Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Reading Street Grade 2 do not meet the expectations for alignment. The materials partially meet the expectations for providing texts worthy of students' time and attention while supporting students' advancement toward independent reading. The materials do not meet expectations of reading, writing, and speaking to support rich and rigorous evidence-based discussions and tasks to build both strong literacy skills as well as content knowledge and vocabulary. Foundational skills development only partially meets expectations.

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Understanding Gateways

Alignment

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Does Not Meet Expectations

Gateway 1:

Text Quality

0
27
52
58
27
52-58
Meets Expectations
28-51
Partially Meets Expectations
0-27
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
0
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
23
30
34
0
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Does Not Meet Expectations

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Gateway One Details

Grade 2 Reading Street does not meet the Gateway 1 expectation of providing texts with quality and complexity and alignment to the standards with tasks and questions grounded in evidence. Materials partially meet the expectations of providing texts worthy of students’ time and attention while supporting students’ advancement toward independent reading. Materials do not meet the expectation of providing opportunities for rich and rigorous evidence-based discussions about writing about texts to build strong literacy skills. Materials partially meet the expectation of reading, writing, speaking, listening, and language supporting foundational reading development and standards alignment.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
10/20

Indicator 1a

Anchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.
2/4
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for anchor texts (including read aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.Texts are grouped into thematic units without a suggested anchor text. There are six texts in each theme along with a paired selection.

Examples of texts that are content-rich and accompanied by quality illustrations and photographs include, but are not limited to:

  • In Unit 1, Week 2, the text is Exploring Space with an Astronaut by Patricia J. Murphy. The main selection is engaging for second grade students and worthy of careful and repeated readings. The text includes several grade-level domain- and academic specific vocabulary words (ascend, descend, launch) to help students build knowledge within context. The photographs bolster the text and provide visual support to accompany the vocabulary. The qualitative structure of this expository text has an unconventional chronology and assumes students have no prior knowledge of the content.
  • In Unit 4, Week 3, the text is Soil by Sally M. Walker. This text is engaging for Grade 2 students and is worthy of careful and repeated readings. This informational main selection has text features, vocabulary, and facts that would warrant multiple readings to build knowledge. Some of the vocabulary for second graders in this main text include discovery, transform, landscape, and texture.
  • In Unit 4, Week 5, the text is The First Tortilla by Rudolfo Anaya. The main selection is worthy of careful and repeated readings. This literary main selection introduces students to a legend and includes opportunities for students to engage with figurative language and personification. There are references to another culture that are worthy of careful reading to build knowledge.

Examples of texts that lack rich and engaging language and could not be examined multiple times for multiple purposes include, but are not limited to:

  • In Unit 3, Week 4, Day 1, the read-aloud text is The Heavy Cart. This Grade 2 read-aloud text is not worthy of student’s careful listening. This text is simplistic and would not hold a listener's attention.
  • In Unit 2, Week 3, the main text is Scarcity by Janeen R. Adil. This text may be less engaging for Grade 2 students. Scarcity is an abstract concept that may not be of interest to this age group. It is not connected to other content in the unit and therefore will be a difficult concept.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
2/4
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for reflecting the distribution of text types and genres required by the standards. Unit main selections and paired selections include a mix of informational text and literary text and a variety of genres, but do not meet the requirement for text distribution.

The main and paired reading selections are grouped into six units with a total of 32 texts (24 literary and 8 informational). Each unit has a science or social studies goal built into the unit, along with one poem or a set of poems as a paired text, though not as a main selection. Overall, the units are somewhat balanced between literary and informational texts, with four of the six units containing at least two informational texts, though two of the units contain no informational texts. Paired reading selections for the unit's main selections include a balance of literary and informational text. Although the time spent on the informational selections is less than the time spent on the literary reading selections, there are a good variety of different types of informational selections. There are eight Social Studies texts, four of which are main selections, and seven science texts, four of which are main selections. There are only two texts on technical subjects, both of which are paired reading selections.

The majority of leveled readers are informational texts. These are to be used in small group reading instruction and not as a main selection. Therefore, not all students will not be exposed to the high level of informational texts available in this format.

Examples of text types and genres represented include but are not limited to:

  • Unit 1
    • The Twin Club (Realistic Fiction)
    • Exploring Space with an Astronaut (Expository Text)
    • Henry and Mudge and the Starry Night (Realistic Fiction)
    • A Walk in the Desert (Expository Text)
    • The Strongest One (Drama)
  • Unit 3
    • Pearl and Wagner: Two Good Friends (Fantasy)
    • Dear Juno (Realistic Fiction)
    • Anansi Goes Fishing (Folk Tale)
    • Rosa and Blanca (Realistic Fiction)
    • A Weed Is a Flower (Biography)
  • Unit 5
    • Fire Fighter! (Literary Nonfiction)
    • Carl the Complainer (Realistic Fiction)
    • Bad Dog, Dodger (Realistic Fiction)
    • Horace and Morris but mostly Dolores (Fantasy)
    • The Signmaker’s Assistant (Humorous Fiction)

Indicator 1c

Texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.
2/4
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-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet criteria for texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) having the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts are above the complexity levels of what most students can read independently.

The materials include quantitative, qualitative, and reader and task information for each main selection on a “Text Based Comprehension” page. Appropriate rigor is evident in some main texts, while others are less challenging for Grade 2 or beyond the Lexile band appropriate for this grade. Some texts fall into the appropriate grade level band for quantitative measures, but there is variation in meeting the qualitative measures. To fully comprehend some texts and complete the associated tasks, students will need background knowledge, as the overall rigor of many texts and associated task is above grade level.

For some texts, the quantitative measures of are beyond the grade-level band for Grade 2; however, the qualitative measures and reader and task measures bring the level of complexity to an appropriate level for Grade 2 students. Some representative examples include, but are not limited to the following:

Unit 3, Week 5: A Weed is a Flower (Biography)

  • Quantitative: Lexile 710
  • Qualitative: The organization of this text is more complex because it is written as a biography. Language features are moderately complex as the language is a mix of fact and fiction. Some of the sentences are more complex such as, “His teachers and friends soon realized that this earnest young man was bursting with talents.” There is one level of meaning and the theme is not obvious.
  • Reader and Task: The Lexile and qualitative measures of complexity maybe too complex for the third unit of second grade. Teachers may need to plan scaffolds to support struggling learners. Additional supports and background knowledge around biographies will also benefit students.

Unit 4, Week 1: A Froggy Fable (Fable)

  • Quantitative: 640L
  • Qualitative: As this is a fable, there are multiple layers of meaning in this text. Additionally, there are examples of figurative language and personification. Some sentences include complex syntax for second grade such as, “To the poor frog’s bewilderment, a jar came down on top of him…and he was whisked away in the hands of a young boy.”
  • Reader and Task: Students may need supporting determining the moral of the fable. However, the graphic illustrations support the text. This text meets the complexity measures for second grade.

Some texts have qualitative or quantitative features that do not fully support students' growing literacy skills according to the demands of the standards for Grade 2. Examples include, but are not limited to the following:

Unit 1, Week 3: Henry and Mudge and the Starry Night (Realistic Fiction)

  • Quantitative: Lexile 430, This text measures below the Grade 2-3 band.
  • Qualitative: Students use context clues and illustrations to support comprehension. A Table of Contents is included and this may be unfamiliar for students. The vocabulary is conversational with a few words that are unfamiliar.
  • Reader and Task: Grade 2 students will relate well to Henry’s character and action within the story. However, if students were not exposed to camping some of the words in the text may need further support. Due to a low quantitative level and minimal qualitative text complexity measures, this story is not appropriately placed in second grade.

The Sleuth readers also partially meet the text complexity demands. In the first unit, the Sleuth texts range from 500-540 and give students multiple opportunities to work with grade level text. However, the third unit of Sleuth readers has a much larger range of Lexile levels with texts falling both below and above the Grade 2 band with texts ranging from 370-710 Lexile measures.

