grade-level texts.
6.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 6.2c
Evaluation for 6.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Students apply additional reading skills by analyzing, evaluating, and synthesizing information from literary and historical texts. For example, in unit 1, lesson 11, educators prompt students to answer literal, inferential, and evaluative questions about Rosa Parks’s “My Story.” Students analyze why the author includes specific memories and details and then synthesize their thinking in a “Close Reading Report” supported by textual evidence. These lessons engage students in predicting, inferencing, analyzing, evaluating, and synthesizing while requiring them to explain how evidence shapes their understanding of grade-level texts.
6.3 Supporting Access to Grade-Level Text
6.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
Evaluation for 6.3a
Evaluation for 6.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
The materials contain embedded supports for morphology, vocabulary, organization, and discussion during informational text–based work. For example, in unit 8, lesson 1, educators provide morphology instruction, visual supports, modeled graphic organizers, structured description frames, text-dependent questions, and progressively complex discussion stems. Students analyze “The Badlands Sleuth,” explain the characteristics of informational text, and justify their ideas with evidence. These scaffolds reduce vocabulary, language, and organizational barriers while preserving expectations for analysis, discussion, and evidence-based responses.
6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
Evaluation for 6.3b
Evaluation for 6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
The materials provide enrichment opportunities that ask proficient students to compare texts, analyze characterization, and create original responses linked to additional selections. For example, in the unit 4 pausing point, educators direct students to read additional selections of Don Quixote with more sophisticated vocabulary and syntax. Students compare texts and film adaptations, analyze characterization, rewrite scenes from different perspectives, and justify their interpretations using evidence from the text. These tasks extend learning by requiring deeper analysis, synthesis, and evidence-based interpretation beyond the expectations of core instruction.
6.4 Analysis of Text Complexity
6.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
Evaluation for 6.4a
Evaluation for 6.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
The materials explain the instructional purpose and grade-level placement of selected texts. The Curriculum Map describes how each unit’s texts build genre-based knowledge, comprehension, vocabulary, and writing skills while supporting grade-level learning outcomes. The map links the selected texts to the literacy development that students are expected to demonstrate across the unit. Together, the map and the K–5 Text Complexity and Vocabulary Guide help educators understand why the texts are appropriate for grade 5 and how they support a coherent progression of literacy instruction.
6.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 6.4b
Evaluation for 6.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
The materials match complex texts with tasks that require students to analyze language, structure, content, and meaning. For example, in unit 6, “Introduction to Shakespeare: A Midsummer Night’s Dream,” students work with Shakespearean drama through vocabulary study, text-dependent questions, repeated close reading, discussion, writing, and performance. Students analyze character motivations, unfamiliar vocabulary, tone, stress, and meaning in context before acting, directing, or writing about scenes. These tasks are proportionate to the text’s syntax, vocabulary, structure, and knowledge demands while supporting comprehension, inference, literary analysis, and evidence-based responses.
6.5 Self-Sustained Independent Reading
6.5a
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
1 out of 1 points
Evaluation for 6.5a
Evaluation for 6.5a
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
1 out of 1 points
The materials contain lesson-level independent reading tasks that require students to show their understanding through text-dependent responses. For example, in unit 1, lesson 5, students independently read the final excerpt of “The First Real San Giving Day.” Students record “Think as You Read” observations on activity page 5.2 and respond to literal, inferential, and evaluative questions using evidence from the text. These tasks create a structured process for students to demonstrate comprehension while educators assess understanding and determine appropriate instructional support.
6.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 6.5b
Evaluation for 6.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
The materials provide additional independent reading passages that vary in length, genre, and complexity. The Grades 4–5 Fluency Packet contains selections ranging from the 88-word poem “The Arrow and the Song” to longer narrative and informational passages. Students independently read and reread passages as well as respond to literal and inferential comprehension questions. Together, the enrichment selections and fluency passages give students opportunities for independent practice across varied genres, lengths, structures, vocabulary demands, and levels of complexity while strengthening their fluency and comprehension.
6.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 6.5c
Evaluation for 6.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials provide resources for conferencing and accountability to help students monitor their progress in independent reading. The K–5 Independent Reading Guide explains how educators support students in setting Specific, Measurable, Achievable (or Attainable), Relevant, and Time‑bound (SMART) reading goals and regularly reviewing their progress. Students use Reading Logs, goal guides, reading reflections, and book talks to document reading, evaluate growth, and revise goals. Together, the selection process, sustained reading schedule, individualized goals, conferences, and reflections provide students with a complete plan for developing reading stamina and maintaining accountability for progress in independent reading.
