Alignment to College and Career Ready Standards: Overall Summary

The Grade 3 instructional materials meet expectations for alignment. 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. Texts include a balance of genres and are appropriately rigorous and complex for Grade 3 students. Most tasks and questions are grounded in evidence. 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 foundationalskills and making meaning during reading. Materials also provide opportunity to increase oral and silent reading fluency across the grade level. 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. 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.

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Text Quality

0
20
37
42
39
37-42
Meets Expectations
21-36
Partially Meets Expectations
0-20
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
30
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

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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

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Gateway One Details

The Grade 3 instructional materials meet the expectations for text quality and complexity and alignment to the standards. Most tasks and questions are 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 foundationalskills 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.
18/20
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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 3 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 for Grade 3 students. 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 are of publishable quality and worthy of especially careful reading and consider a range of student interests.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the expectations for anchor texts being of publishable quality and worthy of careful reading and consider a range of 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 similar texts. Most texts are engaging, build knowledge, and facilitate access to future text while building towards independent grade-level reading.

Unit 1 Topic: Science Integration: Observing the World Around Us

  • Unit 1, Module A: The Cast of the Gasping Garbage by Michele Torrey: This text integrates and builds knowledge of science content such as the scientific method, builds academic vocabulary, and is engaging through a story structure that has multiple problems to be solved.
  • Unit 1, Module B: Treasure in the Trees by Christopher Cheng: This text is published by Scott Foreman. The text is realistic fiction supported with illustrations. The text has an accessible concept, mainly compound and complex sentences, third person point of view, and idioms and figurative language. The text continues building knowledge of the scientific process and includes the preservation of habitats.

Unit 2 Topic: Social Studies Integration: Connecting Character, Culture, and Community

  • Unit 2, Module A: The Year of Miss Agnes by Kirkpatrick Hill is a text with a straightforward plot, a series of chronological episodes with backstory inserted, native Alaskan terms, and a blend of simple, compound, and complex sentences. This historical fiction has won awards and builds knowledge about this time in history.
  • Unit 2, Module B: Deep Down and Other Extreme Places to Live by Shirin Bridge is an informational text that includes challenging concepts that are supported with photographs, captions, and maps. These supports help readers make sense of what they have read. The text also includes challenging academic and domain-specific vocabulary that builds students’ knowledge of places that may be unfamiliar to students.

Unit 3 Topic: Science Integration: Seeking Explanations

  • Unit 3, Module A: Storm in the Night by award winning author Mary Stolz is examined multiple time for multiple purposes. The text includes a story within a story. Students must focus on sensory details throughout as well as build understanding of advanced vocabulary in order to grasp the central message of the text.
  • Unit 3, Module B: Weather by Seymour Simon has images that support the students' understanding of the science related content knowledge. Students build academic vocabulary and content knowledge to access multiple texts within the module’s text set.

Unit 4 Topic: Social Studies Integration: Becoming an Active Citizen

  • Unit 4, Module A: Brave Girl by Michelle Markel introduces challenging concepts to build knowledge and explore additional texts that share similar topics and ideas.
  • Unit 4, Module B: What is a Government? by Logan Everett and Simon Adams helps readers understand that texts contain main ideas and details that support them. The informational texts build knowledge about government both past and present and includes academic vocabulary that will facilitate access to future texts found within the modules text set.

Supplementary texts included in each module’s text set also encompass the Unit themes and help to integrate content areas while expanding big ideas and academic vocabulary.

Indicator 1b

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

The instructional materials reviewed for Grade 3 meet the expectations for reflecting the distribution of text types and genres required by the standards. Some of the text types included in the curriculum are narrative, quote excerpts, tall tales, and essays, as well as a variety of informational texts.

Note: The majority of the anchor texts in the first half of the year are literary (Units 1-2), and the majority of informational anchor texts are included in the second half of the year (Units 3-4). When reviewing the supplemental texts, there is a balance of literary and informational texts within each unit as well.

