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A Correlation of

Grades 3-6

To the

Instructional Materials Evaluation Tool (IMET)

Grades 3-6

A Correlation of Pearson System of Courses, Grades 3-6 To the Instructional Materials Evaluation Tool (IMET)

IMET, ELA/LITERACY GRADE 3-6 PAGE 2

Introduction

This document demonstrates how the Pearson System of Course for English Language Arts meets the Instructional Materials Evaluation Tool (IMET). Correlation references are by grade, unit and lesson number.

The Pearson System of Courses is a vertically and horizontally aligned system that supports student learning, motivation, and engagement by integrating:

A coherent curriculum in Mathematics K–11 and ELA K–12, with course objectives and outcomes that closely mirror the vertical progression of the Common Core State Standards.

Effective and engaging teaching, based on years of research on how people learn. This teaching happens within a classroom design that leverages social collaboration and pushes students to increasingly take responsibility for their own learning.

A unique digital design created expressly to make use of digital tablets and the latest mobile and digital technologies that students use every day.

Students benefit from a rich interactive experience. Teachers receive the learning materials and tools they need to unlock the potential of the Common Core State Standards.

Copyright ©2017 Pearson Education, Inc. or its affiliate(s). All rights reserved.



Table of Contents Non-Negotiable 1: High-quality Text ..................................................................................... 4

Non-Negotiable 2: Evidence-based Discussion and Writing ................................................ 6

Non-Negotiable 3: Building Knowledge ................................................................................. 8

Alignment Criterion 1: Range and Quality of Texts ............................................................ 12

Alignment Criterion 2: Questions, Tasks, and Assignments ............................................. 15

Alignment Criterion 3: Building Knowledge with Texts, Vocabulary, and Tasks............. 21

Alignment Criterion 4: Access to the Standards for All Students ..................................... 24



Non-Negotiable 1: High-quality Text Anchor texts are worthy of students’ time and attention: texts are of quality and are rigorous, containing rich academic language, meeting appropriate complexity criteria for each grade.

Metric Evidence NN Metric 1A: Anchor texts in the materials have the appropriate level of complexity for the grade as defined by the standards, according to quantitative and qualitative analysis. (Texts that are part of a series or chosen to build knowledge or for independent student reading should vary in complexity levels.)

The focus of instruction in reading is on close reading of the text, through which students understand the ideas, events, characters, and arguments in the text in Pearson System of Courses. Students develop a repertoire of strategies for reading and understanding complex texts. The texts for independent reading vary in complexity level and have been chosen to highlight different genre and appeal to a broad audience.

For examples see: Grade 3: Close Reading and Common Reading: Unit 1: Community and Culture: Lessons 8, 12; Independent Reading: Unit 1: Community and Culture: Lesson 15 Grade 4: Unit 1: Ideas! Book Club: Lesson 28; Close Reading and Common Reading: Unit B: Pourquoi?: Lessons 1–5; Independent Reading: Unit B: Pourquoi?: More to Explore Grade 5: Common Read: Unit 3: Doing the Right Thing: Lessons 3, 4; Independent Reading: Unit 3: Doing the Right Thing: More to Explore Grade 6: Common Read: Unit 1: Imagination: Freak the Mighty; Independent Reading: Unit 4: Lesson 20; More to Explore



Metric Evidence NN Metric 1B: Anchor texts in the materials are of publishable quality and worthy of especially careful reading; they include a mix of informational texts and literature.

Pearson System of Courses includes a mixture of informational texts and literature. Students develop a repertoire of strategies for reading and understanding complex texts. They learn to identify markers of form and genre and use this information to interpret the texts they read and to improve the texts they write.

For examples see: Grade 3: Unit 1: Lessons 6–9, 29: Boxes for Katje; Unit 3: Lessons 3–9: Chicken Sunday; Unit 5: Lessons” Standing Up to Bullies”; Lessons 11–12, 21: “Americans, but Not Citizens” Grade 4: Unit 2: Lessons 4, 6: Birdsong for Anna; Lesson 11: “If I Were in Charge of the World” (poetry); Lesson 15: Serving Your Community (informational text) Grade 5: Unit 1: Lessons 2–26: Black Beauty; Lesson 28: “Fog” (poem); Unit 4: Lessons 2–5: “The Dangers of Gold Mining”; Lessons 6–7, 15, 20–21: “Rain Forests for Sale” Grade 6: Unit 2: Lessons 12–16: “Your Brain and Nervous System”; Unit 4: Lessons 4–5, 10–12: Selections from Popol Vuh; Lessons 26–29: “Icarus and Daedalus”



Non-Negotiable 2: Evidence-based Discussion and Writing Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

Metric Evidence NN Metric 2A: At least 80% of all questions, tasks, and assignments in the materials are text-dependent, requiring students to draw on textual evidence to support both what is explicit as well as valid inferences from the text. The overwhelming majority of these questions and tasks are text-specific.

Each unit is organized around one or more common reads—texts that all students read, discuss, and write about. Core grade-level text with teacher-led modeling and probing questions embedded in the curriculum exists at every level of Pearson System of Courses for ELA. Text-dependent questioning exists for all selections where students interpret, evaluate, synthesize, and make inferences.

