Alignment to College and Career Ready Standards: Overall Summary

The ReadyGen instructional materials for Grades K, 1, and 2 meet expectations for alignment. The materials include include texts that are worthy of students' time and attention and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students have opportunities to build skills in reading, writing, speaking and listening, and they integrate language work throughout. Texts include a balance of genres and are appropriately rigorous and complex for primary students. Most tasks and questions are grounded in evidence. Materials support students with foundational skills instruction to support students' building their reading abilities to comprehend increasingly complex texts over the course of the school year. Vocabulary is addressed in each module, though academic vocabulary is not built across multiple texts. The materials meet use and design expectations, including teacher tools to plan and differentiate instruction, as well as incorporate useful technology applications.

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Text Quality

0
27
52
58
53
52-58
Meets Expectations
28-51
Partially Meets Expectations
0-27
Does Not Meet Expectations

Gateway 2:

Building Knowledge

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

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
33
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

Meets Expectations

+
-
Gateway One Details

Grade 2 instructional materials meet the expectations for text quality and complexity and alignment to the standards. Most tasks and questions text based and grounded in evidence. The instructional materials include texts that are worthy of students' time and attention and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. Materials also provide opportunity to increase oral and silent reading fluency across the grade level. Overall, appropriately complex grade-level texts are are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language to build foundational skills and strengthen literacy skills.

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.
20/20
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-
Criterion Rating Details

The instructional materials meet expectations for text quality and complexity. Central texts are of publishable quality and address topics of interests to Grade 2 students. The instructional materials include a mixture of both literary and informational texts, most of which are at an appropriate level of complexity and rigor. The instructional materials include a text complexity analysis with rubrics and rationales for their purposes and placement.The materials support students increasing literacy skills over the year and provide students with many opportunities to engage in a range and volume of reading throughout each unit and module through anchor texts, supporting texts, and leveled libraries.

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.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations that 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. Anchor texts and text sets encompass multiple themes and integrate content areas such as social studies and science. Texts are examined multiple times for multiple purposes and are used to expand big ideas, build academic vocabulary, and facilitate access to future text while building towards independent grade level reading. All of the anchor texts are read independently by the students.

Examples of anchor texts that support the high-quality expectations of this indicator include:

Unit 1: Understanding Communities

  • In Module A, students read Trouble at the Sandbox by Phillip Simpson and illustrated by Leigh Hedstorm. This text is a beginner chapter book. Students read the entire book. The text uses rich vocabulary to help portray the theme of the story through inferential clues.
  • In Module B, students read Friends Around the World by Ana Galan. This text is classified as nonfiction. Through the use of colorful pictures, illustrations and text features, the text portrays differences among cultures around the world. This text uses content specific language to support the multicultural theme.

Unit 2: Making Decisions

  • In Module A, students read Alexander, Who Used to Be Rich Last Sunday by Judith Viorst and illustrated by Ray Cruz. This short story has rich vocabulary and a rich theme which helps young learners learn the value of a dollar.
  • In Module B, students read Money Matters by Nikki Tate. This is a social studies content rich story about money and trade around the word. The vocabulary is rich in explanations and uses analogies to explain situations in the text.

Unit 3: Building Ideas

  • In Module A, students read Theodore Roosevelt: The Adventurous President by Time for Kids Biographies written by Lisa DeMauro. Through the use of photography, text features, and rich content, this article helps students understand the history of President Theodore Roosevelt.
  • In Module B, students read Change Makers by Libby Martinez. This text uses rich vocabulary, text features, and vivid photography to help students understand the theme of the text.

Unit 4: Facing Challenges and Change

  • In Module A, students read The Earth Dragon Awakes: The San Francisco Earthquake of 1906 by Laurence Yep. This imaginative narrative uses facts to tell about the earthquake that shook San Francisco. This book uses an abundance of challenging vocabulary words.
  • In Module B: Disaster Alert by Christine Taylor Butler. This text uses text features and rich language throughout the text.

Unit 5: Pioneering New Ideas and New Worlds

  • In Module A, students read John Chapman Planter and Pioneer by Ron Fridell and illustrated by Steve Adams. The story takes young learners through the life of Johnny Appleseed using rich language and vocabulary to build and support reading comprehension.
  • In Module B, Pioneers to the West by John Bliss. This text is classified as nonfiction. This book uses rich vocabulary and text features to tell children’s stories about heading west.

Unit 6: Changing the World

  • In Module A, students read 68 Ways to Save the Planet Before Bedtime by Paul Mason. This text is classified as children’s literature. The text uses rich language development and provides understanding of how to save Earth.
  • In Module B, students read Alfred Noble: The Man Behind the Peace Prize by Kathy-Jo Wargin. This text is classified as informational text. The text includes rich language development, strong academic vocabulary, character development and appealing illustrations.

Indicator 1b

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

The instructional materials reviewed for Grade 2 meet the expectations for reflecting the distribution of text types and genres required by the standards. The texts provide a balance of literary and informational texts. The text sets in Grade 2 include: literary picture books, literary chapter books, informational texts, historical informational texts, and scientific informational texts.

Examples representing the balance of text types and genres include the following:

In Unit 1, Understanding Communities texts include:

  • Module A:
    • Anchor Text - Trouble at the Sandbox by Phillip Simpson. (Literary Text, Narrative)
    • Supporting Text - Snowshoe Hare’s Winter Home by Gillian Richardson. (Literary Text, Narrative)
  • Module B:
    • Anchor Text - Friends Around the World by Ana Galan. (Nonfiction Informational Text)
    • Supporting Text - The House on Maple Street? by Bonnie Pryor. (Informational Text)
  • Poems:
    • “Pig” by Valerie Worth
    • “Something Told the Wild Geese” by Rachel Field
    • “Subways are People” by Lee Bennett Hopkins
    • “Fishing in the Creek” by Linda Oatman High

In Unit 2, Making Decisions texts include:

  • Module A:
    • Anchor Text - Alexander, Who Used to be Rich Last Sunday by Judith Viorst. (Literary Text, Narrative, Picture book)
    • Supporting Text - A Chair for My Mother by Vera B. Williams. (Literary Text, Narrative, Picture book)
  • Module B:
    • Anchor Text - Money Matters by Nikki Tate. (Informational Text)
    • Supporting Text - I Wanna Iguana by Karen Kaufman Orloff. (Literary Text, Narrative, Picture book)
  • Poems:
    • “Money Matters” by Alan Katz
    • “Sharing” by Shel Silverstein
    • “Lizard Longing” by Tony Johnston
    • “Unfair” by Shel Silverstein

In Unit 3, Building Ideas texts include:

  • Module A:
    • Anchor Text - Theodore Roosevelt: The Adventurous President by Time for Kids Biographies by Lisa DeMauro. (Historical Nonfiction, Informational Text)
    • Supporting Text - Marching with Aunt Susan by Claire Rudolf Murphy. (Literary Text, Narrative)
  • Module B: Anchor Text - Change Makers (Informational Text)
    • Supporting Text - City Green by DyAnne DiSalvo-Ryan. (Literary Text, Narrative)
  • Poems:
    • “Lincoln” by Nancy Byrd Turner
    • “My America” by Jan Spivey Gilchrist
    • “City Trees” by Edna St. Vincent Millay
    • “Poems From Cricket Never Does” by Myra Cohn Livingston

In Unit 4, Facing Challenges and Change texts include:

  • Module A:
    • Anchor Text - The Earth Dragon Awakes: The San Francisco Earthquake of 1906 by Laurence Yep. (Literary Text, Historical Narrative)
    • Supporting Text - Seek the Sun by Phyllis Gershator. (Literary Text, Narrative)
    • Supporting Text- The Fool on the Hill by Harry Devlin. (Russian Tale)
  • Module B:
    • Anchor Text - Disaster Alert! By Christine Taylor-Butler. (Informational Text)
    • Supporting Text - Danger! Earthquakes by Seymour Simon. (Informational Text)
    • Supporting Text- Mother of the Mountains by Harry Devlin. (Legend)
  • Poems:
    • “I am Boom!” by Jack Prelutsky
    • “Dragon Smoke” by Lilian Moore
    • “Who Could Somersault the San Andreas Fault?” by J. Patrick Lewis

In Unit 5, Pioneering New Ideas and New Worlds texts include:

  • Module A:
    • Anchor Text - John Chapman: Planter and Pioneer by Ron Fridell. (Informational Text)
    • Supporting Text - Johnny Appleseed by Lola M. Schaefer. (Folktale)
  • Module B:
    • Anchor Text - Pioneers to the West by John Bliss. (Historical Nonfiction Informational Text)
    • Supporting Text - Going West by Jean Van Leeuwan. (Informational Text)
  • Poems:
    • “Planting a Tree” by Nancy Byrd Turner
    • “Trees” by Harry Behn
    • “Home on the Range” by Dr. Brewster Higley
    • “The Gateway Arch St. Louis, Missouri” by Diana Siebert

In Unit 6, Changing the World texts include:

  • Module A:
    • Anchor Text - 68 Ways to Save the Planet Before Bedtime by Paul Mason. (Literary Text, Narrative)
    • Supporting Text - On Meadowview Street by Henry Cole. (Literary Text, Narrative)
  • Module B:
    • Anchor Text - Alfred Nobel: The Man Behind the Peace Prize by Kathy Jo Wargin. (Informational Text)
    • Supporting Text - A Picture Book of Eleanor Roosevelt by David A. Adler. (Informational Text)
  • Poems:
    • “Every Time I Climb a Tree” by David McCord
    • “Walk Lightly” by J. Patrick Lewis

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.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for texts having the appropriate level of complexity for this grade according to the Common Core quantitative analysis, qualitative analysis, and the relationship associated with the student and task. As stated in Appendix A of the Common Core texts should fall between a 420-820 lexile level in which students read according to text complexity. The anchor and supporting text fall between the text complexity range for second and third grade.

Examples of texts that support appropriate complexity include but are not limited to:

  • In Unit 1, Module A, students read the literary text Trouble at the Sandbox by Phillip Simpson and illustrated by Leigh Hedstorm. The text has a quantitative measure of 370 Lexile. This text is an accessible story and includes citizenship issues such as bullying. Illustrations support the text and the narrative is chronological. Included are short chapters, told from the third person point of view, and a table of contents that includes the main idea of each chapter. There are simple and complex sentences, conversational dialogue, figurative language, and domain specific expressions. The reader and task suggestions include having students use the preview to make predictions. The students brainstorm a list of additional ideas that the characters could have used to solve their problem. Have discussions with the students about what they could do if confronted with a bully, have the students support their answer with evidence from the text.
  • In Unit 1, Module B, students read the literary text Friends Around the World by Ana Galan. The text has a quantitative measure of 480 Lexile. This text is a realistic fiction accessible story. There are emails, maps, captioned photos, a map, an index, and a glossary. Most of the sentences are simple but some complex sentences are included. Vocabulary has some challenging words and is content-area based. Reader and task suggestions include having discussions with the students on how they get to school and what they like to do after school. The teacher works with students to locate the countries in the book on a globe. Create a chart listing the facts that they learned about each country, use the chart to compare and contrast what life is like in each country.
  • In Unit 2, Module A, students read the literary text Alexander, Who Used to Be Rich Last Sunday by Judith Viorst and illustrated by Ray Cruz. 570 Lexile. This text is straightforward and unified in theme. There is a series of brief episodes in the text which are supported by artwork. Vocabulary is general and there is a blend of simple, compound, and complex sentences. The reader and task suggestions include having discussions on how to decide whether to save or spend money and what happened when the student was given money.
  • In Unit 2, Module B, students read the informational text Money Matters by Nikki Tate. 650 Lexile. This text has an accessible concept (money), is rich in non-fiction text features, contains domain-specific vocabulary, and challenging words that are defined in the glossary. Reader and task suggestions include creating a three-column chart of Know, Want to Know and Learned. Have students complete the Know column before reading, the Want to know column with questions they have and complete the Learned column once they story has been read. Model how to use charts to find information, then give students the opportunity to compare and contrast the cost of products.
  • In Unit 3, Module A, students read the informational text Theodore Roosevelt, The Adventurous President by Time for Kids with Lisa DeMauro is a published magazine in Time for Kids. The text has a quantitative measure of 570 Lexile. This text has an accessible concept and is a historical biography. Chapters are chronologically ordered and the terms used in the book are historical and political which are defined in the book. Reader and task suggestions include discussing the time period of Teddy Roosevelt and what the United States was like then. Have students identify famous American Presidents and their accomplishments.
  • In Unit 3, Module B, students read the informational text Change Makers by Libby Martinez. The text has a quantitative measure of 570 Lexile. The text is an informational text where children solve problems. There is an introduction followed by student profiles. The text is rich in non-fiction text features, including challenging concept vocabulary, includes simple sentences as well as geographical names and data which may require support. Reader and task suggestions include having a discussion about people they know in the community and how they have taken action to solve a problem. Have students brainstorm problems they would like to solve, work together to solve their problem and execute a plan.
  • In Unit 4, Module A, students read the literary text The Earth Dragon Awakes, The San Francisco Earthquake of 1906 by Laurence Yep. The text has a quantitative measure of 510 Lexile. This text is challenging and there are a series of timed-and-dated chapters which alternate the focus between two families. There are historical notes and occasional facts, challenging vocabulary throughout the text. The reader and task suggestions include discussing how differences in families, homes, neighborhoods, and careers will affect one’s actions in a natural disaster. Have students list each member of their family and how they would react to an earthquake, then have them share with a partner.
  • In Unit 4, Module B, students read the informational text Disaster Alert by Christine Taylor Butler. The text has a quantitative measure of 540 Lexile. This text has accessible concept with nonfiction text features. Challenging vocabulary and simple sentences.
  • In Unit 5, Module A, students read the informational text John Chapman Planter and Pioneer by Ron Fridell and illustrated by Steve Addams. 550 Lexile. This text has an accessible concept with illustrations that support the text, it’s in chronological order, vocabulary is challenging, transitional words are used, and includes mostly simple sentences. Reader and task suggestions include providing students with an overview of what a legend is, then creating a list of characteristics of Chapman’s life that would be a part of a legend. After reading the text, have students work with a partner to discuss what they learned from John Chapman’s life, making sure to support their ideas with evidence from the text.
  • In Unit 5, Module B, students read the informational text Pioneers to the West by John Bliss. The text has a quantitative measure of 770 Lexile. This text has challenging concepts, book includes and introduction, personal profiles with maps and captioned artwork, other non-fiction text features. The vocabulary is topic-specific and is defined in the glossary. Reader and task suggestions include defining the word migration. Show students a map of the United States with major pioneer trails westward marked and distances calculated. Have students choose a route they would take, write a paragraph explaining their reason behind their choice.
  • In Unit 6, Module A, students read the informational text 68 Ways to Save the Planet Before Bedtime by Paul Mason. The text has a quantitative measure of 650 Lexile. This text has an accessible concept with a problem-solution theme. There are lists, diagrams, table of contents, photos, illustrations, step by step instructions, glossary and an index. This is a challenging concept with concept specific vocabulary. Science is introduced. Reader and task suggestions include providing students with a background of global warming. Have students brainstorm ways to protect the environment and share those ideas with a small group.
  • In Unit 6, Module B, students read the literary text Alfred Nobel, The Man Behind the Peace Prize by Kathy-Jo Wargin. The text has a quantitative measure of 870 Lexile. This text has a challenging concept, it is an illustrated biography that includes chronological scenes. There is advance vocabulary, including scientific references with compound and complex sentences. Reader and task suggestions include providing an overview of dynamite and its uses. Have students identify technical words that they do not understand, discuss as a class the meaning of those words.

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).
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for supporting students' ability to access texts with increasing text complexity across the year. The rigor of text is appropriate in aggregate over the course of the school year. Students engage with texts at varying levels unit to unit and quarter to quarter in a structure that provides support for accelerating their literacy growth. Over the course of the school year, students engage in appropriately rigorous texts in aggregate.

Some examples that demonstrate this include, but are not limited to, the following:

  • In Unit 1, students read Snowshoe Hare. The lexile level is 530 with a 836 word count. The structure of the text has multiple meaning words and a lot of descriptive language. The structure of the text is laid out as a series of episodes.
  • In Unit 3, the lexile level contains a range from 520L to a 770L. The average sentence length increase from that of Units 1 and 2 moving into 8.5 words per sentence to an upper end 14 words per sentence. This unit includes historical biographies which is a new concept for students up to this point in the curriculum. Structures of these biographies include textual features such as timelines. The reader and task ask students to locate facts and quote excerpts using a chart to locate information on presidents while supporting those facts with the text.
  • In Unit 6, the increasing level of the text ranges from 450L to 870 range within the lexile band. Here students begin to see and make sense of chapter books. With these chapter books the average sentence length is 8.6 to 14.5 words. The language within the text is more difficult due to applied meaning.

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.
2/2
+
-
Indicator Rating Details

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

The anchor texts and supporting texts have a “Text Complexity Rubric” located on page TR48- TR51 under the Teacher Resources section of the Teacher Guide. The Text Complexity Rubric covers contains quantitative, qualitative, and reader and task measures.

For example on page XVII the page reviews what makes the text challenging using a qualitative rubric to help the teacher better understand the complexity of the text when planning their lessons.

