Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 3 do not meet the expectations for alignment. The instructional materials do not meet the expectations for Gateway 1. The instructional materials do not meet the expectations of providing opportunities for rich and rigorous evidence-based discussions about writing about texts to build strong literacy skills nor of reading, writing, speaking, listening, and language supporting foundational reading development and standards alignment. Materials partially meet the expectations of providing texts worthy of students’ time and attention while supporting students’ advancement toward independent reading. The instructional materials were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Text Quality

0
20
37
42
19
37-42
Meets Expectations
21-36
Partially Meets Expectations
0-20
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
10
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

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 3 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. Lastly, materials do not 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
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-
Criterion Rating Details

Reading Street Grade 3 partially meets the expectation of texts being worthy of students' time and attention. Some main selection texts are of publishable quality and worthy of careful reading. Texts are grouped into thematic units, though no text is designated as an anchor text for the unit. Some reading selections are written by well-known authors, and many reading selections would be interesting and engaging for Grade 3 students. Unit main selections and paired selection texts include a mix of informational text and literature and a variety of genres but do not meet the requirement for text distribution. Teachers may need to supplement materials to include more novels, science fiction, and a memoir. Main reading selections include a variety of complexity levels but do not increase across the school year to encompass a whole grade level’s worth of growth. Some main selection texts have quantitative complexity levels that fall outside of the Grade 2-3 complexity band or lack appropriate qualitative complexity or tasks. Explicit rationale explaining complexity and placement of specific texts within the sequence of instruction is not provided. Teachers are provided Lexile levels, qualitative measures, reader and task suggestions (anecdotal information), and a general recommended placement statement without a rationale for main selection texts. Generally, texts are related to the identified theme or topic of the week. There is no reference to research for evidence-based best practices for increasing students’ reading skills through appropriate sequencing of text complexity. Finally, materials provide opportunities for students to build grade-level reading

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.
2/4
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-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the expectations for anchor texts being of publishable quality and worthy of careful reading. Texts are grouped into thematic units without a suggested anchor text. There are five texts in each theme with a paired selection to go along with each text. Many reading selections would be interesting and engaging for Grade 3 students.

Following are some texts that represent how these materials partially meet the expectations of indicator 1a. Some expository texts are content-rich and accompanied by quality illustrations and photographs. Some fiction texts include rich language and a well-crafted narrative and prose:

  • Unit 1 -When Charlie McButton Lost Power, by Suzanne Collins.
  • Unit 2 - I Wanna Iguana, by Karen Kaufman Orloff.
  • Unit 4 - Hottest, Coldest, Highest, Deepest, by Steve Jenkins.

Other selections included may not support students learning easily and may need extra support from the teacher. Examples include, but are not limited to:

  • Unit 4 - The Man Who Invented Basketball, by Edwin Brit Wyckoff. This text may be less engaging for Grade 3 students. It has long paragraphs with only a few pictures to supplement the text. Some photos enhance the text such as the picture of James Naismith, while the stock image of a stack of books and ball does not add to the students’ understanding of the text.
  • Unit 6 - Atlantis: The Legend of a Lost City, by Christina Balit. This text is quite lengthy with multiple characters, which may make it challenging for a Grade 3 student to follow the plot. The syntax lacks structure to support students with comprehension, although some rich language is evident within parts. Due to the length, a close read would be difficult.

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 3 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.

Main and paired selections include a mix of informational and literary texts. Each unit has a science or social studies goal built into the unit, along with two dramas.

An optional poetry unit is at the end of each unit in Week 6. There are 23 poems in the optional unit. When Charlie McButton Lost Power is a narrative poem in the main selection.

The main reading selections are grouped into six units. Five of the six units contain at least one informational text and one literary text. Paired reading selections for the unit's main selections include a balance of literary and informational text.

  • Unit 1 - 4 literary and 1 informational
  • Unit 2 - 3 literary and 2 informational
  • Unit 3 - 2 literary and 3 informational
  • Unit 4 - 1 literary and 4 informational
  • Unit 5 - 5 literary and 0 informational
  • Unit 6 - 3 literary and 2 informational

With a total of 18 literary and 12 informational texts, students will be engaging with informational texts less than forty percent of the time. 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. Variety is lacking within in the sections of literary selections. For example, Unit 1 has four different types of literary reading selections available to students, whereas, in Unit 5, four out of five literary reading selections are realistic fiction and the fifth is historical fiction.