Rubric Section 7
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (55 out of 55 points)
Evaluation for 7.A.1a
Students show their understanding by supporting interpretations with direct evidence from grade-level texts. For example, in unit 1, lesson 4, educators facilitate a read-aloud and partner reading before students complete activity page 4.4. Students locate dialogue that describes the relationships among Mamá, Abuela, and Blanco, copy the quotes, and explain how each quote supports their interpretation of the characters’ relationships.
Students also use textual evidence to justify their reasoning during informational and historical text–based work. For example, in unit 3, lessons 1 and 2, educators pose inferential and context-based questions and redirect students to the text. Students use specific details to explain early migration, determine the meaning of domesticate, and justify why the Maya experienced a “golden age.” These tasks require students to demonstrate comprehension, explain their reasoning, and support claims with textual evidence through written responses and discussion.
Evaluation for 7.A.1b
Students evaluate why an author selects and organizes details to shape meaning. For example, in unit 1, lesson 11, educators organize collaborative analysis of Rosa Parks’s “My Story” and prompt students to consider repeated or emphasized details. Students complete activity page 11.1 by recording a detail, quoting the text, and explaining how the evidence contributes to the narrative’s characters, problem, organization, and overall message.
Students also evaluate language, characterization, and craft across literary and informational selections. For example, in unit 4, lesson 1, educators guide students through informational and literary text work. Students interpret literal and figurative language, evaluate multiple-meaning words such as fantastic and mount, analyze how the opening paragraphs characterize Don Quixote, and record textual evidence supporting identified character traits. These tasks strengthen students’ ability to evaluate language, key ideas, supporting details, the author’s craft, and textual structure using evidence.
Evaluation for 7.A.1c
Students transform source information into concise, evidence-based explanations. For example, in unit 9, lesson 8, educators model how to use titles, headings, and topic sentences to identify central ideas and avoid plagiarism. Students paraphrase important information from “Walking Tall” and synthesize the evidence into a three-to-five-sentence summary on activity page 8.1.
Students also compare sources and defend claims through discussion and debate. For example, in unit 8, lesson 5, educators help students compare evidence from two articles. Students develop claims, participate in a structured debate, cite multiple sources, and respond to opposing arguments with textual evidence. These tasks require students to summarize, paraphrase, compare sources, discuss key ideas, and support claims with evidence.
Evaluation for 7.A.1d
Students progress from retrieving explicit information to drawing inferences and evaluating relationships among ideas. For example, in unit 3, lesson 2, educators sequence literal, inferential, and evaluative questions. Students identify characteristics of Maya city-states, use textual evidence to explain why the period was considered a “golden age,” determine the meaning of flourish in context, and evaluate how the heading connects to the chapter’s “Big Idea.”
Students also engage in increasingly complex analysis of language, structure, illustrations, and historical context. For example, in unit 9, lesson 3, educators help students analyze “All Different Now: Juneteenth, the First Day of Freedom.” Students identify explicit details; revise predictions; infer meaning from words such as soothed, padded, and shadowy; interpret illustrations; analyze plot structure; and generate research questions about the possibilities and challenges facing newly freed citizens. These tasks help students move from identifying information and confirming predictions toward interpreting language and structure, evaluating relationships among ideas, and applying analysis to broader inquiry.
Evaluation for 7.A.2a
Educators model how readers use specific textual details to develop supported inferences. For example, in unit 9, lesson 2, educators read lines from The Emancipation Proclamation aloud and verbalize an inference about its impact. Students underline relevant evidence and use those details to construct their own text-based inferences.
Educators also model how evidence supports claims in argumentative writing. For example, in unit 7, lesson 3, educators help students analyze a sample argumentative text by identifying its claim, examining how evidence supports that claim, and recording the evidence in an organizer. Students identify the counterargument before applying this model to their own essays. Together, these lessons show students how to select relevant evidence, connect it to an inference or claim, and use that reasoning to construct supported text-based responses.
Evaluation for 7.A.2b
Educators facilitate structured, evidence-based discussions that support academic vocabulary and syntax. For example, in unit 5, lesson 2, educators provide sentence frames such as “I think the speaker’s tone is sincere/insincere because ___” and “The sincerity/insincerity of the speaker’s tone is clear in line/stanza ___.” Students cite specific language from the poem and use terms such as tone, sincere, insincere, line, and stanza to explain and defend their interpretations.