Indicator 1d

Materials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).
2/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for materials supporting students’ literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels). Many of the main selections fall within the stretch grade-level band in terms of quantitative measures (420-820), but some mail selections fall outside the Lexile grade band. The materials do not support students' ability to read increasingly complex texts across the school year with appropriate support from the teacher, according to the quantitative and qualitative measures. Two days of guidance and scaffolded support from the teacher is suggested regardless of the text complexity of the main selection.

For a Grade 2 reader, most of the main selections in Unit 1 have a slightly complex structure with texts falling on the low end of the Lexile band. In Unit 4, four of the five selections are very complex because three selections contain informational text and a text with Spanish vocabulary. Students may need more scaffolded support to access these texts besides two days of reading the text. Unit 6 includes main selections with Lexiles that begin at 950L with Just Like Josh, but then drop to 480L with Red, White, and Blue: The Story of the American Flag. With large gaps and jumps in Lexile text complexity students are unable to read increasingly complex text and develop independence of grade level skills.

The Sleuth paired readings cluster the text complexity by keeping the Lexiles within a close range. The first unit of Sleuth readings have a Lexile Range of 500-540L which would give students practice within that band. Qualitatively, the Sleuth readings are minimally complex with simplistic language and syntax.

Suggestions throughout the materials are present to assist the teacher in supporting students who are struggling with the main selections, however there is minimal specificity within the suggestions. As the complexity level increases, more scaffolding for students is not provided. Explicit directions for the teacher on how to scaffold the text is not provided, and additional days may be needed to provide this scaffolding, which, as suggested above, may extend beyond the two days currently allotted for the main selections.

Indicator 1e

Anchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.

The main selections have a "Text Based Comprehension" page that covers quantitative, qualitative, and reader and task measures and a general recommended placement statement, though minimal rationale for the recommendations is provided.

Quantitative metrics are provided for each anchor text in three categories: Lexile level, average sentence length, and word frequency. Qualitative measures are provided for each anchor text in four categories: levels of meaning, structure, language of conventionality and clarity, theme and knowledge demands. Metrics provided for qualitative measures are in narrative form only and do not state the complexity level. A general explanation is provided: “The quantitative measures suggest this text might be slightly below the Grade 2-3 complexity band. The use of multiple levels of meaning and the trickster elements make the content more challenging and appropriate for this level.”

An explicit rationale explaining complexity and placement of specific texts within the sequence of instruction is not provided beyond reference to being in the 2-3 grade text complexity band. For anchor texts falling within the Grade 2-3 text complexity band, minimal text-specific explanations are provided, such as the one provided for A Weed is a Flower: "Both the qualitative and quantitative measures suggest this text should be placed in the Grade 2-3 text band, which is where both the Common Core State Standards and Scott Foresman Reading Street have placed it.”

There is no reference to research-based or evidence-based best practices for increasing students’ reading skills through appropriate sequencing of text complexity. An explicit rationale explaining why main selections are paired with the selected Sleuth pair passage is not provided. For example, in Unit 3, the theme of the unit is Creative Ideas. Students read A Weed is a Flower and a paired Sleuth passage called A Sweet Treat, Plus a Whole Lot More. There is no explanation for why these two passages are paired together and how A Weed is a Flower fits into the Creative Idea theme. Another example is, in Unit 5, the theme of the unit is Responsability. Students read Horace and Morris but Mostly Dolores and a paired Sleuth passage called Stretch my Pet Giraffe. There is no explanation for why these two passages are paired together and how Stretch my Pet Giraffe fits into the Responsability theme.

The paired texts and the teacher read-aloud selections do not include a breakdown of quantitative, qualitative, and reader and task measures as well as a rationale for the paired texts and the teacher read-aloud.

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations that support materials for the core texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Materials provide some opportunities for reading to achieve grade level reading proficiency, however, teacher materials often lack explicit directions for implementation.

Students read the main selection, paired selection, Sleuth, and leveled readers with teacher guidance. Examples teacher direction from the main selection include:

  • Model: First, have students track the print as you read.
  • Guide Practice: Then have students read along with you.
  • Corrective feedback: Have the class read aloud without you. Monitor progress and provide feedback.

Students have opportunities to reread texts, which exposes students to more opportunities to learn new vocabulary in context as well as practice fluency. For example, in Abraham Lincoln, there are many opportunities for teachers to read aloud while students listen from the Read-Aloud Anthology. For example, on Day 2 the Teacher Edition states, “Read aloud the story and have children listen for the word scour.” and Day 3 it states, “Read aloud the story and have children listen for the Amazing Word, ingenious.”

The Trade Book Library is available for teacher and student use online, however, the teacher materials lack explicit directions for implementing this resource.

Opportunity for students to read independently is provided in the Small Group Time with the paired decodable texts. More challenging text is suggested through the use of the leveled readers as a part of the independent reading station for advanced readers. It is not explicitly stated whether students should be reading texts independently, with partners, orally, or silently.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
5/16
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-
Criterion Rating Details

Reading Street Grade 2 does not meet the expectation for materials to provide opportunities for rich and rigorous evidence-based discussion and writing about texts to build strong literacy skills. instructional materials reviewed for Grade 2 partially meet the expectations that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Some questions, tasks, and assignments are text-specific and require students to return to the text and to utilize textual evidence to support both what is explicit and inferential information from the text. Materials reviewed partially meet the expectation for materials containing sets of high-quality sequences of text-dependent and text-specific questions and activities that build to a culminating task. Materials reviewed do not meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Materials reviewed do not meet the expectation for materials supporting students’ listening and speaking about what they are reading and researching with relevant follow-up questions and evidence. Speaking and listening skills are encouraged, but the materials offer limited guidance to teachers regarding developing students' speaking and listening skills and referring the students to the text to support responses. Materials reviewed partially meet the expectation that materials include a mix of on-demand and process writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. While the materials provide some mixture of on-demand and process writing, there are few opportunities for students to revise and edit with explicit instruction.Materials reviewed partially meet the requirement that materials provide opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Materials provide experiences in writing across different genres, but a balanced distribution is lacking in the core materials. There is a large discrepancy between the types of writing, with over half being expository/explanatory/informative. Materials reviewed partially meet the expectations that materials include frequent opportunities for evidence-based writing to support recall of information, opinions with reasons, and clear information appropriate for the grade level. Materials reviewed do not meet expectations that materials include explicit instruction of the grammar and conventions/language standards for the grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Indicator 1g

Most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Some questions, tasks, and assignments are text-specific and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text. Students answer questions about key details in text, retell familiar stories, identify the main topic and retell key details, identify story parts, describe connections, ask and answer questions about unknown words, discuss relationships between illustrations and texts, compare and contrast characters, and compare same topic texts. Text-based questions, include open-ended questions, recall questions, wh- questions (who, what, when, where, why), inference questions, completion questions, distancing questions, sequence questions, compare and contrast questions. While most questions, task, and assignments are text-based, there are few directions and supports in place to ensure that students will engage with the text.

The following are examples of text-based questions from main selection text that allow for inferences:

  • Unit 1, Henry and Mudge and the Starry Night, “What does the author think of camping? How do you know?”.
  • Unit 2, Tara and Tiree, Fearless Friends, “Jim says, “There is such a thing as a brave and wonderful dog!” Summarize why he feels this way.”
  • Unit 4, Rosa and Blanca, “How is Rosa and Blanca’s relationship the same as Pearl and Wagner’s?”

Weekly Sleuth passages contain text-based questions and tasks such as:

  • Unit 1, Down the Space Drain, “What clues in the text help you understand how strong the pull of gravity is in a black hole?”
  • Unit 3, A Birthday Surprise, “What clues tell you about Sadie’s talents and personality?”
  • Unit 4, Digging Deep, “Write two clues you find in the text about how Earth’s lower layers affect activity on the crust.”

Weekly Sleuth passages contain non text-based questions and tasks such as:

  • Unit 2, Journey to Freedom, “Escaping from slavery was against the law. Helping enslaved people escape was against the law. Do you think it is ever right to break a law? Explain your thinking.”
  • Unit 5, Wanted: Great Student Leaders, “Should people be able to keep wild animals as pets?”
  • Unit 6, Another Movie Night to Remember, “What celebration or tradition is most important to you? Give at least two reasons why it is special.”