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

  • Anchor Text - The Year of Miss Agnes (Literary, Historical Fiction)
  • Supporting Text -The Athabascans (Informational)
  • Supporting Text - The Frog Princess (Literary, Legend)
  • Anchor Text - The Cast of the Gasping Garbage (Literary/Informational, Mystery and Suspense)
  • Supporting Text - Location, Location, Location (Literary, Realistic Fiction)
  • Supporting Text - Thunder Cake (Literary, Realistic Fiction)
  • Anchor Text - Brave Girl (Informational)
  • Supporting Text - Back of the Bus (Literary, Historical Fiction)
  • Supporting Text - Below Deck: A Titanic Story (Literary, Historical Fiction)
  • Anchor Text - Deep Down and Other Extreme Places to Live (Informational)
  • Supporting Text - City Homes (Informational)
  • Supporting Text - The Song of Sky and Sand (Literary, Tale)

Standard RL3.5 asks that students refer to parts of stories, dramas and poems when writing or speaking about a text. Poetry is included in the supporting texts listed in the Implementation Guide, but not in the anchor texts. A drama is included in Unit 4.

Indicator 1c

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

The instructional materials reviewed for Grade 3 meet the indicator for texts having the appropriate level of complexity for this grade according to quantitative and qualitative analysis and relationship to their associated student task(s).

Most texts are aligned to the complexity requirements outlined in the Common Core Standards with text complexity rubrics appearing at the back of each ReadyGEN Teacher’s Guide.

  • Unit 1 Module A The Case of the Gasping Garbage by Michele Torrey 460L (Literary): This text has an accessible concept with a series of problems that are solved. The vocabulary is general.
  • Unit 1 Module B Treasure in the Trees by Christopher Cheng 710L (Literary): This text has an accessible concept. It is realistic fiction supported with illustrations. There are mainly compound and complex sentences. It contains third person point-of-view, idioms, and figurative language.
  • Unit 2 Module A The Year of Miss Agnes by Kirkpatrick Hill 790L (Literary): This text has a straightforward plot with a series of chronological episodes and a backstory inserted into it. It does contain native Alaskan terms and a blend of simple, compound, and complex sentences.
  • Unit 2 Module B Deep Down and Other Extreme Places to Live by Shirin Bridges 740L (Informational): This is a challenging concept with academic and domain-specific vocabulary. The text is supported with photographs, captions, and maps. It consists of mainly compound sentences with some complex sentences.
  • Unit 3 Module A Storm in the Night by Mary Stolz 550L (Literary): This text contains accessible concepts and story within a story. It is sensory detailed throughout with advanced vocabulary.
  • Unit 4 Module A Brave Girl by Michelle Markel 760L (Informational): This text contains a challenging concept with a chronological story line and picture support. There are colloquial expressions and topic–related terminology.

Of the texts that are not within the grade-level band, a qualitative feature analysis gives additional insight as to the appropriateness of their placement in the curriculum. The following texts have a Lexile level above the grade level band, yet the qualitative and reader and task components make the text accessible for third grade readers.

  • Unit 4 Module B What Is a Government? by Logan Everett (Informational, 950L): Even though this Lexile level is above the grade level stretch band, chapters are supported with diagrams, charts, a glossary, and an index making this text accessible for Grade 3 students.
  • Unit 3 Module B Weather by Seymour Simon (Informational, 1020L): Even though this Lexile level is above the grade level stretch band, if teachers pre-teach the vocabulary or provide a glossary, the text would be accessible for Grade 3 students. If the teacher do not pre-teach the words, the text will be a challenge.

Every text in the close reading materials (Sleuth) is within the Lexile band outlined in the standards.

The Leveled Text Library includes readers for each unit. The books in the library begin at the Lexile band at 340L (Camping with Aunt Julie by Darlene Ramos) and go slightly above the Lexile band to 870L (Danger! Children at Work by Sharon Franklin).

Indicator 1d

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

The instructional materials reviewed for Grade 3 partially meet the indicator for supporting students' ability to access texts with increasing text complexity across the year. While the texts, both anchor and supporting, fall within the grade-level band, they do not appear to provide students access to increasingly rigorous texts over the course of the school year.As seen in the quantitative and qualitative analyses of the included texts, there is not clear, defined scaffolding of the texts to ensure that students are supported to access and comprehend grade-level texts at the end of the year.While the rigor of text is appropriate in aggregate over the course of the school year, students will engage with texts at varying levels Unit to Unit and quarter to quarter in a structure that may not provide support for accelerating their literacy growth.