Educators also support evidence-based discussion during analysis of informational text. For example, in unit 8, lesson 1, educators provide contrastive sentence starters during a think-pair-share activity. Students agree or disagree respectfully, identify textual characteristics, and explain whether these features establish the text as informational. These discussions help students support claims with evidence while using precise academic vocabulary and syntax to organize reasoning, compare interpretations, and respond meaningfully to peers.
Evaluation for 7.B.1a
Students study models from different genres before applying these structures and craft moves in their own writing. For example, in unit 9, lesson 5, educators display the informational writing template. Educators identify how an introduction presents the research topic, establishes historical context, and explains the topic’s importance. Students then apply the model’s structure as they draft their own informational essays.
Students also study literary craft as a model for their own writing. For example, in unit 1, lesson 4, educators project excerpts from “The First Real San Giving Day” to demonstrate how dialogue can show rather than tell. Students analyze the author’s formatting and craft before composing original dialogue. Together, these lessons help students transfer observed structures, genre characteristics, and craft techniques into grade-level compositions.
Evaluation for 7.B.1b
Students compose literary texts for different purposes and audiences. For example, in unit 1, lesson 3, students develop focused personal narratives by expanding upon meaningful events. Educators help students select a brief moment from an earlier draft and replace general statements with specific actions and sensory details to show rather than tell.
Students also compose poetry for different tones, recipients, and effects. For example, in unit 5, lesson 2, students compose two apology poems addressed to someone they have wronged. Students use sincere and sarcastic tones to create different purposes and effects for the intended recipient. Across these narrative and poetry tasks, students write to tell a story, reflect, make a sincere apology, and express humor while applying sensory details. Students also show rather than tell and use a purposeful tone.
Evaluation for 7.B.1c
Students compose informational writing for explanatory and presentation purposes across the year. For example, in unit 3, lesson 3, educators model how to paraphrase and organize factual information. Students compose a focused paragraph about Maya geography using a central idea, topic sentence, relevant supporting details, and conclusion before later applying their research in a Codex project that they present to their classmates.
Students also draft chapters for an informational book. For example, in unit 9, lesson 5, educators use an informational writing template to help students draft a chapter. Students introduce a research question, establish the “who/what” and “when,” explain the topic’s importance to readers, and support ideas with accurate research. These experiences provide modeling, organizational tools, and opportunities for authentic composition that support focused central ideas, logical organization, paraphrased evidence, supporting details, transitions, and conclusions.
Evaluation for 7.B.1d
Students develop evidence-based arguments connected to literature and historical content. For example, in unit 4, lesson 5, students respond to whether Don Quixote’s good intentions justify his actions. Educators use a graphic organizer to model how a persuasive claim is grounded in reasons and textual evidence while students determine their position, gather relevant evidence, and draft a claim for an argumentative essay.
Students also analyze argumentative craft before drafting their own arguments. For example, in unit 7, lesson 7, educators help students analyze a mentor essay’s claim, evidence, counterargument, structure, and hook. Students then argue which image best represents the relationship between Native Americans and the land and tailor introductions for audiences such as classmates, educators, family members, or readers interested in history and art. These tasks require students to argue for different positions while using engaging leads, clear claims, supporting reasons, evidence, counterarguments, logical organization, and conclusions.
Evaluation for 7.B.1e
Students compose correspondence for literary and real-world purposes. For example, in unit 4, “Don Quixote: A Hopeful Knight’s Tale,” students write to Dulcinea from Sancho Panza’s perspective. Educators establish a specific writer, recipient, and purpose while students select relevant details about Don Quixote’s adventures and communicate them through an audience-conscious voice and letter format.
Students also compose formal correspondence connected to research. For example, in unit 9, lesson 14, educators model how to plan formal correspondence before students write to a museum or historical society to request information. Students use an engaging introduction, relevant facts, logical transitions, and a clear conclusion. These tasks provide practice in adapting correspondence to different purposes and recipients while applying appropriate format, organization, tone, and language.
Evaluation for 7.B.2a
Students apply a visible, sequenced writing process during extended writing projects. For example, in unit 3, “Early American Civilizations: Myths, Pyramids, and Kings,” students develop the Codex Project. Educators model how to organize paraphrased notes and draft cohesive paragraphs before students use rubrics and peer collaboration to revise introductions, conclusions, transitions, and organization; edit sentence structure, agreement, spelling, capitalization, and punctuation; and publish codices for their classmates.