For examples see: Grade 3: Unit 3: Lesson 14: The Rough Face Girl Discussion and Questions; Compare Cinderella and The Rough-Face Girl with Venn Diagram; Unit B: Lesson 1: “The Land of Nod” and Discussion Questions; Annotating Poems Grade 4: Unit A: Lesson 1: Ryan’s Well Video; Lesson 2: Ryan’s Well Article; Rock and Soul Article; Unit 3: Lesson 3: “Casey at the Bat” (series of text related questions) Grade 5: Unit 1: Lesson 1: Meet Black Beauty: Work Time & Closing: Begin Black Beaty and answer Partner Share Questions; Lesson 4: Work Time & Closing: “The Yellow Star: The Legend of King Christian X of Denmark” (series of text related questions) Grade 6: Unit 3: Lesson 9: Work Time: Alice in Wonderland: Who, What, Where? (series of text related questions); Lesson 22: Opening & Closing: “The Day They Stole All the Colors” (series of questions before and after reading)



Metric Evidence NN Metric 2B: Materials include frequent opportunities for evidence-based discussions and writing to support careful analyses, well-defended claims, and clear information about texts to address the analytical thinking required by the Standards at each grade level.

Pearson System of Courses for ELA is designed to help students develop the abilities they need to become critical readers and effective writers and speakers. The focus of instruction in speaking and listening is on participating effectively in discussions (one-on-one, group, and teacher-led) with diverse partners about substantive topics, and on presenting information effectively. The focus of instruction in writing is on shaping writing for audience and purpose and on using knowledge of genres and techniques of craft. Students also write to learn. They take notes, engage in reflective writing, summarize ideas, and record their thoughts and impressions.

For examples see: Grade 3: Unit 3: Lesson 1: Crow Boy Discussion; Comparison Writing for Crow Boy and Birdsong for Anna; Unit 3: Lesson 3: Chicken Sunday Turn and Talk; Make a list of questions about the story in Notebook; Unit 3: Lesson 20: Opinion Writing about a favorite book (includes rubric) Grade 4: Unit 3: Lesson 3: Final Stanza Discussion; Quick Write: There is no joy in Mudville; Whole Class Discussion; Who Is Casey? (write a character reflection); Reflection (further discussion) Grade 5: Unit 2: Grapevines and Networks: Lesson 1: Opening: Quick Write; Lesson 5: Work Time: Informational Texts Reading Discussion; Unit 3: Doing the Right Thing: Lesson 1: Homework: Context Discussion and Independent Reading Grade 6: Unit 3: Fantasy and Reality: Lesson 1: Benchmark (Cold Write): Narrative; Lesson 17: Closing: Wonderful World of Fantasy (Book Club discussion); Unit 4: Myths: Old and New: Lesson 2: Homework: Myth Summary, Story Map, and Comparison (writing); Lesson 26: Opening: Hercules Adaptations (discussion)



Non-Negotiable 3: Building Knowledge Materials build knowledge systematically through reading, writing, speaking and listening, and language study.

Metric Evidence NN Metric 3A: Materials provide a sequence or series of texts that build knowledge and vocabulary systematically through reading, writing, listening, and speaking. These texts are organized around a variety of topics at each grade level.

Pearson System of Courses for ELA provides an innovative and engaging curriculum. The courses are presented in units of instruction that span approximately one month. Within each unit, lessons are divided into discrete tasks. Each unit is organized around one or more common reads—texts that all students read, discuss, and write about. Related content is used to support the major work. Episodes are used to organize lessons, which have been carefully constructed to emphasize the following evidence-based design elements such as, clarity of learning, focused teaching, and closure. Lessons within each unit and across units focus students on developing skills and knowledge, and reinforcing previously learned skills and practices. Some lessons focus on specific skills related to reading, writing, speaking and listening, and language proficiency. Other lessons focus on specific knowledge related to literary and informational or historical texts and contexts. More to Explore: This set of supplemental resources is a unique collection of curated grade-level articles, books, videos, educational web resources, and productivity tools, that help students delve into topics that interest them.

For examples see: Grade 3: Unit 1: Community and Culture: Episode 1: Exploring Narrative: Lessons 1–9; Episode 2: Learning Through Informational Text: Lessons 10–20; Episode 3: Forming Opinions: Lessons 21–30; More to Explore: Community and Culture



Continued NN Metric 3A: Materials provide a sequence or series of texts that build knowledge and vocabulary systematically through reading, writing, listening, and speaking. These texts are organized around a variety of topics at each grade level.

Continued Grade 4: Unit 3: Creative Storytelling: Episode 1: Story in Song, Poetry, and Prose: Lessons 1–6; Episode 2: Story in Pictures: Lessons 7–12; Episode 3: Telling Personal Stories: Lessons 13–19; Episode 4: Ancient Storytelling: Lessons 20–26; Episode 5: Showing What We’ve Learned: Lessons 27–30; More to Explore: Claim Activity: A Person can belong to more than one culture. Unit 5: Ideas and Innovations: Episode 1: Toys and the Creative Process: Lessons 1–5; Episode 2: Spotlight on Thomas Edison: Lessons 6–10; Episode 3: Inventors and Everyday Objects: Lessons 11–14; Episode 4: Inventor’s Biography: Lessons 15–20; Episode 5: What Is Your Opinion?: Lessons 21–25: More to Explore: Claim: Genius is 1 percent inspiration and 99 percent perspiration Grade 5: Unit 3: Doing the Right Thing: Episode 1: What Does Doing the Right Think Mean? (Lessons 1–9); Episode 2: Revision-The Love of Language (Lessons 10–20); Episode 3: Creating Powerful Images (Lessons 21–23); More to Explore: Claim: A group of Danes saved more than 7000 Danish Jews by smuggling them in fishing boats Grade 6: Unit 3: Fantasy and Reality: Episode 1: Got Fantasy? (Lessons 1–8); Episode 2: Down the Rabbit Hole (Lessons 9–21); Episode 3: Flights of Fantasy: (Lessons 22–32); More to Explore: Claim: Fantasy literature is about the battle between good and evil



NN Metric 3B: Materials provide instructions, clear design, and lightweight student accountability that guide instructors regarding how students will regularly engage in a volume of reading both assigned (related to the anchor texts) or texts of their own choosing, in or outside of class.