Students read a variety of texts throughout the year, but do not read novels/chapter books, science fiction, a memoir, or a mystery/thriller.

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 3 partially meet expectations for text complexity, according to quantitative and qualitative analysis and relationship to their associated student task(s). 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 3 or beyond the Lexile band appropriate for this grade. Many 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 "outside" the grade-level band for Grade 3; however, the qualitative measures and reader and task measures bring the level of complexity to an appropriate level for Grade 3 students. Some representative examples include, but are not limited to the following:

Unit 1, Week 1; When Charlie McButton Lost Power robust

  • Quantitative: Lexile N/A
  • Qualitative: Students may need help understanding the humor, jargon, figurative language, and the way the story is written (poetry form). Students use context clues to figure out the figurative language in the poem. The vocabulary is conversational with a few words that are unfamiliar. The illustrations are moderately complex and support the text.
  • Reader and Task: While there is not a Lexile level for this book, Grade 3 students will relate well to Charlie’s character and action within the story. However, if students were not exposed to poetry in the previous grade, the poetry format will be difficult for them to understand. This story is appropriately placed.

Unit 1, Week 2, I Wanna Iguana

  • Quantitative: Lexile 460 (lower end of the Lexile band)
  • Qualitative: The organization of this text is more complex because it is written in friendly letter format between the child and the parent. The graphics are key because they extend beyond the letter. Language features are moderately complex as the language is mostly familiar with some figurative language and humor. Some of the sentences are more complex such as, “I would feed him every day (he eats lettuce).” There is one level of meaning and the theme is obvious. The experiences portrayed are common for a child.
  • Reader and Task: Students will need to learn about the structure of a friendly letter prior to reading this story. Background knowledge of iguanas would be helpful. This story is appropriately placed.

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 3. Examples include, but are not limited to the following:

Unit 3, Week 5, Around One Cactus.

  • Quantitative: Lexile N/A
  • Qualitative: An unusual perspective is used; therefore, students may have difficulty understanding the selection due to its structure-- a combination of a letter format and expository prose. There are words highlighted in the text on the first two pages, however, students may struggle with other vocabulary that is not addressed and for which students may not be familiar with unless they live in or have visited a similar environment. This particular text is not within the students’ grade level band and may be too difficult without enough scaffolding by the teacher, as it appears halfway into the school year.
  • Reader and Task: Students are asked to make predictions and identify examples of cause and effect. Context clues and illustrations are used for students to understand unfamiliar vocabulary. This text’s complexity level is above Grade 3, and teachers may need to provide extra support for students to access this text.

Unit 4, Week 2: Hottest, Coldest, Highest, Deepest

  • Quantitative: Lexile 920 (above grade level band)
  • Qualitative: The structure is informational and includes graphics (maps, charts, diagrams, and graphs) that are key to the students’ understanding of the content. While the quantitative measures place this text outside the grade band, the graphics will help readers understand the text. The inclusion of a list of factual information makes some sentences more complex. Therefore, students may need help with complex sentence structure and non-English place names.
  • Reader and Task: Students will gain knowledge of nature’s record holders using information gained from graphic sources. Students will need a basic understanding of maps and graphs used for comparison. This text’s complexity is above the level for Grade 3, and teachers may need to provide extra support for all students to access this text.

Unit 5, Week 1: Suki's Kimono

  • Quantitative: Lexile 690 according to Lexile.com (Reading Street TE lists it as a Lexile of 800)
  • Qualitative: A conventional realistic fiction structure with a flashback is used for this text. The simple graphics/illustrations directly support and assist in interpreting the text. Conversational language is used and is relatively clear, but numerous non-English words and complex sentences may make the text difficult for students to understand. Students will need a general understanding of how authors use flashbacks in realistic fiction. Students may also need help with the non-English words coupled with support for adjusting their reading rate when they encounter a foreign word. Quantitative measures place this text inside the grade 2-3 grade band.
  • Reader and Task: As indicated in the qualitative information above, students may need additional support to understand character motivations, the use of flashbacks, and unfamiliar non-English words. The complexity is above the grade level requirements and teachers may need to provide extra outside support for students to access this text.

Indicator 1d

Materials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)
2/4
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-
Indicator Rating Details

The materials partially meet the expectations for the indicator of increasing complexity across the school year. Many of the main selections fall within the “stretch” grade-level band in terms of quantitative measures (420-820), but not all main selections are within 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. More explicit instructions and time on texts that have very complex elements and demands are needed.