Students repeat the writing process in a multi-chapter informational book. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” educators help students plan and draft a four-chapter informational book, confer with peers and educators, revise for elaboration and cohesion, edit with checklists of conventions, and publish completed books through a class book swap. Across both projects, students progress from paragraph-level organization to researching, refining, editing, and publishing a sustained composition.
Evaluation for 7.B.2b
Educators model the full writing process for argumentative writing. For example, in unit 7, “Native Americans and the United States,” educators model planning with an essay map, drafting introductions and evidence-based body paragraphs, revising with a rubric and “Glow and Grow” feedback, editing with a checklist of conventions, and preparing final essays for presentation. Educators also confer with students and guide them as they apply revisions.
Educators also model the writing process during informational book writing. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” educators model how to organize research; draft informational chapters; revise transitions and coherence; edit spelling, capitalization, punctuation, and sentence structure; and assemble completed books for a class book swap. Across both projects, educator think-alouds, mentor texts, organizers, templates, rubrics, checklists, and conferences make each stage of the writing process explicit.
Evaluation for 7.B.3a
Educators model sentence-level craft within narrative and informational writing. For example, in unit 1, lessons 2 and 3, educators model replacing weak verbs and adjectives with precise, descriptive vocabulary. Students compare word choices and revise their own sentences to communicate actions and details more effectively.
Educators also model how notes become complete informational sentences. For example, in unit 2, lesson 12, educators model how to transform note fragments into complete sentences with subjects and predicates, combine related ideas, and use sequence words and transitions to establish logical relationships before students draft biography paragraphs. These lessons provide explicit modeling and guided application of sentence structure, syntax, and precise vocabulary.
Evaluation for 7.B.3b
Educators begin with sentence-level instruction and build toward structured paragraphs and full compositions. For example, in unit 1, “Personal Narratives: Let Me Tell You a Story,” educators help students create precise adjective-noun combinations and sensory sentences before modeling how a topic sentence, supporting sentences, and conclusion work together. Students apply these elements in a descriptive paragraph about their worst meal.
Educators also guide students from claim and evidence sentences into a complete argumentative essay. For example, in unit 7, “Native Americans and the United States,” educators model how notes become claim and evidence sentences before helping students draft an introduction, evidence-based body paragraphs, counterargument, and conclusion. Together, these sequences help students move from constructing purposeful sentences to organizing paragraphs and essays aligned with grade-level writing expectations.
Evaluation for 7.B.3c
Students build sentence-level control before applying these skills in longer writing. For example, in unit 3, lesson 4, students identify subjects and predicates, transform fragments into complete sentences, separate and punctuate run-ons, and apply these skills while revising and editing an authentic paragraph with a rubric.
Students apply increasingly complex sentence skills during argumentative writing. For example, in unit 7, “Native Americans and the United States,” students transform claims and evidence notes into sentences before composing, revising, and editing a multi-paragraph argumentative essay. They use mentor texts, feedback, a rubric, and an editing checklist that addresses complex sentences, subordinating conjunctions, subject-verb agreement, prepositional phrases, and grade-level conventions. These experiences increase sentence-level complexity within a complete composition.
Evaluation for 7.B.4a
Students practice grade-level conventions outside their compositions before applying them in writing. The Grade 5 Writing Supplement: Editing provides educator modeling, guided practice, and independent construction and editing of isolated sentences as well as short passages. For example, students gain practice with simple and compound sentences, subject-verb agreement, irregular verbs, parts of speech, conjunctions, capitalization, punctuation, and spelling.
Students also apply conventions in connected writing. For example, in unit 2, “The Renaissance: Art and Culture,” educators first facilitate focused sentence practice with conjunctions and vocabulary and then guide students in applying conventions while drafting, revising, editing, and publishing historical-fiction diary entries and informational biographies. These supplemental lessons and unit writing tasks provide practice in and out of context as students use conventions in isolated exercises and authentic paragraphs.
Evaluation for 7.B.4b
Students gain systematic practice with grammar, punctuation, and usage before applying these conventions in complete compositions. The Grade 5 Writing Supplement: Editing helps students move from modeling and guided practice to independent application as they correct isolated sentences and passages for subject-verb agreement, verb forms, parts of speech, fragments, run-ons, comma splices, capitalization, punctuation, spelling, and usage.