Pearson System of Courses for ELA offer texts at a variety of complexity levels. The program includes a mix of informational texts and literature, as well as texts that vary in length and density of ideas. Every lesson includes notes that support teachers in the classroom by embedding delivery and content supports in the design of each unit. These teaching supports are integrated within each unit through the use of detailed presentations for teachers on classroom instructional routines, as well as guidance on the delivery and support of specific lesson materials to students.

Independent Readings offer students a library of up to 24 e-books per grade—novels, plays, poems, short stories, or essays—in addition to a list of other suggested readings they can seek out on their own. For examples see: Grade 3: Unit 2: Leadership and Community: Lesson 6 Teacher Notes and Tasks: Task 1: Homework Review; Task 2: Retell the Story Orally; Task 3; What is a Memoir?; Task 4: Vocabulary; Task 5: Independent Reading; Task 6: Fluency Practice; Task 7: Reflection Topic Readings: Unit 3: (examples): “The Brothers Grimm”; “Life in Zimbabwe”; Independent Reading: Unit 3: Tales of folk and Fairies; also see Additional Suggested Readings Grade 4: Unit A: Making a Difference: Lesson 1 Teacher Notes and Tasks: Task 1: Assessment Task Preview; Task 2: Your Summary; Task 3; We Are the World; Task 4: Ryan’s Well Video; Task 5: Safe Water Summary; Task 6: Needs and Solutions; Task 7: Ryan’s Well Website Topic Readings: Unit 1: (examples) “From Two Wheels to Two Wings”; “The Microchip”; Independent Reading: Nature Myths…for Little Children; The Adventures of Jerry Muskrat; also see Additional Suggested Readings. Grade 5: Unit B: Fables: Lesson 1 Teacher Notes and Tasks: Task 1: Discussion About Fables; Task 2: The Fable As a Poem; Task 3; Horace’s Mice; Task 4: Quick Write: This is the Life for Me; Task 5: Let’s Talk About It; Task 6: What Do You Think?; Task 7: Read Other Fables Topic Readings: Unit 5: (examples): “The Deadliest War”; “The Rescue of the Danish Jews”; Independent Reading: Unit 5: Anne of Green Gables; Young Robin Hood; also see Additional Suggested Readings



Continued NN Metric 3B: Materials provide instructions, clear design, and lightweight student accountability that guide instructors regarding how students will regularly engage in a volume of reading both assigned (related to the anchor texts) or texts of their own choosing, in or outside of class.

Continued Grade 6: Unit 1: Imagination: Lesson 1 Teacher Notes and Tasks: Task 1: Reflection on a Title; Task 2: The Opposite Experiment; Task 3; Freak the Mighty, Chapter 1; Task 4: Annotation; Task 5: The Unvanquished Truth; Task 6: A Close Look at the Text Topic Readings: Unit 2: (examples): “The Secret to Raising Smart Kids”; “The Parts of the Human Brain”; Unit 2: Featured Readings: (examples): Captain Courageous; also see Additional Suggested Readings



Alignment Criterion 1: Range and Quality of Texts Materials reflect the distribution of text types and genres required by the Standards and are at the right text complexity for grade level, student, and task.

Metric Evidence AC Metric 1A: In grades 3-5, materials shift the balance of texts and instructional time to 50% literature / 50% informational high-quality text. In grades 6-12, ELA materials include substantial attention to high-quality non-fiction.

Pearson System of Courses for ELA is designed to help students develop knowledge of literature and narrative, informational, and argument genres. The focus of instruction in reading is on close reading of the text, through which students understand the ideas, events, characters, and arguments in the text. The Scope and Sequences found on pages 36–41 of the Program Overview Guide highlights the balance of genre in the program.

Topic Readings feature informational texts including articles, historical documents, and excerpts in written, audio, and video formats for students to further investigate lesson subject matter. Independent Readings offer students a library of up to 24 e-books per grade—novels, plays, poems, short stories, or essays—in addition to a list of other suggested readings they can seek out on their own. For examples see: Grade 3: Informational Text (examples): Unit 4: Lessons 9–10: “A Day for Tigers”; Lessons 14–16: “Wild or Wrangled”; Literature (examples): Unit 1: Lessons 6–9, 29: Boxes for Katje; Unit 2: Lessons 1–7: Birdsong for Anna Topic Readings: Unit 3: (examples): “The Brothers Grimm”; “Life in Zimbabwe”; Independent Reading: Unit 3: Tales of folk and Fairies; also see Additional Suggested Readings Grade 4: Informational Text: (examples): Unit 2: Lessons 2–4: “Get the Message”; Unit 4: “Animal Architects”; Literature: (examples): Unit 1: Lessons 7–8: “How Grandmother Spider Stole the Sun”; Unit 3: Lessons 20–26: Medusa: The Snake-Haired Monster Topic Readings: Unit 2: (examples) “Symbols in Modern Art: The Knotted Gun Sculpture”; Independent Reading: Unit 5: Featured Readings: (examples) The Wonderful Wizard of Oz; Treasure Island; also see Additional Suggested Readings



Metric Evidence Continued AC Metric 1A: In grades 3-5, materials shift the balance of texts and instructional time to 50% literature / 50% informational high-quality text. In grades 6-12, ELA materials include substantial attention to high-quality non-fiction.