Over the course of the school year, students will engage in appropriately rigorous texts in aggregate, but Unit to Unit and quarter to quarter, there is broad variance in how they engage with these texts. Some examples that demonstrate this include, but are not limited to, the following:

  • In Unit 1, Module B, students read the literary text Treasure in the Trees. This text is quantitatively measured as 710 Lexile. In Unit 2, Module A, students engage with the literary text The Year of Miss Agnes (790 Lexile) and in Module B, the informational text Deep Down and Other Extreme Places to Live (740 Lexile). The consistency of these quantitative measures, coupled with the consistency of the qualitative features of these texts, will not necessarily support students' accelerating their reading abilities.
  • In Unit 3, Module A, students read the literary text A Storm in the Night, which has a quantitative measure of 550. This less-rigorous text is followed by the informational text Weather in Module B, which has a quantitative measure of 1020 Lexile.
  • In Unit 4, Module A, students read the informational text A Brave Girl which has a quantitative measure of 760 Lexile.

The qualitative measures of these texts are appropriate, as are the associated tasks and questions. However, teachers may need extra support and study to help Grade 3 students navigate these variations Unit to Unit.

The supporting texts also do not consistently increase in complexity across the year. The supporting texts in Unit 3 are more complex than the supporting texts in Unit 4. The close reading (Sleuth) also does not consistently increase in complexity across the year; the text with the highest level is found in Unit 1.

Indicator 1e

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

The instructional materials reviewed for Grade 3 meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.

The anchor texts and supporting texts have a "Text Complexity Rubric" page in the Teacher Resources section that covers quantitative, qualitative, and reader and task measures.

Quantitative metrics are provided for each anchor text in four categories: Lexile Level, Average Sentence Length, Word Frequency and Page or Word Count. Qualitative measures are provided for each anchor text and supporting text in four categories: levels of meaning, structure, language conventionality and clarity, and theme and knowledge demands. Metrics provided for qualitative measures are in list form. Reader and Task Suggestions are in narrative form and provide teachers with suggestions for preparing all students to read the text as well as leveled tasks. For example, the following contains the Text Complexity Rubric for the supporting text The Moon Seems to Change (Unit 1, Module B):

  • Quantitative Measures- Lexile: 530L; Average Sentence Length: 9.78; Word Frequency: 3.81; Word Count: 668
  • Qualitative Measures- Levels of Meaning: accessible concept (phases of the moon; informational text; identify main idea and details); Structure: introduction, then chronological details, followed by a summary; extensive use of illustrations, labels, and diagrams of the moon phases; Language Conventionality and Clarity: mostly general vocabulary, with some domain-specific terms defined in context; simple sentences throughout; compare and contrast structure; Theme and Knowledge Demands: lunar orbit presented through closely connected text and artwork
  • Reader and Task Suggestions: Preparing to Read the Text: Review with students Earth’s orbit around the sun and the moon’s orbit around Earth; Leveled Tasks: Examine the illustrations on each page to help understand the text

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
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-
Indicator Rating Details

The instructional materials for Grade 3 meet the expectations of indicator 1f. The instructional materials provide opportunities for students to engage in a range and volume of reading, and there are supports to build students’ comprehension of grade level texts in oral and silent reading.

Resources are provided to offer students texts to engage in a range and volume of reading. The eText Library includes leveled readers. The database is searchable by Lexile, Guided Reading, DRA, and Reading Maturity Matrix for initial search. Then, as a secondary search, texts can be chosen by grade level, language, comprehension skill, text feature, genre, and content area. Each unit has trade books which are authentic literacy and informational texts. These trade books are available in digital format. In addition to texts, there are independent reading activities that students can access online.

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.

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.
16/16
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-
Criterion Rating Details

The Grade 3 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-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the expectations of most questions, tasks, and assignments being text-dependent and requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Some explicit question examples include:

  • "What facts about Earth are described in the text?" (Unit 1, Module B, Lesson 10)
  • "What did ordinary Athenians and the American colonists have in common? (Unit 4, Module B, Lesson 7)

Some implicit question examples include:

  • "Why doesn’t Nell’s mother give her the answer to the truck problem?” (Unit 1, Module A, Lesson 9)
  • "Consider what the main character goes through to solve her problem. How are those accomplishments a truer reflection of the solution to her problem than what appears to be the solution?” (Unit 1, Module A, Lesson 15)

Many lessons have a Reading Analysis section where students are working toward a specific standard and engaging in either independent work 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. Some of the questions are about the text itself while some are questions that focus on author’s craft, but the majority of them require students to be engaging with the text.

  • For example, in Unit 4, Module A, Lesson 15 students identify the central message and complete the Web B Chart based on the text, Below Deck: A Titanic Story.

