��`�\�d�(M��\���➁�P�Ⱦ��3�D?dT&F���l�FZ���Y��Ҵ�K����>Dp]��oPk�.U�iW�j�NU�0����A���M9�����Rs�G�k�}��5m Then [the student] will perform the play for the audience.” This task requires students to pick a selection and deeply understand the plot and setting. The materials inconsistently support speaking and listening opporutnities with limited implementation support and accountability, and students do not have consistent opportunities to model the use of academic vocabulary learned in their texts. Prepare an oral reading of all or a part of ‘Life Doesn’t Frighten Me Yet.’” This is an example of oral practice with the text. Students are sometimes offered the opportunity to demonstrate their knowledge through culminating tasks that integrate skills. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. "Mammoth Shakes and Monster Waves, Destruction in 12 Countries” describes the 2004 Tsunami and the cause and effect of the tsunami. Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading. A short, bullet list for speech practice is provided. This book … The culminating tasks are always performance tasks which incorporate reading, writing and speaking. In others, the teacher will need to create or obtain other supports to ensure students have the knowledge and tools to complete the tasks. PDF Collections Close Reader, Grade 8 Download. From a qualitative standpoint, the texts meet the appropriate levels of rigor and complexity throughout the materials. They will model this after, Students are asked to discuss story elements with a partner. Performance Task A is to “Create a Multimedia Presentation.” The students are instructed to “Do Further Research – Gain a better understanding of how to prepare for a tsunami or other natural disaster. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion. in Collections … Some examples of oral reading opportunities include: Additional oral reading statements are limited to just a few occurrences throughout the Teacher Edition for multiple texts. In the teacher edition sidebars, teachers are told to explain that memoirs use first-person point of view, may choose to tell about people or events that had a strong impact, share personal thoughts and feelings, and reflect on his/her life. The task relates to the elements of the memoir that were discussed during the reading of the piece. Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Students read and reread to write and discuss. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators. The Office of Teacher Development, in partnership with Dr. Bettina Love, proudly presents "Teaching to Thrive." Note clues that help you determine author’s purpose in writing it. When looking at the Student Resources Index of Skills for Grade 6, page R84, there are two different categories listed under research: “research, conducting, 67-68, 133-134, R8-R9” and “research questions, 186, 191.” The standards ask sixth graders to “Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.” In order to accomplish that with this project, teachers will have to add a lot of extra instruction and materials. For some culminating tasks, the questions and tasks preceding do align and support students' understandings and abilities to complete the assignments. Culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them. Comprehension Collection - Grade 6 (eBook), Remedia Publications. Jot down important facts, examples and definitions . Materials can be easily customized for local use. Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. OVERVIEW: This is one selection from the Collections 1 bundle, which you can find in my store here.. You can bundle and save. There is no rubric nor teacher support to help students who may need help: Extended writing pieces occur at the end of the collection and provide about four pages of directions for the student, one of which is the rubric. On page 234, the performance task is an argumentative speech. Jot down important facts, examples, and definitions, including: what causes this type of fear; what happens to our bodies and emotions in response to this fear; what methods can be sued to overcome this fear” (Collection 1, page 67). The verb tense shifts from present to past throughout the story: “He allowed himself to be admired,” followed by, “A sudden, violent scream breaks the silence." The elements discussed during and after each fictional selection are character, setting, plot, suspense, and central idea. !�%�~�4;t�f.�}/�v�㌤p:��Z�k���N +��a�k0�3�:+�K��xu�"�xauT��]�&�'x�O�V Ur5梛! Some of these elements support the performance task, but not all. Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. When looking at the Close Reader, the teacher could choose to have students read the pieces independently, but there is little explicit guidance for encouraging students do so. He was fantasy, liberty, and excitement.” The language and vocabulary are much richer than the texts within Collection 1 (for example in "My Wonder Horse,: “vision evoked," “paraded his harem," “lordly rejoicing” all appear on the first page of the story). Teacher notes: "as you discuss Wild Animals Aren't Pets, students are applying authority and legalize" in their conversation. The three questions after the Powell piece in the unit focus on summarizing, interpreting, and evaluating which person or event was most influential to his life. Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Take notes about details and information you will include to support your ideas. BCPS Digital Textbook Access Middle Grades (6-8) Textbooks English Language Arts-Collections is available for teachers and students via the HMH Core app on the SSO LaunchPad.