Continued Grade 5: Informational Text (example): Unit 2: Lessons 5–6: “How Social Media is Shaping Disaster Response”; Literature (examples): Unit 1: Lessons 2–26: Black Beauty; Lesson 28: “Fog” Topic Readings: Unit 5: (examples): “The Deadliest War”; “The Rescue of the Danish Jews”; Independent Reading: Unit 5: Anne of Green Gables; Young Robin Hood; also see Additional Suggested Readings Grade 6: Informational Text (examples): Unit 2: Lessons 12–16: “Your Brain and Nervous System”; Literature: Unit 1: Lessons 5–28: Freak the Mighty; Unit 4: Lesson 7: “Grandmother Spider Steals the Sun Topic Readings: Unit 2: (examples): “The Secret to Raising Smart Kids”; “The Parts of the Human Brain”; Unit 2: Featured Readings: (examples): Captain Courageous; also see Additional Suggested Readings

AC Metric 1B: A large majority of texts included in the instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level.

The creators of Pearson System of Courses for ELA provide a new, comprehensive approach to providing the innovative curriculum, tools, and resources needed to guide student achievement in relation to the Standards. The texts included in the instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level.

The Scope and Sequences found on pages 36–41 of the Program Overview Guide highlights the balance of genre in the program. For examples see: Grade 3: Unit 1: Lessons 11–19: What is a Community? From A to Z; Unit 2: Lessons 1–7, 20: Birdsong for Anna; Unit 5: Lessons 17–22, 25: Sonia Sotomayor: A Jude Grows in the Bronx; Lessons 23–25: Roberto Clemente: The Pride of the Pittsburgh Pirates Grade 4: Unit 2: Lessons 5–11: My Name Is Maria Isabel; Lessons 14–17: “The New Colossus”; Unit 3: Lessons 13–16: “Absolute Innocence”; Lessons 17–19, 26: The Legend of John Henry, American Hero; Unit 5: Lessons 8–13: Thomas Edison: A Brilliant Inventor



Metric Evidence Continued AC Metric 1B: A large majority of texts included in the instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level.

Continued Grade 5: Unit 1: Lessons 2–26: Black Beauty; Lessons 15–19: “Treatment of Animals”; Unit 2: Lessons 8–11: “The Long Ride to Freedom”; Unit 4: Lessons 6–7, 15, 20–21: “Rain Forest for Sale” Grade 6: Unit 1: Lessons 5–28: Freak the Mighty; Unit 2: Lessons 9–10: “From Boilers to Dartmouth”; Unit 4: Lessons 26–29: “Icarus and Daedalus”

AC Metric 1C: Support materials for the anchor text(s) provide opportunities for students to engage in a range and volume of reading to achieve reading fluency of grade-level complex text as required by the Foundational Skills Standards.

Pearson System of Courses for ELA provides opportunities for students to engage in reading within a motivating and engaging digital classroom. This approach is based on the idea that a successful learning experience includes students as active and engaged learners. This is achieved with the thoughtful use of the latest mobile and digital technologies that are already revolutionizing the way students and teachers acquire and share knowledge. The program includes Instructional opportunities that are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading.

For examples see: Grade 3: Unit 1: Community and Culture: Lesson 14; Unit 3: Telling Our Stories: Lessons14, 17, 21, 25; Unit 5: Finding Your Voice: Lessons 8, 9, 11, 14; Unit 6: Project CHANGE!: Lesson 2 Grade 4: Unit 2: Signs and Symbols: Lessons 1, 4, 17; Unit 3: Creative Storytelling: Lessons 1, 4, 8, 16; Unit 4: Are Animals Creative? Lessons 1, 4 Grade 5: Unit 1: Look at It Another Way: Lessons 3, 15, 20, 28, 29; Unit 3: Doing the Right Thing: Lesson 23 Grade 6: Unit 2: Multimedia Presentation (Lessons 25–29); Unit 4: Presentation (Lessons 18–20; Movie Trailer (Lessons 26–32)



Alignment Criterion 2: Questions, Tasks, and Assignments Materials support students in building reading comprehension, in finding and producing the textual evidence to support their responses, and in developing grade-level academic language.

Metric Evidence AC Metric 2A: High-quality sequences of text-dependent questions are prevalent in the materials and build to a deep understanding of the knowledge and central ideas of the text.

Questions and tasks during reading are carefully sequenced to develop a coherent understanding of the text and lead students into deep understanding of the knowledge and central ideas of the text. Each lesson follows a basic routine: Opening, Work Time, Closing, and Homework. In each section students work individually or with a partner/small group. For examples see: Grade 3: Unit 5: Lesson 11: Opening: Discuss history of immigration; Work Time: How to Infer Meaning From Text; Text Annotation Americans, but Not Citizens; Presentation Introduction; Independent Reading; Closing: Word Meaning Class Share; Homework: Read & Reading Log Grade 4: Unit 4: Lesson 7: Opening: Vote: Anemonefish or Puffer Fish?; Work Time: Clown Anemonefish or Puffer Fish?; Clownfish; Symbiosis; Book Club; Context Clues; Closing: Reading Response: Symbiosis; Homework: More Animal Research Grade 5: Unit 3: Lesson 1: Opening: To Do the Right Thing; Work Time: Quick Write: The Power of Writing; Unit Accomplishments; Communities; Europe During World War II; Closing: The Yellow Star: A Walk-through; Homework: Context Discussion and Independent Reading Grade 6: Unit 4: Lesson 7: Opening: Myth Definition Review; Work Time: Listening Strategies; The Sea Serpent’s Daughter; Myth Versus Narrative Texts; Closing: Features of Myths; Homework: Myth Summary and Reflection



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

The teacher models the proper use of academic language daily, and students are provided with resources that help them to develop and use academic language properly at each grade level of Pearson System of Courses for ELA.