  • Levels of meaning: accessible literal series of letters between a girl who lives in New York City and three e-pals from around the world.
  • Structure: text includes a brief introduction, letters to each e-pal, and their responses in a series of three exchanges; text features include photographs, captions, and a map text ends with a summative conclusion.
  • Language and Conventionality and Clarity: words from various cultures require direct instruction; geographical names may require specific support.
  • Knowledge Demands: understanding that there are many and various countries in the world and the practice of writing letters to people you may have never met (e-pals)

In addition, the teachers are provided with a reader and task suggestion at the end of their Text Complexity Rubric to help them advise their students when accessing complex text. Below is an example found on page TR 50 of the Teacher Resource Book Unit 1 of Friends Around the World.

  • Preparing to Read the Text:Ask children to share how they get to school and some activities they enjoy participating in after school.
  • Leveled Tasks:Work with children to locate countries featured in the text on a globe ( United States, Canada, Vietnam, Australia). As a class, have children create a chart listing the facts they learned about each country. Then invite the class to use the chart to compare and contrast life in each country.

At the beginning of each Module, teachers are provided with a Lexile and genre reminder about the upcoming text set. Lexiles and genres are listed for the anchor text and supporting texts. Lexiles are provided for the Sleuth texts and the Leveled Text Library. Within each unit and module, the texts are focused on a theme, which provides some rationale as to why the text was chosen.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations of anchor and supporting texts providing opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. The instructional materials provide opportunities for students to engage in a range and volume of reading skills and there are supports that help build students’ comprehension of grade level texts through the use of shared reading, oral and silent reading.

In addition, there are on or above grade level trade book, grade level small group “Sleuth” selections, independent reading books and a leveled text library at students’ reading levels, and decodable readers that address appropriate phonics skills. Materials includes eTexts which includes all of the Teacher Guides, Anchor Texts, Supporting Texts, Leveled Readers, Scaffolding Resources, Games, Performance Based Assessment, and Foundational Skills lessons.

Additionally, the program includes eTexts which includes all of the Teacher Guides, Anchor Texts, Supporting Texts, Leveled Readers, Scaffolding Resources, Games, Performance Based Assessment, and Foundational Skills lessons used in center based learning.

For teachers there is a routine section in the in the Teacher Guide under Teacher Resources that lays out routines the students partake in throughout the year to help build comprehension and reading fluency by the end of the year. These routines are found on page TR1 and they include: Think- Pair- Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Club, and Informational and Literary Benchmark Vocabulary Routines.

Structures are built within the day to provide students with opportunities to practice silent and oral reading. Each day students engage in independent reading with a specific focus including building stamina and becoming independent readers. In addition, small group instruction each day either focuses on vocabulary, fluency, critical thinking or comprehension (Implementation Guide). Comprehension and vocabulary instruction dominates the small group instruction, but the few fluency lessons focus on a specific aspect of fluency such as phrasing, expression, and pacing. Students hear and see the teacher model reading the text and then practice using the same text. For example:

  • In Module A, Unit 5, students select a text to read. The teacher tells students that the two focus skills are engagement and identity and comprehension. The teacher guides the students to make note of the main topic and list any key details that support the topic as they read. Students can use a Main Topic Chart to organize their details or just list them. Students record in their daily reading log whether they chose a text that was at the right level for them, why it was or wasn’t, the title, author, pages read, and main topic.

A scaffolded strategies handbook is also provided, which gives teachers additional ways to teach the concepts to struggling learners and English language learners. In addition, throughout the teacher’s guide there are "if/then" sections which provide the teachers with concrete things to do when students do not understand the concept.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
15/16
+
-
Criterion Rating Details

The Grade 2 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. Most questions, tasks, and assignments are text-dependent and build towards a culminating tasks to integrates skills. The instructional materials provide multiple opportunities for evidence-based discussion that encourage the modeling and use of academic vocabulary and support student listening and speaking about what they are reading and researching. The materials include frequent opportunities for different genres and modes of writing. Materials meet the expectations for materials including 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. Materials reviewed provide many tasks and opportunities for evidence-based discussions and writing using evidence from texts to build strong literacy skills.

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).
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations of most questions, tasks, and assignments being text-based and requiring students to engage with the text directly. Students draw on textual evidence to support both what is explicit as well as valid inferences from the text using classroom conversation to help scaffold what the text is saying.

Explicit question examples include:

  • "How does Mrs. Kim help Janine? How does Mrs. Lee help Theo?” (Unit 1, Module A, Lesson 3, Trouble at the Sandbox)
  • "What is the main point of the story A Chair for my Mother? Did Mama want or need the chair? Tell why you think so with evidence from the text.” (Unit 2, Module A, Lesson 1, A Chair for My Mother)
  • “What are some of the Earth’s resources we use?” (Unit 6, Module A, Lesson 12, 68 Ways to Save the Planet Before Bedtime)

Implicit question examples include:

  • “How do sidebars in these chapters help provide more details in the text?” (Unit 3, Module A, Lesson 4, Theodore Roosevelt: The Adventurous President)
  • "How does the character communicate with the other characters?” (Unit 2, Module A, Lesson 10, On the Town: A Chair for my Mother)
  • “Why does the author include information about Eleanor’s childhood?” (Unit 6, Module B, Lesson 8, A Picture Book of Eleanor Roosevelt)

Many lessons have a Reading Analysis section where students are working toward a specific standard and engaging in either whole class or small group work to complete a task involving the text. The majority of lessons have a turn and talk after the students read, which requires the students to discuss something from the text. Most questions require students to engage with the text by referring back to the text for evidence or examining the text for author’s craft. For example, What is the different about the structure of “City Trees” and the two haikus in “Poems from Cricket Never Does”? (Unit 3, Module B, Lesson 11) Also, in Unit 3, Module A, Lesson 9, Marching With Aunt Susan, students must go back into the text to fill out a graphic organizer which includes characters, setting, and events in “first, then, next, last” order.

Each lesson has small group options which include several options for students to answer text-based questions. Using text features have children complete a Venn diagram to compare and contrast the purpose of the time line with the purpose of the photographs and illustrations using questions to guide their answers such as:

  • “What information does the time line present? What do the photographs and illustrations show?”
  • “What is the purpose that both the timeline and the photos and illustrations share?”

All lessons have a Close Reading section that includes 3-4 text-based questions. For example, in Unit 4, Module A, Lesson 8, Seek the Sun, students answer:

  • “What is the point of view of the sandal maker and his wife towards the paper fortunes?”
  • “Compare and contrast the points of view of the sandal maker and his wife after their sunlight was taken away.”
  • “What do you think the central moral of this story is? Why do you think so? Explain your answer based on what you read.”

Additional materials that support students engaging with the text include:

  • In the Sleuth close reading materials, there is a gather evidence section for each close read which requires students to find evidence from the text.
  • The Reader's and Writer's Notebook provides evidence based questions.
  • The Baseline Assessment also includes evidence based questions.

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).
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations of containing sets of high-quality sequences of text-based questions and activities that build to a culminating task. Every module offers a culminating task (performance-based assessment) where students write to a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the text they have read. The lessons and questions leading up to the task offer support to complete the task.

For example, students are asked to use the text from the lessons in Unit 6, Module A to write an opinion piece. The students introduce the book, state an opinion, supply three or more reasons from the text that support their opinion, use linking words to connect their opinion and reasons, and provide a conclusion.

Text dependent questions and activities lead up to the following culminating tasks are included in the instructional materials:

  • Unit 1, Module A: Write a Narrative Story, Narrative Task- Write a narrative in which you create a new story using the characters from Trouble at the Sandbox. Decide on where your story take place and what happen with the characters.
  • Unit 1, Module B: Compare and Contrast Communities, Informative/Explanatory Task- Children write a compare-and-contrast paragraph about two of the communities they read about in Friends Around the World.
  • Unit 2, Module A: Write about a Decision, Narrative Task- Children write a short narrative about a character who makes a decision about money.
  • Unit 2, Module B: Write an Opinion, Opinion Task- Children write an opinion paragraph about something they want and why they should have it.
  • Unit 3, Module A: Write About Choices. Write a Biographical Sketch, Informative Task- Children research an American who did something special to help our country. The research should focus on the contributions he or she made to our country.
  • Unit 3, Module B: Design a Park, Informative/Explanatory Task- Children design a park and explain how the park benefit their community.
  • Unit 4, Module A: Write About Henry and Chin, Narrative Task- Children write a short story about Henry and Chin from The Earth Dragon Awakes that describes an adventure the boys might have during the rebuilding of San Francisco after the earthquake.
  • Unit 4, Module B: Write a Magazine Article, Informative/Explanatory Task- Children use information they have learned from the selections to write an informative magazine article explaining a natural event.
  • Unit 5, Module A: Write About a Lesson Learned, Opinion Task- Children think about some of the lessons that we can learn from Johnny Appleseed such as: use what you have, share what you have, respect nature. Children choose one of the lessons and write their opinion about why they think the lesson is still important in today’s world.
  • Unit 5, Module B: Write About a Journey West, Narrative Task- Children write a short story about a pioneer child who shows bravery using ideas and information from the texts they read.
  • Unit 6, Module A: Write a Book Review, Opinion Task- Children write a book review about which of the selections they liked best 68 Ways to Save the Planet Before Bedtime or On Meadowview Street.
  • Unit 6, Module B: Agree or Disagree, Opinion Task- Using Alfred Nobel: The Man Behind the Peace Prize or A Picture Book of Eleanor Roosevelt, children identify an opinion the author includes about Nobel or Roosevelt. Children then agree or disagree with the opinion, using text based evidence.

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.

Examples of opportunities for students to have evidence based discussions include:

  • Close reading structures are included with discussion questions so that students respond to questions with evidence from the text (Implementation Guide p. 41). “Engage the class in a discussion about what you just read. Establishing agreed- upon rules for discussions, such as listening to others and taking turns speaking. Remind children that they can use words and pictures to help them understand the text. Use these questions to guide the discussion and confirm understanding of the text, and ask children to support their answers with evidence. This routine is found in every unit.
  • Structures are provided for students to work in pairs or small groups to complete a graphic organizer. For example, children work together to identify the sequence of events and fill out a chart using the Small Group Discussion Routine on page TR10-TR11. (Unit 2, Module A, Lesson 13).
  • Students read aloud the sentence from the text with the word plow Using the Benchmark Vocabulary Routine for Literary Text on TR32-TR35 to teach the meaning of the word. Students discuss the words (Unit 4 Module A, Lesson 11).
  • Students read texts and write to share their opinion as to Goods and Services. They will create statements, support them with text (review topic, state an opinion, use supporting details, and move into their independent writing. There is an option to teach children about conventions and editing and then the students have an opportunity to share their writing with each other (Unit 3, Module B, Lesson 8).

Teacher Resources offers teachers a number of routines to provide opportunities for evidence-based discussions. For example:

  • Think-Pair-Share Routine: Included in this routine are suggestions for accountable talk such as "I agree with you" when discussing the text. The routine provides children with structured support as they engage in text- reliant conversations. Asking children thought- provoking questions to get them involved in richer text- based discussions. This routine is found on TR6-7.
  • Whole Class Discussion Routine: For example, " We are going to talk about this book together. Let’s focus on ____. If you have something to add to our conversation, raise your hand. Listen carefully to what your classmates say so you add new ideas." The purpose of this discussion routine is to have thoughtful conversations about texts and topics to provide opportunities for children to expand their oral vocabulary as they interact socially with their classmates. This routine is found on pages TR8-9.
  • Small Group Discussion protocol that assigns roles to each student in the group. The routine emphasizes that students should go back to the text to find evidence. The purpose of this routine is to allow individuals to practice and expand their oral vocabulary as they engage in thoughtful conversations about a topic or texts. This routine is found on pages TR10-TR11.
  • Read Aloud Routine: For example, "As I read aloud to you, listen carefully for moments when the main character reacts to challenges. I’ll stop on occasion for us to talk about what I’ve read." The purpose of this routine is to model fluent reading and allow children to take in new vocabulary through oral language conversations. This routine is found on pages TR12-TR13.
  • Text Club Routine: For example, "Text Clubs are your opportunity to work with classmates to read and discuss different texts. The Clubs will focus on a particular aspect of reading, and every group member will have a different role to play. After you read the text independently, you will meet with your Text Club to have meaningful discussions about it." This routine is found on pages TR 24-25.

Vocabulary routines are provided in Benchmark Vocabulary Routines for Informational and Literary Texts which are found in Teacher Resources. Following the Text Set information, teachers are also provided with more information about vocabulary in a section called Vocabulary to Unlock Text. This provides the teacher with Benchmark Vocabulary and Tier II and Tier III Words for the anchor text and supporting texts. During the speaking and listening routines, students engage with this practice with academic vocabulary.

For example, in Unit 1, Module A, students find and read sentences from the text with the words shade, plastic, spade, and shadow. Then the students use the Benchmark Vocabulary Routine for Literary Text to learn the meaning of the words. Students use the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

The program promotes evidence based discussions and provides protocols for the discussion but lacks protocols in the routines to help students use vocabulary in their discussions. For example, stems for discussion to scaffold syntax are not present.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for supporting students' listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.

Most lessons provide discussion protocols for turn and talks, whole group discussions, and small group discussions. There are opportunities in all of these routines for students to speak and listen about what they read. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures. This is found in the Teacher Resource section of the Teacher’s Guide.

Writing lessons provide opportunities for students to share their writing.For example, students write about scenes that they enjoyed reading in The Earth Dragon Awakes. Students choose a scene to expand upon and to use temporal words to tell the sequence of events. Students share their writing to the class. The students in the audience identify new material including the main event and details in each scene (Unit 3, Module B, Performance Task).

In Sleuth, close reading materials, structures are included for students to gather evidence, ask questions regarding the text, use evidence to make a case, and prove their case to other students within their team, with all team members having a voice. At the end of each writing lesson, there are opportunities for students to share. For example, in Unit 3, after reading Gregor Mendel, students are to list three facts that the author shares about Mendel’s life, as well as other types of facts that might have been interesting to add. Students share their writing with their group, asking and answering questions about it.

The Performance Based Assessments at the end of each module, provide an opportunity for students to share their writing. For example, in Unit 1, Module B, children are ready to share their compare and contrast paragraphs in their author presentation. Students in the audience ask clarifying questions.

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.
2/2
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Indicator Rating Details

The instructional materials for Grade 2 meet the expectations for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects incorporating digital resources where appropriate.

Explicit instruction guides students through the writing process, requiring them to analyze good writing models from the text sets they read. There are 6 Units and two Modules (A and B) within each unit. The 12 Lessons within each module focus on one type of writing.

Each Module’s writing lessons are based on text(s) and offer a model for students as they write. On-demand writing occurs each day when students write to what they have read in various formats. Examples of writing include taking notes, short answer, or paragraph construction. Lessons have been structured, so that by the end of the Module, students have addressed all components of the writing process. Each module is structured the same way regarding process and on-demand writing.

Representative examples of process writing include, but are not limited to, the following:

  • In Unit 1, Module A, Lesson 10, Narrative Writing: Students are taught draft writing in the writing workspace on page 108 of the Teacher Resource. Students write a draft of the story they have been planning previous lessons. Encourage them to write a draft of their narrative in their Reader’s and writer's journal on page 30. All of the writing is done in conjunction with the text.
  • In Unit 4, Module B, Lesson 2, Informational Writing: Students are taught that writers use details to support and explain their chosen topic, and that these details answer questions such as who, how, what, when, where, why and how much or how many. The teacher explains to students that a piece of informative/ explanatory writing should contain details that work together to fully explain the topic. The teacher uses examples from the text Disaster Alter. Students are to review the paragraph they wrote in lesson 1 and look at other books in the area of tornadoes to help them find more details, and definition about their topic. Students are asked to to add definitions to help the reader understand and record their research paragraph in the Reader’s and Writer's Journal on page 276.
  • In Unit 6, Module A, Lesson 2, Opinion Writing: In preparing to write the teacher models how to write a paragraph using their opinion and supporting details from the text 68 Ways to Save the Planet Before Bedtime. Students are asked to think about how the text 68 Ways to Save the Planet Before Bedtime fits with the theme and title of the unit, Changing the World. Following the teacher led writing example students are asked to turn to the text and flag evidence that shows how topics in the text can help change the world. Students create a main idea chart to organize their thoughts and write a paragraph that tells how the text connects to the unit title. Students write their paragraph in their Reader’s and Writer’s Journal .

On-demand writing occurs across the yearlong materials. Examples of on-demand writing appear in each Unit and typically provide practice with component skills as they build to a larger project. For example, their Performance Based Assessment at the end of each module allows for the opportunity for students to go back to the text, gather information, and synthesize the information into a written final project where they can draw, dictate, or write. Unit 2, Module B, has a performance based assessment in which the students were asked to create an opinion piece based on their opinion about something they want and why. Students must revisit the text to see how characters shared their opinions.

Many of the tasks listed are preparing students for process writing. On-demand writing occurs across the year long materials. Examples of on-demand writing appear in each Unit and typically provide practice with component skills as they build to a larger project. The examples in Unit 6 are indicative of the types of on-demand writing activities that take place in each Unit. These examples include writing an opinion about a topic, writing a supporting reason, writing a concluding statement, planning and writing a book review, adding an ending to a book review, and using suggestions from a peer review.

Indicator 1l

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

The instructional materials reviewed for Grade 2 meet the criteria for providing opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Each lesson includes a writing lesson, and over the course of the school year, students engage with multiple genres and modes of writing.Writing rubrics that are aligned to the standards are provided for all types of writing in the Teacher's Guide.