Main selection non-examples that can be answered without reading the text:

  • Unit 1, The Twin Club “Do you know someone that lives far away? How can you communicate with that person?”
  • Unit 5, Carl the Complainer “How can you be a good community member as Carl was?”
  • Unit 6, Just Like Josh Gibson, “Grandmama liked playing baseball. Do you play baseball or another sport? Tell about it.”

Students are provided with opportunities to engage and draw on evidence and inferences from the text in a variety of writing tasks: For example, in Unit 1, The Twin Club, Look Back and Write. “Look back at page 33. What is the news the “twin” receive? How do they feel about it? Provide evidence to support your answer.” In Unit 2, The Bremen Town Musicians, Look Back and Write. “ Look back at the play. How do you know who is speaking? Using the elements of dialogue write a scene about a fifth Bremen Town Musician.” In Unit 4, Rosa and Blanca, Look Back and Write. “Look back at page 462. How are the sisters alike and different? Provide evidence to support your answer.”

Students do not always need to read the story in order to complete writing tasks. For example, in Unit 4, “Think about creative ideas that lead to surprises. Now write a realistic story about a character whose creative idea leads to a surprise.” In Unit 5, “Think about community workers. Now write a narrative telling how one of these workers performs a job.” In Unit 6, “Think about a job you do at home or at school. Think about tasks that cowboys did. Compare and contrast your job with a cowboy’s job.”

While questions and tasks posed in reading comprehension often provide instructions for teachers to remind students to use evidence from the text to support their answer, there is no explicit instruction for students on how to select significant evidence, appropriately paraphrase, quote, transition, or further explain when providing text-based written or spoken answers.

Indicator 1h

Materials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectation for materials containing sets of high-quality sequences of text-based questions and activities that build to a culminating task. Some culminating tasks can be completed without reading or understanding the text.

Throughout the units, students are engaged in answering text-based questions and completing text-based tasks about their reading. However, weekly culminating writing tasks are based on the unit’s theme rather than the unit’s texts. Examples include:

  • In Unit 5, Week 3, students read Carl the Complainer. The Research and Inquiry task for the week directs students to research the following concept: Being Responsible Community Members. Students research this question each day and create a chart. One of the text-based questions on Day 3 could help the student with the culminating task: “How was Carl a good community member?” However, weekly culminating tasks are research tasks, and instructional materials do not suggest the students’ use the main selection or supporting text as reference.
  • The theme of Unit 6 is Traditions. In week 5, the Research and Inquiry topic of the week is Traditions We Celebrate and Share. Students are asked to generate their research questions from personal interests and then use the information they learn to create an interview in class. While most questions during the teacher-supported reading of the main selection are text-based, one question asks the students a non-text-based question: “In the story, Grace ran for president. Who is the President of the Unites States today?”

Each main selection has a Look Back and Write task at the end of the text selection. Four scaffolded, text-based questions precede the Look Back and Write task. While these tasks have students use the main selection, questions and tasks during the week’s lessons do not build knowledge toward students being about to complete the culminating task. Examples include:

  • In Unit 3, Week 2, Dear Juno, the Look Back and Write task states, “Look back at page 391. How does Juno know who sent the letter?” Provide evidence to support your answer.”
  • In Unit 6, Week 3, A Birthday Basket for Tia, the Look Back and Write task states, “Look back at page 440. Why does Cecilia put a flower pot and teacup in the basket for Tia? Provide evidence to support your answer.”

The Grade 2 materials include a sixth unit intended as a review week that is optional, wherein students encounter activities that review each literacy component previously read, and answer questions and complete tasks that relate back to the theme. For example, in Unit 6, Week 4, Cowboys, “What traditions did cowboys follow?” This is an optional week, so students may not have these opportunities to practice connecting the main selections they have read and understood to a culminating task.

Indicator 1i

Materials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 do not meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.

Front matter and small group planning pages do not mention listening and speaking standards or activities. Planning pages for the main selection have a weekly listening and speaking focus, such as, Ask and Answer Questions in Unit 2, Week 3 and in Unit 5, Week 2, Organize and Give a Demonstration. Two of the weekly independent stations include practice listening and using vocabulary in the Listen Up and Words to Know sections.

While there are many opportunities for students to engage in collaborative conversations, the opportunities lack information on how teachers can provide support and scaffolds with collaborative conversations, such as sentence stems or sentence frames. The materials provide very few protocols for discussions that encourage modeling and the use of academic vocabulary and syntax. For example, frequently the students are asked to turn and talk to their neighbor to discuss new content. The directions do not provide direct instruction in speaking and listening in order for students to learn to engage in quality, rich conversations in an academic setting.

The Teacher Materials provide instructions for teaching listening and speaking on Day 4 of each main selection. The instructions are divided into: Teach, Model, and Guide Practice, On Their Own. For example, in Unit 2, Week 5, Day 4, One Good Turn Deserves Another, the teacher will teach students how to give and follow directions. The listening and speaking content does not connect to the unit theme or main selection and is taught as an independent skill. Also, in Unit 1, Week 2, Day 2 of Exploring Space with an Astronaut: Students are to discuss text-based comprehension questions to check for understanding. The teacher materials provide the questions, but offer limited guidance for the teacher as to groupings (partners, small groups), directions for how students are to share evidence they have collected, and how the teacher should monitor the discussion. The teacher instructions included in the Teacher Edition have no other guidance than to have the students discuss with each other.

In Small Group Time, there are some opportunities for students to talk with a partner and use academic vocabulary. For example on p. SG.25 Team Talk has students practice using the selection vocabulary. It states: “Allow children time to discuss each word. Ask for examples or rephrase for usage when necessary or to correct understanding.” While these instructions direct teachers to correct student usage and understanding, they do not explicitly state what the standards expect of students when using unknown vocabulary.

In the Routine Quick Write for Fluency, students are encouraged to talk, write, and share. For example, in Unit 4, Week 3, Day 5, Soil, students talk about something that grows in the soil in their neighborhood. Each student writes a short expository report about plans that she or he has seen growing in the soil nearby. Partners then trade letters and read them aloud. Neither a protocol nor a rubric is suggested in order to support students to use correct syntax. Students are not encouraged to use and apply academic vocabulary learned in the main selection.

The academic vocabulary and syntax used in the materials are termed, “Amazing Words” and selection vocabulary. Amazing words are introduced a few a day for four days. The Teacher Edition suggests the following steps: introduce, demonstrate, apply, and display the word to teach the students these words. There is a section provided for students to apply the amazing words by orally completing sentences. The Amazing Words are not shown to the student in the Student Edition. The Amazing Words fall short of actively and regularly encouraging students to utilize academic vocabulary in their own speaking and writing. The selection vocabulary from the main reading selection are discussed as the students read the main selection and are assessed at the end of the week.

Indicator 1j

Materials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.
0/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 do not meet the expectation for materials supporting students’ listening and speaking about what they are reading and researching with relevant follow-up questions and evidence. Speaking and listening skills are encouraged, but the materials offer limited guidance to teachers regarding developing students' speaking and listening skills and referring the students to the text to support responses. While questions and tasks posed in reading comprehension often provide instructions for teachers to tell students to use details from the text in their answer, materials lack instruction on how to direct students to find details in the text. The teacher is instructed to lead students through research throughout the course of the week, however instructions are minimal in supporting teachers and students through the Research and Inquiry Projects.

The Teacher's Edition lacks tools for explicitly teaching speaking and listening skills. In Unit 2, Week5, Day 5 Build Oral Vocabulary: "Pair Children and have them discuss how the Question of the Week, “Where do creative ideas come from?”, connects to the question of this unit of study: What does it mean to be creative?” While there are two ideas for prompts given, instructional materials do not provide modeling of speaking and listening skills that support evidence-based discussions such as anchor charts, sentence stems, question stems, and techniques for practicing a skill.