Each lesson has small group options which include several options for students to answer text-dependent questions.

  • For example, some options are extensions of the Close Reading or Reading Analysis sections. Students will read pieces of text, find evidence in order to answer specific questions, ask questions related to what they have read, and prove their case with evidence from the text. Depending on students’ readiness, questions are modified to meet students’ needs still addressing the standards.
  • In Unit 2, Module A, Lesson 1, for students who can easily identify the main ideas and supporting details in The Athabascans, students can use the following discussion questions: "How do you know that the head of this section states the main idea? What are some details that are shown in the pictures and not described in the text?"

All lessons have a Close Reading section that includes 3 - 4 text-dependent questions.

  • For example, "How does the main title on page 12 relate to the topic of an extreme place? What does the fact box called 'The Danakil Depression' tell you? Why do you think the author put these facts in a separate box?" (Unit 2, Module B, Lesson 6)
  • For example, "What details on page 24 explain why the idea that 'every voter has the chance, and the responsibility, to vote' is so important in a democracy?" (Unit 4, Module B, Lesson 4)

Additional materials that support students engaging with the text include:

  • In the Sleuth materials (Close Reading Texts), 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.

There is the Reader/Writer Journal which asks students to answer text-dependent questions in writing for each lesson.

Indicator 1h

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

The instructional materials reviewed for Grade 3 meet the expectations of containing sets of high-quality sequences of text dependent questions and activities that build to a culminating task. Every module offers a culminating task where students write to a prompt. The lessons and questions leading up to the task offer support to complete the task.

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. For example, students are asked to use the text from the lessons is in Unit 2, Module B, when students are comparing and comparing two communities that they have read about. Similarly, in Unit 3, Module A, students are stating their opinion about which of two texts has a more powerful central message. Unit 3, Module B requires students to create an engaging news report about weather using texts from the unit and module. Unit 4, Module A has students choose one of the people or characters from the texts that they have read and decide which one had the greatest effect on the events in the selection.

The following culminating tasks are included in the instructional materials:

  • Unit 1
    • Module A: Students will write a story in which one or more characters use observation to solve the librarian’s problem.
    • Module B: Students will write a magazine article about something in the natural world in which they are interested.
  • Unit 2
    • Module A: Students will use what they have learned about narrative writing to write what might occur after the end of The Year of Miss Agnes.
    • Module B: Students will use what they have learned from the selections to compare and contrast two communities.
  • Unit 3
    • Module A: Student will state and support their opinion about which text, Storm in the Night or Knots on a Counting Rope, has a more powerful central message.
    • Module B: Students will use information from Weather and Living Through a Natural Disasters to create an engaging news report that explains how weather affects people.
  • Unit 4
    • Module A: Students will choose one of the people or characters they read about. They will state and support an opinion about which person or character they think had the greatest effect on the events in the selection.
    • Module B: Students will research the various ways that governments help people. They will combine what they learned to support their opinion on which aspect of government they think is most important.

Indicator 1i

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

The instructional materials reviewed for Grade 3 meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.

Opportunities are present for students to have evidence based discussions. For example:

  • Close reading structures are included with discussion questions so that students respond to questions with evidence from the text (Implementation Guide p. 41).
  • Structures are provided for students to work in pairs or small groups to complete a graphic organizer and discuss their responses using evidence from the text (Unit 4 Module A Lesson 17).
  • Students read texts and write to share their opinion as to which article reflects the impact of earthquakes, present their writing with the class as a speech, and are given the opportunity to respond to questions and receive constructive comments from their peers (Unit 3 Module B and Module B Performance Based Assessment)
  • In each lesson there is a close reading section where students engage in evidence based discussions using the text. There is a Whole Class Discussion routine provided in the teacher's guide that gives additional suggestions such as having students add on to each other's ideas, having students find the evidence before speaking, and prompting students to direct the conversation back to the text.

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.
  • 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."
  • 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.
  • 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."
  • 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."

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.

Indicator 1j

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

The instructional materials reviewed for Grade 3 meet the expectations for supporting students' listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.

In the majority of the lessons, there are 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. This correlates to the Common Core Standard S.L.3.1 of engaging effectively in a range of collaborative discussions. 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 read texts and write to inform in the format of a news report, present their “news report” to the class, and are given the opportunity to respond to questions and receive constructive comments from their peers (Unit 3, Module B, Performance Based Assessment)

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, Module B, Lesson 3, students are asked to share their paragraphs, and the audience members are then supposed to have a discussion about the details used in the paragraph. Guiding questions are provided.