Examples of writing prompts that address the different text types of writing and reflect the distribution required by the standards include:

  • Unit 1, Module A, Informational: Students recall a sequence of events they want to retell from their planning notes. Students are asked to write about a sequence of at least three events using sequencing words.
  • Unit 1, Module B, Informational: Students think about two cities that they read about, New York City and Ho Chi Minh City in Friends Around the World. Students write a few sentences comparing and contrasting the two cities.
  • Unit 2, Module A, Opinion: Students revise their old reasons and add new ones to give more support to their point. Students use linking words to strengthen their piece.
  • Unit 2, Module B, Opinion: Students write an opinion paragraph about something they wanted and why they should have it.
  • Unit 3, Module A, Research: Students research an American who did something special to help our country, focusing on the contributions he or she made.
  • Unit 3, Module B, Informational/Explanatory: Students design a park and explain how the park benefit their community.
  • Unit 4, Module A, Narrative: Students write a short story about two characters from The Earth Dragon Awakes, describing an adventure the boys might have during the rebuilding of San Francisco after the earthquake.
  • Unit 4, Module B, Informational / Explanatory: Students use information they have learned from the Module’s text selections to write an informative magazine article explaining a natural event.
  • Unit 5, Module A, Opinion: Students think about lessons learned from Johnny Appleseed. Students choose one of the lessons and write their opinion about why they think the lesson is still important to follow in today’s world.
  • Unit 5, Module B, Narrative: Students write a short story about a pioneer child who shows bravery, using ideas and information from the Module’s texts.
  • Unit 6, Module A, Opinion: Students write a book review about which of the Module’s selections they liked best.
  • Unit 6, Module B, Opinion: Students identify an opinion the author includes about Alfred Nobel or Eleanor Roosevelt in Module texts. Students then agree or disagree with the opinion using text,based evidence.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for the materials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level. Students are taught each day to carefully analyze and synthesize sources, write to sources, and defend claims as part of Whole Group Writing instruction. Each writing lesson focuses on a writing mode that is specified in the Common Core Standards. The Reading and Writing Journal (RWJ) frequently provides “Write in Response to Reading” prompts. Students are required to gather and use evidence from the text to support their responses.

Opportunities for evidence-based writing in the instructional materials include but are not limited to:

  • In Unit 1, Module A, students are taught that writers understand signal words tell the sequence in a story. According to the Teacher Resource Guide on pages 6-7 the teacher has a brief overview of all the writing instructional materials. Students are asked to write the following: write character responses, write about character interactions, write to support opinion or points of view, rewrite a scene, write a strong beginning to a story, list events in chronological order write a sequence of events and draft a narrative. Therefore students are being asked to write narratives and opinions.
  • In Unit 1, Module B, Lesson 5, the teacher provides guiding questions to consider when preparing to write. (Where will I find facts about Ho Chi Minh City? Which facts will I use to write about this topic? How do these facts help me understand the topic? What adjectives can I use to make my writing interesting?) Students then write their paragraph using facts to write about Ho Chi Minh City.
  • In Unit 2, Module A, Lesson 5, the teacher explains to students that a writer includes details that describe a character’s actions, thoughts, and feelings. Students choose an event from the first half of A Chair for Mother and write a few lines of dialogue between the narrator and her mother about the event. Students use details to describe the characters’ thoughts or feelings, use dialogue that shows what the characters are like, and use interesting speaker tags. Students are to use text-based evidence to support their writing.
  • In Unit 2, Module B, Lesson 9, the teacher explains that authors don’t always directly tell readers what characters are like. Students use the characters’ words and actions to show what they are like. Authors often have an opinion, or point of view, about their characters, and portray them in a positive or negative way. Students review the text, focusing on the details used to develop the character of Mom. Students write a letter to Alex’s mom as if they were a friend of Alex, and tell why or why not they think she should let Alex have the iguana. Students state their opinion and give reasons to support their point of view, use linking words and phrases to connect their ideas, and provide a concluding statement.
  • In Unit 3, Module A, Lesson 7, students return to the poem Lincoln to help them think about topics they would like to know more about. Students write three questions about Abraham Lincoln’s life that they could answer by doing research; they research one of the questions and write the answer in a paragraph.
  • In Unit 4, Module A, Lesson 1, students are asked to show a character's point of view of Henry and Chin and what they think about their parents. Tabbing details from pages 1-16 to reveal Henry and Chins point of view. Children write a scene between Henry and Chin showing their points of view about their parents
  • In Unit 4, Module A, Lesson 10, the teacher reviews the organization of a story’s important events in an order that makes sense. Students think about how to use a storyboard to plan and organize their thinking. Questions are given to guide students’ thoughts on the plot. As they plan a storyboard, they think of details they can include in each picture (actions, thoughts, and feelings of characters). Before creating their own storyboards, they identify the events and write one or two sentences that detail what will be included in each picture. Pictures are made as detailed as possible, supporting the sentences they wrote.
  • In Unit 5, Module A, Lesson 5, the teacher tells the students that a writer can share an opinion by writing a letter telling how the writer feels about something that includes reasons and examples supporting the writer’s opinion. Students then write a letter to a friend giving their opinion and reasons that support their opinion telling whether or not they believe one of the stories in the book John Chapman: Planter and Pioneer. The letter should tell the friend why they are writing. Returning to the text to find examples and details about the story that will help them support their opinion.
  • In Unit 6, Module B, Lesson 2, the teacher explains how a writer chooses specific words and phrases to grab their readers’ attention, especially at the beginning of texts. These words can create a sense of suspense. Students then write about how the author of Alfred Nobel connects text details to the unit title:Changing the World. Students explain how the writer provides evidence from the very beginning of the text to help readers understand how Alfred’s actions changed the world. Students also use words and phrases from the text to support this idea and choose words that will grab their reader’s attention.

Performance-Based Assessments (PBA) are assigned at the end of each module. These include writing projects where students use the anchor text and the major writing skill from the module in order to respond to questions to synthesize learning. These projects lead students to analyze and synthesize the texts they have read. For example, in Unit 1, Module B, students write a compare-and-contrast paragraph about two of the communities they read about in the module selections.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for explicit instruction of the grammar and conventions standards as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context. Students begin the year identifying nouns and work their way to using dictionaries.

Grammar lessons align to the Grade 2 Common Core State Standards for Language.

  • In Unit 1, Module A, students are taught to capitalize proper nouns, use singular and plural nouns, use irregular plural nouns, use collective nouns, use verbs in present and past tense, write simple sentences, and identify irregular verbs.
  • In Unit 1 Module B, students are taught to use adjectives, adverbs, and contractions.
  • In Unit 2, Module A, students are taught to use singular and plural possessives, use apostrophes, use possessive pronouns, and write adverbs in simple sentences.
  • In Unit 2, Module B, students are taught to identify and use commas in a series, use commas in compound sentences, and use commas in dates and letters.
  • In Unit 3, Module A, students are taught to capitalize geographic names and proper nouns, and expand sentences with adjectives and adverbs.
  • In Unit 3, Module B students are taught to identify and use prepositions, conjunctions, adjectives. Students also learn formal and informal language.
  • In Unit 4, Module A, students are taught to identify and use common and proper nouns, capitalize proper nouns, use singular and plural nouns, use irregular plural nouns, use collective nouns, use past and present verb tense, nouns and verbs, use irregular verbs, use subject pronouns, use object pronouns, and use reflexive pronouns.
  • In Unit 4, Module B, students are taught to identify and use adjectives, contractions, apostrophes in contractions.
  • In Unit 5, Module A, students are taught to identify and use apostrophes in singular and plural possessives and contractions, expand simple sentences (adjectives, adverbs, compound subjects), and rearrange simple and compound sentences.
  • In Unit 5, Module B, students are taught to rearrange and expand simple sentences and prepositional phrases.
  • In Unit 6, Module A, students are taught to identify and use spelling patterns (consonant/vowel digraphs, /g/ or /j/, diphthongs oi and oy, silent gh), use compound words, use prefixes, use root words, and use shades of meaning.
  • In Unit 6, Module B,students are taught to use and identify connections between words, root words, prefixes, and the dictionary

Language and conventions, are included in each writing rubric found within each Unit Module writing task to assess the student in language standards.

Grammar lessons require students to practice the skill in and out of context:

  • For example, in Unit 2, Module A, Lesson 9, the teacher reminds students that the subject (usually a noun) of a sentence performs the action described by the verb. The teacher teaches that a compound subject is used when there are two or more nouns performing the same action. The nouns are linked by the word and. Then students use a list of possible subjects to write two sentences using compound subjects.
  • For example, in Unit 5, Module B, Lesson 6, students learn how to rearrange simple sentences. After the teacher models the skill, students look in the day’s text for places where simple sentences could be rewritten by rearranging their parts.

For each grammar lesson, there is additional practice in the Reader's and Writer's Journal. This practice may or may not be in context. The Reading/Writing Journal includes lessons specific to the conventions of writing and provides students with on-demand writing tasks.

Criterion 1o - 1t

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
18/22
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Criterion Rating Details

The instructional materials reviewed for Grade 2 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 meet expectations that materials, questions, and tasks provide explicit instruction for and multimodal practice to address the acquisition of print concepts including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).Materials 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. 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.Materials 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. While there are many assessment opportunities of foundational skills, explicit instructions and guidance on how to address foundational skills with students are minimal. Materials partially meet the expectation that materials, questions, and tasks providing high-quality learning lessons and activities for every student to reach mastery of foundational skills.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 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.

Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words. The foundational skills section of the Teacher’s Guide contains phonics lessons for Day 1 and Day 3 of each week and decoding lessons for the Day 2 and Day 4 of each week. Examples include the following:

  • In Unit 2, Module A, Lesson 6, the teacher displays the Sound-Spelling Card 55. The R controlled sound as /ar/ you hear in artist can be spelled ar. The teacher then displays the Display Card 91 displaying orchestra can be spelled or. Students write hard and listen to the letters ar for the r controlled sound. Students write the following words; yard, short, start, store, more, and board. Children blend the words with the teacher and children use the Letter Tiles to spell the word.
  • In Unit 6, Module A, Lesson 3 students have opportunities to practice the vowel patterns; aw, au augh, al. The teacher writes crawl and explains the letters aw stand for the sound /o/. Segment and blend crawl whole class /k/ /r/ /o/ /l/. The teacher write the words draw, straw, auto, launch, naughty, taught, walking, talks. Guide the children to identify the letters that spell the o in each sound. Next, the teacher displays the sentence; Most babies crawl first and then walk. Have children read the sentence aloud and identify the words with /o/. Children are then asked to write their own sentence using words with the o sound spelled aw, au, augh.

Students receive decoding lessons around student readers to help students build understanding of letter and sounds towards reading standards.

  • An example of a shared read comes from Unit 2, Module B, Lesson 2. The teacher distributes the Decodable Practice Reader 11A “Our Reading Party.” In addition, the teacher asks the students to read the title and identify which word has the long e sound (reading). Then they read the words in the list and remind children that these words are in the story. Have pairs of children read the story, switching readers after each page. Children reread Decodable Practice Reader 11A “Our Reading Party” to develop automaticity decoding words have have long e spelled e, ee, ea, and y.
  • In Unit 5, Module A Lesson 7 the teacher distributes the Decodable Practice Reader 20A “Is it True?” Children read the title and words on and then begin previewing the story. The teacher reminds them that they will read words that /u/ spelled oo, ue, ew, or ui. Have pairs of children read the story, switching readers after each page. Children reread Decodable Practice Reader 20A “Is it True?” to develop automaticity decoding words have have /u/ spelled oo, ue, ew, or ui.

The sequence of phonics begins with the sounds of short vowels, long vowels with VCe, consonant blends, and endings (-s, -ed, -ing). In Unit 2, consonant digraphs and r-controlled vowels are taught. Long vowels are taught in Unit 3. In Unit 4, compound words, comparative endings, vowel patterns (oo, u), and diphthongs (ou, ow, oi, oy) are taught. In Unit 5, prefixes and suffixes are taught. Vowel patterns (aw, au, augh, al), inflected endings, abbreviations, final syllables, suffixes and prefixes are taught in Unit 6.

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 (e.g. main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect). Examples include:

  • Unit 1, Module A, Lesson 12: Tell students that readers can identify problems and solutions in stories by looking at the main character’s perspective throughout the story. “I will think about the main character in each story, Theo and Snowshoe Hare. I will write Theo on the left side of the Venn Diagram Comparing Characters and Snowshoe Hare on the right side, so I can compare and contrast them. I will write four events under each character’s name to show how he changed from the beginning of the story to the end. In the middle, I will write what the two main characters have in common.” Have students work independently or in small groups to complete their own graphic organizer.
  • Unit 4, Module B, Lesson 5: Have students compare how the main ideas from different sections of Disaster Alert! connect. Have partners discuss how different sets of key details might support similar types of main ideas. Use these prompts: “Think about the key details and main ideas on p. 12-13 and 24-25. How are the main ideas alike? Think about the key details and main ideas on p. 6-7 and 26-27. How are the main ideas alike?”

Materials include frequent and adequate lessons and activities about text features (e.g. title, byline, headings, table of contents, glossary, pictures, illustrations). Examples include:

  • Unit 2, Module B, Lesson 1: Model how to use the title, table of contents and headings to help identify the main purpose of an informational text. Have students look at the table of contents. Point out that the title of the first section is Welcome to the World of Money. Have students look at the headings in the book and choose one that interests them. Ask them what the purpose of the section is and how the section fits in with the topic of money.
  • Unit 6, Module A, Lesson 2: Explain that a text feature is a title, caption, diagram or other element in the text that helps the reader better understand the text. It can be a word or picture. Help students locate and use text features to improve comprehension. “On p. 4 in the second paragraph, I see a phrase in dark print. This phrase, food chain, is boldfaced, or darker than surrounding words. When I see boldfaced words used in informational text, I know that these words are important. I also know that I can find their definitions in the glossary, most often located in the back of the text. I’m going to write boldfaced words in our graphic organizer Text Features Chart.” Have students work in small groups to complete their graphic organizers. Ask them to identify text features on p. 4-7 and explain their purpose.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 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.

Materials provide students the opportunity to purposefully read on-level text in core materials over the course of a year. Examples include:

  • Unit 2, Module A, Lesson 1, students are introduced to the text Alexander, Who Used to Be Rich Last Sunday. The students will read, talk and write about this text in this module. Students are told “As you read the book, pay attention to how characters respond to events. Think about the story’s structure, or its beginning, middle and end, and how the characters affect the events in each part of the story.” The Appropriate Reading Routine is used and discussed with the students.
  • Unit 5, Module B, Lesson 7, students are introduced to the book Going West. Students will read the text and told that they will read for an understanding of what the text is mainly about. Students are told “In this lesson we are going to learn how readers can use characters’ different points of view to better understand the text.” The Appropriate Reading Routine is used and discussed with the students.

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:

  • In Unit 1, Module A, Lesson 3, students practice reading with accuracy. The teacher reminds students that reading with accuracy means reading with few or no mistakes. Students take turns reading aloud from p. 12-14 of Trouble at the Sandbox to a partner. Students are told to read the text with accuracy and at an appropriate rate.
  • In Unit 2, Module A, Lesson 8, students practice reading grade-level text while practicing appropriate rate. During small group time, students listen to the teacher model appropriate rate while reading Alexander, Who Used to be Rich Last Sunday by Judith Viorst. The teacher reviews why a reader would not want to read too slowly or too quickly (because listeners become bored or lost track of the story). Then students take turns reading aloud the same passage at a similar rate.
  • Unit 4, Module B, Lesson 6, students practice reading with paying attention to pausing and chunking based on punctuation. Students follow along as the teacher reads Danger! Earthquakes. The teacher models reading with appropriate phrasing and fluency, pausing at commas and stopping for breath. Students read the same passage aloud. Teacher monitors progress and provides feedback.

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

  • In the Unit 3 Benchmark Vocabulary Routine: Literary, the teacher is provided suggestions to help guide students in figuring out unknown words such as: “Point out effective context clues to children as you read. For example, in The Year of Miss Agnes, Kirkpatrick Hill defines sign language in this way: “Sign language. A way Bokko could learn to talk with her hands.” Sometimes authors use definition clues, as in this example of the word harnesses: “The mittens have long, braided harnesses so you can tie the mittens behind you”” (p. TR30).
  • In Unit 6, Module A, Lesson 12, students learn about self-correcting while reading. The teacher has students follow along as the teacher reads aloud p. 8 of 68 Ways to Save the Planet Before Bedtime. The students read the same passage aloud, stressing the act of confirming and self-correcting as needed. (p. 127)

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

  • In Unit 4, Module A, Lesson 7, students practice reading irregularly spelled words such as bright, fine, tiny, sky, try. The teacher says: “Some words we learn by remembering the letters. Other words we can sound out.” Then students say and spell each word, first with the teacher and then without the teacher.
  • In Unit 6, Module B, Lesson 12, students practice reading irregularly spelled words such as wrong, right, were, start, stream. The teacher says: “Some words we learn by remembering the letters. Other words we can sound out” Then students are tsay and spell each word, first with the teacher and then without the teacher.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 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 text and tasks.