Content-specific vocabulary related to the unit topics is introduced early in each unit and revisited as the unit progresses. Development of vocabulary is further supported through various online tools. Similarly, attention to language is embedded throughout the units, as students receive feedback on their writing and speaking from their teachers and peers, and as students analyze the language of the texts they read.

For examples see: Grade 3: Unit G.N: Genre Study: Narrative: Lesson 1: Work Time: Narrative Features Vocabulary Form (setting, narrator, characters, events); Unit 4: Animal Stories: Lesson 1: Work Time: Vocabulary (enter words into Personal Notes and include brief definition); also see: Resource Library: Vocabulary Lists: all units Grade 4: Unit 1: Lesson 1: Creativity Definition; Unit 4: Lesson 1: Camouflage and Mimicry; Unit 4: Lesson 7: Symbiosis & Reading Response: Symbiosis; also see: Resource Library: Vocabulary Lists: all units Grade 5: Unit 1: Look at It Another Way; Lesson 2: Homework: Vocabulary Annotation; Unit 2: Grapevines and Networks; Lesson 1: Homework: Look at Vocabulary and Conduct Research; also see: Resource Library: Vocabulary Lists: all units Grade 6: Unit 2: Smart. Smarter. Smartest!: Lesson 6: Work Time: Vocabulary & Common Read: Tackling Unfamiliar Vocabulary; Unit 4: Myths: Old and New: Lesson 7: Opening: Myth Definition Review; also see: Resource Library: Vocabulary Lists: all units



Metric Evidence AC Metric 2C: Materials focus on argument and informative writing in the specified proportions. Alternately, they may reflect blended forms in similar proportions (e.g., exposition and persuasion).

Pearson System of Courses for ELA is designed to help students develop knowledge of informational and argumentative genres. Each grade level has specific units focusing on these genres.

For examples see: Grade 3: Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5 Grade 4: Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5 Grade 5: Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5 Grade 6: Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Argument: Lessons 1–5

AC Metric 2D: Materials support students’ developing writing skills over the course of the school year. This includes writing opportunities that are prominent and varied.

The focus of instruction in writing is on shaping writing for audience and purpose and on using knowledge of genres and techniques of craft. Students also write to learn. They take notes, engage in reflective writing, summarize ideas, and record their thoughts and impressions. They share their notes with other students as a rehearsal for whole-group conversations and as a component of group projects. They practice the habits of writers: collecting ideas, taking notes during reading and discussions, and annotating texts for further reference.

In addition to focused writing instruction, students are prompted to write on a topic for a short period of time. The purpose of the Quick Write is for students to develop their thinking without self-editing. The Writing Rubrics develop writing through sequential lessons focused on the writing process. The rubrics provide support on writing expectations with grade-specific writing rubrics.

For examples see: Grade 3: Unit Genre Study: Narrative: Lessons 1–5; Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5; Quick Write: Unit 4: Lesson 15



Metric Evidence Continued AC Metric 2D: Materials support students’ developing writing skills over the course of the school year. This includes writing opportunities that are prominent and varied.

Continued Grade 4: Unit Genre Study: Narrative: Lessons 1–5; Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5; Writing Assessment: Unit B: Lesson 5; Caption Writing: Unit 4: Lesson 3; Quick Write: Unit 3: Lesson 20 Grade 5: Unit Genre Study: Narrative: Lessons 1–5; Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Opinion: Lessons 1–5; Quick Write: Unit 5: Lesson 1; Opinion Essay: Unit 5: Lessons 7–11 Grade 6: Unit Genre Study: Narrative: Lessons 1–5; Unit Genre Study: Informational: Lessons 1–5; Unit Genre Study: Argument Lessons 1–5; Quick Write: Unit A: Lesson 1

AC Metric 2E: Materials integrate speaking and listening into lessons, questions, and tasks and build in frequent opportunities for collaborative discussions.

Focused, academic conversations are a centerpiece of the educational experience each day. Students must develop the ability to reason aloud clearly, with evidence-based arguments that express a logical point of view. Through academic discourse, students put forth knowledge that is accurate and relevant to the issue under discussion.