The Performance Based Assessments at the end of each module, provide an opportunity for students to share their writing.

  • For example, in Unit 2, Module A, students share their narrative writing. The audience members are encouraged to ask questions and provide feedback. This correlates to the Common Core Standard S.L.3.1 of asking questions to check understanding of information.

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 3 meet the expectations of this indicator. 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.

Explicit instruction guides students through the writing process, requiring them to analyze good writing models from the text sets they read. There are 4 units and two modules (A & B) within each unit. The 18 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 structures, 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 13 (Narrative Writing Component): Using the text as a model, students are taught how Thunder Cake includes the necessary elements for a narrative. Students are instructed to read specific pieces at the beginning and end of the text to see what the author did to provide a sense of closure. Students are then given an opportunity to choose a problem to write about and a solution to that problem that creates closure. During independent writing practice, students are to write a brief narrative that provides a sense of closure.

In Unit 2, Module B, Lesson 1 (Informative Writing): Students write informative/explanatory paragraphs that express views and provide factual information. Students are reminded to have a main idea and details to support it. Students will use the text, City Homes, as a model for how to write an informative/explanatory text. Students are to write their paragraphs in their Reader’s and Writer’s Journal and are encouraged to add a digital component where they are to find pictures with details to support their main idea. Scaffolds are provided as well as specific examples from the text to support students. 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 2 are indicative of the types of on-demand writing activities that take place in each Unit:

  • Writing descriptions of graphics
  • Introducing and developing a topic
  • Group related information and write a response
  • Using linking words to connect ideas
  • Providing a concluding section or statement
  • Taking brief notes on sources

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 3 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.

The following Units provide students varied writing opportunities:

  • Unit 1, Module A- Narrative: Students write a story in which one or more characters use observation to solve the librarian's problem.
  • Unit 1, Module B- Informative/Explanatory: Students write a magazine article about something in the natural world which interests them.
  • Unit 2, Module A- Narrative: Students use what they learned to write what might occur after the end of The Year of Miss Agnes.
  • Unit 2, Module B- Informative/ Explanatory: Students will compare and contrast communities using what they learned from the selections.
  • Unit 3, Module A- Opinion: Students will write about which text has a more powerful central message.
  • Unit 3, Module B- Informational/Explanatory: Students will write a news report that explains how weather affects people.
  • Unit 4, Module A- Opinion: Students will write about one of the people or characters they read about supporting their opinion about the person or character they choose.
  • Unit 4, Module B- Opinion: Students will write about the aspect of government they think is most important.

Writing Rubrics are provided for all types of writing (aligned to the standards) in the Teacher's Edition.

Indicator 1m

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

The instructional materials reviewed for Grade 3 meet the expectations for the materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

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.

Some examples of opportunities for evidence-based writing in the instructional materials include:

  • In Unit 1, Module B, Lesson 10, students are asked, “Why the amount of water humans drink limited, even though 70% of Earth’s surface is covered? Use evidence from the text to support your answer."
  • In Unit 2, Module A, Lesson 15, teachers explain to students that a story has a central message and that this message is what the author wants the reader to learn from the story. The whole class begins filling out the organizer, and then the materials allow for small groups or pairs of students to complete the organizer using the evidence from the text. Students can write the central message in their Reading and Writing Journal.
  • In Unit 3, Module A, Lesson 10, students describe, with evidence from the text, how the characters' in Knots on a Counting Rope and Storm in the Night actions contribute to the sequence of events.
  • In some of the informative/explanatory writing lessons, students need to use the text to help them with research. For example, in Unit 3, Module B, Lesson 8, students are told to use pages from the text to help them write facts and quotations on their topic of what life is liking living in the shadow of a volcano.
  • In Unit 4, Module A, Lesson 10, students learn that when readers compare and contrast two texts, they look for similarities and difference between people, events, and important ideas of the two texts. As students read, they are to place a sticky note next to actions and events that reveal the important ideas of the text. Students will be asked to explain how analyzing the events in the text helped them to understand the important ideas of the text.
  • In Unit 4, Lesson 10, using a graphic organizer, teachers model how to use the chapter titles to find the focus of the first two chapters, how to find the main idea in a paragraph of body copy, and how to use the caption and labels to understand the diagram of Earth's solar system.