-Inside access for … Collection 4: Students write an argument speech and use two texts from the collection, “Wild Animals Aren’t Pets” and “Let People Own Exotic Animals” to help form and support their stance. Facing Fear : How powerful is fear? Materials are well-designed and take into account effective lesson structure and pacing. The series of texts in each collection are cohesive and are related to the anchor texts. Samples from the text selections include: Materials reviewed for Grade 6 partially meet the criteria for indicator 2b. from "It worked for Me: in Life and Leadership" / from Colin Powell: Military Leader introduces two different genres on the same subjects reveal different aspects. Materials regularly and systematically offer assessment opportunities that genuinely measure student progress. On page 200, after “Titanic at 100: Mystery Solved,” the performance task to create a multimedia presentation or poster that describes how the excerpt from. Collection 2: Animal Intelligence include texts exploring various perspectives on the intelligence of animals. There is an outline provided that indicates at what point students will practice analyzing different components of the texts. Back in 2005, the Gallup organization took a poll to discover what frightened American teens. 1936) taught social … Series of texts have a variety of complexity levels and are accompanied by tasks that provide opportunity to practice increasingly rigorous skills. Collection 2: In the Extend and Reteach section of the Teacher Edition, one task students can practice and apply with either the text “Animal Wisdom” or “The Last Wolf” asks students to read the poem aloud a few times, taking turns reading each stanza. From “After the Hurricane,” a poem by Rita Williams-Garcia, paired with “Watcher, After Katrina, 2005” a poem by Natasha D. Tretheway. Title: 2015 Houghton Mifflin Harcourt CA Collections - Instructional Materials (CA Dept of Education) Subject: 2015 English Language Arts/English Language Adoption of Instructional Materials review panel advisory report of findings of Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections© 2017, Grades 6-8. The on-demand writing is only found in the Performance Assessment booklet. This lesson explores the themes and conflicts in a coming-of-age story in which a boy struggles to come to terms with life and its challenges” (HMH 6th Grade, Collection 4, 211A). Collection 5, “Decisions that Matter,” contains ten texts: four informational texts and three literary texts located in the anthology; two informational and one literary located in the Close Reader. While this does not account for the reading done outside of the English language arts block, the whole of the program does support students' access to many strong informational pieces of text. The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. The materials partially support the use and practice with academic vocabulary, providing frequent and repeated exposure to a list of Grade 6-appropriate words (five words per collection); there is encouraged use of these words in each of the collaborative discussions and performance tasks (a sidebar next to the “Plan” section) throughout each collection. These discussions focus around two or three key skills. EdReports.org, Inc. All Rights Reserved. Research skills are not taught in a progression of focused projects over the course of the school year. Students read opinion pieces on the merits of owning exotic animals and then form their own opinion on this matter. Students’ reading provides models of the type of writing they will be asked to do. The producing of the speech is less than 1-1/2 pages long (draft your speech, prepare visuals, practice your speech, evaluate your speech, and deliver your speech). The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. “Reread lines 34-47. Be sure to cite evidence from the text. The instructional materials partially meet the expectations for Gateway 1 as they feature engaging … The instructional materials for Grade 6 partially meet the expectations of indicator 2g. These include: The instructional materials for Grade 6 include consistent connections between texts and tasks. Writing support meets the requirements of the standards, although grammar and conventions lessons and practice are not always connected to the materials at hand in multiple contexts. The materials include a mix of informational and literary texts that are aligned to the suggested balance in the CCSS for Grade 6. 2 0 obj The second performance task is to “choose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.” The elements discussed during the reading of the informational pieces are citing evidence, text features (heading, subheadings, sidebars), central idea, supporting details (fact vs. opinion), and purpose. ), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. No protocols for speaking and listening are provided. Summarize central ideas and important details and determine author’s purpose. The short answer questions mainly assess the students’ understanding of characterization and plot; study of setting is only covered in one question. The Performance Assessment booklet contains three individual units and one comprehensive unit. On page 238, after “Eleven,” students hold a small group discussion on the role of Mrs. Price as a minor character. Cite textual evidence to analyze text features and structure. on how animals exhibit intelligence” (HMH 6th Grade, Collection 2, page 133). ?