Discussion questions are provided in the “Let’s Talk About It” sections but do not increase in rigor over the course of the school year. The Teacher's Edition has two to three questions to be used for discussion, but lack guidelines for creating supports to ensure students can speak about and listen to others talk about what they are reading and researching. For example, in Unit 4, Week 4, in the “Let’s Talk About it” the prompt asks students to share why it is difficult to grow older. No further guide is given to support students’ listening and speaking.

The directions and support for implementing Research and Inquiry projects are minimal. For example, in Unit 5, Week 3, during Research and Inquiry, students are asked to think about inquiry questions that, when answered, would help them learn more about being responsible animal owners. Teacher instructions are limited to: "Record children’s questions in a chart”. No further instructions are provided for the teacher, including time needed to ensure students have opportunities to gather their ideas or build on one another’s ideas. Also, in Unit 3, Week 4, Day 4 students are directed to gather and record information. Directions state, “Tell children that today they will find information to answer their inquiry questions. They may want to use a reference book. If so, suggest they use the index to locate the information in the book that they need. They may also want to use information they have read in stories as well as interview other people.” These directions would not be adequate in ensuring that students could gather and record the needed information to promote students' ability to listen and speak about what they are reading and researching.

Research and Inquiry activities in Grade 2 have a focus that is not clearly connected to the main selection and worked on throughout the week. On Day 5 students share their work with the class. The teacher directions suggest students work with a partner to get the work ready to share with the whole class or in a small group. Teacher instructions include reminders for what good speakers and listeners do, but explicit instruction or modeling is not included.

Indicator 1k

Materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectation that materials include a mix of on-demand and process writing grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. While the materials provide some mixture of on-demand and process writing, there are few opportunities for students to revise and edit with explicit instruction. Incorporating digital resources to support writing is minimal. Teachers would need additional supplemental materials to meet the grade level standards.

Each week, students participate in process writing. The prompt sometimes connects to the theme, setting, or genre of the main selection, but a direct reference to the text is rarely made. A typical weekly routine in the materials includes: Day 1 “Read Like a Writer”, Day 2 “Writer’s Craft”, Day 3 “Let’s Write It!”, Day 4 “Mini-Lesson”, and Day 5 “Revising and Presenting”.

In the Independent Stations, students can participate in "Let's Write!". On Day 3, students can Look Back and Write, which is most frequently a narrative piece on a theme related to the main selection. In some units, students can write in "Let's Write It!". For example, in Unit 2, Week 2, “Look back on page 237. Why do you think people call Abraham Lincoln ‘America’s Great President’? Provide evidence to support your answer.” Another example is found in Unit 3, Week 5, Day 3 where students are to read, “Think about a Weed is a Flower, and write a review wherein they tell what they found most interesting about George Washington Carver.”

On-demand writing prompts in “Write to Sources” incorporate reading and writing using text evidence. For example, in Unit 4, Week 2 of Writing to Sources, “Look back at page 69 of “Life Cycle of a Pumpkin”. How do the bees help pumpkin plants? Write a paragraph that explains how bees help pumpkin plants. Use supporting details from the text.” There are no directions for modeling, drafting, review, revision or presentation of these pieces.

The Teacher's Edition does not provide clear directions to support instruction in reading for relevant facts and then turning the facts into complete sentences. For example, in Unit 4, Week 2, Day 3, the Teacher Edition states, “Tell students that today they will answer questions from Day 1 about how plants change as they grow. Their goal is to find out more about how plants change. Review sources. Then model how to use personal sources to answer inquiry questions.” This Research and Inquiry task is placed in the middle of the second grade year, yet there are minimal directions for the teacher as to how to model synthesis of research findings and how to write a brief explanation.

The Teacher's Edition does provide some clear directions to support instruction on revising sentences to add detail. For example, in Unit 1, Week 2, Day 4, the Teacher's Edition states, “Use Writing Transparency 2B to model changing sentences… Make the changes on the transparency and read the revised paragraph aloud.” Students are then directed in Peer Conferencing/Peer Revision.

There are minimal teacher directions for the use of a digital resource by students to type their Research and Inquiry or other writing pieces. Students hand write most final drafts with their revisions and proofreading corrections. For example, Unit 3, Week 5, Day 5, the Teacher's Edition states: “Have students make a final draft of their reviews, with their revisions and proofreading corrections. Help as appropriate. Choose an option for students to present their reviews.” The directions provide an option to have students type their reviews using a computer and present them on screen for others to read. It further directs teachers to show students how to italicize “A Week Is a Flower”. Second grade students will need explicit directions from the teacher as to how to use a word processing program.

There are some opportunities to revise or edit, however, students engage primarily in self-editing and have few opportunities to peer edit or revise during daily writing or prior to the research presentation on Day 5. In cases, where students do engage in peer conferencing or peer revision the materials lack explicit directions. For example, Unit 2, Week 1, Day 5 the directions state, “Pair students and tell one of the partners to read the other’s paragraph. Allow one to two minutes. Then have the readers use one or two minutes to comment on the writer’s voice.”

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the requirements for materials to provide opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Materials provide experiences in writing across different genres, but a balanced distribution is lacking in the core materials.

Each week consists of a writing component for Days 1-5 and practice in a mode of writing. Each day offers practice in process and distribution on a writing prompt assigned on Day 2. The focus changes each week. Opportunities to practice opinion and informative/explanatory style writing are minimal. The different text types of writing do not reflect a balance across the three genres. Each unit provides an optional sixth week with a Quick Write for Fluency as the writing topic.

The distribution of the writing tasks are:

  • Only a few prompts are informative/explanatory such as Unit 2, Week 3, Day 1, “This week you will write an informational paragraph for test taking practice.” The writing prompt is shared on Day 2, “Think about how working together meets the needs of others. Now write an informational paragraph explaining how working together could help someone.”
  • Only a few prompts are opinion such as Unit 6, Week 5, Day 1, “This week you will practice writing a persuasive statement for a test. Day 2, the prompt states, “Think about a tradition that you consider important. Share your opinion and write a statement to persuade people in your school or community to honor that tradition.”
  • More than half of the prompts are narrative such as Unit 3, Week 1, Day 1, “This week you will write an animal fantasy. Prompt: Think about people help with creative ideas. Now write a story about animal characters that create something together.”
  • A few of the prompts are a combination of genres such as Unit 6, Week 3, Day 1, “This week you will write an invitation letter. Prompt: Think about family parties and how to plan a family party. Write an invitation letter to invite a relative to an event.”

“Writing to Sources” , a Common Core Teacher Resource, contains writing prompts for students to write to the CCSS using text evidence. This supplemental resource provides a balance of writing, but is not included of the Teacher Edition’s weekly planning. Each unit has a focus:

  • Unit 1 Focus: Narrative
  • Unit 2 Focus: Informative/Explanatory
  • Unit 3 Focus: Argument
  • Unit 4 Focus: Informative/Explanatory
  • Unit 5 Focus: Narrative
  • Unit 6 Focus: Argument

Examples of writing prompts in the “Writing to Sources” materials include:

  • Argument Prompt: Writing to Sources, page 6, “Reread pages 439-441 of A Birthday Basket for Tia. Write an opinion on whether or not Cecilia made a wonderful present. Use details and reasons from the story to support your opinion.”
  • Narrative Prompt: Writing to Sources, page 134, “Look back at Fire Fighter! What happens first? What is the problem? What is the solution? Use details from the text to write your own story about a fire. Include specific vocabulary from the selection to support your story.”
  • Informative/Explanatory Prompt: Writing to Sources, page 38, “Reread pages 200-204 of Tara and Tiree, Fearless Friends. How did the dogs save Jim’s life? Write the sequence of events as a set of steps in a process. Use details from the text to tell about each step. Add time-order words to clarify the sequence.”

Each week’s main reading selection has two writing options in “Writing to Sources.” The materials do not provide instructional guidance for "Writing to Sources" or address the amount of time that should be spent on each writing task. Teachers can have students “Write like a Reporter” or write to “Connect Texts,” which are suggested in the Teacher Edition, but as with "Writing to Sources," few directions are provided for implementation of the supplemental resources.