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 the Unit 4 Module A Performance-Based Assessment, students state and support an opinion about which person or character they think had the greatest effect on the events in the selection.

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 3 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 parts of a sentence and work their way to compound complex sentences.

Grammar lessons align to the Grade 3 Common Core State Standards for Language (L.3.1 and L.3.2) that include but are not limited to capitalization, punctuation, adverbs, subject-verb agreement, and simple verb compound sentences.

  • In Unit 1, Module A, students identify and use nouns, nouns as subjects, and regular plural nouns. Students also identify and use verbs, regular past tense verbs, simple verb tenses, simple sentences using regular verbs, temporal words, quotation marks, and commas in dialogue.
  • In Unit 1 Module B, students identify and use nouns as subjects, subject verb agreement, past tense, present tense, future tense, and adjectives.
  • In Unit 2, Module A, students identify and use adverbs, capital letters at the beginning of sentences, and capital letters in appropriate words in titles and capital proper nouns. Students also identify and use adverbs in sentences and superlative adverbs, and students write compound sentences.
  • In Unit 2, Module B, students identify and use conjunctions in sentences and plural verbs.
  • In Unit 3, Module A, students make possessives.
  • In Unit 3, Module B, students identify superlative adverbs.
  • In Unit 4, Module A, students identify and use nouns, plural nouns, and irregular plural nouns. Students also work with suffixes and base words, prefixes and base words, abstract nouns, pronouns, antecedent agreement, possessives, commas, and quotation marks.
  • In Unit 4, Module B, students study subject verb agreement, simple sentences, compound sentences, complex sentences, and adverbs.

Conventions are included in the writing rubrics found within each Unit to assess application of conventions listed in the language standards.

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

  • For example, in Unit 2, Module B, Lesson 9, teachers are expected to write three sentences with verbs that require -s, and then students are expected to change the subject and verb form so that the verb does not add an -s.
  • For example, in Unit 2, Module A, Lesson 8, students learn how to use commas in dialogue. After the teacher models how to do it, students are asked to write a short dialogue using commas in the appropriate places.

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 - 1q

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
5/6
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Criterion Rating Details

The materials reviewed for Grade 3 meet the criteria for supporting students in developing their foundational skills in literacy. Texts, questions, and tasks addressing grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, morphology, vocabulary, syntax, and reading fluency in a research-based and transparent progression. Materials provide questions and tasks that guide students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading while providing students ample opportunity to increase oral and silent reading fluency across the grade level.

Indicator 1o

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

The instructional materials reviewed for Grade 3 meet expectations that materials, questions and tasks address grade-level CCSS for foundational skills that build comprehension by providing instruction in phonics, word recognition, morphology, vocabulary, and reading fluency in a research-based and transparent progression.

Phonics and decoding/encoding instruction is explicit and in the foundational skills section. There are lessons on syllable patterns and vowel types, as well as high frequency words. There are also lessons on compound words, base words, and prefixes and suffixes (beginning Unit 2, Module B and continuing throughout each unit). The units address the foundational skills found in the Common Core Standards for Grade 3.

The series of Foundational Skill lessons include opportunities to practice skills in and out of context. Students can apply the skills when reading in the Practice Reader.

Foundational Skills mini-lessons (in the Teacher's Edition) within each lesson include:

  • An introduction to isolated foundational/phonic skills,
  • Practice with the skill, and
  • Application of the skill with specific words/sentences/phrases
    • For example, students discuss the meaning of –ment, -hood, and -ish and then find words with those suffixes in Brave Girl; next they create a definition for each word and read in Practice Readers to develop automaticity in decoding words with those suffixes (Unit 4 Module A Lessons 6-10).

Foundational skills are to be implemented within the 30-40 minute whole group instruction which includes the Close Read and Reading Analysis. Students may receive additional instruction or practice during small group which is allocated for 30-40 minutes.

Examples of lessons include:

  • Students are introduced to -ly, -ful, -ness, -less, -able, and -ible in Unit 2, Module B, Lesson 11. Students identify the base word and recall the meaning of the suffix as practice. Students complete lessons 11-15 for review and practice.
  • In Unit 4, Module B, Lesson 11, students continue to review and practice prefixes im- and in- in Lessons 12-15. There are limited opportunities for students to actually understand the meaning of the most common prefixes.
  • According to the Implementation Guide, picture word cards, alphabet cards, decoding readers, phonics activity mats, and sound spelling cards are included to support the phonics lessons.