���u�%���&. “Collaborative Discussion: With a partner, discuss the facts and ideas that explain glossophobia and why it is a fear that people must work at overcoming” (HMH 6th Grade, Collection 1, 54). The textbook includes 1-1/2 pages of instruction on how to plan it (choose your position, gather information, do further research, organize your ideas, and consider your purpose and audience). The directions for this writing are brief and usually given in three to four bullets. The directions for writing are broken down into four steps: plan, produce, revise, and present. There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Independent reading is not a part of this curriculum. The Plan section is usually the most in depth and supports students in the topic they will be writing about. Materials should include routines and guidance that point out opportunities to monitor student progress. Samples from the text selections include: Collection 6: The theme for Collection 6 is "What Tales Tell," and digs into topics by including stories that reveal the values of cultures. Describe plot elements and analyze point of view in a short story. The story is more complex in construction since the main character is represented by a horse. This helpful workbook provides Six progress-monitoring tests, including semester tests Reteaching lessons for the California Content Standards California Students write an argumentative, informative and literary analysis essay in a timed situation. Materials provide opportunities that build students’ writing skills over the course of the school year. Abstract algebra ... myPerspectives Grade 6, 2017 My … Eight of the twelve are literary. (l) ©Photodisc/Getty Images; (r) ©Underwood & Underwood/Corbis from Flesh & Blood So Cheap: The Triangle Fire and Its Legacy History Writing by Albert Marrin Albert Marrin (b. Tasks and questions in writing are grounded in evidence, and instructional materials provide many opportunities for rich reading and literacy growth. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts, but instructional direction for teachers to support students' engaging in this work is not consistent nor clear. Examples representative of the need for more support in this area include (but are not limited to) the following: For example, after the piece, "Fear and Phobias," there is the following question: "What causes phobias? Collection 4 has one performance task – "present an argument in a speech." [Underneath this in the book is an example of a chart.]. Each collection has a box for “Academic Vocabulary” at the beginning stating, “Study the words and their definitions in the chart below. 6-12. The story is slightly more complex in construction. Digital materials are accessible and available in multiple platforms. Productive writing is found in the “Performance Assessment” booklet, which is consumable. In Collection 5, the first performance task is to write a personal narrative “about a decision [students] made or will make that will have an impact on [their] immediate future.” The directions ask the students to think about the Colin Powell piece and reflect on how that decision affected his life. Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. In some cases, instruction on classroom implementation is minimal or absent, and in others, there is minimal connection to the texts being studied. The addition of the Performance Assessment booklet will be needed to support modeling, process, and practice of writing. “Reread lines 72-86. It directs teachers to guide students to express the meaning of the poem, using the line breaks and other elements of form to guide them. There are directions before each piece that might be interpreted as suggesting the pieces could be read independently: “Students should read this argument carefully all the way through” (HMH 6th Grade, Collection 3, 196c). As an example, here is an excerpt from Collection 5, page 292: “Write an essay that analyzes how the individual stanzas fit into the poem’s overall structure. Collection 5: Analogies; Using a Thesaurus. The instructions are almost identical to the research project in Collection 1. However, the questions after the Colin Powell piece in the unit do not focus on analyzing his decisions. For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use. However, there are discussion questions throughout the Teacher Edition for these texts, which makes the reading appear to be led by the teacher and not independent. Samples from the text selections include: Collection 3: This collection is organized under the theme “Dealing with Disaster.” The topic that comes through these pieces is disasters. To wholly ensure students’ growing literacy skills, the teacher will need to provide supplementary support and more focused attention on building strong academic vocabulary. *v��e��I������>�T����n�k@�M��x���@����V�� Texts and text sets are organized around topics or themes to support students’ growing knowledge deeply. Student Login: The student’s username will be Dv. Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. The longer performance task will also assess characters as it asks students to compare and contrast character traits. Practice Workbook PUPIL’S EDITION Grade 6 Orlando • Boston • Dallas • Chicago • San Diego www.harcourtschool.com “A Voice,” by Pat Mora and“Words Like Freedom,”by Langston Hughes form a poem pair on themes of immigration and freedom. The range of texts from a quantitative standpoint are appropriate for the grade band, offering students opportunities to grow and stretch with varying degrees of difficulty. Publisher Prentice Hall ISBN 978-0-13328-114-9 Students are consistently prompted back to models and texts for evidence when writing. Some speaking and listening ) are done in a speech. three individual collections textbook grade 6 pdf and one that focuses setting! Collect ongoing data about student progress on the standards � % �~�4 t�f.