Materials support students’ development to learn grade-level word recognition and analysis skills in connected text and tasks. For example:

  • In Unit 1, Module A, Lesson 1 phonics is part of instruction: Use Sound Spelling Cards 1, 17, and 24 to review short /a/, short /o/, and short /u/. Write these words: truck, long, sharing, dunk. Have children write ck if the sound is /ck/, ng, if the sound is /ng/, and nk if the sound is /nk/. Have children volunteer words ending in –ck, -ng, or –nk where the vowel before it is a short vowel sound. For more explicit instruction, see p. FS2 in Teacher’s Guide.
  • In Unit 1, Module B, Lesson 3 phonics is part of instruction: Have children pronounce each of the consonants in the following consonant blends str, br, fr, and tr. Read the following words from pp. 16-17 of Friends Around the World (anchor text) and have children repeat after you: street, breakfast, fruit, friend, traditional, bring. For more explicit instruction, see p. FS16 in Teacher’s Guide.
  • In Unit 3, Module A, Lesson 10 decoding is part of instruction: Long a spelled a, ai, ay: Begin with a review of words that have the long a sound spelled a, ai, or ay, or by distributing Sound-Spelling Cards 54, 59, and 73. Have children reread Decodable Practice Passage 10B to develop automaticity in decoding long words spelled a, ai, and ay. Have children read Decodable Practice Passage 10C for more practice with words that have the long a sound spelled ai, ay, or a. For more explicit instruction, see p. FS9 in Teacher’s Guide.
  • In Unit 3, Module B, Lesson 4 high frequency words and decoding are part of instruction; Long e spelled e, ee, ea, and y. Hold up each High Frequency Word Card. Have children agree on a sentence for each word. Have children read Decodable Practice Passage 11B. Tell them to look for words that have the long e sound spelled e, ee, ea, or y. Have children reread Decodable Practice Passage 11B to help develop automaticity in decoding words with the long e sound. For more explicit instruction, see p. FS17 in Teacher’s Guide.
  • In Unit 5, Module A, Lesson 10 – Vowel Digraphs oo, ue, ew, ui. Have children re-read Decodable Practice Readers 20A, 20B, and 20C to develop automaticity decoding words with the vowel digraphs oo, ue, ew, and ui. For more explicit instruction, see p. FS9 in Teacher’s Guide.

Every lesson contains Small Group Options, Steps 1 and 2. Within Step 1, Focused Independent Reading: Each lesson has one Process and one Strategy focus that is selected for that day’s lesson. Within the Strategy focus, there is a word recognition and decoding focus which is related to the Foundational Skills instruction time where children apply phonics strategies to decode new words. Within Step 2, there is a Phonics focus which guides the teacher to the Foundational Skills section of the Teacher’s Guide to guide instruction for helping students that struggled with the week’s phonics skills.

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
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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. While there are many assessment opportunities of foundational skills, explicit instructions and guidance on how to address foundational skills with students are minimal.

Multiple assessment opportunities are available in core materials allowing students to demonstrate progress toward mastery and independence of foundational skills. The Assessment Book in the Teacher’s Guide gives an overview of the programs assessment system. The program includes four main parts to its assessment system; baseline assessments, formative assessments, performance-based assessments and summative assessments. This guide gives teachers the protocols for administering the assessments and includes rubrics for scoring.

  • The Baseline Assessment is used to determine a student's instructional needs in the areas of foundational skills, comprehension, vocabulary, and writing. This assessments is given at the beginning of the year to guide and scaffold instruction to meet the needs of all learners.
    • The first section is Phonics: Initial Consonants. An example of the questions is “I am going to ask you some questions about letters and sounds. In this first part I am going to say a word. You will find the word that begins with the same sound. Look at the words in the row. Which word has the same beginning sound as shop..shop? Circle the word.”
    • The next section is Phonics: Final Consonants. An example of the questions is “Now I am going to ask you to listen for ending sounds. Look at the words in the row. Which word has the same ending sounds as band..band?”
    • Another section is Phonics: Medial Vowels. An example of the questions is “Now I am going to ask you to listen for middle sounds. Look at the words in the row. Which word has the same middle sounds as last….last?”
    • Another foundational skills section is Phonics. An example of the question is “Now you will read and answer some questions about words. You will complete this part of the test on your own. Turn to pages 4 and 5. Read each item and all of the answer choices carefully. Then circle your answer.”
    • There is a High-Frequency Words section. An example of the question is “Now we are going to do something different. Turn to pages 6 and 7. In this part of the test, read each sentence carefully. Then draw a circle around the word that best fits in the blank.”
    • The Baseline assessment includes an individual test. The first section is Phonemic Awareness. Examples of questions include: I will say some words to you, and you will tell me the sounds in each word. Listen carefully, Tell me the sounds in drop, clean, crunch, began. Now listen carefully to me as I say these sounds, then tell me what words the make. /l/ /e/ /f/ /t/. Another section of the phonemic awareness assessment is segmentation/blending of syllables, and rhyming words.
  • Formative Assessments are integrated into every module such as the Foundational Skills Check Progress. Fluency Checks are at the end of units are are meant to be given to 2-3 students at a time.
    • Foundational Skills Check Progress examples include: Unit 3, Read each sentence and fill in the circle for the answer. “We like to read stories in class. Which word forms the plural in the same way as the word stories?” “Fill in the circle for the word that completes each sentence. Can you___what is in the box?”

Assessment materials provide teachers and students with information of 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 very predictable and generic. They lack explicit instructions/guidance on how to address the skills students are missing in order to demonstrate mastery in foundational skills. Examples include:

  • In each Foundational Skills Check Progress, there is a box that says Monitor Progress. In Unit 1: If students have trouble reading words with consonants and short vowels, then reteach the lesson that targets the skill children have difficulty with. If a child cannot read the high-frequency words, then reteach the high-frequency word sections of each lesson and have the child practice reading the words with a fluent reader.
  • After each assessment from the Assessment Book, there is a section that is labeled Using the Assessment Results to Inform Instruction. An example, is after the Baseline Assessment the guide states: It is recommended that you compare test results for each student only with the scores of others in your class. This will allow you to inform future instruction by examining general trends in the student’s grade-level knowledge and abilities. You can use the results from each section to identify students who are on grade level, those who need more support and those who could benefit from additional challenge and to establish a “starting point” for individualized instruction for each child.

Indicator 1t

Materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.
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 providing high-quality learning lessons and activities for every student to reach mastery of foundational skills. While students have opportunities to practice grade-level foundational skill components, the guidance to teachers for scaffolding and adapting is general suggestions often in the form of if, then statements. The guidance frequently suggested is remodeling and rereading, which are not specific differentiation suggestions to assist students in working toward mastery of foundational skills.

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

  • In Unit 1, Module A, Lesson 3: Teacher writes the words den, sing, tank, top, and luck, then circles the vowel in each word. Teacher segments and blends each word emphasizing the short vowel sound as pointing to it. Students then segment and blend the words as well. Students read the sentence My mom got a ring. Students identify the words with short vowel sounds. Partners write their own sentences practicing using words with short vowel sounds.
  • Unit 4, Module B, Lesson 11: Teacher displays the sound-spelling card 94 and points to ou. “The sound /ou/ you hear in the word mouse can be spelled ou.” Students practice saying the sound /ou/. Repeat the procedure with /ow/ and /oi/. Students will use the letter tiles to spell words with /ou/, /ow/ or /oi/.
  • Unit 6, Module A, Lesson 7: Students are given decodable practice reader 26A, The Nicest Surprise. Students read the title and words on p. 181. Teacher reminds students that they will read words with the inflected endings -s, -es, -ed, -ing, -er, and -est. Pairs will read the story switching after each page.

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support each student’s needs. The Scaffolded Strategies Handbook provides support at the module level for all learners. More specifically, it is designed to provide differentiation for English language Learners, struggling readers, students with disabilities, and accelerated learners.

Differentiation in instruction is also provided in Quick Check boxes to guide teachers with “if” “then” statements. These statements offer general suggestions for differentiation. Examples include:

  • In Unit 1, Module A, Lesson 6, Teacher’s Guide p. 67:
    • Quick Check: Monitor Progress - If….children are skipping words, then….encourage them to run a finger beneath each sentence as they read it, to focus their attention on the words. If...children are are mispronouncing or replacing words, then...note the mispronounced words and briefly teach the correct pronunciation before having children read the passage aloud again.
  • In Unit 3, Module A, Lesson 7, Teacher’s Guide p. 87:
    • Quick Check: Monitor Progress - If...children children are reading at a rate that is too slow, then...encourage them to practice reading at a faster pace where the words flow better together. If...children are rushing and reading too quickly, missing words, or making mistakes, then...remind them to slow down so their listeners can follow what they are describing.
  • In Unit 5, Module B, Lesson 4, Teacher’s Guide p. 197:
    • Quick Check: Monitor Progress - If...children are skipping or repeating words, then...encourage them to point to the words in the text as they first read slowly and then reread at a more natural rate. If...children are mispronouncing words, then...have them read the words they have trouble pronouncing and practice reading the words several times to become more confident with the words.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

Grade 2 instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with appropriate grade-level complex text organized around a topic. Vocabulary is addressed in each module, though academic vocabulary is not built across multiple texts. There is evidence of the materials providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, integrating reading, writing, speaking, listening to demonstrate grade-level literacy proficiency at the end of the school year.

Criterion 2a - 2h

28/32

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for texts being 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.

Texts are connected by a grade-level appropriate topic. Each module in every unit is built around a topic. In each module there are anchor and supporting texts centered around the topic. Examples include:

  • Unit 1: Understanding Communities
    • In Module A, students are expected to understand themes of how to problem solve with others, share with others, treat others fairly, and exhibit kindness.
    • In Module B, students are expected to understand relationships with children who live in different areas of the word through the use of e-pals (electronic pen pals).
  • Unit 2: Making Decisions
    • In Module A, students are expected to understand the difficulty one takes in saving money in comparison to spending the money.
    • In Module, B students are expected to understand the history and purpose of money along with the theme of bargaining, saving, gross national products, and credit cards.
  • Unit 3: Building Ideas
    • In Module A, students are expected to understand the time period in which Teddy Roosevelt lived, and the adventure he had in his life.
    • In Module B, students are expected to understand problem solving, volunteering, how children work to solve problems that impact the world.
  • Unit 4: Facing Challenges and Change
    • In Module A, students are expected to understand about reacting to a natural disaster and that each person reacts differently to challenges..
    • In Module B, students are expected to understand about emergencies and natural disasters that take place all around the world.
  • Unit 5: Pioneering New Ideas and New Worlds
    • In Module A, students are expected to understand the concept of living outdoors, the life cycle of an apple and how and the legend John Chapman began.
    • In Module B, students are expected to understand different destinations along with experiences of the American Pioneers and 19th century migration to the Western state.
  • Unit 6: Changing the World
    • In Module A, students are expected to understand global warming and ideas for how children can save and protect the environment.
    • In Module B, students are expected to understand how the invention of dynamite changed the word caused results no one, especially its inventor, expected.

Texts build knowledge, vocabulary, and the ability to read/listen and comprehend complex texts across a school year. In each lesson there is a benchmark vocabulary section taught. Benchmark vocabulary words are important for understanding concepts within a text. These words are needed to deeply comprehend a text and central to understanding the text. There is a Benchmark Vocabulary Routine included for teaching students the meaning of words. For example:

  • In Unit 1, Module B, Lesson 2, the benchmark vocabulary words are uniform, parka and outback. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 44 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
  • In Unit 4, Module A, Lesson 6, the benchmark vocabulary words are insurance and ruins. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 248 in their Reader’s and Writer’s Journal to show contextual understanding of the words.
  • In Unit 6, Module A, Lesson 13, the benchmark vocabulary words are produce and pleaded. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 420 in their Reader’s and Writer’s Journal to show contextual understanding of the words.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for containing sets of coherently sequenced questions and tasks that require students to analyze language, key ideas, details, craft, and structure of individual texts.

Each lesson includes a Language or Reading Analysis section in which students analyze language, key ideas, details, craft, and structure of individual texts. Language or Reading Analysis is also included in some small group lessons. Examples include:

  • In Unit 1, Module A, Lesson 11, during the whole group Language Analysis Text Talk routine, students use the Three Sorting Circles graphic organizer on p. TR37 to analyze word choices. Students are told to that sometimes to understand the meaning of poems, you can pay attention to the word choices, repeating sounds, along with rhymes to determine the rhythm and meaning. In the poem being analyzed, students are directed to look at words with the /s/ or /z/ sound and these sounds might remind the reader or winter wind blowing or whispering and how the poet may have chosen these words to mimic the sound of winter wind. These repeated words are then written in the first circle. This process is repeated twice more using other words to make connections.
  • In Unit 2, Module A, Lesson 11, students use story structure to understand characters. The teacher models how to use an illustration to understand character responses. (p. 9 of Alexander, Who Used to Be Rich Last Sunday).
  • In Unit 3, Module B, Lesson 4, during Language Analysis Small Group Time, students determine the author’s main purpose. Using pp. 24-25, students listen as the teacher models how to identify the author’s purpose. The author’s purpose is to answer, explain, or describe. Using pp. 18-21 and the Think-Pair-Share routine from pp. TR2-TR3 students share their answers.
  • In Unit 4, Module A, Lesson 6, the teacher explains the author based a story on historical events. Students read The Afterword to see how the author incorporated real historical events. The teacher models a historical fact based on survives in the earthquake who lived in tent cities through San Francisco as they rebuild the city. Students work with a partner to identify three more facts the author used to build his historical events within his story.
  • In Unit 5, Module B, Lesson 1, students perform a text talk around text features utilizing the following questions: What information does the Content page provide? How could this text feature help someone doing research about pioneers? What does the reader learn from reading the different boxes on page 3? How does the author make it easier to tell which type of text feature box is which? This text talk helps students understand the purpose for text features within a text.
  • In Unit 6, Module B, Lesson 9, during the whole group Language Analysis portion of the lesson, students will use the T-Chart graphic organizer on p. TR39 to analyze the text for word choice. Students are reminded that authors choose their words carefully to bring the subject of a text to life. Students refer to the text on p. 162 and are prompted to write certain words or phrases and then work to find evidence of how these words or phrases impact the text. For example, the author writes “lifelong devotion” and the students determine how these words from the text show Eleanor’s commitment.

The Scaffolded Instruction Handbook also includes lessons to support the unit lessons. Examples include:

  • Unit 3, Module A, Lesson 12, references using the Scaffolded Instruction Handbook to provide support with paraphrasing. Students reminded that they should not use sentences word for word from a research source. Instead, they should paraphrase, or replace words with synonyms and change the order of the words. Students point out a fact in one of the texts and practice paraphrasing the fact in their own words.
  • Unit 6, Module B, Lesson 5, references using the Scaffolded Instruction Handbook, to support students who are having difficulty with the overwhelming task of searching through an entire book to find relevant evidence to support an opinion. Students are directed to pp. 126-131 and p. 141 in Alfred Nobel where the text focuses on how people used his invention.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for containing a coherently sequenced set of text-based questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Most sets of coherent questions and tasks support students’ analysis of knowledge and ideas. Examples include:

  • In Unit 1, Module A, Lesson 9, students read the text Snowshoe Here’s Your Winter Home pp. 8-10 and study that relationships within a community are important and how characters relate to each other in their forest community, how to make friends, how to work together, how to help one another, or why relationships are important. Students turn and talk to answer, “What do you learn about what Trout, Turtle, and Duck do in the winter on these pages?” During the second read (Close Read), students cite evidence to focus on events from pp. 8-10. Readers look for details in the words and illustrations to better understand the story. Students are asked, “What question might you ask when you look at the picture on p. 8? What is the answer to your question? Show me in the text where Trout explains this. How is Turtle preparing to hibernate? How does the illustration help you better understand the key ideas in the text? and What key details in the text tell you what is happening on p. 10?”.
  • In Unit 3, Module B, Lesson 3, students read the text Change Makers pp. 18-23 to understand readers understand the importance of asking and answering questions about key details in text and students see how asking and answering questions about key details helps the reader understand the text better. These details could be in the text features as well (including images and illustrations). Students answer questions using the text to cite and support their answer following the Turn and Talk portion of the lesson using the Think-Pair-Share routine TR2-TR3, “On p. 18, we read about Zach Bonner. What details about him does the author include on this page?”

Sets of questions and tasks provide opportunities to analyze (describe, compare/contrast, explain) across multiple texts as well as within single texts. Examples include:

  • In Unit 2, Module B, Lessons 11 and 12, students analyze and answer questions across the texts Money Matters pp. 28-29, and I Wanna Iguana pp.82 and 88. Students compare and contrast key details using words and pictures after rereading parts of the texts. They focus on understanding the effects that available resources have on people’s choices and how the authors wrote about the topic of using money in everyday life. They are guided with the following questions, “What does each text say about something being valuable or worth having? What is the main topic of p. 82 and 88 of I Wanna Iguana? How do the pictures help you better understand the description of the text? In Money Matters, how does the author suggest we use our money? On p. 88 of I Wanna Iguana, how does Alex argue that he needs the iguana? and What do you think the author of Money Matters! would suggest Alex do to get the iguana?
  • In Unit 3, Module A, Lesson 5, using the text Theodore Roosevelt: The Adventurous President, pp. 42-42 students analyze and answer questions across the text in their Reading Analysis Extension portion of the lesson to extend their learning. Students think back to the questions they asked as they read the interview on pp. 42-43. Then, they use a Three Column Chart to record the questions and answers in the first and second columns. The third column is where students record how asking questions helped them better understand the book. The following questions guide the partner discussion, “What questions did you ask as you read the interview? Record those questions in the first column. What answers did you find? Note these answers in the second column, and tell how you found them. and Write down your reasons for asking your questions in the third column.”
  • In Unit 4, Module A, Lessons 12 and 13, students analyze, compare and contrast, and answer questions across the texts The Earth Dragon Awakes pp. 102-105, 110-111, and Seek the Sun p. 10-11. Students review that the genre of the books is historical fiction which means they are based on real events that the author researched and they are focusing on the fact that facing challenges leads to change in people. They compare story structure and how the structures of the two stories, especially the conclusion, shapes the reader’s understanding of characters and events. Students discuss the following questions, “What inspires you most from these stories, an event, what happens in the end, or more of the characters? Why? On page 102 of The Earth Dragon Awakes, how do people react to the earthquake? What does this tell you about San Francisco after the quake? Why do you think the author uses the word stubborn on page 102 to describe the Travises and others? Do you think the word stubborn also describes the sandal maker and his wife in Seek the Sun? Why? and What is and important difference in the structures of The Earth Dragon Awakes and Seek the Sun?”.
  • In Unit 5, Module B, Lesson 1, using the text John Chapman: Planter and Pioneer, pp. 3-6, students analyze and answer questions. The following questions are asked, “What kind of person is John Chapman? What is this biography about? Why do you think the title includes the words Planter and Pioneer? Show me where it says that. What do you recall about America when John Chapman was growing up? How does the information on p. 3 help you better understand what kind of man John was? and What do you notice about John in the pictures of him on p. 4 and 5?”.