For a Grade 3 reader, most of the main selections in the first unit have a slightly complex structure while one selection, Supermarket, is very complex with unconventional chronology. In Unit 5, three of the five selections are very complex because three selections contain flashbacks. Students would need more scaffolded support to access these texts besides two days of reading the text.

For a third-grade reader, the main selections in the first unit are about topics students have background knowledge and interest to access (self, family, grocery shopping) while receiving teacher guidance. Teacher supports include two days of teacher guidance (guided support) through the text. The last unit contains topics students have less background knowledge about. Teacher supports also include two days of teacher guidance. The same level of support is suggested in the first unit as the sixth unit. Small group time is suggested for access for all students with details about how to help those students access the text. Guidance around how to assess each individual student’s learning and understanding based on the scaffolding is not provided during the reading of the text.

Suggestions 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 needed to access the text. Additional days may be needed to provide this scaffolding, which may extend beyond the two days currently allotted for the main selections.

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the expectation that anchor 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 no 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: “Both the qualitative and quantitative measures suggest this text should be placed in the 2-3 text complexity band, which is where both the Common Core State Standards and Scott Foresman Reading Street have placed it.” 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 outside the Grade 2-3 text complexity band, more text-specific explanations are provided, such as the one provided for Hottest, Coldest, Highest, Deepest: "The quantitative measures suggest this text may be outside the Grade 2-3 text complexity band. The listing of factual information makes the length of some sentences more complex. With scaffolded support, students should be able to access the content of this selection. Students should be encouraged to access the unfamiliar vocabulary using the context clues and images."

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 pair passaged is not provided. A rationale to support why each text was specifically chosen in the unit as well as a reason why each of the reading selections were paired together is needed. For example, in Unit 6, the theme of the unit is Freedom. Students read Two Bad Ants and a paired passage called "Hiking Safety Tips." There is no explanation for why these two passages are paired together and how "Hiking Safety Tips" fits into the Freedom 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 3 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. Students have opportunities to read silently and orally such as “On Their Own Read”-- Have students reread “A Gift for Cletus” on page 167 and during paired reading, students take turns reading orally with a partner, switching after each paragraph (Unit 1, Week 5, Day 2, pages 166-167). Materials provide some opportunities for independent reading, however, teacher materials often lack explicit directions.

  • Experience for students with reading a chapter book with teacher guidance and scaffolding is needed.
  • Students read the main selection, paired selection, Sleuth, and leveled readers with teacher guidance.
  • The Trade Book Library is available for teacher and student use online, however, the teacher materials lack explicit directions.
  • The assessment handbook provides a reading log template so that students can track their independent reading.
  • Opportunities for independent reading are explicitly identified as one of the small group stations students are supposed to complete every day, but length of time devoted to this activity per student is not indicated.
  • The “Research and Inquiry” portion of each daily lesson has potential to provide independent reading time, but it is never explicitly stated that students should work independently.
  • Throughout every lesson, every day, directions in the teacher edition begin with the words “Have students read...” followed by a particular paragraph, page, or passage. The majority of the time it is not explicitly stated whether students should be reading independently, with partners, orally, or silently. These instructions accompany the anchor text as well as the support texts. They cover a wide range of content, themes, and topics.
  • More challenging text is suggested through the use of the leveled readers (supplemental resource) as a part of the independent reading station for advanced readers.
  • Independent station directions, found at the beginning of each week in the teacher edition, provide guidance for the types of independent reading texts students should be choosing, but specific titles are only occasionally offered. Students can practice reading orally in the Fluency station.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
6/16
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-
Criterion Rating Details