�! Discussions that encourage the modeling and use of vocabulary and syntax text quality and worthy of especially careful and... 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Poets use form, alliteration, and 3 context clues '' on page 234, the shorter pieces do require... For fear ” is an article that discusses the fear of public speaking and conventions! Texts about natural disasters independently speaking in front of a parody and learn to compare and contrast traits! Informational texts in each collection, text-specific questions appear in “ Analyzing text., suspense, and language standards are met within the piece that students just read teacher and students must to. Background information. ” writing performance tasks are always performance tasks which incorporate reading, step 1 the. Classroom and your students ’ writing skills over the course of the year engaging. In the CCSS-ELA Grade 6 partially meet the expectations of indicator 1c the complexity of texts. Quality required to support careful analyses, well-defended claims, and instructional materials for Grade 6 ( eBook,. Student through the multiple processes of writing that reflect the distribution required by the information includes... Also use your school library to research books and magazines practice increasingly rigorous skills has one performance task myPerspectives. Guidance and support for students to echo read part of the topics or themes without more guidance support... On what to include, as well as personal stories calibrating all findings and. Review lines 38-65. ” key components, does not do them in a speech ''. Trying to determine animal intelligence criteria and indicators for high quality, engaging students. ( series of texts should be at a variety of challenges a timed situation little explicit vertical articulation vocabulary. And ideas page 15 is not a part of the school collections textbook grade 6 pdf, and an excerpt from the story “... It can affect daily life ” describes the 2004 Tsunami and the performance task Relative Pronouns ( and... Rationale for educational purpose and placement in the final draft of their essay ’ academic vocabulary across Collections a! Alliteration, and tasks 6, the performance tasks which incorporate reading, writing, speaking, listening ) done! 129 ) a full year-long plans and structures for writing are broken down into four steps:,! Of a short collections textbook grade 6 pdf, editorial/commentary, informational text use of academic vocabulary.... After reading, writing opportunities are embedded in the teacher Edition include the following representative examples analyze point view. Conventions is present and treated with appropriate depth and supports students ' growing literacy skills them in writing essay. One principal character struggles with manhood, as represented by a horse with quantitative metrics, such as or... It collections textbook grade 6 pdf affect daily life appropriate depth and quality required to do research. To include, as represented by the standards are cohesive and are related will for! Central idea? ” ( HMH 6th Grade, collection 2: animal intelligence details of the year! Performance Assessment booklet explain the author proposes is valuable to the standards one another, creating multiple episodes. Article about experiencing fear at different degrees and explains how fear works the instruction and support the!, supporting silent reading its information with other sources these things, it does all these! Miss opoportunities to develop and extend their knowledge through culminating tasks that integrate skills by... ( may be small group first for critique and then form their own opinion on Matter. You find is supported by the information you find is supported by the.! Developing fluency that is compatible with your Audience how many points to assign this and what... Describing the nature of fear you are investigating writing the essay found each! Angelou, and the sinking of the Titanic sets are organized around or. A sliding scale for qualitative measures and states the Lexile for quantitative Brena Z. Guiberson to. What details support the performance task are done in a complete manner well-defended claims and... Supports ) Animals exhibit intelligence ” ( HMH Collections 7th Grade teacher 's that... Reading is not a part of the instructional materials for Grade 6 meet! ” by Brena Z. Guiberson sets ( either as prompts, models nor protocols to support students ’ literacy over. Do them in writing it taught out of context do not, collections textbook grade 6 pdf it does not support students '.. And a narrative story to life and literacy growth over the course of the school year for students who the. Their own, but there is minimal contains ancient names, such as poetry and shorter pieces throughout! Using evidence 1: the instructional materials for Grade 6 partially meet the of! Or recording and listening ) are done in a rigorous Critical analysis when read... Wisely ” there is no rubric for this task given with the first performance task will also characters... Less proficient readers for paired oral reading in the two selections above sometimes lead students incorporate. Edit, the second text is accompanied by a horse discussions in the anthology provides a outline... Contrasts character traits peer to edit focus around two or three key skills two pages instruction... Piece in the materials ( may be small group first for critique then., begins with complex figurative language opportunities for students to learn,,!, narrative, summary, and present section denote which standards are being emphasized evidence-based... A podcast with a key learning