Indicator 1p

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

The materials reviewed for Grade 3 partially meet the criteria for materials, questions, and tasks guiding students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading. There are limited opportunities for students to apply what they are learning in the context of their reading.

Materials include Word Analysis mini lessons as a part of each lesson which includes decoding words in context using the Practice Readers. Students are given opportunities to apply foundational skills learned in the lessons by reading decodable readers. However, the decodable readers are not connected to the anchor text. Examples include:

  • Unit 1 Module A: Short vowels and syllables VC/CV, plurals, base words and endings, vowel digraphs Context practice: Students find words that have the syllable pattern VC/CV in the story Location, Location, Location
  • Students are introduced to suffixes -ly, -ful, -ness, -less, -able, -ible in Unit 2, Module B, Lesson 11. Students identify the base word and recall the meaning of the suffix as practice. Students have lessons 11- 15 for review and practice.
  • Unit 3, Module A, Lesson 13 prefixes pre-, mid-, over-, bi-, out-, de- are all introduced. Students have lessons 13-15 to review and practice.
  • Students are introduced to Prefixes im-, and in- in Unit 4, Module B, Lesson 11. They continue to review and practice in Lessons 12-15.

Materials include Language Analysis mini lessons as a part of some lessons. Language Analysis mini lessons are sometimes about word analysis, and Language Analysis lessons are not in every lesson.

The following mini lesson topics are about practicing word analysis: Word Relationships, Academic and Domain-Specific Words, and Determine Word Meaning. For example, in Unit 2, Module B, Lesson 5 of the small group options, the teacher’s edition instructs the teacher to model how to determine the meaning of a domain-specific word and then invite the students to determine the meaning of another academic or domain-specific word. In Unit 1, Module B, Lesson 15 of small group options, the teacher’s edition instructs the teacher to ask the students, “What is the first thing that you think of when you hear plates?” Then the teacher is to help the students explore the multiple-meaning word plates. The teacher is instructed to invite students to determine the meaning of another word such as erupt on p. 28.

During Close Reading instruction, the teacher’s edition contains Scaffolded Instruction to help students use context clues. For example in Unit 3, Module A, Lesson 8, the instructional materials suggest reviewing with students ways to figure out the meaning of an unknown word such as using sentence-level and paragraph-level context clues. In the Teacher Materials for helping students with Benchmark Vocabulary in Close Reading, the teacher is reminded to use the Benchmark Vocabulary Routine for Literary or Informational Text. This protocol lists steps to help students pronounce unknown words, read the paragraph in which the word is found, discuss the meaning of the word in context, and discuss synonyms. A Tips and Tools section suggests helping students recognize context clues and make word webs (Unit 1, TR30).

Students are given opportunities to apply word analysis learned in the foundational skills lessons by participating in Phonics lessons or reading decodable practice readers. For example in Unit 4, Module B, Lesson 11 of Foundational Skills, students learn the prefixes of im- and in-. Students apply their new word analysis learning to identifying prefixes in sentences and then explaining the meaning of each word with a prefix. However, the decodable readers are not connected to the anchor text.

Indicator 1q

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

The materials reviewed for Grade 3 meet the criteria for providing students frequent opportunities to practice and achieve reading fluency in oral and silent reading, as well as to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

There are a variety of resources that include fluency instruction, fluency assessments, and scoring guides. Some include:

  • The Beginning‐of‐Year Fluency Test and Running Record assesses students’ oral reading rate and oral reading accuracy, which can be used by the teacher for instructional decisions. This tool provides the teacher with opportunities to help identify a student’s particular strengths and weaknesses in reading and language.
  • Word Analysis mini lessons are a part of each lesson, and they include decoding words in context using the Practice readers.

Fluency practice is included as a section within the small group options portion of the materials. There are "if/then" statements that provide the teacher guidance on how to support students who are not acquiring the lesson of the day. The instruction focuses on a specific part of fluency such as rate, phrasing, and accuracy. For example,

  • In Unit 2, Module B, Lesson 1, students focus on accuracy when recording themselves reading aloud the text from the day and then continue practice using a leveled text.
  • In Unit 1, Module A, Lesson 6, fluency tasks include modeling fluent reading aloud and student practice reading aloud.

There are opportunities to practice fluency with poetry as well as prose.