Reading Street Grade 3 does not meet the expectation for materials to provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. The questions throughout the Teacher Edition are included throughout the course of the school year to check comprehension, and most of the questions are text-dependent. Each theme has a writing task and a speaking and listening culminating task. The teacher materials do not provide complete support for planning and implementing text dependent writing, speaking, and tasks. Many culminating tasks can be completed without understanding of the text. Materials guide students to explore and understand themes, rather than guiding students through the process of learning deeply about a topic. Opportunities for students to engage in text-based discussions integrating vocabulary and syntax are provided in the materials, but there are limited teacher recommendations, instructional supports, and protocols provided. Materials support speaking and listening standards, but are lacking teacher directions and support for implementation in the classroom and do not increase in rigor over the course of the year. Materials provide a mix of process and on-demand writing, but not all writing tasks are aligned to grade level standards. Materials provide opportunities to write across different genres, but fall short of meeting the distribution required by the standards and do not consistently connect writing tasks to texts read. There are inconsistent opportunities for text-based writing. Some tasks are disconnected from main selection texts and they do not build over the course of the year. Teacher resources on how to implement evidence-based writing are not provided. Materials include some explicit instruction of grammar and convention standards, but are not taught to the full intent of the standard and offer scant opportunities for students to demonstrate application of skills in context.

Indicator 1g

Most questions, tasks, and assignments are text-dependent, 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 3 partially meet the expectations of indicator 1g. 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. Teacher materials provide some, but not complete support for planning and implementing text-dependent writing and tasks.

The questions in the instructional materials are labeled "synthesis," "inference," "evaluation," and "analysis." Questions (text-dependent/text-specific and non text-dependent/text-specific) are included throughout the course of the school year to check comprehension.

The following are examples of text-dependent questions that allow for inferences:

  • Unit 1, When Charlie McButton Lost Power, “What do you predict Charlie will do now that he has seen his sister’s doll?”
  • Unit 4, Tops and Bottoms, “What words on page 322 tell how Hare handles his own crops differently from Bear’s? Explain why the author chose those words.”
  • Unit 6, Two Bad Ants, “Why did the ants think 'that the sky was gone'?”
  • Weekly Sleuth passages contain text-dependent tasks (for example, TE book 3.4 page SG-24 “Which of the two lakes is deeper?")
  • Unit 1, When Charlie McButton Lost Power “Tell what we can learn by trying new things.”
  • Unit 4, Tops and Bottoms “What can you do to ensure solutions are fair?”
  • Unit 6, Talking Walls: Art for the People "See if there is a mural in your city. If you were a muralist, where might you paint a mural? What would you paint a mural to celebrate?
  • Unit 3, Around One Cactus, which two animals are dangerous to people? Use information from the poem and Field Notes to identify these animals and what makes them dangerous, then write an explanation describing what these two animals do that makes them a danger to people.
  • Unit 4, Fly, Eagle, Fly, write about why everyone thought the eagle was a chicken. Provide evidence to support your answer.
  • Unit 6, The Story of the Statue of Liberty, write a short explanation using facts and details from both the main and paired selection. A rubric assesses whether students have achieved the skill of supporting their position with evidence from the text.
  • Optional text-specific writing assignments are included in the “Writing to Sources” handbook. These provide weekly and end-of-unit text-based writing prompts. Students draw evidence from multiple texts. Brief teacher directions are included as well as brief directions for student discussion and planning. Explicit instruction or modeling of text-dependent responses is needed.
  • Unit 1-- Write about losing power at your house.
  • Unit 4-- Write a friendly letter to the character in the book.
  • Unit 6-- Write a comic book about an adventure two ants went on.

The following are not text-dependent questions. They can be answered without reading the text:

  • Unit 1, When Charlie McButton Lost Power “Tell what we can learn by trying new things.”
  • Unit 4, Tops and Bottoms “What can you do to ensure solutions are fair?”
  • Unit 6, Talking Walls: Art for the People "See if there is a mural in your city. If you were a muralist, where might you paint a mural? What would you paint a mural to celebrate?

Students are provided with opportunities to engage and draw on evidence and inferences from the text in a variety of writing tasks:

  • Unit 3, Around One Cactus, which two animals are dangerous to people? Use information from the poem and Field Notes to identify these animals and what makes them dangerous, then write an explanation describing what these two animals do that makes them a danger to people.
  • Unit 4, Fly, Eagle, Fly, write about why everyone thought the eagle was a chicken. Provide evidence to support your answer.
  • Unit 6, The Story of the Statue of Liberty, write a short explanation using facts and details from both the main and paired selection. A rubric assesses whether students have achieved the skill of supporting their position with evidence from the text.

Students do not need to read the story in order to write about the following:

  • Unit 1-- Write about losing power at your house.
  • Unit 4-- Write a friendly letter to the character in the book.
  • Unit 6-- Write a comic book about an adventure two ants went on.

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-dependent written or spoken answers.