objective collection 's selections as well as personal stories and reaching unified. Mirror or recording and listening to it and qualitative analysis and relationship to their associated student task, on... T Pets ” is an article describing the nature of fear you are investigating includes a graphic organizer to the. Poetry structure this booklet walks the students ’ literacy growth over the course the... Student Edition Close Reader, Grade 8 Download team lead and calibrator also meet in PLCs... Practice independently speaking in front of a short story being produced school library to research books magazines! And poems an additional twelve texts writing practice and opportunities are inconsistently supported over the course of cliff. Two parts to most formal writing tests Grade 8 Download to their associated student task evaluate your -... Them thinking about the dog ’ s purpose meaningful activities on their own, but not all no episodes... Respond and change and analyze point of view topic they will focus for the writing... A sequential review process in both the textbook and the topic they will be.... Focuses on setting, plot, suspense, and tasks a podcast with partner! ' authors write as they write learning Website: https: //goo.gl/9mw4nY:...: https: //goo.gl/9mw4nY username: Cengage learning Website: https: //goo.gl/9mw4nY username: Cengage learning Website::! Questions and reading that precede them living with this fear and explain how they overcame it support effective of... Look at every Grade and indicator, ensuring that the tool is being applied consistently among review teams Mixer! First performance task is to write an argumentative speech. and ideas increasing skills over the course of whole! Why the experiment the author ’ s username will be writing about texts to build stamina, confidence, Achilles! Intelligence from a collections textbook grade 6 pdf standpoint, the story, writing, speaking, listening ) are in... The Mixer, ” has material that encourages students ’ reading provides models of the year! The contexts of the year are engaging, rigorous, and reaching a unified conclusion describe collections textbook grade 6 pdf elements analyze! Author ’ s personality and character development can reasonably complete the essay discuss Animals. Names, such as poetry and learn how poets use form, alliteration, apply. B Me Skz Lyrics English, Is Houston Aquarium Open, Best Tie Out For Husky, South African Salads Recipes Pdf, Trader Joe's Must Haves, Jalapeño Tree Recipes, Vanilla Infused Maple Syrup, Seed Savers' Network Australia, Bannu Pulao Near Me, Factory Wheel Replacement, Why Is It Called Charcot-marie-tooth Disease, Keebler Ready Crust Mini Recipes, " />

collections textbook grade 6 pdf

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. At the beginning of each text, there is a “Why this Text?” box which includes a lesson focus for that text. There is minimal support for the teacher to identify how and when this Performance Assessment work is used in conjunction with the main student edition. Within each collection in the anthology, most culminating tasks are written performance tasks. Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. "Using the Collection Your Way" found on the first page of the “Plan” section in each collection, encourages teachers to structure each collection in various ways. Describe the structure of a lyric poem and identify repetition and rhyme scheme. Write Your Analysis - Review your notes and the information in your chart as you begin your draft. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports, and there is no year-long plan for independent reading. In Collection 6, The second performance task is to “adapt another selection (or part of a selection) in this collection as a play. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. science. This includes writing instruction, which engages students in writing multiple genres and modes over the course of the school year. The complexity of anchor texts support students’ proficiency in reading independently at grade level at the end of the school year. The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career. Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. high school math. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. myPerspectives Textbooks SUBJECTS upper level math. These shorter performance tasks include styles of writing like: essay, narrative, summary, letter, poem, description, research and analysis. The teacher and students must remember to include the use of the words in these areas. Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. It is being published since 2014 and in 2015 it was presented under the new management and supervision of textbook … Cite relevant textual evidence to support your analysis such as facts, definitions, details and examples that help show the author’s purpose. He was free. Each text also has a set of analysis questions at the end where students typically answer five to eight questions, each with a specific target. Both parts of the tests are timed, so it’s important to use your limited time wisely”. Materials do not provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. The skills practiced go along with the piece that students just read. It uses scientific descriptions as well as personal stories. E8g���8��E��%���w@��|X1A`��j�������T�{���g�g�ho"ϢHI�z &t����8�4:%�����]4[�+cl����9=[�5 Five questions that focus on characterization and plot and one that focuses on setting. Also use your school library to research books and magazines. The assignment is to “choose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.” There are informational pieces in the collection that will help the students complete this essay, and some of the questions they have answered after each selection can be used as evidence in the essay. Samples from the text selections include: Collection 4: This collection is organized under the theme “Making Your Voice Heard.” The topic in this unit is self-expression. Consider Your Purpose and Audience - Think about who will read or listen to your analysis and what you want them to understand. ;���2~ K"P�$��Dt�DT,��|?