Opportunities for assessment are provided in the “Writing to Sources” materials. After Week 6, a Unit Writing Task is provided. However, there are not explicit instructions or a rubric to assess student writing. For example, in Unit 2, the Writing to Sources Writing Task on pages 62-66 states: “Who works together in the stories and what do they accomplish, or get done? Why do the characters in each selection decide to work together? Write a compare and contrast essay about Tara and Tiree, Fearless Friends and The Bremen Town Musicians.” There are no detailed directions or supports for teachers and a rubric is not provided.

Indicator 1m

Materials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations that materials include frequent opportunities for evidence-based writing to support recall of information, opinions with reasons, and clear information appropriate for the grade level. Teacher resources on how to implement or teach evidence-based writing are not evident in the core materials. Additional instructional supports are needed for teachers to guide students’ understanding of developing ideas and recalling evidence from texts and/or other sources.

Students have few opportunities to practice writing using recall and evidence from the text. The directions to the teacher are minimal. Although writing prompts allow students to recall from experience, many writing opportunities do not provide students the opportunity to recall information from sources. Examples include:

  • Unit 2, Week 5: One Good Turn Deserves Another, students are provided the prompt, “Think about problems that happen when we don’t work together. Now write a folktale about animals that won’t work together.”
  • Unit 4, Week 1, A Froggy Fable, students are provided with the prompt: “Think about the new places the frog sees in his travels away from the pond. Write a friendly letter to the frog. Persuade him to visit a place that interests you.”
  • Unit 6, Week 3, A Birthday Basket for Tia, students are provided the prompt: “Think about family parties and how to plan a family party. Write an invitation letter to invite a relative to an event.”

Students have few opportunities to recall information from texts in order to develop opinions based on textual information. Throughout the year, students refine their reasoning about their own experience and do not need information from a provided resources to answer the prompt. For example:

  • Unit 3, Week 5, students write a review. “Think about A Weed Is a Flower. Write a review. Tell what you found most interesting about George Washington Carver.”
  • Unit 6, Week 5, students write a persuasive statement. “Think about a tradition that you consider important. Share your opinion and write a statement to persuade people in your school or community to honor that tradition.”

The Writing to Sources workbook is an optional resource that provides students complete writing tasks in response to multiple texts and to cite text-based sources. Students are able to practice and apply writing using evidence. For example, the Unit 6 Writing Task in Writing to Sources prompts, “Use what you have learned from reading Cowboys and Grace for President to write a column for the school newspaper on the following topic: Being _______ would be an exciting job. Fill in the blank with a cowboy or the President. However, there is not time allotted in the regular teacher day/materials to include the Writing to Sources writing tasks.

Indicator 1n

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.
0/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 do not meet expectations that materials include explicit instruction of the grammar and conventions/language standards for the grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Many standards covered fall outside the Grade 1 level. Examples include:

  • Unit 1, Week 4, the entire week’s conventions lessons focus on declarative and interrogative sentences. Producing and expanding complete simple and compound sentences is taught in Grade 1 (L.1.1.j)
  • Unit 2, Week 2, the entire week’s conventions lessons focus on proper nouns. Proper nouns are taught in Grade 1 (L.1.1.b)
  • Unit 3, Week 1, regular verbs are taught. Frequently occurring verbs are a Kindergarten standard. (L.K.1.b)
  • Unit 3, Week 1, verbs with singular and plural nouns are taught. This is a Grade 1 standard. (L.1.1.c)
  • Unit 3, Week 3, verbs for past, present, and future are taught. This is a Grade 1 standard. (L.1.1.e)
  • Unit 4, Week 1, the entire week’s convention lessons focus on Adjectives and Our Senses. Possessive nouns are taught in Grade 1 (L.1.1.f)
  • Unit 6, Week 2, quotation marks are the taught. Quotation marks are a Grade 3 standard. (L.3.2.c)

Grammar and convention standards for the grade level are not applied in increasingly sophisticated contexts. Examples include:

  • L.2.2 is taught in Unit 6, Week 1 and the entire week’s convention lesson focuses on using capital letters. This is not appropriately placed at the end of the Grade 2 year.
  • L.2.2c is only taught once in Unit 5, Week 5 (how to use an apostrophe to form contractions and frequently occurring possessives).
  • L.2.1.d is to form and use the past tense of frequently occurring irregular verbs. The materials spend the entire Unit 3 on all verbs. Verbs to convey past, present, and future (L.1.1e) and using singular and plural nouns with matching verbs in basic sentences (L1.1.c) are in Grade 1 standards.

Each unit has a daily direct instruction lesson on “Conventions.” Each week focuses on specific grammar skills and conventions. Each day explicit instruction takes place, and students practice the skill with worksheets from Grammar Transparencies, Reader’s and Writer’s Notebook, and Let’s Practice It! The skills for the week are shown in the Skills Overview for the unit. Some standards are taught only briefly or late in the year as indicated below. Teachers will need to create additional materials to be able to teach the full intent of the standard. For example, grammar instruction worksheets often have words and sentences that connect to the week’s main reading selection, but the application is primarily out of context.

Criterion 1o - 1t

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
12/22
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Criterion Rating Details

Reading Street Grade 2 partially meets the expectations for materials in reading, writing, speaking, and listening, and language targeted to support foundational reading development are aligned to the standards. instructional materials reviewed for Grade 2 partially meet the expectation that materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context. Materials reviewed meet expectations that materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts for including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).Materials reviewed partially meet expectations that instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity, sight-based recognition of high-frequency words, and reading fluency in oral reading once phonics instruction begins. There are missed opportunities to help students gain fluency skills since many teacher directions lack specifics as to how to inform and explain fluency skills to students. Materials reviewed partially meet expectations that materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected and isolated text. There are missed opportunities for explicit directions to the teacher as well as modeling for the students in the reading and writing of words in connected and isolated texts.Materials reviewed for Grade 2 partially meet the expectations that materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported. There are many assessments, but teacher guidance or direct instructions are limited. Materials reviewed partially meet the expectations that materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills. Students have limited opportunities with each grade level foundational skill component in order to reach mastery.

Indicator 1o

Materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectation that materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context. Many phonics and words recognition lessons contain a review of phonics standards from previous grade levels.

Lessons and activities provide students opportunities to learn grade-level phonics skills. Examples include:

  • Unit 2, Week 5, the phonics lesson is focused on vowel patterns a, ai, ay. The students practice blending words with this vowel pattern in the Student Edition.
  • Unit 6, Week 4, the phonics lesson is focused on suffixes -ness, -less, -able, -ible. The students practice blending words with these suffixes in the Student Edition.
  • Students receive decoding lessons with text to help students build understanding of letters and sounds toward reading standards.
    • The decodable readers reinforce the current day’s phonemic and phonics lesson. For example:
      • Unit 4, Week 1, the decodable reader The Lunch Table reinforces final syllable -le.
      • Unit 5, Week 1, the decodable reader Browny the Clown reinforces diphthongs ou and ow.