By the end of the year, integrating knowledge and ideas is embedded in students’ work through tasks and/or culminating tasks. Every module offers a culminating performance-based assessment where students write to a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the texts they have read. The lessons and questions leading up to the task offer support to complete the task. By the end of the year, integrating knowledge and ideas is embedded in students’ work (via tasks and/or culminating tasks). Examples include:

  • Students are asked to use the texts from lessons in Unit 6, Module A to write an opinion piece. The students introduce the book, state an opinion, supply three or more reasons from the text that support their opinion, use linking words to connect their opinion and reasons, and provide a conclusion.
  • Students are asked to use the texts from lessons in Unit 6, Module B to write a response to an author’s opinion, including whether the student is in agreement or disagreement with the author.

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
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet expectations for providing questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Culminating tasks provide students the opportunity to demonstrate comprehension and knowledge of a topic or topics. Culminating tasks are provided and they are partially multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level. Culminating tasks do not consistently integrate reading, writing, speaking, and listening. The tasks use the texts as vehicles to support the writing process, but speaking and listening skills standards are not listed not addressed. Examples include:

  • Unit 1
    • Module A: Write a Narrative Story – Narrative Task: Write a narrative in which you create a new story using the characters from Trouble at the Sandbox. Decide on where your story will take place and what will happen with the characters.
    • Module B: Compare and Contrast Communities: Informative/Explanatory Task: Students write a compare-and-contrast paragraph about two of the communities they read about in Friends Around the World.
  • Unit 2
    • Module A: Write about a Decision – Narrative Task: Students write a short narrative about a character who makes a decision about money.
    • Module B: Write an Opinion – Opinion Task: Students write an opinion paragraph about something they want and why they should have it.
  • Unit 3
    • Module A: Write About Choices – Write a Biographical Sketch – Informative Task: Students research an American who did something special to help our country and their research should focus on the contributions he or she made to our country.
    • Module B: Design a Park – Informative/Explanatory Task: Students design a park and explain how the park will benefit their community.
  • Unit 4
    • Module A: Write About Henry and Chin – Narrative Task: Students write a short story about Henry and Chin from The Earth Dragon Awakes that describes an adventure the boys might have during the rebuilding of San Francisco after the earthquake.
    • Module B: Write a Magazine Article – Informative/Explanatory Task: Students use information they have learned from the selections to write an informative magazine article explaining a natural event.
  • Unit 5
    • Module Write About a Lesson Learned – Opinion Task: Students think about some of the lessons that can be learned from Johnny Appleseed, use what you have, share what you have, and respect nature. Children choose one of the lessons and write their opinion about why they think the lesson is still important in today’s world.
    • Module B: Write About a Journey West – Narrative Task: Students write a short story about a pioneer child who shows bravery using ideas and information from the texts they read.
  • Unit 6
    • Module A: Write a Book Review – Opinion Task: Students write a book review about which of the selections they liked best 68 Ways to Save the Planet Before Bedtime or On Meadowview Street.
    • Module B: Agree or Disagree – Opinion Task: Using Alfred Nobel: The Man Behind the Peace Prize or A Picture Book of Eleanor Roosevelt, students identify an opinion the author includes about Nobel or Roosevelt. Students then agree or disagree with the opinion, using text based evidence to support their opinion.

Earlier questions and tasks will give the teacher usable information about student’s readiness (or whether they are “on track”) to complete culminating tasks. Examples include:

  • In Unit 1, Module A, the lessons require students to practice writing each day to prepare for the culminating task. These daily writings give the teacher information about each student’s readiness to be successful writing a new story, including information on characters from Trouble at the Sandbox.
  • In Unit 3, Module A, the lessons prepare students to research and write a biographical sketch about an American who did something special to help our country. The daily assignments on choosing a topic and listing questions, researching a question and writing an answer, organizing research to write a draft, etc., give the teacher information about each student’s readiness to be successful and complete the culminating task.

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet expectations for providing a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials partially provide teacher guidance outlining a cohesive year long vocabulary development component. The materials use the approach of Generative Vocabulary. This provides systems for understanding how words work. This focuses on sets of rare Tier II and Tier III words that unlock meaning, build knowledge of critical content domains, and help students internalize word-learning strategies.

Teachers are provided a chart containing the main vocabulary words they should use throughout each unit. These lists are provided in the Teacher's Guide in the section entitled Vocabulary to Unlock Text. The texts that the vocabulary words are chosen from are both anchor and supporting texts. These pages outline for teachers how to teach vocabulary throughout every unit and module throughout the year. This practice is carried out during the Small Group Time. Examples of vocabulary outlined include:

  • Benchmark Vocabulary: “Words important for understanding concepts within a text defined as words needed to deeply comprehend a text, words from other disciplines, words that are part of a thematic, semantic, and/or morphological network, and words central to unlocking the Enduring Understanding of the text.”
  • By-The-Way Words: “Sophisticated or unusual Tier II and Tier III words for known concepts that can be stumbling blocks to comprehending a text. They should be defined quickly during reading, but instruction should not interfere with the fluent reading of the text. These are addressed during Close Reading and are defined as words that don’t require lengthy discussion within a particular text, words supported by the text for meaning, and words that are more concrete.”
  • Generative Vocabulary in Speaking and Writing: “Children should demonstrate a deep understanding of vocabulary by using these words and words generated from them in conversation, writing practice, and the Performance-Based Assessments.”
  • Additional Vocabulary Support: “For spanish cognates, see the scaffolded Strategies Handbook.”

Attention is paid to vocabulary essential to understanding the text and to high value academic words. Examples include:

  • Unit 1, Module A, Lesson 1, By-The-Way Words: “During close reading, define the following words for students involving known concepts that can be stumbling blocks to comprehending the text. volcano, p. 4: Help students understand that a volcano is an opening in the Earth’s crust, or surface, where melted or hot rock and steam comes out.”
  • Unit 3, Module B, Lesson 9, By-The-Way Words: “During close reading, define the following word for students involving known concepts that can be stumbling blocks to comprehending the text. lease, p. 145: Tell students that lease means “to pay money to an owner in return for using or living in his or her property.” Point out that the word rent is a synonym for lease.”
  • Unit 5, Module A, Lesson 9, By-The-Way Words: “During close reading, define the following word for students involving known concepts that can be stumbling blocks to comprehending the text. gravesite p. 69: Help students recognize the word parts grave and site in the compound word gravesite. Explain to students a gravesite is the site, or place, where a grave is located; it is a place where someone is buried.”

Students are supported to accelerate vocabulary learning with vocabulary in their reading, speaking, and writing tasks. During the small group time, Step 1, there is a specific daily process and strategy focus. In the strategy focus portion, Vocabulary Knowledge is one of the possible strategies the teacher should focus on. Examples include:

  • Unit 1, Module B, Lesson 6, Vocabulary Knowledge: “Have students review with you the sticky notes they placed in their book. Ask them to explain how knowing the meaning of the key words helps them understand the text. If they are able, students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.”
  • Unit 3, Module A, Lesson 4, Vocabulary Knowledge: “Have students review the list of words they came up with. Ask them to explain how their words helped them better understand the topic of their book. Alternatively, have students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.”
  • Unit 6, Module A, Lesson 11, Vocabulary Knowledge: “Have students review with you the list of words they came up with. Ask them to try to figure out what the words mean by using context clues. Alternatively, have students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.”

Although students are asked to look back in the text and answer questions, there is little instruction directly focused on vocabulary. In small groups, vocabulary words may be discussed and focused on a strategy, but the guidance for what teachers should be doing with their vocabulary lists and how to teach students these words and links is not explicit. The words covered for each lesson are outlined in the Module Planners in every Teacher's Guide for every unit and module.

Vocabulary is not repeated across multiple texts although some morphological, semantic, and narrative instruction is included in a “network.” There is no evidence that vocabulary words are systematically repeated throughout texts. The focus is on teaching the children the skills to make connections to the links in all words rather than repeating vocabulary words.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for containing a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.

Each writing lesson focuses on a standard based writing type (narrative, opinion, or informative/explanatory). Students receive explicit instruction that guides them through the writing process. Students have writing models from anchor and supporting texts that they can use to examine writers’ styles and techniques. Students have the opportunity to apply writing skills during Independent Writing Practice and share their work at the end of each lesson. Students develop grammar, usage, and convention skills by practicing in their Reader’s and Writer’s Journal.

Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include:

  • In Unit 2, Module A, Lesson 7, students write a Narrative in which they recount a well elaborated event or short sequence of events. They include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. On pp. 78-79 require students to write a narrative piece where they focus on their Anchor Text, Alexander, Who Used to Be Rich Last Sunday, to help them write a narrative with a solid beginning, middle, and end. They then specifically focus on writing a strong ending to a story.
  • In Unit 3, Module B, Lesson 1, on pp. 168-169 the goal is to write an informative/explanatory piece that displays children understand that the details in the text relate back to the main topic and that when we write me must include key details that tell more about a topic. This aligns with standard W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • In Unit 3, Module B, Lesson 10, students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. On pp. 258-259 students write an informative/explanatory piece which will identify the author’s point of view. The text from the Text Collection is City Green which is a story where neighbors work together to turn a vacant lot into a garden. Students understand that turning an idea into action requires hard work and determination.
  • In Unit 4, Module B, Lesson 12, on pp. 128-129 the goal is to write a narrative which provides conclusions, or resolutions to tell readers how the main characters resolve the problems presented by the plot events.
  • In Unit 5, Module A, Lesson 2, students write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons and provide a concluding statement or section. On pp. 28-29, students write an opinion piece which correlates with pioneering which is described as thinking of original ideas or exploring new places. The anchor text for this unit is John Chapman, Planter and Pioneer.
  • In Unit 6, Module A, Lesson 13, on pp. 138-139 the goal is to write an opinion piece that states why they believe it is important for people to take care of the earth.

Each module ends with a Performance-Based Assessment. The task provides opportunities for students to apply the skills they learned during the module to their own writing. Examples include:

  • In Unit 2, Module A, students write a short narrative about a character who makes a decision about money.
  • In Unit 4, Module B, students use information they have learned from the selections to write an informative magazine article explaining a natural event.
  • In Unit 6, Module A, students write a book review about which of the selections they liked best, 68 Ways to Save the Planet Before Bedtime or On Meadowview Street.

Writing instruction supports students’ growth in writing skills over the course of the school year. Each lesson includes a writing task. It varies from narrative, opinion to explanatory/informative across the lessons. Included in lesson is an Independent Writing Practice lesson, Conventions Mini-Lesson and a Shared Writing section where students get the opportunity to share their writing. Examples include:

  • In Unit 1, Module B, Lesson 3, the focus writing is Informative/Explanatory Writing. During Set the Purpose, the Teacher Editoins states, “Remind students of the essential question, How do writers introduce and develop a topic in informative writing? Students work as a class to make topics from Friends Around the World. What do you think the page/section/paragraph/picture is mainly about?” The teacher provides a model. Students develop a plan before they write. “As I look at the topics on our list, I notice food markets. I know shopping for food interests me, and I know a lot about shopping for food. I would like to learn more about shopping for food markets in Ho Chi Minh City, Vietnam. The topic is something I am both interested in and have an interest in learning more about. I need to support my topic of food markets in Ho Chi Minh City, Vietnam, with answers to questions about the topic. Here are some questions I can answer about the food markets in Ho Chi Minh City, Vietnam: Where are the markets located? What foods are sold in the markets? Where do the vendors get their vegetables and fruits? What do the markets look like? How do people pay for food in the markets?” During Independent Writing Practice, “Have student look over the class list they made. Tell them to choose one topic that they find interesting and write a list of questions that they want answered. Students can share their writing.” During the Conventions Mini-Lesson teachers review nouns and adjectives. Students then practice with adjectives on p. 49 in their Reader’s and Writer’s Journal.
  • In Unit 5, Module A, Lesson 10, the focus writing is Opinion Writing. During Set the Purpose, the Teacher's Guide states, “One way to compare two texts on the same topic is to use a graphic organizer, such as a Venn diagram, to record similarities and differences. As you look back at the texts, keep these questions in mind: What topic do the texts have in common? What is the purpose of each text? What text features help the writers present information about the main topic? How is the information that is presented similar? How is the information different?” Students create a Venn diagram comparing and contrasting John Chapman: Planter and Pioneer and Johnny Appleseed. The teacher models and example. Independent Writing Practice: Students write an opinion piece about which one the texts they feel is more informative about John Chapman’s life. They use their Venn diagrams to help them. Students can share their writing. Conventions Mini-Lesson: Teacher models combining sentences into compound sentences. Students practice with an example provided by the teacher. Then they practice on p. 336 in their Reader’s and Writer’s Journal.

Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. For example, in each lesson the teacher’s guide provides lesson plans for setting the purpose and teaching and modeling. Each lesson is scripted and outlines what the teacher says and does. There are rubrics in the Assessment Handbook for end of the unit assessments.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for including a progression of focused shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.

Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. Materials provide opportunities for students to apply Reading, Writing, Speaking & Listening, Language skills to synthesize and analyze per their grade level readings. Research projects are sequenced across a school year to include a progression of research skills. Examples include:

  • In Unit 1, Module B, the performance based assessment requires students to write a compare-and-contrast paragraph about two of the communities they read about in the selections.
  • In Unit 3, Module A, the performance based assessment requires students to research an American who did something special to help our country. The research should focus on contributions her or she made to our country.
  • In Unit 4, Module B. In the performance based assessment, children use information they have learned from the selections to write an informative magazine article explaining a natural event.
  • In Unit 6, Module A, the performance based assessment requires students to write a book review about which of the selections they liked the best.
  • In Unit 6, Module A, the performance based assessment requires students to identify an opinion the author includes about Nobel or Roosevelt from the texts Alfred Nobel: The Man Behind the Peace Prize or A Picture Book of Eleanor Roosevelt. Children agree or disagree with the opinion based on text based evidence.

The materials also include an optional center called The Research Center that can be visited daily. Suggested research topics are included in each module. For example:

  • In Unit 1, Module A, suggestions include researching a community and making a small poster with facts about that community and its people.
  • In Unit 4, Module A, suggestions include researching two different cultures and creating a compare-and-contrast chart on a word processing document.
  • In Unit 6, Module B, suggestions include researching stories of real pioneers who helped our country grow, and write a paragraphs about one of them, as well as researching online a journey they would like to take, and write a description of the journey using a computer.

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Most texts are organized with built in supports/scaffolds to foster independence. Examples include:

  • ReadyUp! Intervention provides additional instruction with the lesson’s reading and foundational skills standards.
  • The Leveled Text Library allows students/teachers to choose texts based on student’s needs.
  • Reading Analysis Support provides additional support for students who are struggling as well as Unlock the Text.
  • The Scaffolded Strategies Handbook provides additional support for each lesson.

Procedures are organized for independent reading included in the lessons. Examples include:

  • Focused Independent Reading instruction is the first step of Small Group Time each day.
  • The Independent Reading Routine provides teachers with support for introducing and continuing Independent Reading, as well as a rationale for implementation.
  • The Text Club Routine provides teacher with support for a protocol to have children read a text then discuss it with meaning and purpose. Each text club has assigned roles for students.
  • A Pearson Realize online contents page links to Independent Reading Activities. The teacher can direct and students can access Dash content to input comprehension and vocabulary notes.

There is sufficient teacher guidance to foster independence for all readers. Examples include:

  • Students are guided how to apply the content of each day's Reading Analysis lesson to their self-selected text, starting with Unit 1, Module A, Lesson 1.
  • Teachers meet with two or three individual students during Small Group Time each day to discuss their texts and support independent reading. This is found on each lesson’s fifth page.
  • Each module includes center time which involves independent reading. During independent reading, the teacher directs students to focus on either a process focus or a strategy focus. A process focus is where students either focus on independence, stamina, or engagement. The strategy focus has students focus on fluency, comprehension, vocabulary, or critical thinking.

There is a proposed schedule for independent reading. For example, teachers prepare students for Focused Independent Reading that they do during Small Group Time while teachers teach mini-lessons and assess individual students.

There is a tracking system (which may include a student component) to track independent reading. For example, students monitor their reading by recording it in their daily reading log. They gauge and record their engagement, their opinion of what they read, and their plan for the next day’s reading.