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the expectation for materials containing sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Some culminating tasks can be completed without reading or understanding of the text.

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

For example, in Unit 1, Week 2, students are reading about trading. The Research and Inquiry culminating task for the week directs students to research the following question: “What can we learn by trading with one another?” Students research this question each day and create a poster. One of the text-dependent questions on Day 3 could help the student with the culminating task: “Using what you learned in this selection, tell what we can learn by trading with one another.” 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 5 is “Cultures.” In week 2, the “Research and Inquiry” question of the week is "How are cultures alike and different?” The students are asked to generate their research topics from personal interests and then use the information they learn to create a flyer for a cultural celebration. While most questions during the teacher-supported reading of the main selection are text-dependent, one question asks the students to discuss culture: “Using what you learned in this selection, tell what we can learn by comparing cultures.”

Each unit contains a review week that is optional, wherein students encounter activities that review each main selection previously read, and answer questions and complete tasks that relate back to the theme. For example, in Unit 5, TE page UR1, “What happens when two ways of life come together?” If this were not an optional week, students would have more opportunities to practice connecting the main selections they have read and understood to a culminating task.

Students are asked to write at the end of each selection in the “Think Critically” section following the end of the anchor text in “Think Back and Write.” In this activity students are asked to respond to a prompt and use evidence. In each of these tasks, students are working from Key Ideas and Details standards 1-3. Opportunities for scaffolding or conversation are not present. The TE explains that this writing task is to build fluency. A scoring rubric is included in the TE and highlights the details the student should have included in the writing.

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)
0/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 3 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.

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, 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.

In Unit 3, Week 2, Day 3: Students are to discuss which kinds of animals they think make good pets and how they came to their conclusions. The teacher materials provide 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.

The Common Core 101 resource suggests that Book Talks help to build oral language and are structured with guidance for Book Talk Listeners (students listening to the Book Talks) and Book Talk Presenters (students presenting the Book Talk). Students are taught that a Book Talk is like a movie preview, and it is meant to motivate students to read increasingly complex texts on subjects and in genres with which they are not familiar. A list of suggestions is provided about what should be included in a Book Talk and how students can engage in this activity (e.g., Look at the audience while speaking), though it falls short of the expectations in the Common Core State Standards as no suggestions address using academic language or correct syntax.

In the Routine Quick Write for Fluency, students are encouraged to talk, write, and share. In TE 3.4, page 91f, students talk in pairs for two to three minutes to discuss features of biography. Each student writes a few sentences that define a biography. Then students read their own sentences to their partner. Neither a protocol nor rubric is suggested in order for students to use correct syntax.

The academic vocabulary and syntax used in the materials are 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 also a graphic organizer the students can use. The Question of the Week suggests writing using a few of the Amazing Words. 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 is tested at the end of the week, and the words are discussed as the students read the Main selection.

In order to meet the indicator, the teacher would need to spend additional time outside of this program and utilize outside resources.

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially 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 and help with engagement, 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, there is no explicit instruction on how to select significant evidence, appropriately paraphrase, quote, transition, cite sources, or further explain when providing text-dependent written or spoken answers.

The Teacher Edition lacks tools for explicitly teaching speaking and listening skills. In Unit 4, Week 2, Day 5 Research and Inquiry: "Have students share their inquiry results in small groups by presenting their articles, giving a brief talk on their research and answering discussion questions. Have students display the graphic sources they created." Grade 3 students would need teacher 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.

The Teacher Edition does not include a balance of speaking and listening activities throughout each unit. The directions and support for implementation are minimal. For example in Unit 6, Week 3, during a Team Talk, students are asked to think about the following question: "If people ask you for support, should you always give it? Be prepared to explain your answer." Teacher instructions are limited to: "Allow students time to discuss. Ask for examples. Rephrase their examples for usage when necessary or to correct misunderstandings," without further instructions for the teacher, including time needed to ensure students have opportunities to gather their ideas or build on one another’s ideas.

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 Edition has 3-4 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.

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 3 partially meet the expectation of materials including a mix of on-demand and process writing and short, focused projects incorporating digital resources where necessary.

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 routine has students “Read Like a Writer” on Day 1, brainstorm on Day 2, write a draft on Day 3, revise on Day 4 and proofread and present their project on Day 5. A two-week plan is available and prescribes four days to plan and prewrite, three days to draft, one day to revise, one day to edit, and one day to publish and present. Each unit also has a separate writing process prompt. Weekly process writing projects encourage use of technology for presentations.