Materials have a cohesive sequence of phonics instruction to build toward application although many lessons contain review of previous grade level standards. Examples include:

  • Unit 1:
    • Distinguish Medial Phonemes
    • Segment and Blend Phonemes
    • Short vowels and consonants
    • Long vowels CVe
    • Consonant Blends
    • Inflected Endings
    • Consonant Digraphs
  • Unit 2:
    • Substitute Initial Phonemes
    • Segment and Count Phonemes
    • Substitute Final Phonemes
    • r-controlled ar, or, ore, oar
    • contractions
    • r-controlled er, ir, ur
    • plurals
    • vowel patterns a, ai, ay (also taught in the Grade 1 materials)
  • Unit 3:
    • Substitute Medial Phonemes
    • Segment and Count Phonemes
    • Substitute Final Phonemes
    • Blend and Segment Phonemes
    • Phonics:
    • Vowel patterns e, ee, ea, y, o, oa, ow, I, ie, igh, y
    • Compound words
    • Comparative endings –er, -est
  • Unit 4:
    • Final Syllable –ie
    • Vowel Patterns oo, u (also taught in the Grade 1 materials)
    • Diphthongs ou, ow, oi, oy (also taught in the Grade 1 materials)
    • Syllable patterns
    • Digraphs oo, ue, ew, ui (also taught in the Grade 1 materials)
  • Unit 5:
    • Suffixes –ly, -ful, -er, -or, ish
    • Prefixes un-, re-, pre-, dis-
    • Consonant patterns kn, wr, gn, ph, gh, ck (also taught in the Grade 1 materials)
    • Vowel patterns aw, au, au/gh, ai (also taught in the Grade 1 materials)
  • Unit 6:
    • Inflected Endings
    • Abbreviations
    • Final Syllables –tion, -ture, -ion
    • Suffixes –ness, -less, -able, -ible
    • Prefixes mis-, mid-, micro-, non-

Phonemic Awareness lessons are present Day 1 for each week of Units 1-3 even though there are no phonemic awareness standards for Grade 2. Lessons are similar to those found in Grade 1 and review Grade 1 standards. These lessons are not marked as review and are presented as new material for Grade 2 students. For example:

  • In Unit 3, Week 1, on Day 1, Substitute Final Phonemes
    • INTRODUCE Read together the bulleted points in the Student Edition. What kind of birds are standing in front of the table? (geese) I hear long e in geese. Continue with sweep, cheese, sheet, and seat.
    • MODEL Team has the sounds /t/, long e, /m/. Let’s change /m/ in team to /ch/: /t/ /e/ /ch/, teach. Guide children as they substitute final phonemes in other words they identified in the picture: sweep to sweet, cheese to cheek, feet to feed.

Indicator 1p

Materials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations that materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).

Materials provide students with frequent and adequate opportunities to identify text structures. Examples include:

  • Many sequence of events and problem/solution questions are located in the Optional Unit Review and may not be considered part of core instruction.
  • Unit 1, Week 1, on Day 2, students are asked to answer questions about what happened in the beginning, middle, and end of the story. Then teacher guides students in filling out a graphic organizer where “... children dictate the problem and important events in sequence.” Children then work in small groups to identify the solution. No modeling or teaching of problem, solution, or sequence of events is included in this lesson.
  • Unit 3, Week 5, on Day 5, the teacher reviews what an autobiography is and models, “As I read this autobiography, I pay attention to the clues that tell me the sequence of events. On the first page, I see the phrase when I was a baby. That phrase tells me when the next events happened.” Teacher guides children in finding text clues that tell the sequence of events, then students practice finding more clues in “Alberto, the Scientist.”
  • Unit 6, Week 1, on Day 1, students have been reading a text called “What Makes a Ball Bounce?” Students use a Venn Diagram to compare and contrast a baseball and a tennis ball. Students then reread the text and cite examples while sharing their answers. Additional practice is provided in the Reader’s and Writer’s Notebook.
  • Unit 1, Week 2, the lesson focus is main idea and details. The Teacher Edition states, “Now model how to use main idea and details as a tool to build comprehension.”
  • Unit 2, Week 4, the lesson focus is on sequence of events. The Teacher Edition states, “Explain that good readers look for the problem in a story. They then follow the sequence, or order, of events in a story from the beginning to end to see how the problem is solved.”

Materials include lessons and activities about text features. Examples include:

  • Unit 1, Week 2, during the Text-Based Comprehension section the Teacher Edition reviews the main selection, Exploring Space with an Astronaut. The Teacher Edition states, “Expository text can be an article that uses special features to help readers understand the selection. How did the special feature of photos help you?”
  • Unit 2, Week 3, during the Text-Based Comprehension, students identify the title of the selection and the author. They use the title, headings, and photographs to predict what the selection is about.
  • Unit 4, Week 2, during the main selection, Life Cycle of a Pumpkin,the Teacher Edition states, “Have children identify the title of the selection and the authors. Guide them as they look through the selection and use the headings, or keywords, at the top of the pages to predict how a pumpkin grows and changes.

Indicator 1q

Instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet expectations that instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.There are missed opportunities to help students gain fluency skills since many teacher directions lack specifics as to how to inform and explain fluency skills to students.

Materials provide students some opportunities to purposefully read on-level text in core materials over the course of a year. The directions do not always state the purpose of the reading of the text. Examples include:

  • Unit 1, Week 4, on Day 2, students read the main selection for the first time. Before students read they preview the pictures, predict what the story is about. “Explain that when readers want to understand or remember what they read, they think about the most important ideas.”
  • Unit 3 Week 2, the Teacher Edition states during the decodable reader section, “Have children identify and read the title and preview the story. Tell them they will decode words with vowel patterns o, oa, ow.”
  • Unit 5, Week 4, during small group reading, the Teacher Edition states, “Have children read ”Laughs with a Friend” silently. Then have children take turns reading aloud. After reading, have children recall the two most important ideas of the selection using details from the text.” No purpose is stated.
  • Unit 6, Week 3, on Day 3, students read the main selection for the second time. The teacher reviews cause and effect and then reminds children that realistic fiction is a made up story. Children recall parts of the selection that could happen in real life. Children then reread the main selection. No purpose for reading is set, although questions about the reading are included for the teacher and students on the think critically page. No directions are given to stop throughout reading to answer questions.

Materials provide students the opportunity to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and grade level decodable words. Examples include:

  • Unit 1, Week 1, on Day 3, students work on Fluency: Appropriate Rate, the Teacher Edition states, “Have children read the pages with you. Then have them reread the pages as a group without you until they read with no hesitation and no mistakes. If children have difficulty reading at the appropriate rate, then prompt: Which word is a problem? Let’s read it together. Read the sentence again to be sure you understand it. Tell me the sentence. Now read it as if you are speaking it to me.”
  • Unit 1, Week 3, students read the decodable reader On Stage. The Teacher Edition states that children, “decode the title and preview the story. Tell them they will decode words with consonant blends.”
  • Unit 3, Week 5, on Day 4 students work on Fluency:Expression and Intonation, the Teacher Edition states, “Have children follow along as you read the pages at a with expression and intonation. Have the class read with you and then reread the pages as a group until they read with no hesitation and no mistakes. To provide additional fluency practice, pair non-fluent readers with fluent readers.”
  • Unit 4, Week 4, on Day 4, the Teacher Edition states,“Have children follow along as you read the pages accurately and at an appropriate rate with expression. Have the class read the pages with you and then reread the pages as a group without you until they read with accuracy at an appropriate rate with expression.”

Materials support the reading of texts with attention to reading strategies such as rereading, self-correction, and the use of context clues. Examples include:

  • Unit 1, Week 1, during Text Based Comprehension the Teacher Edition states, “Explain that readers monitor their comprehension and clarify what they do not understand by asking questions and rereading.”
  • Unit 4, Week 1, on Day 2, students read “Life in a Pond” then the teacher explains, “...some words have more than one meaning. Explain how using context clues can help them figure out which is the relevant meaning of the multiple-meaning word in the sentence they are reading.” The teacher does a think aloud to figure out the meaning of the word clearing in this sentence, “The settlers built their cabin in a clearing.” Then the teacher writes, “The tree crashed onto the power lines during the storm.” and asks students to determine the meaning of crashed. Students then go back to the reading they did and use context clues to help determine the meaning of the selection vocabulary.
  • Unit 6, Week 4, during Vocabulary Skills the Teacher Edition states, “Explain that readers sometimes come across words that they don’t know. Discuss how readers use context clues - the words and sentences around a word - to decide the meaning that is relevant in a particular sentence.”

The Teacher Edition lists self-correct as Foundational Skills 4.c in the margins of several pages, but does not prompt the teacher to discuss self-correcting with the students. The Teacher Edition recommends that the teacher have students reread for understanding but does not have the teacher explain to students that it is a reading strategy. For example in Unit 4, Week 1, on Day 2 “Routine Read for Understanding Deepen understanding by reading the selection multiple times.”