Students also apply conventions during writing tasks in unit 2, “The Renaissance: Art and Culture.” Educators facilitate focused practice with conjunctions, morphology, spelling, and sentence construction before students apply these conventions while drafting historical-fiction diary entries and revising, editing, and publishing informational biographies with peer feedback and an editing checklist. These sequences help students move from isolated convention practice to authentic application within sentences, paragraphs, and complete compositions.
7.A.1 Use of Text Evidence
7.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 7.A.1a
Evaluation for 7.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Students also use textual evidence to justify their reasoning during informational and historical text–based work. For example, in unit 3, lessons 1 and 2, educators pose inferential and context-based questions and redirect students to the text. Students use specific details to explain early migration, determine the meaning of domesticate, and justify why the Maya experienced a “golden age.” These tasks require students to demonstrate comprehension, explain their reasoning, and support claims with textual evidence through written responses and discussion.
7.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 7.A.1b
Evaluation for 7.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Students also evaluate language, characterization, and craft across literary and informational selections. For example, in unit 4, lesson 1, educators guide students through informational and literary text work. Students interpret literal and figurative language, evaluate multiple-meaning words such as fantastic and mount, analyze how the opening paragraphs characterize Don Quixote, and record textual evidence supporting identified character traits. These tasks strengthen students’ ability to evaluate language, key ideas, supporting details, the author’s craft, and textual structure using evidence.
7.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 7.A.1c
Evaluation for 7.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Students also compare sources and defend claims through discussion and debate. For example, in unit 8, lesson 5, educators help students compare evidence from two articles. Students develop claims, participate in a structured debate, cite multiple sources, and respond to opposing arguments with textual evidence. These tasks require students to summarize, paraphrase, compare sources, discuss key ideas, and support claims with evidence.
7.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 7.A.1d
Evaluation for 7.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Students also engage in increasingly complex analysis of language, structure, illustrations, and historical context. For example, in unit 9, lesson 3, educators help students analyze “All Different Now: Juneteenth, the First Day of Freedom.” Students identify explicit details; revise predictions; infer meaning from words such as soothed, padded, and shadowy; interpret illustrations; analyze plot structure; and generate research questions about the possibilities and challenges facing newly freed citizens. These tasks help students move from identifying information and confirming predictions toward interpreting language and structure, evaluating relationships among ideas, and applying analysis to broader inquiry.
7.A.2 Teacher Guidance for the Use of Text Evidence
7.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 7.A.2a
Evaluation for 7.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Educators also model how evidence supports claims in argumentative writing. For example, in unit 7, lesson 3, educators help students analyze a sample argumentative text by identifying its claim, examining how evidence supports that claim, and recording the evidence in an organizer. Students identify the counterargument before applying this model to their own essays. Together, these lessons show students how to select relevant evidence, connect it to an inference or claim, and use that reasoning to construct supported text-based responses.
7.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 7.A.2b
Evaluation for 7.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Educators also support evidence-based discussion during analysis of informational text. For example, in unit 8, lesson 1, educators provide contrastive sentence starters during a think-pair-share activity. Students agree or disagree respectfully, identify textual characteristics, and explain whether these features establish the text as informational. These discussions help students support claims with evidence while using precise academic vocabulary and syntax to organize reasoning, compare interpretations, and respond meaningfully to peers.
7.B.1 Genre Characteristics and Craft to Compose Multiple Texts
7.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Evaluation for 7.B.1a
Evaluation for 7.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Students also study literary craft as a model for their own writing. For example, in unit 1, lesson 4, educators project excerpts from “The First Real San Giving Day” to demonstrate how dialogue can show rather than tell. Students analyze the author’s formatting and craft before composing original dialogue. Together, these lessons help students transfer observed structures, genre characteristics, and craft techniques into grade-level compositions.
7.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1b
Evaluation for 7.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also compose poetry for different tones, recipients, and effects. For example, in unit 5, lesson 2, students compose two apology poems addressed to someone they have wronged. Students use sincere and sarcastic tones to create different purposes and effects for the intended recipient. Across these narrative and poetry tasks, students write to tell a story, reflect, make a sincere apology, and express humor while applying sensory details. Students also show rather than tell and use a purposeful tone.
7.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1c
Evaluation for 7.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also draft chapters for an informational book. For example, in unit 9, lesson 5, educators use an informational writing template to help students draft a chapter. Students introduce a research question, establish the “who/what” and “when,” explain the topic’s importance to readers, and support ideas with accurate research. These experiences provide modeling, organizational tools, and opportunities for authentic composition that support focused central ideas, logical organization, paraphrased evidence, supporting details, transitions, and conclusions.