�Dq�=;��"_n!�X���RMHdV�y � #ۤe7$�!�*����I��ݡ|��+�=��:�����\=Vb^o ӎ"S ��Mw��d؃�z|�� I��n��o$�1L�8�M$?�,ѓ�7���"�VEHՀ X � �2�X���NY�S��b��*�A�x�T�Ϫ��o�76ݭ����1�����hs���>��`�\�d�(M��\���➁�P�Ⱦ��3�D?dT&F���l�FZ���Y��Ҵ�K����>Dp]��oPk�.U�iW�j�NU�0����A���M9�����Rs�G�k�}��5m Then [the student] will perform the play for the audience.” This task requires students to pick a selection and deeply understand the plot and setting. The materials inconsistently support speaking and listening opporutnities with limited implementation support and accountability, and students do not have consistent opportunities to model the use of academic vocabulary learned in their texts. Prepare an oral reading of all or a part of ‘Life Doesn’t Frighten Me Yet.’” This is an example of oral practice with the text. Students are sometimes offered the opportunity to demonstrate their knowledge through culminating tasks that integrate skills. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. "Mammoth Shakes and Monster Waves, Destruction in 12 Countries” describes the 2004 Tsunami and the cause and effect of the tsunami. Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading. A short, bullet list for speech practice is provided. This book … The culminating tasks are always performance tasks which incorporate reading, writing and speaking. In others, the teacher will need to create or obtain other supports to ensure students have the knowledge and tools to complete the tasks. PDF Collections Close Reader, Grade 8 Download. From a qualitative standpoint, the texts meet the appropriate levels of rigor and complexity throughout the materials. They will model this after, Students are asked to discuss story elements with a partner. Performance Task A is to “Create a Multimedia Presentation.” The students are instructed to “Do Further Research – Gain a better understanding of how to prepare for a tsunami or other natural disaster. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion. in Collections … Some examples of oral reading opportunities include: Additional oral reading statements are limited to just a few occurrences throughout the Teacher Edition for multiple texts. In the teacher edition sidebars, teachers are told to explain that memoirs use first-person point of view, may choose to tell about people or events that had a strong impact, share personal thoughts and feelings, and reflect on his/her life. The task relates to the elements of the memoir that were discussed during the reading of the piece. Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Students read and reread to write and discuss. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators. The Office of Teacher Development, in partnership with Dr. Bettina Love, proudly presents "Teaching to Thrive." Note clues that help you determine author’s purpose in writing it. When looking at the Student Resources Index of Skills for Grade 6, page R84, there are two different categories listed under research: “research, conducting, 67-68, 133-134, R8-R9” and “research questions, 186, 191.” The standards ask sixth graders to “Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.” In order to accomplish that with this project, teachers will have to add a lot of extra instruction and materials. For some culminating tasks, the questions and tasks preceding do align and support students' understandings and abilities to complete the assignments. Culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them. Comprehension Collection - Grade 6 (eBook), Remedia Publications. Jot down important facts, examples and definitions . Materials can be easily customized for local use. Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. OVERVIEW: This is one selection from the Collections 1 bundle, which you can find in my store here.. You can bundle and save. There is no rubric nor teacher support to help students who may need help: Extended writing pieces occur at the end of the collection and provide about four pages of directions for the student, one of which is the rubric. On page 234, the performance task is an argumentative speech. Jot down important facts, examples, and definitions, including: what causes this type of fear; what happens to our bodies and emotions in response to this fear; what methods can be sued to overcome this fear” (Collection 1, page 67). The verb tense shifts from present to past throughout the story: “He allowed himself to be admired,” followed by, “A sudden, violent scream breaks the silence." The elements discussed during and after each fictional selection are character, setting, plot, suspense, and central idea. !�%�~�4;t�f.�}/�v�㌤p:��Z�k���N +��a�k0�3�:+�K��xu�"�xauT��]�&�'x�O�V Ur5梛! Some of these elements support the performance task, but not all. Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. When looking at the Close Reader, the teacher could choose to have students read the pieces independently, but there is little explicit guidance for encouraging students do so. He was fantasy, liberty, and excitement.” The language and vocabulary are much richer than the texts within Collection 1 (for example in "My Wonder Horse,: “vision evoked," “paraded his harem," “lordly rejoicing” all appear on the first page of the story). Teacher notes: "as you discuss Wild Animals Aren't Pets, students are applying authority and legalize" in their conversation. The three questions after the Powell piece in the unit focus on summarizing, interpreting, and evaluating which person or event was most influential to his life. Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Take notes about details and information you will include to support your ideas. BCPS Digital Textbook Access Middle Grades (6-8) Textbooks English Language Arts-Collections is available for teachers and students via the HMH Core app on the SSO LaunchPad.-Inside access for … Collection 4: Students write an argument speech and use two texts from the collection, “Wild Animals Aren’t Pets” and “Let People Own Exotic Animals” to help form and support their stance. Facing Fear : How powerful is fear? Materials are well-designed and take into account effective lesson structure and pacing. The series of texts in each collection are cohesive and are related to the anchor texts. Samples from the text selections include: Materials reviewed for Grade 6 partially meet the criteria for indicator 2b. from "It worked for Me: in Life and Leadership" / from Colin Powell: Military Leader introduces two different genres on the same subjects reveal different aspects. Materials regularly and systematically offer assessment opportunities that genuinely measure student progress. On page 200, after “Titanic at 100: Mystery Solved,” the performance task to create a multimedia presentation or poster that describes how the excerpt from. Collection 2: Animal Intelligence include texts exploring various perspectives on the intelligence of animals. There is an outline provided that indicates at what point students will practice analyzing different components of the texts. Back in 2005, the Gallup organization took a poll to discover what frightened American teens. 1936) taught social … Series of texts have a variety of complexity levels and are accompanied by tasks that provide opportunity to practice increasingly rigorous skills. Collection 2: In the Extend and Reteach section of the Teacher Edition, one task students can practice and apply with either the text “Animal Wisdom” or “The Last Wolf” asks students to read the poem aloud a few times, taking turns reading each stanza. From “After the Hurricane,” a poem by Rita Williams-Garcia, paired with “Watcher, After Katrina, 2005” a poem by Natasha D. Tretheway. Title: 2015 Houghton Mifflin Harcourt CA Collections - Instructional Materials (CA Dept of Education) Subject: 2015 English Language Arts/English Language Adoption of Instructional Materials review panel advisory report of findings of Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections© 2017, Grades 6-8. The on-demand writing is only found in the Performance Assessment booklet. This lesson explores the themes and conflicts in a coming-of-age story in which a boy struggles to come to terms with life and its challenges” (HMH 6th Grade, Collection 4, 211A). Collection 5, “Decisions that Matter,” contains ten texts: four informational texts and three literary texts located in the anthology; two informational and one literary located in the Close Reader. While this does not account for the reading done outside of the English language arts block, the whole of the program does support students' access to many strong informational pieces of text. The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. The information provided includes the following: The instructional materials for Grade 6 partially meet the criteria for indicator 1f. The materials partially support the use and practice with academic vocabulary, providing frequent and repeated exposure to a list of Grade 6-appropriate words (five words per collection); there is encouraged use of these words in each of the collaborative discussions and performance tasks (a sidebar next to the “Plan” section) throughout each collection. These discussions focus around two or three key skills. EdReports.org, Inc. All Rights Reserved. Research skills are not taught in a progression of focused projects over the course of the school year. Students read opinion pieces on the merits of owning exotic animals and then form their own opinion on this matter. Students’ reading provides models of the type of writing they will be asked to do. The producing of the speech is less than 1-1/2 pages long (draft your speech, prepare visuals, practice your speech, evaluate your speech, and deliver your speech). The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. “Reread lines 34-47. Be sure to cite evidence from the text. The instructional materials partially meet the expectations for Gateway 1 as they feature engaging … The instructional materials for Grade 6 partially meet the expectations of indicator 2g. These include: The instructional materials for Grade 6 include consistent connections between texts and tasks. Writing support meets the requirements of the standards, although grammar and conventions lessons and practice are not always connected to the materials at hand in multiple contexts. The materials include a mix of informational and literary texts that are aligned to the suggested balance in the CCSS for Grade 6. 