Student reading materials span a wide volume of texts at grade levels (and at various lexile levels within the grade). For example, students can use the Leveled Text Library or online leveled texts to practice reading at their independent levels. Texts are related to the unit topic and offer a range of levels to meet every student’s needs.

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

The materials reviewed meet the expectations for usability. Materials are well-designed and include support for implementation over the course of a school year. Materials include clearly labeled navigation and support to aid teachers to support students’ literacy growth. The design of the materials supports effective lesson structure and pacing. Student resources include review and practice problems, clear directions, and explanations, and correct labeling of reference aids. Visual design is not distracting to students and support students’ learning.

The materials support teachers in helping students to learn and understand the concepts in the standards. Teacher’s editions explain the role of specific ELA/literacy standards in the context of the overall curriculum. Implementation Guides contain explanations of the instructional approaches of ReadyGEN and identify research-based strategies. However, the materials do not include are strategies for communicating with stakeholders about the program and how they can support students in their learning.

There are a variety of assessment opportunities that genuinely measure student progress. Not all assessments denote which standards are being assessed. There is sufficient guidance for interpreting student performance on assessments and suggestions for follow-up. Materials also provide routines and guidance that point out opportunities to monitor student progress. Students are accountable for independent reading.

Materials meet expectation for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards and opportunities for teachers to use a variety of grouping strategies. There are clear supports for students who struggle as well as those who work above grade level. The Scaffolded Strategies Handbook provides extensive follow-up to support students who read, write, speak, or listen in a language other than English to work with grade-level text and meet or exceed grade-level standards.

Instructional materials include useful technology to enhance student learning. They include materials to support students’ personalized learning via navigable online platforms. The digital platform offers opportunities to enhance student learning.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for being well-designed and taking into account effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.The materials meet the expectations for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding These lessons are intended to be done one a day, totaling an hour and a half to fit in both Reading and Writing. The materials meet the requirements for resources including ample review and practice resources, clear directions, and explanations, and correct labeling of reference aids (e.g. visuals, maps, etc). The materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The visual design that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Indicator 3a

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

The instructional materials reviewed for Grade 2 meet the expectations for being well-designed and taking into account effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.

Daily lesson structures include the components of Reading with 30-40 minutes for whole group reading instruction, 30-40 minutes for small group instruction, and 30-40 minutes for whole group writing instruction. The pacing is defined in the following way:

  • Whole group instruction includes Built-In Foundational Skills Mini-Lessons, Building Understanding, Close Reads, Reading Analysis Lessons, and Focused Independent Reading.
  • Small Group Instruction includes Small Group Options such as additional instruction, practice, or extension as needed in the areas of fluency, foundational skills, and reading and language analysis, Independent Literacy Work with a choice between student-selected grade level text, leveled text library books, and decodable and practice readers, and ReadyGen Intervention which provides support for struggling readers.
  • Whole Group Writing Instruction contain focused lesson on one specific writing types critical to college and career readiness and conventions mini-lessons. During these lessons the teacher sets the purpose, teaches and models, prepares students to write, and gives the students time for independent writing. In addition to whole group there are also daily conventions mini-lessons.

Following is a detailed example of the lesson structure from Unit 3, Module A, Lesson 7:

  • Whole Group Reading Instruction: 1) Building Understanding, during this portion of the lesson, teachers “Set the Purpose” by telling students the following: “Today we will begin reading a new story. We use details to help us figure out who is telling the story. The person or character who is telling the story is sometimes called the narrator.” “In this lesson we are going to learn how readers can look for details to help them understand the characters and narrators of a story.” 2) Read, teachers introduce the story Hunter’s Money Jar. Students follow along as the teacher reads the story. 3) Turn and Talk, after these pages, the teacher has the students turn to a partner and discuss this question using examples: “Why does Hunter have a money jar?” 4) Close Read, “Engage the class in a discussion about what they just read . . . Use these questions to guide the discussion . . .” “Look at page 7. Why does Scratch say they need more friends to join them? Let’s look for details that support this idea. I know that Scratch is a coin. The text on page 6 says that “Hunter had been saving up to buy a skateboard for a long time.” It also says that “there wasn’t enough money in his jar yet.” So Scratch says that they need more friends because Hunte needs more money.” “Why is Hunter disappointed at the toy store? Point to details in the text on p. 14 that helped you figure this out.” Look at page 21. Why does Scratch say the money jar is getting crowded? What does Hunter do to earn his money?” 6) Benchmark Vocabulary, teachers use the “Benchmark Vocabulary Routine for Literary Text” on pages TR28-TR31. “Students find and read sentences from the text with the words coins and bills.” 7) Language Analysis, students work with a partner to identify the narrator on pp. 9, 12, 16 and 23. They point out details that helped them figure out who is telling the story on each page.
  • Small Group Time: During Focused Independent Reading students read their self-selected texts. The teacher announces the two focus points to the class for their self-selected reading. For Unit 3 Module A, Lesson 7, the focus is “Stamina” and “Fluency”. Students read and reread self-selected texts to build fluency. Teachers monitor students’ progress by having them record their reading in a daily reading log and having them read aloud to the teacher. Additional instruction, practice and extension during “Small Group Time” are offered through a variety of options: Word Analysis use Teacher’s Guide, Unlock the Text, use Scaffolded Strategies Handbook, Teacher conferences each day with two or three students to discuss their self-selected texts, Reading Analysis Support for students who struggle with point of view, there is a “Support Reading Analysis Mini-Lesson.” and Reading Analysis Extension for students who easily understand point of view, there is an “Extend Reading Analysis Mini-Lesson.”
  • Whole Group Writing Instruction: Students focus on narrative writing, and sequencing and telling events in order. The teacher sets the purpose by going back to the essential question. The teacher recounts the beginning, middle and end of Hunter’s Money Jar, guiding a discussion. Next, students and teacher work together to write the events in order from The Winner’s Choice. Finally, during Independent Writing Practice students discuss with a partner the events in order from Hunter’s Money Jar. Then they work independently to write the events on p. 170 in their Reader’s and Writer’s Journal.

Indicator 3b

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

The instructional materials reviewed for Grade 2 meet the expectations for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding These lessons are intended to be done one a day, totaling an hour and a half to fit in both Reading and Writing. The suggested pacing has students reading, in small groups, and then writing during these 90 minutes. Each lesson is broken down by Read, Benchmark Vocabulary, Reading Analysis, and Writing.

  • There are 6 units that are each broken into 2 modules. Module A in every unit contains 13 lessons and Module B in every unit has 12 lessons. There are a total of 150 lessons in the second grade materials.
  • Lessons are set up for 90 or 120 minute blocks that include Reading (Build Understanding, Close Read, Benchmark Vocabulary, Text Analysis – either language or reading) Small Group Time (Focused Independent Reading, Small Group Options), and Writing (Focused Writing, Independent Writing Practice).
  • Additional lessons are included for the Performance Based Assessment as well as other unit assessments. Time is built in for teachers to modify lessons to tailor to their student’s needs.
  • Pacing suggestions are provided in the Implementation Guide that suggests teachers can vary the lessons from day to day based on the text, needs of the students, and the amount of scaffolding necessary to delivery instruction appropriately. (Implementation Guide p. 19)

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.).
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the requirements for resources including ample review and practice resources, clear directions, and explanations, and correct labeling of reference aids (e.g. visuals, maps, etc).. Students have access to an array of materials including the Text Collection, anchor texts, Sleuth, leveled text library, online resources, and center options. Other resources available to students include, trade books, text collections, Close Reading, performance tasks, Reader’s and Writer’s Journal, Independent Reading Activities, as well as digital interactive tools such as Reader’s and Writer’s Journal, Envision It! Animations, TikaTok (students as authors), and Grammar Jammers. In the online resources, activities and exercises are found, such as Monster Word Mania and Pack Up The Skills interactive games. There are Close Reading and Independent Reading modeling videos. Each of these resources include ample opportunity to review and practice, clear directions, and correct labeling.

Some examples of the resources that provide review and practice opportunities are:

  • Daily Focused Independent Reading routines and structures allow students to extend and apply what they are learning in daily whole group instruction to a text of their own choosing,at their ability and interest level.
  • Daily Independent Writing Practice gives students opportunity to apply the writing skills and conventions they have discussed and learned in whole class instruction to a daily writing prompt that prepares them for Performance Based Writing Assessment at the end of each module.
  • Digital Opportunities for Writing and Reading are provided daily during Small Group Instruction.
  • Daily mini-lessons in Language Conventions focus on one or more language standards. Students apply these conventions to their own writing, then practice these newly acquired skills for teacher to monitor progress in their Reader’s and Writer’s Journal.
  • Sleuth, a collection of short, high interest selections, serves to support and extend daily close reading lessons for struggling and accelerated learners. Three to four times in each unit, or sixteen times over the course of the school year, the Scaffolded Instruction during Small Group lessons use Sleuth to reteach, practice, and apply close reading skills and strategies .
  • Scaffolded Strategies Handbook Part One: Unlock the Text contains lessons for every anchor and supporting text, the section Express and Extend allows struggling and accelerated learners opportunities to react to the text through discussion and writing.
  • During Small Group Instruction, students use independent center activities to practice and apply standards in Reading, Writing, Word Work, and Research. Digital Components are available and suggested for each of these four sections.
  • There is a scaffolded strategies handbook, along with teacher resources, that has a multitude of graphic organizers, rubrics, and sentence frames that are available for students to use.
  • Common Core Correlations section in Implementation Guide shows where each standard is addressed in Units’ Teacher’s Guides across the units and across the year.

Some examples of clear explanation and directions include:

  • In the Second Grade Scaffolded Strategies Handbook on p. 396, the directions for Unit 1, Module A, Part 4, Unlock Language Learning states, “Build Background for Trouble at the Sandbox: Reproduce and distribute copies of Being Polite student page on page 398. Explain that one important theme or message, in Trouble at the Sandbox is that people in a community should care about one another’s feelings and needs. One way people can do this is by being polite to others. Confirm that students understand what it means to be polite. Then help them understand how to read the chart. Point to the column that lists polite actions. Point to the column that lists polite words. Discuss what the friends in the illustration are doing. Then read aloud the polite actions and polite words chart. The friends in the picture are acting politely and using polite words as they work in the sandbox. To help a friend is a polite action. You can use the polite words, “May I help you?” With partners, have students use actions and words from the cart to describe what they think the friends in the pictures are saying and doing. Scaffold with sentence frames such as: The girl wants to ______. She says ______. The boy says ______. Then have students share with a partner one polite thing they can say and do for a friend. Scaffold with additional sentence frames: One polite thing I can say is _______. I can say ______ to show ______.”
  • On page 160 of the first grade Reader’s and Writer’s Journal, the directions for Language Benchmark Vocabulary routine for Unit 3, Module A, Lesson 3, state, “Have children use p. 160 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary. Monitor children’s vocabulary development.”
  • On p. 10 of the Teacher's Guide for Unit 4,Module A, as a writing center, students Write in Response to Reading by completing the appropriate writing response to Reading prompts, found within pp. 231-270 of their Reader’s and Writer’s Journal. Children log into TikaTok and write their own book about their own life or about the life of a classmate or friend. Have them go to www.tikatok.com.

Indicator 3d

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

The instructional materials reviewed for Grade 2 meet expectations for including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. In the Implementation Guide there is a Scope and Sequence of all four units, that show where each of the standards is hit within the curriculum. Lessons clearly denote standards alignment. Standard documentation is found in the lesson objectives.

Examples of materials of publisher-produced alignment documentation of the standards addressed include, but are not limited to:

  • The Implementation Guide’s Scope and Sequence section lists all English Language Arts standards for Kindergarten, and which unit and module addresses them.
  • The Implementation Guide’s Unit Overviews Standards Maps section describes the Performance Based Writing Assessment for each module. It lists Essential Questions, Enduring Understanding, and Goals for each module, along with corresponding standards, and lists all standards addressed in each module.
  • The Implementation Guide’s Common Core Correlations section lists Common Core Standards along with page numbers in each Unit’s Teacher’s Guide where these standards are addressed in lesson, task, assignment, or assessment.

Standards and Lesson Objectives are clearly stated on left hand side of Teacher Guides at the beginning of each lesson. For example:

  • In Unit 4, Module A, Lesson 12 publisher-produced alignment to standards is provided. Students will:
    • RL.2.2 pp. 122, 124 – Recount stories from diverse cultures and determine their central message. Recount stories from diverse cultures.
    • RL.2.1 p. 122 – Ask and answer questions to demonstrate understanding of key details in the text.
    • RL.2.4 p. 124 – Describe how words supply meaning in a story.
    • L.2.6 pp. 124, 130 – Use words acquired through reading and being read to. Use a variety of digital tools to produce and publish writing, including in collaboration with peers.
    • RL.2.7 p. 126 – Use information gained from the illustrations and words in print to demonstrate understanding of characters and setting.
    • RF.2.4.a p. 127 – Read on-level text with purpose and understanding.
    • W.2.3 pp.128, 130 - Write a narrative in which they provide a sense of closure. Write narratives in which they recount a well-elaborated event and provide a sense of closure.
    • L.2.3 – Use knowledge of language and its conventions when writing or speaking.
  • In Unit 1, Module A, Performance Based assessment, standards being assessed are included. Students will:
    • W.2.2 p. 142 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
    • W.2.6 p. 142 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding or a topic or issue.
    • SL.2.3 – Create audio recordings of stories or poems, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • In Unit 6, Module B, Performance Based assessment, standards being assessed are included. Students will:
    • W.2.1 p. 282 – Write an opinion piece in which they introduce a book, supply reasons that support the opinion, use linking words, and provide a conclusion.
    • W.2.6 p. 282 – With some guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Standards are also listed at the bottom of each Foundational Skills lesson which are located in the Foundational Skills portion of every Teacher's Guide. For example in Unit 5, Module B, Lesson 8 the standards include:

  • RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
  • RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.
  • RF.2.3.f Recognize and read grade-appropriate irregularly spelled words.
  • RF2.4.a Read grade-level text with purpose and understanding.
  • RF2.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Indicator 3e

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

The instructional materials reviewed for Grade 2 meet expectations for visual design that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The ReadyGen Language Arts curriculum printed version supports students in engaging thoughtfully with the subject due to its visual design. Student materials reviewed for Second Grade include the Text Collections: Volume 1 and 2, Sleuth, a collection of close reading passages for struggling and accelerated readers, Reader’s and Writer’s Journal, and an online component that contains leveled readers, anchor and supporting texts, a variety of grammar games, software to publish students’ stories, and a mechanism with which the teacher can assign personalized writing prompts to communicate with individual students.

Components that support students engaging thoughtfully with the subject include but are not limited to:

  • Units are color coded in the Teacher Guide to allow for easy navigation through the units. Pages within the units are coded with Unit 1 purple, Unit 2 pink/magenta, Unit 3 green, and Unit 4 orange, Unit 5 Teal, and Unit 6 Salmon/Grapefruit.
  • Graphic organizers are free of any distracting words or pictures. The design simple and clear. For example, in Unit 1, Module A, Lesson 10, on p. 104 of the Teacher's Guide, students use the Two Sorting Boxes organizer to record their important information they gathered by looking at the illustrations. The Two Sorting Boxes organizer is located in the Teacher's Guide Teacher Resources section on p. TR42. It states, “As I reread on pages 12-13, I learn that Snowshoe Hare’s coat turns white in the winter. When I look back at p. 10, I see that his coat is brown. When I look back at p. 13, I see that his coat is now white like the text says. Write the information from the text in the first sorting box. Write the information from the illustration in the second sorting box. Ask the children to do the same for the setting and the plot. Have children work independently to complete the graphic organizer.”
  • Graphic organizers are located in the Teacher Resources in the back of every Teacher's Guide on pp. TR32-TR46.

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
8/8
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Criterion Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for materials containing a Teacher's Guide 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.The materials contain a Teacher's Guide that contains full, adult-level explanations and examples of the more advanced literary concepts so that teachers can improve their own knowledge of the subject as necessary. The materials reviewed meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Materials reviewed contain explanations of the instructional approaches of the program and identifying research-based strategies. The materials reviewed do not 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.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for materials containing a Teacher's Guide 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.

Materials include a Teacher's Guide that includes a clear outline of each unit as well as notes and suggestions of how to present content. The Teacher's Guide also includes the objectives of the lesson, explanations of where to find descriptions of routine, and suggested ways to present content as well as possible questions to ask are noted in blue. Each question asked is followed by a sample student answer. The Teacher's Guide includes scaffolded instruction boxes to address learners’ needs with ideas on differentiating instruction for those students in need of strategic or English language support.

  • In Unit 1, Module A, Lesson 1, the teacher is provided with a Teach and Model guide in how to present the way the text begins to tell a story. It is suggested that teachers use discussion to guide students to recognize the sequence of events. Included in this section is a chart that is labeled specifically to demonstrate how the text begins to tell a story.
  • In Unit 3, Module A, Lesson 8, the teaching guide includes a Quick Check suggesting how teachers progress monitor two to three students daily as they are practicing Oral Reading Fluency. The Quick Check states, “If students are reading at a rate that is too slow, then encourage them to practice reading at a faster pace where the words flow better together.”
  • In Unit 4, Module B, Lesson 5, the Close Read section gives directives and suggestions on students citing evidence. The Close Read section states, “During guided close reading, have students discuss what they just read. Remind children that readers use details and examples to explain or connect ideas or events in a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.” The teacher is provided with guided questions to lead a class discussion that requires evidence.
  • On pages 66-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module where each is addressed.
  • On pages 74-85 of the Implementation Guide, Standards maps are provided for each Module. These maps include a description of the Performance Based Assessment, essential questions that are linked with standards, essential questions, a list of anchor and support texts, a list of all standards covered, Module goals linked to standards, and enduring understandings that are linked to standards.
  • On pages 88-103 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 2 Common Core Standards and then gives the Unit and page number where the standard is addressed.
  • In Unit 5, Module A, Lesson 10, the Independent Writing section of the lesson provides teachers with plans on how to use a Venn diagram detailing two texts students read. It also shows teachers how to incorporate facts students had written in an opinion piece.

