Background from OER Project Review Team
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Good questions and emphasis on students citing from the text as support for their thinking.
In its current state teachers would need to already have strategies and routines for students to take notes and discuss their thinking regarding the text as this unit does not provide either.
Short story that requires previous practice with text-dependent reading.
Two graphic organizers, no direction on how to address vocabulary list that is provided - limited scaffolding for struggling students.
Provide explicit directions for guided student discussion opportunities.
Provide note taking strategy students could use consistently when working with smaller texts such as this. This would incorporate the text-dependent questions as well as the vocabulary addressed in the text.
This resource would work well in a general education sixth grade classroom with an experienced teacher. There are rich text dependent questions that scaffold well.
The Zlateh story falls below the sixth grade lexile range, but works because of the suggestions in the unit.
The lesson refers to discussion, but does not explicitly provide discussion opportunities.
The inclusion of non-fiction texts would provide more opportunities for depth and rigor of the CCSS reading shift. Pair with video or informational text to set context. Good way to make unfamiliar context more approachable and engaging for students.
Pair with nonprint resources to set context, as well as provide more depth during the course of the lesson/unit.
Incorporate group and whole class discussion. This is especially helpful for ELL and/or struggling learners.
The unit provides annotated charts to support all students that include text-based evidence questioning,Tier II words, and practice citing evidence with analysis. The unit reflects the shift to claim based writing. A sample essay supports teachers and students in meeting desired outcomes.
This unit works as a support to a larger unit that would incorporate more texts and more opportunities to practice answering text-based questions and writing to a prompt using multiple pieces of evidence to support claims.
Limited expectations for student work - the writing prompt only has 1 clear answer.
With only one mentor text, there are opportunities to engage in discussion across texts.
Increase the rigor, state an essay prompt that requires students to analyze or infer. Maybe make it an argument essay?
Incorporate an account that has an opposing p.o.v. or include a historical document to allow students to see many sides of the story.
This unit is best used for in-person instruction. Due to the low reading level of the text, this may be appropriate for struggling readers in the sixth grade.
Through a central text, this lesson addresses a variety of domains, integrating reading, writing, and language in context.
Text has a 550 Lexile (lexile.com). Per CCSS Appendix A, this Lexile score is at the 4-5 grade band. On a different quantitaive measure, the text is at a 4.6 Grade Level Equivalent (Scholastic).
The assessment measures RL6.2, but not the standards focused on in instruction through text-dependent questions.
No rubric. Not info enough on scoring.
No details on how to adapt this resource of differing abilities.
Move activity to a lower grade level? Use as a struggling reader adaptation for grade 6?
Add text-dependent questions focused on RL6.2 and/or add assessment measuring the standards focused on in the resource (RL6.1, RL6.3, RL6.4,).