Students have opportunities to practice and read irregularly spelled words. Examples include:

  • In Unit 2, Week 3, students learn above, ago, enough, toward, whole, word. The directions to the teacher states, “Remind children that there are some words we learn by remembering the letters, rather than saying the sounds.” Students select two words and create a sentence with the words used properly.
  • In Unit 3, Week 2, students read high-frequency words in the context of sentences such as, “Juno got an ___ in the mail from faraway. (envelope).” Then students practice writing words in cloze sentences in the Reader’s and Writer’s Notebook, p. 215.
  • In Unit 4, Week 1, students read high-frequency words in context such as, “Father baked the warm apple pie that is on the table.”

Indicator 1r

Materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet expectations that materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected and tasks. There are missed opportunities for explicit directions to the teacher as well as modeling for the students in the reading and writing of words in connected and tasks.

Materials partially support students’ development learn grade-level word recognition and analysis skills in connected text and tasks. Examples include:

  • Unit 1, Week 4, students use the Student Edition to decode words with inflected endings.
  • Unit 2, Week 2, students use the Decodable Practice Readers to practice contractions during the Decode and Read portions of the phonics lesson. The Teacher Edition states, “Chorally read the story along with children. Have children identify contractions in the story.”
  • Unit 4, Week 5, on Day 3, during Vocabulary, the Teacher Edition states, “Remind children that when they come to a word they don’t know, they can look for word parts, such as prefixes. They can use the meaning of the prefix and the base word to determine the meaning of the word. A prefix is a word part that is added to the beginning of a word. On prefix is dis- it means ‘not’ or ‘the opposite of .’ Remember, we read the word dislike in Hector and the Scarecrow on page 161. What does dislike mean? not like.)” Teacher repeats with uncover, refill, unlike, reread and others.
  • Unit 5, Week 1, students learn suffixes -ly, -ful, -er, -or, -ish. Students read Decodable Reader: Restful Hobbies and main selection: Firefighter! The main selection includes (tightly, suddenly, rubber, computer, quickly) and provides opportunity for students to apply word recognition and analysis skills with a connected text.
  • Unit 6, Week 5, on Day 1, students learn prefixes mis-, mid-, non-, micro-. The Teacher Edition states, “MODEL: Write misjudge. When I see a word with the prefix mis-, I divide the word after the prefix to find the base word. Cover the prefix and read the base word. Uncover the prefix and read the word: misjudge. The prefix mis- means ‘not’ or ‘wrong,’ so misjudge means ‘to judge wrongly.’ Repeat this procedure.”

Materials provide opportunities to read irregularly spelled words in connected text and tasks. Examples include:

  • Unit 2, Week 4, students read high-frequency words and selection words in isolation, then in the context of sentences, and lastly students write the words in cloze passage.
  • Unit 3, Week 1, student read high-frequency words displayed in isolation. Students read guess, pretty, science, shoe, village, watch, won. These high-frequency words appear in the main selection, Pearl and Wagner: Two Good Friends.

There is limited explicit instruction provided for students to practice grade-level word recognition and analysis skills while encoding (writing) in context and decoding words (reading) in a connected text. Opportunities for writing are available.

  • Every day during the week there is spelling practice that corresponds with the phonics skill being taught. This writing is done out of context. For example:
    • Unit 3, Week 1, students write words with the vowel pattern ee, ea, y.
    • Unit 4, Week 4, students write words with syllable patterns
    • After learning r-controlled vowels and vowel patterns, students practice writing words with r-controlled vowels on a worksheet. The student directions read, “Write a list word that rhymes with each word.”
    • After practicing the phonics vowel patterns of o, oa, ow in Unit 3, Week 3, students write words with those patterns on a worksheet. The student directions read, “Write the word from the box that rhymes with each word below.”

Indicator 1s

Materials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.
2/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations that materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported. There are many assessments, but teacher guidance or direct instructions are limited.

Multiple assessment documents are available in core materials, allowing students to demonstrate progress toward mastery and independence of foundational skills. Examples include:

  • On the assessment page of the Unit Overview of each unit.
    • Begin the year
      • A Baseline Group Test that will help with “...initial grouping decisions and to differentiate instruction based no ability levels.”
      • Online Assessment
    • Every day corrective feedback and monitor progress
      • Unit 2, Week 2, Monitor Progress all days, Monday: Check Word Reading, Tuesday: Check High-Frequency Words, Wednesday: Check Retelling, Thursday: Fluency Check, Friday: Check Oral Vocabulary.
        • Example: Unit 2, Week 2, Day 2, Check High-Frequency Words “Point to these words on the Word Wall and have the class read them. Listen for children who miss words during the reading. Call on those children to read some of the words individually. Second, you’re, either, laugh, worst…” “if children cannot read these words, then use the Non Decodable Words Routine on p. 223, to reteach the words. Monitor children’s fluency with these words during reading and provide additional practice.” The Teacher Edition suggests using the same lesson to reteach the high-Frequency words that students were not successful with the first time. There are no explicit instructions for the teacher as to how to monitor “progress toward their progress” or what “additional practice” to provide.
    • Every week
      • “Weekly Assessments on Day 5 to check phonics, high-frequency words, and comprehension.”
        • Example: Unit 3, Week 2, Day 5, Many assessments are listed. There are no directions for the teacher whether all or some of the assessments should be completed. A written assessment for vowel patterns o, oa, ow; high-frequency words; and drawing conclusions can be found in Weekly Test 12 pages 67-72. SENTENCE READING Using a reproducible page children are asked to read words in context. “Call on children to read two sentences aloud. Start over with sentence one if necessary.” No instructions are given whether this should be done individually or not. FLUENCY “Take a one-minute sample of children’s oral reading. Have children read the fluency passage on page 417f.” There is also a comprehension assessment that appears to be done one-on-one, but no explicit instructions are given to the teacher.” All scores should be recorded using the Sentence Reading Chart and recording the number of words read correctly per minute on their Fluency Progress Chart in First Stop.
        • A Fluency Assessment Plan is included in the materials and instructs teachers to formally assess fluency with 8-10 children every week. Assess 4 to 5 children on Day 4 and 4 to 5 children on Day 5.
    • End of Year
      • “End-of-Year Assessments measure student mastery of skills covered in all six units with options for performance-based assessment.”

Assessment materials partially provide teachers and students with information on students’ current skills/level of understanding and support teachers with instructional adjustments to help students make progress toward foundational skills. The assessments and progress checks are generic. The assessments lack explicit instructions/guidance on how to address the skills students are missing in order to demonstrate mastery in foundational skills. Examples include:

  • Each week on Day 5, there is an Assessment section to monitor progress on the skills taught during the week. For example:
    • Unit 1, Week 2, Day 5, the Assessment section has teachers assess students on sentence reading, fluency, comprehension, and monitor accuracy. Sentence Reading: “Use the following reproducible to assess children’s ability to read words in context. Call on children to read two sentences aloud. Begin over with sentence one if necessary.” Fluency: “ Take a one-minute sample of children’s oral reading. Have children read the fluency passage on p. 81f.” Monitor Accuracy: “Have children monitor their accuracy by recording scores using the Sentence Reading Chart and by recording the number of words read correctly per minute on their Fluency Progress Chart in First Stop.” No further guidance to the teacher is provided.
  • Throughout the Teacher Edition, there are sections labeled “Monitor Progress” that provide formative assessment on the current skills being taught. For example:
    • Unit 2, Week 5, students read the decodable reader and practice in their Reader’s and Writer’s Notebook. Monitor Progress Vowel Patterns a, ai, ay “Write the following words and have the class read them. Notice which words children miss during the group reading. Call on individuals to read some of the words: strain, gray, flake, state, spray…” “If children cannot blend words with the vowel sounds of y at this point, then use the Small Group Time Strategic Intervention lesson, p. SG.75, to reteach Vowel Patterns a, ai, ay. Continue to monitor children’s progress using other instructional opportunities during the week.” No instructions are given to the teacher about how to collect and monitor students. Assessing students during a whole group reading lesson can be very challenging and teachers may miss students who need help. “Other instructional opportunities’ is not defined in the teacher’s edition.
  • Unit 3, Week 4, Monitor Progress: Vowel Patterns i, ie, igh, y “Write the following words and have the class read them. Notice which words children miss during the group reading. Call on individuals to read some of the words. Bind, wildcat, diehard, supply, twilight, squint, splinter, surprise, himself, skydive, circus, chirping, stirrup, thirteen, birdbath. If children cannot blend words with vowel patterns i, ie, igh, y at this point, then use the Small Group Time Strategic Intervention lesson, p SG5, to reteach vowel patterns i, ie, igh, y. Continue to monitor children’s progress using other instructional opportunities during the week. See the Skills Trace on p.454-455.