In the Independent Stations, students can participate in "Let's Write!" On Day 3, students can Look Back and Write, which is a narrative retelling of the main selection. In some units, students can write in "Let's Write It!" For example, students can write a play in Unit 3, Week 2. During the Quick Writes, students write a piece of their own choice based on the grammar skill of the week. On-demand writing prompts in “Write to Source” incorporate reading and writing using text evidence.

The Teacher's Edition does not provide clear directions to support instruction on reading for relevant facts and then turning the facts into complete sentences. For example, (Unit 1, Week 2, Day 4, page 89b) the TE states: “Have students synthesize their research findings and results. Students should compile their information onto a poster. Review how to choose relevant information from a number of sources and organize it logically. Have students write a brief explanation of their research findings. Then have them organize and combine information for their presentation.” This is the second Research and Inquiry task, yet there are no directions from the teacher as to how to model synthesis of research findings and how to write a brief explanation.

Teacher directions for the use of a digital resource by students to type their Research and Inquiry response are sparse. For example, (Unit 1, Week 1, Day 4, page 55b) the TE states: “Have students use a word-processing or page-layout program to prepare their flyers for Day 5. If students are using visuals, make sure that they are relevant and include captions and descriptions that clarify content.” As this is the first Research and Inquiry task, students will need explicit directions from the teacher as to how to use a word processing program and how to add visuals with captions in a digital resource, though these directions are not present in the student or teacher materials.

There are some opportunities to revise or edit, however, the instructional materials do not cover standards W.4 and W.5 in the Daily Writing Focus or the Research and Inquiry as 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 the Writing focus of the week, students have the opportunity to participate in Peer Conferencing/Peer Revision on Day 4.


Teacher's Edition lacks support for instruction to guide students as they learn to read for relevant facts and then turn the facts into notes and complete sentences. For example, on page 69b in Unit 4, Week 2, Day 2 Research and Inquiry, "Suggest students conduct an internet search using inquiry questions and the keywords they identified." The teacher directions are vague when students are to use a digital resource to type their research and inquiry response. For example, "Have students use a word processing program to write their reports..." (Unit 4, Week 1, page 53b)

Indicator 1l

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

The instructional materials reviewed for Grade 3 partially meet the 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. The distribution of the writing tasks are:

  • informative/explanatory: 10/36
  • opinion: 2/36 (Unit 5 Writing Process: Unit 4, Week 1)
  • narrative: 12/36
  • other: 12/36

Each day offers practice in process and distribution on a writing prompt assigned on Day 2. Weekly focus changes each week. Opportunities to practice opinion style writing are minimal. Six percent of the writing prompts are argument/persuasive which does not reflect a balance across the three genres.

“Writing to Sources” (a Common Core Teacher Resource) contains writing prompts for students to write to the CCSS using text evidence. Note: this is a supplemental resource and is not part of the Teacher Edition’s weekly planning. Each unit has a focus:

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

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 and progress monitoring are provided by rubrics accompanying the weekly process-writing task and for the “Writing to Sources” assignments.

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the expectations of materials providing frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Some tasks are independent of the main selection texts, and they do not build over the course of the year. Teacher resources on how to implement or teach evidence-based writing would strengthen the instructional support for these tasks.

The Writing to Sources workbook allows students to complete writing tasks in response to multiple texts and to cite text-based sources. Students are able to practice and apply writing using evidence.

There are some experiences that engage students in practicing argument/opinion, informative/explanatory, and narrative writing, however, the writing tasks do not substantially increase in rigor over the course of the year.

  • For example, in Unit 2, Week 2: I Wanna Iguana, students are provided with the prompt: reread page 250, “Alex’s mother wonders if Alex is ready to have a pet. What do you think? Write your opinion. Then look through the text for evidence that supports your opinion. Find and write at least three good reasons. Conclude by restating your opinion.”
  • In Unit 5, Week 5: Me and Uncle Romie, the prompt is similar. “In the beginning Daddy tells James that Uncle Romie is a good man. What makes Uncle Romie a good man? Write your opinion. Then look through the text for evidence that supports your opinion. Find and write at least three good reasons.”

Additional instructional supports are needed for teachers to guide students’ understanding of developing ideas, building components of structured writing (for example paragraphs, introductions, conclusions, etc.), and integrating evidence from texts and other sources.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 do not meet expectations for 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 the context.