The focus of instruction in speaking and listening is on participating effectively in discussions (one-on-one, group, and teacher-led) with diverse partners about substantive topics, and on presenting information effectively. Students make strategic use of digital media in presentations and learn to adapt their speech to a variety of contexts and tasks. For examples see: Grade 3: Discussions: Unit 1: Community and Culture: Lessons 1–7, 9–14, 16–18, 20–27, 29–30; Unit 3: Telling Our Stories: Lessons 14, 17, 21, 25 Grade 4: Discussions: Unit 1: Ideas!: Lessons 1–12, 14–17, 19, 21, 24–30; Speaking Presentation: Unit 3: Creative Storytelling: Lessons 9, 10, 12, 14, 16 Grade 5: Discussions: Unit 1: Look at It Another Way: Lessons 1, 7, 12, 15, 18, 19, 22, 25, 27, 30, 31; Speaking Presentation: Unit 2: Grapevines and Networks: Lessons 3, 16, 19–21 Grade 6: Unit 4: Lesson 3: Active Listening Techniques; Discussions: Unit 1: Imagination: Lessons 1–4, 6, 8, 10–15, 17, 19–22, 25–28, 30–32; Speaking Presentation: Unit 2: Smart, Smarter, Smartest!: Lessons 15, 18, 19, 29



Metric Evidence AC Metric 2F: Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Pearson System of Courses includes lessons that demonstrate explicit instruction of the full range of grammar and language conventions. Instruction is embedded in the program and taught in connection with both reading and writing material. In addition, see the following feature: Grammar Grabs: This program engages and models proper language usage with short, animated descriptions of the most significant grammar concepts students will need throughout their ELA courses. For examples see: Grade 3: Unit 2: Lesson 3: Subject-Verb Agreement; Unit G-N: Genre Study: Narrative, Lesson 4: Dialogue Punctuation; Grammar Grabs: Adverbs; Coordinating Conjunctions Grade 4: Unit 3: Lesson 1: Quotation Marks and Commas; Unit Genre Study: Opinions: Linking Words and Phrases; Grammar Grabs: Adverbs; Coordinating Conjunctions Grade 5: Unit 4: Lesson 18: Commas Used in a Series; Unit Genre Study: Narrative: Lesson 3: Consistent Verb Tense: Past or Present; Grammar Grabs: Adverbs; Coordinating Conjunctions Grade 6: Unit 3: Lesson 29: Rules for Writing Dialogue; Unit Genre Study: Argument: Proofread Once More (Proper Nouns and Adjectives); Grammar Grabs: Adverbs; Coordinating Conjunctions



Metric Evidence AC Metric 2G: Materials address grade-level standards for foundational skills by providing instruction and diagnostic support in phonics, word recognition, and fluency through a research-based and transparent progression to develop proficient readers.

Pearson System of Courses for ELA includes instruction in phonics, word recognition, and fluency. This material is embedded throughout the units in research-based strategies that help instruction in every classroom.

For examples see: Grade 3: Unit 3: Lesson 3: Vocabulary (using the Frayer Model to use new words); Unit 3: Lesson 14: Vocabulary Review & Suffixes; Fluency Practice Phrasing Grade 4: Context Clues: Unit 3: Lesson 10; Unit 4: Lesson 7; Dictionary, Glossary and Thesauruses: Unit 3: Lesson 12; Fluency: Unit 3: Creative Storytelling: Lessons 1, 4, 8, 16; also see Resource Library: Spelling and Vocabulary Grade 5: Vocabulary Review: Unit 2: Lesson 5; Resources and Vocabulary: Lesson 8; Appositives: Unit 2: Lesson 11 Grade 6: Vocabulary: Unit 2: Lesson 15; Vocabulary Work: Unit 2: Lesson 17; Fluency: Unit 4: Lesson 20: Grade 6 Presentation Rubric



Alignment Criterion 3: Building Knowledge with Texts, Vocabulary, and Tasks Materials build students’ knowledge across topics and content areas.

Metric Evidence AC Metric 3A: Materials regularly ask students to complete culminating tasks in which they demonstrate their knowledge of a topic.

The last thing that happens in every lesson, every day, regardless of content, is closure. Closure involves revisiting the purpose of the lesson in light of the day’s experience to consolidate learning and prepare students for subsequent instruction. Within a classroom, the teacher leads closure and may quote student work to consolidate the content being learned. Assessment Units measure student progress with essay writing based on source texts or videos and completed in the Assessment Manager. Assessments also include reading comprehension tests and performance assessments. For examples see: Grade 3: Closing Routines: Unit 4: Lesson 11: Class Discussion; Homework: Research; Unit 4: Lesson 16: Class Discussion; Unit5: Lesson 5: Class Ideas Share; Assessment Units: Unit A: Animal Adaptations: Lesson 1–5; Unit B: Poems! Poems! Poems!: Lessons 1–5; Project Unit: Unit 6: Project CHANGE! Grade 4: Closing Routines: Unit 2: Lesson 9: Reflection; Homework: Opinion Piece Final Draft; Unit 3: Lesson 11: Reflection; Homework; Unit 4: Lesson 30: Showing What We’ve Learned; Assessment Units: Unit A: Making a Difference: Lesson 1–5; Unit B: Pourquoi?: Lessons 1–5; Project Unit: Unit 6: Project Creative Juices Grade 5: Closing Routines: Unit 2: Lesson 3: Reflection on Our Learning; Network Research Questions; Unit 3: Lesson 7: Closing: What It Mean to Do the Right Think; Homework; Assessment Units: Unit A: Lions and Tigers and Bears: Lessons 1–5; Unit B: Fables: Lessons 1–5; Project Unit: Unit 6: Project Connections Grade 6: Closing Routines: Unit 1: Lesson 10: Closing: How Well Do You Know the Character?; Homework; Unit 2: Lesson 17: Closing: discussion; Homework; Assessment Units: Unit A: Do Cents Make Sense?: Lessons 1–5; Unit B: Unusual Settings: Lessons 1–5; Project Unit: Unit 5: Project: The New Kid



Metric Evidence AC Metric 3B: Materials require students to engage in many short, focused research projects annually to develop students’ knowledge in a range of areas and to enable students to develop the expertise needed to conduct research independently.