7.B.1d
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1d
Evaluation for 7.B.1d
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also analyze argumentative craft before drafting their own arguments. For example, in unit 7, lesson 7, educators help students analyze a mentor essay’s claim, evidence, counterargument, structure, and hook. Students then argue which image best represents the relationship between Native Americans and the land and tailor introductions for audiences such as classmates, educators, family members, or readers interested in history and art. These tasks require students to argue for different positions while using engaging leads, clear claims, supporting reasons, evidence, counterarguments, logical organization, and conclusions.
7.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Evaluation for 7.B.1e
Evaluation for 7.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Students also compose formal correspondence connected to research. For example, in unit 9, lesson 14, educators model how to plan formal correspondence before students write to a museum or historical society to request information. Students use an engaging introduction, relevant facts, logical transitions, and a clear conclusion. These tasks provide practice in adapting correspondence to different purposes and recipients while applying appropriate format, organization, tone, and language.
7.B.2 Writing Process
7.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
5 out of 5 points
Evaluation for 7.B.2a
Evaluation for 7.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
5 out of 5 points
Students repeat the writing process in a multi-chapter informational book. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” educators help students plan and draft a four-chapter informational book, confer with peers and educators, revise for elaboration and cohesion, edit with checklists of conventions, and publish completed books through a class book swap. Across both projects, students progress from paragraph-level organization to researching, refining, editing, and publishing a sustained composition.
7.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 7.B.2b
Evaluation for 7.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Educators also model the writing process during informational book writing. For example, in unit 9, “Beyond Juneteenth: 1865 to the Present,” educators model how to organize research; draft informational chapters; revise transitions and coherence; edit spelling, capitalization, punctuation, and sentence structure; and assemble completed books for a class book swap. Across both projects, educator think-alouds, mentor texts, organizers, templates, rubrics, checklists, and conferences make each stage of the writing process explicit.
7.B.3 Explicit (Direct) and Systematic Writing Instruction
7.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Evaluation for 7.B.3a
Evaluation for 7.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Educators also model how notes become complete informational sentences. For example, in unit 2, lesson 12, educators model how to transform note fragments into complete sentences with subjects and predicates, combine related ideas, and use sequence words and transitions to establish logical relationships before students draft biography paragraphs. These lessons provide explicit modeling and guided application of sentence structure, syntax, and precise vocabulary.
7.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Evaluation for 7.B.3b
Evaluation for 7.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Educators also guide students from claim and evidence sentences into a complete argumentative essay. For example, in unit 7, “Native Americans and the United States,” educators model how notes become claim and evidence sentences before helping students draft an introduction, evidence-based body paragraphs, counterargument, and conclusion. Together, these sequences help students move from constructing purposeful sentences to organizing paragraphs and essays aligned with grade-level writing expectations.
7.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Evaluation for 7.B.3c
Evaluation for 7.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Students apply increasingly complex sentence skills during argumentative writing. For example, in unit 7, “Native Americans and the United States,” students transform claims and evidence notes into sentences before composing, revising, and editing a multi-paragraph argumentative essay. They use mentor texts, feedback, a rubric, and an editing checklist that addresses complex sentences, subordinating conjunctions, subject-verb agreement, prepositional phrases, and grade-level conventions. These experiences increase sentence-level complexity within a complete composition.
7.B.4 Grade-Level Standard English Conventions
7.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Evaluation for 7.B.4a
Evaluation for 7.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Students also apply conventions in connected writing. For example, in unit 2, “The Renaissance: Art and Culture,” educators first facilitate focused sentence practice with conjunctions and vocabulary and then guide students in applying conventions while drafting, revising, editing, and publishing historical-fiction diary entries and informational biographies. These supplemental lessons and unit writing tasks provide practice in and out of context as students use conventions in isolated exercises and authentic paragraphs.
7.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 7.B.4b
Evaluation for 7.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Students also apply conventions during writing tasks in unit 2, “The Renaissance: Art and Culture.” Educators facilitate focused practice with conjunctions, morphology, spelling, and sentence construction before students apply these conventions while drafting historical-fiction diary entries and revising, editing, and publishing informational biographies with peer feedback and an editing checklist. These sequences help students move from isolated convention practice to authentic application within sentences, paragraphs, and complete compositions.