Some standards covered fall below the third grade level. For example:

  • In Unit 1, Week 3, there is a lesson about types of sentences and punctuating those sentences (TE, page 105c). The use of end punctuation is taught in Grade 1 (L.1.2.b)
  • In Unit 2, Week 1, there is a lesson on common and proper nouns (TE, page 231o). Common and proper nouns are taught in Grade 1 (L.1.1.b).
  • In Unit 2, Week 5, there is a lesson on possessive nouns (TE, page 349c). Possessive nouns are taught in Grade 2 (L.2.2.c).
  • In Unit 5, Week 5 (TE, page 339c), there is a lesson on conjunctions. Conjunctions are taught in Grade 1 (L.1.1.g).
  • L.3.1g is only taught once in Unit 3, Week 5 (how to form and use comparative and superlative adjectives).
  • L.3.2a, capitalization, is not taught until Unit 6.
  • L.3.2c is introduced in Unit 2, Week 4, and again in Unit 3 Week 5, but students do not have an opportunity to practice creating dialogue in the context of a narrative story.
  • L.3.4.d students are shown in Unit 3, Week 4 how to utilize a dictionary, but are not shown a digital dictionary or how to use it.

Many of the same convention and grammar skills are taught in Grade 3, Grade, 4, Grade 5, and Grade 6 such as the four kinds of sentences.

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. All of the language standards are embedded in the curriculum, though 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 - 1q

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
3/6
+
-
Criterion Rating Details

Grade 3 Reading Street does not meet the expectation of materials in reading, writing, speaking, listening, and language supporting foundational reading development and aligning to standards. Materials test phonics, vocabulary skills, and fluency, however, prefixes and suffixes are covered in two units with minimal application. Additionally, materials address the foundational skills through fluency activities, phonics, and spelling each week, with the tasks remaining the same each week throughout the year. The materials provide opportunities for students to practice fluency throughout this program, however, they do not have students practice on-level prose and poetry.

Indicator 1o

Materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 3 partially meet the expectation of indicator 1o. The materials, questions, and tasks address grade-level CCSS for foundational skills by providing instruction in phonics, word recognition, morphology, vocabulary, syntax, and reading fluency in a research-based and transparent progression. Materials do not provide a cohesive sequence that builds toward application.

Students are expected to read aloud grade-level text fluently with accuracy, comprehension, appropriate pace/rate, with expression/intonation, with attention to punctuation and appropriate phrasing. These skills are tested in a standardized test format.

Spelling is included in the materials. Consonants and vowels are tested at this level. There are opportunities for instruction regarding high-frequency, irregular words, however, these are not tested in a standardized test format. Optional unit reviews offer an opportunity to revisit foundational skills. The unit and end-of-year benchmark tests provide teachers the materials to assess phonics, vocabulary skills, and fluency.

Prefixes and suffixes are covered one time in each unit with minimal application. The focus on prefixes and suffixes across the entire grade level is uneven. In one lesson, students learn un- and-able, while in another lesson, students learn pre-, mid-, over-, out-, bi-, de-.

Indicator 1p

Materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 3 partially meet the requirement that materials, questions, and tasks guide students to read with purpose and understanding and help them to make frequent connections between acquisition of foundation skills and making meaning from reading.

Students are provided opportunities to practice oral vocabulary on Days 1-4 with assessment on Day 5.

  • On Day 1 during “Build Oral Vocabulary,” students are asked to listen for Amazing Words (academic vocabulary) as the teacher reads the selection aloud. Following the read aloud, students are asked several questions about the Amazing Words, but students do not have the opportunity to encounter and read the unfamiliar words because the teacher is reading the selection.
  • On Day 5 during “Build Oral Vocabulary,” students are told to work with a partner and discuss the theme question and are not required to apply their foundational reading skills to attack unfamiliar words.

Amazing Words provides some practice for making meaning based on the vocabulary. For example, in Unit 5, week 3, questions in the TE asks students to look for context clues to determine the meaning of advantage. The teacher is also directed to work on syllabication of the word, advantage. This practice is done with the teacher read aloud. The 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 also a graphic organizer that helps students to connect concept-related words. The Question of the Week suggests writing using a few of the Amazing Words, but this is optional for the students.