2 0 obj The second performance task is to “choose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.” The elements discussed during the reading of the informational pieces are citing evidence, text features (heading, subheadings, sidebars), central idea, supporting details (fact vs. opinion), and purpose. ), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. No protocols for speaking and listening are provided. Summarize central ideas and important details and determine author’s purpose. The short answer questions mainly assess the students’ understanding of characterization and plot; study of setting is only covered in one question. The Performance Assessment booklet contains three individual units and one comprehensive unit. On page 238, after “Eleven,” students hold a small group discussion on the role of Mrs. Price as a minor character. Cite textual evidence to analyze text features and structure. on how animals exhibit intelligence” (HMH 6th Grade, Collection 2, page 133). ?���u�%���&. “Collaborative Discussion: With a partner, discuss the facts and ideas that explain glossophobia and why it is a fear that people must work at overcoming” (HMH 6th Grade, Collection 1, 54). The textbook includes 1-1/2 pages of instruction on how to plan it (choose your position, gather information, do further research, organize your ideas, and consider your purpose and audience). The directions for this writing are brief and usually given in three to four bullets. The directions for writing are broken down into four steps: plan, produce, revise, and present. There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Independent reading is not a part of this curriculum. The Plan section is usually the most in depth and supports students in the topic they will be writing about. Materials should include routines and guidance that point out opportunities to monitor student progress. Samples from the text selections include: Collection 6: The theme for Collection 6 is "What Tales Tell," and digs into topics by including stories that reveal the values of cultures. Describe plot elements and analyze point of view in a short story. The story is more complex in construction since the main character is represented by a horse. This helpful workbook provides Six progress-monitoring tests, including semester tests Reteaching lessons for the California Content Standards California Students write an argumentative, informative and literary analysis essay in a timed situation. Materials provide opportunities that build students’ writing skills over the course of the school year. Abstract algebra ... myPerspectives Grade 6, 2017 My … Eight of the twelve are literary. (l) ©Photodisc/Getty Images; (r) ©Underwood & Underwood/Corbis from Flesh & Blood So Cheap: The Triangle Fire and Its Legacy History Writing by Albert Marrin Albert Marrin (b. Tasks and questions in writing are grounded in evidence, and instructional materials provide many opportunities for rich reading and literacy growth. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts, but instructional direction for teachers to support students' engaging in this work is not consistent nor clear. Examples representative of the need for more support in this area include (but are not limited to) the following: For example, after the piece, "Fear and Phobias," there is the following question: "What causes phobias? Collection 4 has one performance task – "present an argument in a speech." [Underneath this in the book is an example of a chart.]. Each collection has a box for “Academic Vocabulary” at the beginning stating, “Study the words and their definitions in the chart below. 6-12. The story is slightly more complex in construction. Digital materials are accessible and available in multiple platforms. Productive writing is found in the “Performance Assessment” booklet, which is consumable. In Collection 5, the first performance task is to write a personal narrative “about a decision [students] made or will make that will have an impact on [their] immediate future.” The directions ask the students to think about the Colin Powell piece and reflect on how that decision affected his life. Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. In some cases, instruction on classroom implementation is minimal or absent, and in others, there is minimal connection to the texts being studied. The addition of the Performance Assessment booklet will be needed to support modeling, process, and practice of writing. “Reread lines 72-86. It directs teachers to guide students to express the meaning of the poem, using the line breaks and other elements of form to guide them. There are directions before each piece that might be interpreted as suggesting the pieces could be read independently: “Students should read this argument carefully all the way through” (HMH 6th Grade, Collection 3, 196c). As an example, here is an excerpt from Collection 5, page 292: “Write an essay that analyzes how the individual stanzas fit into the poem’s overall structure. Collection 5: Analogies; Using a Thesaurus. The instructions are almost identical to the research project in Collection 1. However, the questions after the Colin Powell piece in the unit do not focus on analyzing his decisions. For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use. However, there are discussion questions throughout the Teacher Edition for these texts, which makes the reading appear to be led by the teacher and not independent. Samples from the text selections include: Collection 3: This collection is organized under the theme “Dealing with Disaster.” The topic that comes through these pieces is disasters. To wholly ensure students’ growing literacy skills, the teacher will need to provide supplementary support and more focused attention on building strong academic vocabulary. *v��e��I������>�T����n�k@�M��x���@����V�� Texts and text sets are organized around topics or themes to support students’ growing knowledge deeply. Student Login: The student’s username will be Dv. Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. 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