Materials include teacher guidance for the use of embedded technology to support and enhance student learning.

  • In Unit 1, Module A, the Performance Based Assessment has a digital option stating, “You may incorporate technology into the Performance-Based Assessment. Have children type their stories using word processing software. Then they add illustrations by printing out the pages and drawing pictures above or below the text.”
  • In Unit 4, Module B, Lesson 10, the teacher’s guide lists the digital publishing studio TikaTok as a resource for students to write and illustrate their own books.
  • In all Units and Modules Digital Centerpieces center options include the Reading Center, Writing Center, Word Work Center, and Research Center. Each of these centers includes an online technology piece.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations of materials containing a Teacher's Guide that contains full, adult-level explanations and examples of the more advanced literary concepts so that teachers can improve their own knowledge of the subject as necessary. The materials also include an Implementation Guide to provide specific explanations, rational, and examples of key concepts that are needed to improve knowledge of the subject. Common Core Correlations, located in the Implementation Guide, list all of Second Grade ELA standards by strand, then the page numbers in each unit’s Teacher’s Guide where these standards are addressed.

The Teacher's Guides include:

  • Instructional Routines, along with their rationales, are located in the Teacher Resource Section in the back of each of the Teacher’s Guides.
  • Generative Vocabulary Instruction is explained in the Implementation Guide as “helping students learn about words.” A white paper on generative vocabulary instruction is available online at pearsonrealize.com. It’s further described in each unit of the Teacher’s Guide at the beginning of each module. Teachers learn about benchmark vocabulary (words that are important for understanding concepts within a text) and by-the-way words (sophisticated or unusual Tier II and Tier III words).
  • Text Complexity Rubrics are available for each Anchor and Supporting Text. Rubrics explain quantitative, qualitative, and reader and task considerations, and provide the teacher with information on potential challenges students may have in accessing the text. These rubrics are located in the Teacher’s Resource Section in the back of each unit’s Teacher’s Guide.
  • Tips and Tools sidebars throughout the Teacher’s Guides, Scaffolded Strategies Handbook, and Teacher Resource sections provide quick definitions of literary and language terms being taught in each lesson. For example, “Tips and Tools” of the “Routines” portion of the Teacher Resources offers definitions for affix, inflectional ending, and root words for the teacher.
  • Independent Reading Continuum, located in Teacher’s Resource Section of each unit’s Teacher’s Guide, “shows a progression of the essential elements of independent reading in the elementary grades, describing strategies and processes that students practice when engaged in purposeful, self selected reading.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

  • On pages 64-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module they are addressed.
  • On pages 72-81 of the Implementation Guide, Standards maps are provided for each Module. These maps include a description of the performance based assessment, essential questions that are linked with standards, a list of anchor and support texts, a list of all standards covered, Module goals that are linked to standards, and enduring understandings that are linked to standards.
  • On pages 82-103 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 2 Common Core Standards and then gives the Unit and page number where the standard is addressed.

Indicator 3i

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

The instructional materials reviewed for Grade 2 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include an Implementation Guide that provides walkthrough of the curriculum, citing and explaining the rationale and research-based strategies including but not limited to the principles of backwards design and the design principle of backward mapping.

  • On page 22 of the Implementation Guide, it states, “ReadyGEN uses the principles of backward design to help teachers deliver instruction based on learning goals.” This is connected to the quote on the bottom of page 23 from the research of Fisher and Frey: “Reading widely is a habit that students must develop, but they also need instruction in reading increasingly complex texts so their reading diet is more balanced. We suggest that more difficult texts with scaffolded instruction should become part of the classroom equation.”
  • On page 24 of the Implementation Guide, it states, “ReadyGEN offers a robust range of assessments.” This is connected to the quote on the same page from the research of Peter Afflerbach about formative and summative assessments.
  • On page 45 of the Implementation Guide, it states, “Quick Checks provide formative assessment opportunities to monitor students’ fluency progress.”
  • On page 50 of the Implementation Guide, it states, “Performance-Based Assessments emphasize integration of reading, writing, and speaking and listening as students draw from the texts sets to demonstrate their knowledge of core understandings.” Which is connected to the quote on page 51 from the research of Linda Darling-Hammond and Frank Adamson.

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
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Indicator Rating Details

The instructional materials reviewed for Grade 2 do not 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.

There are two places in the curriculum where a home school connection is mentioned. Once, when assigning online games and activities, there is a parent letter available online that explains that students will be using online curriculum. The second mention is on page of 32 of the Ready Up Intervention booklet available to review online. It mentions the importance of a home school connection.

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
7/8
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Criterion Rating Details

The instructional materials reviewed for Grade 2 meet expectations for regularly and systematically offering assessment opportunities that genuinely measure student progress. Materials include a baseline assessment, multiple formative assessments, performance-based assessments, and end-of-unit assessments. Materials reviewed partially meet the expectations for assessments clearly denoting which standards are being emphasized. Materials provide teachers with guidance for administering assessments and interpreting results through rubrics and scoring guidance documents. Instructional materials meet the expectations for including routines and guidance that point out opportunities to monitor student progress. Ongoing progress monitoring formative assessments are integrated within every module. Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for regularly and systematically offering assessment opportunities that genuinely measure student progress. Materials include a baseline assessment, multiple formative assessments, performance-based assessments, and end-of-unit assessments. Each of these assessments are included in the Assessment Book along with an overview, directions, passages, running records, student tests, test administration information, answer keys, and rubrics.

  • Opportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities are provided to assess oral reading fluency.
  • Reading Keystones are formative assessments in every lesson to assess children’s understanding of key language, structures, and ideas. These keystones help the teacher check children’s progress toward the Performance-Based Assessment. The reading keystones include Benchmark Vocabulary Practice, Text Analysis practice/application, and Write in Response to Reading. For example, in Unit 3, Module B, Lesson 4, children use p. 203 in their Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary. Teachers monitor children’s vocabulary development.
  • Writing Keystone Checklists are placed throughout the unit to assess children’s opinion, narrative, or informative writing. These checklists help the teacher determine how children are progressing toward the task in the Performance Based Assessment. For Example, in Unit 6, Module A, Lesson 8, on p. 90, the Writing Keystone Checklist for Stating and Supporting and Opinion is used to assess children’s opinion writing. If children need additional support with one or more of these elements of opinion writing, teachers use Unlock Opinion Writing beginning on p. 260 of the Scaffolded Strategies Handbook.
  • Oral Reading Fluency Quick Checks are included in the Small Group Options for daily lessons. Oral Reading Fluency can be assessed using text and guidelines provided for Running Records (Assessment Book Teacher’s Guide). For example, in Unit 6, Module A, Lesson 4, states, “Explain to the children that reading with expression means adjusting your voice to match different characters, moods, feelings, and meaning. Reading with expression helps keep the listener interested. Have children follow along as you model reading aloud p. 14 from Friends Around the World with expression. Review why a reader would not want to ignore expression. Then echo read with children p. 16 from the text.”
  • Performance-Based Assessments are included with each Module where students complete a task that requires analysis and demonstrating knowledge in writing. For example, in Unit 2, Module A, on p.142 the Performance-Based Assessment requires children write a short narrative about a character that makes a decision about money. Children create a plot with a beginning, middle, and end, include at least two events, use temporal words to signal the order of events, include details that express the thoughts and feelings of the character, and write a sentence that wraps up a story.
  • End-of-Unit Assessments are provided to help the teacher further measure their students’ mastery of reading and language arts standards. Included in the Assessment Book Teacher’s Manual is teacher information, answer keys, and class record charts. Student tests can be found in the ASsessment Student Book and online. For example, each End of Unit Assessment includes two passages of complex text. Students read each passage and then answer a series of selected-response questions. The comprehension questions address reading standards. The vocabulary questions target grade-appropriate Tier 2 and Tier 3 vocabulary words and address language arts and reading standards. Many of the questions have two parts. Part A requires students to use context and apply the skills they learned during the unit to answer the question at hand. Part B requires students to go back to the passage to find textual evidence that supports the answer to Part A. The online End-of-Unit Assessments for Units 4-6 include technology-enhanced items (TEIs). These are responses that go beyond the traditional multiple-choice and constructed response item types to include drag-and-drop, text entry, and drop down menu. TEIs appear in all online ReadGEN Assessments in grade 2. The writing portion of each End-of-Unit Assessment consists of two types of prompts: Constructed Response and Extended Response. These prompts are based on the passages students read in the test and require students to write a narrative, informative/explanatory, and opinion pieces of varying lengths in response. Each Constructed Response prompt elicits a short written response relating to one passage. The Extended Response prompt elicits a longer written response that requires students to draw on information from both passages in the assessment.

Indicator 3l

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

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for assessments clearly denoting which standards are being emphasized. Standards are clearly labeled in the daily lessons and are found on the performance based assessments for each unit, also the standards are noted on the End-of-Unit Assessments and on the Baseline Assessment (Assessment Book Teacher’s Guide).

Daily lessons that include formative assessments clearly denote standards being taught, along with opportunities for students to practice. For example, in Unit 2, Module A, Lesson 7, on p. 76 of the Teacher’s Edition students are tested by the teacher to check for their Fluency with Oral Reading. It is clearly marked that what is being tested is CCSS RF.2.4. - Fluency: Read with sufficient accuracy and fluency to support comprehension.

Performance Based Assessments denote standards being assessed in the objectives box in the Teacher’s Edition. For example, in the Unit 5, Module A, on p. 142, Performance-Based Assessment students write a short story about a choice the made to save or spend money making connections back to the text from this unit that are about choices and making decisions. Standards W.2.1, W.2.6, and S.L.2.4 are are provided in the Teacher’s Guide. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. W.2.6 With Guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. S.L.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

On pages 66-71 of the Implementation Guide, a standards map is provided that lists all standards in a module along with the Performance-Based Assessment Task.

End-of-Unit Assessments and Baseline Assessments provide standards being emphasized in student facing material or the Assessment Teacher’s Guide.

Indicator 3l.ii

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

The instructional materials reviewed for Grade 2 meet the expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Materials provide teachers with guidance for administering assessments and interpreting results through rubrics and scoring guidance documents. Guidance includes but is not limited to:

  • Performance Based Assessments provide teachers with notes and guidance regarding administration of assessments. Information is provided which guides teachers how to allow students to complete the assessment over multiple lessons, to review the Essential Questions, and revisit the texts. Also provided are scaffolded supports for students as they are completing the assessments and follow-up support for students scoring a 0, 1, or 2 on the assessment wit Reflect and Respond “if…then…” statements. Teachers are also provided a Writing Rubric with each assessment that directly connects to the type of writing being tested whether it be a narrative, informational/explanatory, or opinion writing or project.
  • Guidance is provided for teachers in administering and scoring assessments, along with interpreting student assessment scores on End-of-Unit Assessments. For example, in the Assessment Book Teacher’s Guide on p. T55-T56 teachers are guided on the options of how to administer the assessments as well as how best to administer this assessment. A rubric is also provided for scoring the extended response items of the End-Of-Unit Assessment.
  • The Assessment Book Teacher’s Guide provides guidance on what to do with assessment results. Teachers are directed to examine results and then use the results to inform instruction. For example, on page T57-58, of the Assessment Book Teacher’s Guide steps that should be taken after the assessment concerning scoring as well as guiding instruction are provided.
  • Instruction and guidance are provided for administering Running Records with the fluency passages used for the assessments. Information is also provided for teachers in interpreting student scores and specific miscues in the Assessment Book Teacher’s Guide.

Indicator 3m

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

The instructional materials reviewed for Grade 2 meet the expectations for including routines and guidance that point out opportunities to monitor student progress. Ongoing progress monitoring formative assessments are integrated within every module. Progress monitoring opportunities include but are not limited to:

  • Reading and Writing Keystones that assess students’ reading and writing and their understanding of key language, structure, and ideas. For example, in Unit 5, Module A, Lesson 5, on p. 54, Practice states, “Have children use p. 320 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary. Monitor children’s vocabulary development.”
  • Fluency Quick Checks that offer If. . . Then... suggestions to monitor students’ fluency progress and provide an assessment tool for teachers to quickly assess students in a small group of 2-3 students at a time. For example, in Unit 2, Module A, Lesson 7, on p.77 the teacher models fluent reading by reading aloud on p. 18 from Alexander, Who Used to Be Rich Last Sunday. Model the fluently reading, then have students read the same passage aloud.
  • Check Progress assessments in each unit that assess students’ phonics, word analysis, and high frequency word skills. These are located at the end of every Foundational Skills section. For Example, in Unit 4, on p. FS27-FS29 Unit 4 Check Progress tests Phonics and High-Frequency words.
  • Student work in the Reader’s and Writer’s Journal, including Write in Response to Reading prompts that require students to cite text evidence as they write about what they’ve read. For example, in Unit 6, Module A, Lesson 4 p. 46: Use Write in Response to Reading on p. 394 of the Reader’s and Writer’s Journal to check children’s understanding of key ideas in 68 Ways to Save the Planet Before Bedtime.
  • If. . . Then... suggestions for monitoring progress also appear in the Scaffolded Strategies Handbook.

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
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Indicator Rating Details

The instructional materials reviewed for Grade 2 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. Examples include:

  • Pages TR 12-19 of all units Teacher Resources include the rationale behind the Independent Reading Routine as well as an independent reading rubric and reading log.
  • Small Group Time includes a Focused Independent Reading Time. During this time student focus on a process whether it be Engagement and Identity, Independence, or Stamina. Students also focus on a Strategy such as Vocabulary Knowledge, Critical Thinking, Fluency, or Comprehension. The teacher is given guidance to monitor the student’s progress by outlining two possible activities to quickly assess the process and strategy focus for that day.
  • During Small Groups, students are guided to apply the content of the Reading Analysis and Language Analysis lesson to their self-selected text. For example, in Unit 2, Module A, Lesson 9, students are reminded that characters may respond to the same challenge in different ways. The Venn Diagram is displayed found on p. TR43 to help students organize their compare and contrast between two characters. After adding a few details and watching the teacher model, the group begins to Practice and Apply their lesson. Students work in pairs to compare and contrast characters’ responses. The teacher uses the Think-Pair-Share Routine on pp. TR2-TR3 to have children discuss the details and examples from the text that support their ideas. Also, in Unit 2, Module A, Lesson 6 students are reminded that story structure includes the way a story is organized. The Sequence B graphic organizer found on p. TR38 to organize and sequence their events (using words such as first, then, next, last). Next, the group participates in the Practice and Apply. Children work independently or in small groups to complete the graphic organizer. The teacher uses the Small Group Discussion Routine on pp. TR6-TR7 to have children discuss details and examples from the text that support their ideas.

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.
10/10
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Criterion Rating Details

The instructional materials reviewed for Grade 2 meet expectations for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards and opportunities for teachers to use a variety of grouping strategies. There are clear supports for students who struggle as well as those who work above grade level. Materials meet the expectations for providing all students, including those who read, write, speak, or listen below grade level or in a language other than English, extensive opportunities to work with grade level text and meet or exceed grade-level standards.The Teacher’s Guide provides daily scaffolding for immediate feedback during lessons, and the Scaffolded Strategies Handbook provides more extensive follow up to support these students.Materials include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level and also provide opportunities for teachers to use a variety of grouping strategies.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards and opportunities for teachers to use a variety of grouping strategies. There are clear supports for students who struggle as well as those who work above grade level. Grouping strategies included are inclusive of multiple opportunities.

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

  • The Scaffolded Strategies Handbook addresses English Language Learners, students with disabilities, struggling readers, and accelerated learners. This handbook provides models of scaffolded instruction, useful strategies, and practical routines to employ during reading. The lessons provided are intended to be used during small-group time with students the teacher determines to need additional scaffolded instruction. The Scaffolding Strategies Handbook is organized into four parts.
  • Part 1 is titled Unlock the Text. Provides every anchor and supporting text with scaffolds and strategies. The lessons are divided into Prepare to Read, Interact with Text, and Express and Extend.
  • Part 2 is titled Unlock the Writing. These lessons work to scaffold the module-level Performance Based Assessments and it also provides additional lessons to teach the writing types required by the standards.
  • In Part 3 of the Scaffolded Strategies Handbook routines, graphic organizers, and activities are provided to support students.
  • Part 4 is titled Unlock Language Learning. It focuses on supporting English Language Learners to construct the meaning and explore vocabulary of a text. This section provides support to build background, talk about sentences, speak and write about the text, expand understanding of vocabulary, and write about the anchor and supporting text.
  • Small group instruction is provided based on student need with options such as:
  • Unlock the Text which supports students in accessing ideas, key language, and key structures.
  • Word Analysis which supports students with their foundational skills.
  • Conferencing which helps students to grow their independent reading accountability as they discuss their self-selected texts with the teacher.
  • Support Instruction which targets students who need additional scaffolding for the instructional focus of each lesson.
  • Extensions which are intended for students who understand the lesson focus and would benefit from opportunities to extend the lesson and enhance learning.
  • Sleuth which is used three to four times each unit for small group lessons to reteach, practice, and refine close-reading skills and strategies.
  • The Teacher’s Guide includes Scaffolded Instruction notes throughout all lessons. For example, in Unit 1, Module A, Lesson 1, the Guide states, “Help students who struggle with dialogue. Students may have difficulty following who is speaking. Reread the dialogue, pointing out speakers to help readers follow along. Or assign each student a character, and the have students reread the dialogue starting on p. 6 with Theo and ending on p. 7 with big boy. Also, in Unit 6, Module B, Lesson 12: Students may not understand the significance of a radio show in Eleanor Roosevelt’s day. Explain that back then communication was quite different from what it is today. There was no TV or internet. Families used the radio to hear the news of the day, so Eleanor’s words of hope reached many people and were important to them.”