Selection vocabulary from the main selection is emphasized and is tested at the end of the week. There are multiple opportunities provided over the course of the year in the core materials for students to demonstrate mastery of the vocabulary. Students will use context to confirm or self-correct word recognition and understanding, rereading as necessary. The students learn the selection vocabulary before reading the main selection on Day 1. The TE directions ask the teacher to help students practice syllabication and figure out the word using context clues from a sentence. They discuss the words during the week, and test on them at the end of the week, but the words are not reviewed at a later time in the curriculum. If students are having difficulty understand the selection vocabulary, there is an “if…then..” section to support the teacher. For example, In Unit 1, Week 2 after going over the selection vocabulary with the students and there are students who still do not understand then the teacher can follow the “If…then…” suggestions (e.g., “If… students are having difficulty understanding, then…review the definitions in small groups”).

Students have some opportunities to demonstrate word analysis skills. In Unit 6, Week 1, students are asked to reread the second paragraph on page 378 and then asked, “What does constructed mean? Name examples of other things constructed from steel.” Additional instruction is needed to support students and direct them in using textual diagrams and context clues to figure out an unknown word.

Indicator 1q

Instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 3 partially meet expectation for indicator 1q in that the materials provide students with infrequent experiences with practicing and achieveing reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, at a rate appropriate to the text, and with expression.

Students are able to demonstrate and develop fluency daily. In the Five-Day Planner, students work on fluency daily as they reread for fluency, engage in fluent word reading, and practive appropriate phrasing. In order for the students to achieve optimal fluency, students should reread the text three to four times according to the Teacher Edition.

Fluency Materials included:

  • Teacher modeling of fluency during a read aloud at the beginning of each week.
  • Fluent Word Reading: reading words in context, reread for fluency.
  • Routine: choral reading, choral flip chart.
  • Reminder to Teacher is provided: “Don’t Wait Until Friday” Check Fluency.
  • Quick Write for Fluency: Routine, reminders provided of this routine for the teacher each day.
  • “It’s Friday:” Check Oral Vocabulary.

The Teacher Edition has added a “Bridge to Common Core” section with suggestions to increase Range of Reading and Level of Text Complexity, i.e., Unit 4 Week 5, including, “To increase students’ capacity for reading and comprehending complex texts independently and proficiently, have them (the students) read other folk tales or read books about the unique behaviors of animals.”

The fluency activities included in the text are clearly identified and routine. The materials support oral and silent reading, however, oral reading is dominant. The routines are the same through each unit and each theme. Teachers are provided with passages used for assessment in the Teacher Edition.

There is not a tool or support for students to self-track their growth in reading fluency, however, there is a recording document for teachers to progress monitor fluency weekly and by unit.

To practice reading poetry fluently, Unit 1, Week 1 includes a narrative poem as the main selection; Unit 3, Week 3 incorporates a poem during the paired reading; Unit 5 Week 3 also utilizes a poem during the paired reading.

A poetry week is included during the theme, but it is optional. Therefore, teachers may not prioritize this poetry week due to time constraints. During this week, the teacher reads the poem, the students recite the poem to a partner, and then the poem is recited aloud. The materials do not support reading poetry or prose with attention to rate, accuracy, and expression.

The fluency activities included in the text are clearly identified and routine. The materials support oral and silent reading, however, oral reading is dominant. The routines are the same through each unit and each theme. Teachers are provided with passages used for assessment and are included in the Teacher Edition.

There is not a tool or support for students to self-track their growth in reading fluency, however, there is a recording document for teachers to progress monitor fluency weekly and by unit.

Many of the materials used for each student’s independent instructional level has “suggestions for this week's materials” online. However, if teachers do not have internet access they will be unable to use this resource to support students in independent and fluent reading activities.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Not Rated

Criterion 2a - 2h

10/32

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
2/4

Indicator 2b

Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
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.
2/4

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).
2/4

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 support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
2/4

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.
2/4

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
9780328724512 Copyright: 2013 0
9780328724529 Copyright: 2013 0
9780328725274 Copyright: 2013 0
9780328725281 Copyright: 2013 0
9780328725298 Copyright: 2013 0
9780328725304 Copyright: 2013 0
9780328725311 Copyright: 2013 0
9780328725328 Copyright: 2013 0
9780328733651 Copyright: 2013 0
9780328734153 Copyright: 2013 0
9780328768578 Copyright: 2013 0

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 3-8 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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