Pearson System of Courses for ELA includes many opportunities for focused research projects. More to Explore: Connect to students’ interests and improve learning. More to Explore provides students with choice to go further with a set of resources connected to the unit theme. Claims and Quests are designed specifically to challenge the most able and highly motivated students with a series of research activities encouraging them to expand their thinking on lesson materials. Project Units: Beginning in Grade 3, each full-year course concludes with a project unit, in which students expand their learning well beyond the classroom. As they create their own projects, students have access to stimulating resources provided by museums and libraries. Unit Accomplishments: These measures of mastery in each unit enables students to engage in research and development of topics at a level of depth appropriate for the most able or highly motivated students. For examples see: Grade 3: Unit 4: Animal Stories: Lesson 11: Work Time & Homework: Research; More to Explore: Unit 4: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Unit 4: Research and Create Informational Poster (Lessons 13–17); Unit 6: Research and Take Action (Lessons 12-21); Project Unit: Unit 6: Project CHANGE! Grade 4: More to Explore: Unit 4: Are Animals Creative?: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Unit 4: Research Report (Lessons 13–24) & Write an Opinion Piece (Lesson 25); Project Unit: Unit 6: Project Creative Juices Grade 5: Unit 2: Lesson 5: Network Research Topics; More to Explore: Unit 2: Grapevines and Networks: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Unit 2: Informational Essay (Lessons 6–12); Informational Media Presentation (Lessons 13–21) Grade 6: Unit 4: Informational Report (Lessons 15–17); Presentation (Lessons 18–20) More to Explore: Unit 4: Are Myths Old and New: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Unit 2: Multimedia Presentation (Lessons 25–29)



Metric Evidence AC Metric 3C: Materials include a cohesive, year-long plan for students to interact with and build academic vocabulary and increasingly sophisticated syntax.

Focused, academic conversations are a centerpiece of the educational experience each day. The teacher models the proper use of academic language daily, and students are provided with resources that help them to develop and use academic language properly. Additional support is given to ELLs, LTELs, SWDs, and any students who may struggle with academic vocabulary.

For examples see: Grade 3: Lesson 1: Understand the Tone: Teacher Dropdown Notes: ELL Vocabulary notes; Unit 3: Lesson 3: Vocabulary (using the Frayer Model to use new words) Grade 4: Unit 1: Lesson 8: Studying Narrative; Unit 5: Lesson 2: Teacher Dropdown notes: ELL Vocabulary notes Grade 5: Unit 2: Lesson 1: Look at Vocabulary and Conduct Research; Unit 3: Lesson 2: Vocabulary in the Yellow Star; Teacher Dropdown notes: ELL Vocabulary notes Grade 6: Unit 4: Lesson 16: Formal English in Your Writing & Domain Specific Vocabulary



Alignment Criterion 4: Access to the Standards for All Students Materials build students’ knowledge across topics and content areas.

Metric Evidence AC Metric 4A: Teachers and students can reasonably complete the core content within a regular school year to maximize students’ learning.

Thirteen complete, year-long ELA courses comprise 180 lessons for grades K–8; and 165 lessons for each of grades 9–12. Lessons are organized into units and Unit Accomplishments, which spell out for students exactly what they are expected to achieve. Specifically, there is one course for each grade, K–12.

Pearson System of Courses Overview: Scope and Sequence: ELA – Grades 3–5, pages 36–37; and Grades 6–8, pages 38–39. Also see the Table of Contents icon under the Resource Library listing the Unit number and suggested number of teaching days.

AC Metric 4B: Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or whose first language is other than English, with extensive opportunities to work with and meet grade-level standards.

Using Pearson System of Courses, teachers can easily give support to students whom they have identified as needing differentiated instruction. Teachers may offer:

Intervention through Guided Reading Groups in which students meet with the teacher in small, focused groups that target particular areas of reading weakness.

Engagement via the proficiency game system, in which students can work at their own level to master skills that are integral to the unit, and prerequisites to subsequent units.

Scaffolded instruction throughout the lessons, by means of explicit and targeted notes to both the teacher and student. (Note: See Supporting Students with Differentiated Instruction, pages 50–54 in the Pearson System of Courses, Program Overview Guide: English Language Arts) For examples see: Grade 3: Unit 4: Lesson 14: Group Venn Diagram: Teacher Pulldown Notes: ELL notes; Lesson 22: Book Club: Teacher Pulldown Notes: ELL notes Grade 4: Unit 4: Lesson 2: Amazing Animal Notes: Teacher Pulldown Notes: ELL and SWD notes; Sentence Deconstruction: Teacher Pulldown Notes: ELL Notes; Unit 4: Lesson 13: Organization Structure: Teacher Pulldown Notes: SWD notes



Metric Evidence Continued AC Metric 4B: Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or whose first language is other than English, with extensive opportunities to work with and meet grade-level standards.

Continued Grade 5: Unit 4: Lesson 14: Teacher Pulldown Notes: ELL and SWD notes; Unit 4: Lesson 18: create a poster. Teacher Pulldown Notes: ELL and SWD notes Grade 6: Unit 4: Lesson 9: Teacher Pulldown Notes: ELL and SWD notes; Unit 4: Lesson 21: Students watch a video and answer directed questions. Teacher Pulldown Notes: ELL and SWD notes

AC Metric 4C: Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Pearson System of Courses provides multiple pathways to help gifted students personalize and maximize their learning experience.