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.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for providing all students, including those who read, write, speak, or listen below grade level or in a language other than English, extensive opportunities to work with grade level text and meet or exceed grade-level standards.The Teacher’s Guide provides daily scaffolding for immediate feedback during lessons, and the Scaffolded Strategies Handbook provides more extensive follow up to support these students.

The Teacher’s Guide provides on-the-spot scaffolds in each lesson. These address common stumbling blocks encountered by English Language Learners and struggling readers and writers. They are highlighted in blue at the bottom of each lesson. Examples include:

  • In Unit 1, Module A, Lesson 8, on p. 83 the Scaffolded Instruction notes are for English Language Learners and for Strategic Support.
    • English Language Learners: “Help Spanish-speaking children realize that as they read the text, they will find some familiar words in English. They are familiar because they are words that have the same origin and the same, or very similar, form. Good examples of pp. 5-7 of Showshoe Hare’s WInter Home are signal, hibernate, exploring, and tunnel.”
    • Scaffolded Instruction: “There is quite a lot of dialogue in Snowshoe Hare’s Winder Home among several characters. Help children track the characters and understand speaker tags such as ‘Beaver answered’ and ‘Snowshoe Hare asked.’ Remind children that speaker tags help readers understand who is speaking in the story.”
  • In Unit 3, Module B, Lesson 9, on p. 243 the Scaffolded Instruction notes are for English Language Learners and for Strategic Support.
    • English Language Learners: “Help children understand the multiple-meaning word sign. Marcy shows her point of view when she asks Old Man Hammer, ‘Sign with us?’ Children may think of sign as a noun, like a stop sign. In this sentence, however, it is a verb that means ’to write your name.’”
    • Scaffolded Instruction: “Point out to children that the sentence ‘Old Man Hammer just waves like he’s swatting a fly’ shows that he has a negative point of view toward what everyone is doing. ‘Maybe he’s really sad’ and ‘Give him time’ show Marcy’s and Miss Rosa’s points of view toward Old Man Hammer.”
  • In Unit 5, Module A, Lesson 10, on p. 103 the Scaffolded Instruction notes are for English Language Learners and for Strategic Support.
    • English Language Learners: “Point out the word around on p. 55. Explain that around can mean ‘to circle’ or ‘close to a number or quantity.’ Tell children that in the second sentence on p. 55, around means ‘close to a number.’ The author knows that John began traveling sometime close to 1794, but she isn’t sure of the exact date.”
    • Scaffolded Instruction: “Make sure that children understand that John Chapman is the real name of Johnny Appleseed. Explain that the author primarily uses John Chapman’s real name because she is writing a factual story about his life. If she were writing a fictional story or a legend, she would be more likely to use his nickname, Johnny Appleseed.”

The Scaffolded Strategies Handbook has a number of resources for teachers to assist English Language Learners, struggling readers and writers as well as students with disabilities. These are intended to be used during small group time. The handbook has four sections of resources that include:

  • Unlock the Text: This section includes text complexity rubrics that offer insight into the quantitative, qualitative and reader and task measures of text. The qualitative measures provide strategies for levels of meaning, structure, language conventionality and clarity, and knowledge demands. Cognate charts are provided for each anchor text and supporting text in this section of the handbook as well.
  • Unlock Writing: This section provides scaffolded lessons for the Performance-Based Assessments and grade level support and guidelines for teaching the standards based writing types.
  • Routines and Activities: This section includes routines, reproducible graphic organizers, and activities that can be used to support teaching the standards.
  • Unlock Language Learning: This section provides specific resources for English Language Learners to construct meaning in the selections as well as explore vocabulary of texts. The strategies and activities are designed to develop mastery of reading, writing and speaking around the areas of Building Background, talking about Sentences, Speaking and Writing about the Texts, and Expanding Understanding of Vocabulary.

If/then sections are provided in the Scaffolded Strategies Handbook to support students. For example, in the Scaffolded Strategies Handbook on page 211 students Unlock the Task: Write a Biographical Sketch. Students break apart the task, answer questions about the task, and then restate the task. If/then statements are provided to monitor and support struggling writers. For example, “If …. Students are overwhelmed by the task of selecting a person to research and figuring out questions to ask, then … offer them a list of potential research subjects. Have students narrow their decision by answering questions such as: What makes them an important historical figure? What were some of their big ideas? What important actions did they rake? How did their actions change our country?”

To build speaking and listening skills the Scaffolded Strategies Handbook lists a Listening Skills Log on pages 329-330 and a Have a Discussion Routine and Rating Sheet on pages 335-336.

  • Each Unit’s Leveled Text Instructional Plan addresses speaking and listening skills in the section titled After Reading on page TR68. During the Talk About It section, it states, “The activities in this section are designed to help students develop their understanding of the unit theme and enhance their listening and speaking skills by engaging in a group discussion.” Sentence frames are provided to help students express their ideas.
  • In Unit 4, Module A, Lesson 7, students use the Think-Pair-Share Routine on pp. TR2, TR3 to practice speaking and listening. Teachers are reminded to make sure that students are using best practices for speaking and listening as outlined in the routine.

Indicator 3q

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

The instructional materials reviewed for Grade 2 meet the expectations for including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Each lesson offers support for accelerated learners in Small Group Options. The small group options provided in the Teacher’s Guide offer teachers opportunities to direct their instruction to the needs of their students. Teachers are encouraged to gather formative assessment information from whole group instruction to help determine student needs during small groups. Opportunities within small groups that include:

  • Independent Reading Conferences: Opportunities for students to discuss self-selected texts can be found in the Teacher Resource Book. Independent reading rubrics are also provided for students to self-assess reading preferences and behaviors.
  • Close Reading Extension or Language Analysis Extension are provided for students who are adept or excel at the skill or lesson.
  • Mini-lessons can also be found in the Sleuth materials that offer extensions for students who excel at close reading or language analysis.
  • In Unit 3, Module A, Lesson 3 the Close Reading Extension on page 37 asks students to find similarities and compare Gregor Mendel and Theodore Roosevelt in two texts by looking for clues (gathering evidence), asking questions, making their case, and proving their thinking.

The Scaffolded Strategies Handbook included opportunities outside of the teacher guide for extensions for students who are above grade level. These sections are titled Extend, Accelerated, and Going Deeper. There are four parts in the Scaffolded Strategies Handbook. Including Unlock the Text, Unlock the Writing, Routines and Activities, and Unlock Language Learning. Within each part, there are extensions activities and strategies. For example, in Unit 1, Module A, on page 18 of the Scaffolded Strategies Handbook, students:

  • In Part 1, Unlock the Text to Express and Extend after reading Snowshoe Hare’s Winter Home. The Extend section states, “Have students write a sentence or short paragraph explaining how Snowshoe Hare solved his problem. Then have partners share their sentences with each other. Remind students that each animal in the story has a signal that lets it know winter is coming. Have partners discuss what Snowshoe Hare’s signal is. How did Snowshoe Hare and the other hares prepare for winter?”
  • In Part 2, Unlock the Writing on page 262 students are provided with a practice and a deeper practice when working with opinion texts. Students work with a partner to identify linking words in opinion pieces. The Teacher Edition states, “Ask students to list the linking words they find. Then instruct them to tell which reason and opinion each linking word connects. Students work in groups to brainstorm additional reasons for the topic of liking cheese pizza better than pepperoni pizza. Students work together to write a complete sentence that includes the reason. Challenge them to include a linking word.”

Opportunities for extension appear in small group. For example, on page TR7 in the Unit 1 Small Group Discussion Routine, teachers are provided with a Going Deeper activity once students are familiar with the routine. The directions state, “As children discuss the text, have the Fact Checker flag text evidence. The Summarizer can use this flagged evidence in a group summary.” It also states, “Provide the Elaborator with a list of questions that will encourage higher-level thinking.”

Opportunities for extension appear in the Text Club. For example, on page TR23 in the Unit 2 Text Club Routine directions, teachers are provided with a Going Deeper activity for when students become comfortable with routine to help them explore Text Clubs more deeply. The directions state, “Once students are comfortable with the Routine, choose from the following activities to help them explore Text Clubs more deeply.” It also states, “Ask students to reread the same text with the same Text Club members but take on different roles in the group. Doing so will allow children to experience the text from different perspectives.”

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for providing opportunities for teachers to use a variety of grouping strategies. Students participate in partner and small group Think/Pair/Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Clubs, and Benchmark Vocabulary Discussions for both Informational and Literary texts.

The Teacher Edition provides small group options for teachers to meet the needs of their students. Teachers are encouraged to use information gained from whole group instruction to help determine where students need additional supports or extensions during small groups. Also, Routines and protocols for grouping strategies are provided in the Teacher Resources section of the Teacher Edition. Examples include:

  • In Unit 2, Module A, Lesson 3, the Teacher Edition states, “Have students turn to pages 18 and 23 and work in small groups to complete the graphic organizer. Use the Small Group Discussion Routine on pp. TR6-TR7 to have children discuss how the illustrations and descriptive details in the text help them understand the character. Check understanding by circulating among groups.
  • In Unit 4, Module B, Lesson 1, the Teacher Edition has students Turn and Talk, “After reading, have students turn to a partner and discuss this question using examples from the text: What three categories of information does the author provide about tornadoes? Use the Think-Pair-Share-Routine on pp. TR2-TR3. (Students should share that pp. 4-5 describe tornadoes, pp. 6-7 discuss the ways people study and classify tornadoes, and pp. 8-9 are about surviving tornadoes.)”


Indicator 3s

0/
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Indicator Rating Details

The instructional materials reviewed for Grade 2 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that 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.

Materials are available to access with a login and password at www.pearsonrealize.com. Once signed in an educator can access materials such as the Teacher’s Guide for each Unit, Teacher Resources, Standards, Baseline Assessments, Practice Test, Scaffolded Strategies Handbooks, Unit Modules, each unit’s Leveled eText Library, Text Collections, Sleuth, and printable resources.

On the website teachers can create classes to assign work, check on the status of assignments, create groups, and post class calendars. There is also a Data tab to gather and display and use data to promote student mastery of the standards. Also included on this website are Close Reading Modeling Videos, Independent Reading Modeling Videos, Accessible eTexts, and the customizable lesson planning tool: MyGen.

Accessibility was tested on Microsoft Edge, Internet Explorer, Chrome, Windows, Apple, Android mobile device, Safari, an iPhone. All access was successful. The eTexts are flash based. You will be unable to access eTexts on an iPad since they don’t support Flash. It is recommended to download the eTexts for Schools App if your device does not support the Flash player.

Indicator 3s3v

0/
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers , “platform neutral”, follow universal programming style, and allow the use of tablets and mobile devices. Materials reviewed meet expectations for supporting effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.They include Digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovation. Materials can be easily customized for local use.

Indicator 3t

0/
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet expectations for supporting effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

Materials provide students with the ability to continue learning at home with activities aligned to unit texts, writing modes, and Enduring Understandings. Anchor texts are interactive to build background knowledge and help students access complex texts. Teachers have the option of assigning an e-text or interactive version of the anchor text to students on Pearson Realize. Interactivities can be displayed on an interactive whiteboard for use as part of whole group instruction, or students can access whatever texts have been assigned to them on an individual device. TikaTok allows students to write, illustrate and publish their own digital storybooks and projects. There are also Interactive graphic organizers that allow students to record as they read independently.

Online interactive tools such as Reader’s and Writer’s Journal, Monster Word Mania, Pack Up the Skills, Envision It! Animations, Letter Tile Drag and Drop, and Grammar Jammers are provided and can be assigned by the teacher, as well as Close and Independent Reading Videos to support students’ learning.

Indicator 3u

0/

Indicator 3u.i

0/
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 include Digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Materials can be easily customized for individual learners. An online Baseline Assessment is used to pinpoint students struggles while assessing the standards with complex text. Digital materials provide program-agnostic College and Career Readiness assessments, Balanced Practice Test, and Performance Tasks. Technology-Enhanced Items appear on the Baseline Assessment in Second Grade, on all End-of-Unit Assessments, and on program-agnostic Balanced Performance Tasks. Teachers can also build their own assessments.

The DATA tab of Realize provides class and student data, including standards mastery, overall progress, and time on task. Teachers can also view data individually by student from the class assignment list. Teachers can use this data to create assignments based on an individual student’s needs.

Indicator 3u.ii

0/
+
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Indicator Rating Details

The instructional materials reviewed for Grade 2 can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.

Indicator 3v

0/
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.

Criterion 3s - 3v

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

The instructional materials reviewed for Grade 2 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers , “platform neutral”, follow universal programming style, and allow the use of tablets and mobile devices. Materials reviewed meet expectations for supporting effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.They include Digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovation. Materials can be easily customized for local use.

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 Rating Details

The instructional materials reviewed for Grade 2 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that 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.

Materials are available to access with a login and password at www.pearsonrealize.com. Once signed in an educator can access materials such as the Teacher’s Guide for each Unit, Teacher Resources, Standards, Baseline Assessments, Practice Test, Scaffolded Strategies Handbooks, Unit Modules, each unit’s Leveled eText Library, Text Collections, Sleuth, and printable resources.

On the website teachers can create classes to assign work, check on the status of assignments, create groups, and post class calendars. There is also a Data tab to gather and display and use data to promote student mastery of the standards. Also included on this website are Close Reading Modeling Videos, Independent Reading Modeling Videos, Accessible eTexts, and the customizable lesson planning tool: MyGen.

Accessibility was tested on Microsoft Edge, Internet Explorer, Chrome, Windows, Apple, Android mobile device, Safari, an iPhone. All access was successful. The eTexts are flash based. You will be unable to access eTexts on an iPad since they don’t support Flash. It is recommended to download the eTexts for Schools App if your device does not support the Flash player.

Indicator 3t

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

The instructional materials reviewed for Grade 2 meet expectations for supporting effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

Materials provide students with the ability to continue learning at home with activities aligned to unit texts, writing modes, and Enduring Understandings. Anchor texts are interactive to build background knowledge and help students access complex texts. Teachers have the option of assigning an e-text or interactive version of the anchor text to students on Pearson Realize. Interactivities can be displayed on an interactive whiteboard for use as part of whole group instruction, or students can access whatever texts have been assigned to them on an individual device. TikaTok allows students to write, illustrate and publish their own digital storybooks and projects. There are also Interactive graphic organizers that allow students to record as they read independently.

Online interactive tools such as Reader’s and Writer’s Journal, Monster Word Mania, Pack Up the Skills, Envision It! Animations, Letter Tile Drag and Drop, and Grammar Jammers are provided and can be assigned by the teacher, as well as Close and Independent Reading Videos to support students’ learning.

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 Rating Details

The instructional materials reviewed for Grade 2 include Digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Materials can be easily customized for individual learners. An online Baseline Assessment is used to pinpoint students struggles while assessing the standards with complex text. Digital materials provide program-agnostic College and Career Readiness assessments, Balanced Practice Test, and Performance Tasks. Technology-Enhanced Items appear on the Baseline Assessment in Second Grade, on all End-of-Unit Assessments, and on program-agnostic Balanced Performance Tasks. Teachers can also build their own assessments.

The DATA tab of Realize provides class and student data, including standards mastery, overall progress, and time on task. Teachers can also view data individually by student from the class assignment list. Teachers can use this data to create assignments based on an individual student’s needs.

Indicator 3u.ii

Materials can be easily customized for local use.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.

Additional Publication Details

Report Published Date: Tue Apr 04 00:00:00 UTC 2017

Report Edition: 2016

Title ISBN Edition Publisher Year
Reading Sleuth Grade 2 978-0-328-81944-7 Copyright: 2016 Pearson 2016
Teacher's Guide Grade 2 Unit 1 978-0-328-85188-1 Copyright: 2016 Pearson 2016
Teacher's Guide Grade 2 Unit 2 978-0-328-85189-8 Copyright: 2016 Pearson 2016
Teacher's Guide Grade 2 Unit 3 978-0-328-85190-4 Copyright: 2016 Pearson 2016
Teacher's Guide Grade 2 Unit 4 978-0-328-85191-1 Copyright: 2016 Pearson 2016
Teacher's Guide Grade 2 Unit 6 978-0-328-85193-5 Copyright: 2016 Pearson 2016
Text Collection Grade 2 Volume 1 978-0-328-85278-9 Copyright: 2016 Pearson 2016
Text Collection Grade 2 Volume 2 978-0-328-85279-6 Copyright: 2016 Pearson 2016
Implementation Guide Grade 2 978-0-328-85297-0 Copyright: 2016 Pearson 2016

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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