There are many assessments, but little direction for teachers. Teachers may not be able to determine how many assessments to do each week and what to do with the data once it has been collected.

Indicator 1t

Materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.
2/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations that materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills. Students have limited opportunities with each grade level foundational skill component in order to reach mastery.

Materials partially provide high-quality learning lessons and activities for every student to reach mastery of foundational skills. Examples include:

  • Unit 4, Week 1, Day 1, students read Decodable Reader 20A:
    • DECODE WORDS IN ISOLATION: Have children turn to page 73 in Decodable Practice Readers 2.2 and decode each word.
    • REVIEW HIGH-FREQUENCY WORDS: Have children identify and read the high-frequency words eyes, moon, another, picture, single, only, and thought on the first page.
    • PREVIEW DECODABLE READER: Have children read the title and preview the story. Tell them they will decode words with vowel digraphs oo, ue, ew, and ui.
    • DECODE WORDS IN CONTEXT: Pair children for reading and listen carefully as they decode. One child begins Children read the entire story, switching readers after each page. Partners reread the story. This time the other child begins.
    • CHECK DECODING AND COMPREHENSION: Have children retell the story in include characters, setting, and events. Then have children find words with the vowel digraphs oo, ue, ew, and ui in the story. Children should supply Sue, true, moo, flew, moon, clue, too, proof, drew, suit, grew, soon, and zoomed.” Common vowel pairs are a Grade 1 standard, so differentiation for students who have mastered this standard in this lesson is not provided.
  • Unit 5, Week 1, Day 1, students learn suffixes -ly, -ful, -er, -or, -ish. In Teach/Model, the teacher uses the words flagged and skating to call attention to the spelling changes. The teacher uses Sound-Spelling Cards of the suffixes and models reading words with the suffixes in context. During group practice, students identify the suffix, base word, any spelling change, and word meaning. In Guide Practice, the students blend words from the Student Edition.
    • For corrective feedback: “If... children cannot read words with suffixes, then... model reading and combining word parts, and ask children to read the word with you.” This differentiation has few specifics for a teacher.

Materials partially provide guidance to teachers for scaffolding and adapting lessons and activities to support each student’s needs. Examples include:

  • The Table of Contents and the Access for All tab of each unit show Teacher-Led Small Group Lesson Plans for each day of the week at On Level, Strategic Intervention, Advanced, and ELL levels. However, there are no specific lesson plans for ELL as there are for the other three groups. The program recommends placing ELLs in a group that “corresponds to their reading ability.” Very brief recommendations are made on each level page to support ELLs. Example: In Unit 1, Week 3, Day 1 Phonemic Awareness and Phonics, then use Phonics Transition Lessons on pp. 213-309 in the ELL Handbook. No specific lesson recommendations are made.
  • Small Groups are set up to Day 1 Differentiate Phonics, Differentiate Comprehension, Differentiate Close Reading, Differentiate Vocabulary, Differentiate Reteaching.
  • Unit 5, Week 2, Day 4 Decodable Reader 22C In the margins recommendations for ELLs are made for Beginning, Intermediate, and Advanced readers. “Beginning: Write each prefix on a self-stick note. Then preview An Unhappy Spaceman. Call attention to the words with prefixes, matching the prefix on the note to the prefix of the word. Say the word and have children repeat it. Intermediate: ON the board, write ‘word equations’ for story words that begin with prefixes, for example, pre + flight = _________. Have pairs of children build and read words that begin with prefixes. Advanced: Choose sentences from An Unhappy Spaceman to read aloud as children follow in their readers. For example, Jack does a preflight check of the ship. Have children identify the word that begins with prefix and tell its meaning.” All the recommendations for ELLs are to give oral instruction or use another resource from SuccessNet.

Students have limited practice opportunities with each grade level foundational skill component in order to reach mastery. Examples include:

  • Using review of phonemic awareness, phonics, and spelling week to week there is an attempt to teach to mastery.
    • Unit 2, Week 1, Days 1-3 teaches Phonics, Spelling, and decodable reader of r-controlled vowels. The same sounds are reviewed in Phonics and Spelling on Days 4 & 5, as well as a decodable reader on Day 4. They are also reviewed in Phonics/Spelling Week 2, Day 4. General recommendations for reteaching:
      • Day 1 corrective feedback: “If... children have difficulty blending a word, then... model blending the word, and then ask children to blend it with you.” An attempt is made at teaching to mastery, however, there are no additional materials or explicit instructions provided for teacher if students have not mastered the sounds by the second week.
    • Unit 5, Week 5, Day 1-3 teaches Phonics, Spelling, and decodable reader of aw, au, au(gh), al. The same sounds are reviewed in Phonics and Spelling on Days 4 & 5, as well as a decodable reader on Day 4. Phonics and Spelling are reviewed Unit 5, Week 6 and Unit 6, Week 1. General recommendations are provided for reteaching:
      • Day 1 corrective feedback: “If... children have difficulty blending a word, then... model blending the word, and then ask children to blend it with you.”

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Not Rated

Criterion 2a - 2h

0/32

Indicator 2a

Texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.
0/4

Indicator 2b

Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.
0/4

Indicator 2c

Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
0/4

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
0/4

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
0/4

Indicator 2f

Materials contain a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.
0/4

Indicator 2g

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.
0/4

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
0/4

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

null
0/8

Indicator 3a

Materials are well-designed and take into account effective lesson structure and pacing.
0/2

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
0/2

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
0/2

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
0/2

Indicator 3e

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

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. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
0/2

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
0/2

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
0/2

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/2

Indicator 3j

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.
0/0

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/8

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
0/2

Indicator 3l

The purpose/use of each assessment is clear:
0/0

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
0/2

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
0/2

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
0/2

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
0/0

Criterion 3o - 3v

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
0/10

Indicator 3o

Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
0/2

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
0/4

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
0/2

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/2

Indicator 3s

0/

Indicator 3s3v

0/

Indicator 3t

0/

Indicator 3u

0/

Indicator 3u.i

0/

Indicator 3u.ii

0/

Indicator 3v

0/

Criterion 3s - 3v

Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0

Indicator 3s

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "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.
0/0

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
0/0

Indicator 3u

Materials can be easily customized for individual learners.
0/0

Indicator 3u.i

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
0/0

Indicator 3u.ii

Materials can be easily customized for local use.
0/0

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0

Additional Publication Details

Report Published Date: Thu Apr 06 00:00:00 UTC 2017

Report Edition: 2013

Title ISBN Edition Publisher Year
Scott Foresman Reading Street Common Core Student's Edition Units 1-3 978-0-3287-2449-9 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Student's Edition Units 4-6 978-0-3287-2450-5 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 1 978-0-3287-2521-2 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 2 978-0-3287-2522-9 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 3 978-0-3287-2523-6 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 4 978-0-3287-2524-3 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 5 978-0-3287-2525-0 Copyright: 2013 Pearson 2013
Scott Foresman Reading Street Common Core Teacher's Edition Unit 6 978-0-3287-2526-7 Copyright: 2013 Pearson 2013

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

ELA K-2 Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence
  • Building Knowledge with Texts, Vocabulary, and Tasks
  • Instructional Supports and Usability

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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