More to Explore: This set of curated resources includes reading materials from various grade levels. Texts cover topics under investigation in a particular unit. Students can also choose from a range of selections for book clubs and independent reading.

Project Units: Beginning in Grade 3, each full-year course concludes with a project unit, in which students expand their learning well beyond the classroom.

Unit Accomplishments: These measures of mastery in each unit enables students to engage in research and development of topics at a level of depth appropriate for the most able or highly motivated students.

For examples see: Grade 3: More to Explore: Unit 4: Animal Stories: Topic Readings; Independent Readings; Claims; Quest: Speak for the Animals; Beyond the Classroom; Unit Accomplishments: Fable (Lessons 6–8) & Opinion Piece (Lessons 21–25); Project Unit: Unit 6: Project CHANGE! Grade 4: More to Explore: Unit 4: Are Animals Creative?: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Research Report (Lessons 13–24) & Write an Opinion Piece (Lesson 25); Project Unit: Unit 6: Project Creative Juices



Metric Evidence AC Metric 4C: Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Grade 5: More to Explore: Unit 5: Choices Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Opinion Essay (Lesson 11); Utopia Design (Lessons 23–24); Flash Fiction (Lessons 26–28); Project Unit: Unit 6: Project Connections Grade 6: More to Explore: Unit 3: Fantasy and Reality: Topic Readings; Independent Readings; Claims and Quests; Beyond the Classroom; Unit Accomplishments: Responses to a Fantasy Text (Lessons 18–21); Fantasy Narrative (Lessons 26–32); Project Unit: Unit 5: Project: The New Kid

AC Metric 4D: Materials regularly and systematically building the time, resources, and suggestions required for adapting instruction to allow teachers to guide all students to meet grade-level standards (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies).

Not all children learn the same way, or begin their learning with the same set of skills and experiences. For this reason, Pearson System of Courses provides specific supports for adapting instruction to allow teachers to guide all students to meet grade-level standards.

Pearson System of Courses provides deliberate scaffolding and adaptations for diverse populations in the form of detailed notes to both teachers and students. The supports are built directly within the routines that make up much of the classroom instruction.

Every lesson, regardless of content or tier of instruction, includes focused teaching—teaching that is directed to one student or a small group of students and is shaped by the teacher’s ongoing assessment of the students’ needs. The daily structure always leaves time for focused teaching. The Guided Reading Groups are also important vehicles for differentiation and personalization.

For examples see: Grade 3: Unit 4: Lesson 14: Poster Work: Teacher Pulldown Notes: ELL and SWD notes; Unit 4: Lesson 15: Poster Work: Teacher Pulldown Notes: ELL notes Grade 4: Unit 2: Lessons 2 & 3: Read “Get the Message”; Lesson 2: Teacher Pulldown Notes: ELL and SWD notes; Unit 3: Lesson 3: Teacher Pulldown Notes: ELL and SWD notes; Unit 3: Lesson 3: Types of Ads: Teacher Pulldown Notes: Cultural Connection



Metric Evidence Continued AC Metric 4D: Materials regularly and systematically building the time, resources, and suggestions required for adapting instruction to allow teachers to guide all students to meet grade-level standards (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies).

Continued Grade 5: Unit 2: Lesson 2: Credible Sources: Students answer questions after watching a video; Teacher Pulldown Notes: ELL and SWD notes; Unit B: Lesson 1: Detailed questions exist as students read a fable; Teacher Pulldown Notes: ELL and SWD notes and Cultural Connection Grade 6: Unit 2: Lesson 2: Topic Readings: Can You Get Smarter? (partner read and summarize); Teacher Pulldown Notes: ELL, SEL, and SWD notes; Topic Readings: Biographies (teacher and students choose a biography); Lesson 3: Reading questions focus on text related questions. Teacher Pulldown Notes include ELL And SWD.

AC Metric 4E: Materials regularly and systematically offer assessment opportunities that genuinely measure progress on reading comprehension and writing proficiency as well as on mastery of grade level standards. This progress includes gradual release of supporting scaffolds for students to measure their independent abilities.

Every lesson, every day, regardless of content, includes assessment of students’ progress and needs.

Assessment can be formal or informal. The crucial point is that teachers collect and record the data from their formative assessments so they can use the information to make instructional decisions for subsequent instruction.

Assessment of students’ progress and needs happens continually throughout each lesson. Sometimes this assessment is a formal checkpoint or Unit Accomplishment, but on most days it will be less formal, conducted through conversation and observation.

For examples see: Grade 3: Assessment Units: Unit A: Animal Adaptations: Lesson 1–5; Unit B: Poems! Poems! Poems!: Lessons 1–5; Project Unit: Unit 6: Project CHANGE! Grade 4: Assessment Units: Unit A: Making a Difference: Lesson 1–5; Unit B: Pourquoi?: Lessons 1–5; Project Unit: Unit 6: Project Creative Juices Grade 5: Assessment Units: Unit A: Lions and Tigers and Bears: Lessons 1–5; Unit B: Fables: Lessons 1–5; Project Unit: Unit 6: Project Connections Grade 6: Assessment Units: Unit A: Do Cents Make Sense?: Lessons 1–5; Unit B: Unusual Settings: Lessons 1–5; Project Unit: Unit 5: Project: The New Kid

Documents

A Correlation of - Pearson School · PDF fileA Correlation of Pearson System of Courses, ... Unit 1: Lessons 2–26: Black Beauty; ... They take notes, engage in reflective