  • For example, in Unit 4, Module B, Lesson 1, students begin the lesson with the poem "America." The teacher's guide suggests that the teacher creates an audio recording of the poem so that students can hear it being read fluently.

In the Printable ReadyUp Intervention, there are additional fluency practices and assessments.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

Grade 3 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

30/32

Indicator 2a

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

The materials reviewed for Grade 3 meet the expectations for texts being organized around a topic/topics to build students’ ability to read and comprehend complex texts independently and proficiently. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) for each Module and Unit.

The modules in each unit are built around a unit topic. In each module the anchor text and supporting texts center around the topic.

  • Unit 1 centers around the topic of Observing the World Around Us.
    • In Module A, students are expected to understand that close observation can help identify problems and find solutions.
    • In Module B, students are expected to understand how things change over time.
  • Unit 2 centers around the topic of Connecting Character, Culture, and Community.
    • In Module A, students are expected to understand that people have a rich cultural heritage and a variety of traditions.
    • In Module B, students are expected to recognize that families and communities differ from place to place around the world.
  • Unit 3 centers around the topic of Seeking Explanations.
    • In Module A, students are expected to understand how people use stories to explain the world.
    • In Module B, students are expected to identify reasons that explain how and why things occur in nature.
  • Unit 4 centers around the topic of Becoming an Active Citizen.
    • In Module A, students are expected to identify qualities of active citizenship.
    • In Module B, students are expected to understand that governments around the world differ.

Indicator 2b

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

The materials reviewed for Grade 3 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.

  • In Unit 1, Module A, Lesson 6, students complete an Event Order Chart graphic organizer to discover temporal words or phrases within the text.
  • In Unit 1, Module A, Lesson 14, students study author’s word choice during the language analysis support in small groups. Students analyze pages from the selection to find descriptive words or phrases that develop the setting or characters. Students are looking for words that the author has used to create an effect in the story. Questions that are asked during the extension of this lesson include the following: “Which words and phrases show that the narrator is scared?”, “Which words or phrases show that the narrator is comfortable with her grandmother?”, and "What effect do these words have on the story?” These questions are sequenced and scaffolded to allow students to pull out words and phrases and then tell the effect that the words have on the story.
  • In Unit 2, Module A, Lesson 6, students study how authors “carefully organize events so that the events seem to unfold naturally throughout the story.” Questions included in this lesson to guide students include the following: “Will I present my event sequence in chronological order?”, “How do my events cause other events?”, and “How are they affected by other events?” Students then create a list of ideas for events that could unfold to aid in a later writing
  • In Unit 2, Module A, Lesson 12, students analyze a character's motivations and feelings over time and how this affects the character’s actions. Students complete a before and after t-chart and host a text talk discussion.
  • In Unit 3, Module A, Lesson 5, students analyze figurative language to find meaning during the daily lesson, and then during the language analysis extension students answer questions that include the following: “How does figurative language help make writing more interesting?”, “Where did the writer use similes and personification?”, and “Are there times when a simple description might be a better choice than using a simile or personification? Why?”
  • In Unit 3, Module B, Lesson 7, students complete a Word Meanings graphic organizer to find words or phrases that may have more than one meaning and determine if the author is using the literal or non-literal meaning of the word and why.
  • In Unit 3, Module B, Lesson 1, students study the structure of informative/explanatory writings. The teacher states that when writing informational texts, students must ask themselves questions such as “Are there words the reader needs to have explained?”, “Are there steps that must be followed in a particular order?”, and “How do you know about the topic? Did you learn from your own observations and experience, or did you learn about the topic from reading books or talking to people?”
  • In Unit 3, Module B, Lesson 9, students complete a graphic organizer that organizes the cause and effect relationships in scientific ideas. Students study the cause-and-effect structure of scientific texts that show relationships between ideas and concepts.
  • In Unit 4, Module B, Lesson 1, students complete a main idea and key details graphic organizer about government and farmers’ relationships.
  • In Unit 4, Module A, Lesson 8, students engage in a class discussion to answer questions including the following: “Why does the author provide so many number facts in the first paragraph on page 20?”, “Look at the abuses that the author describes. What was the purpose of these bad practices?”, and “How can you tell how the author feels about the strike, Clara, and the factory girl who picketed in 1990? Show me where the text says so.” Students discuss the tone created by the words the author chooses to use when writing

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

  • On page 12 of the Scaffolded Instruction Handbook, students discuss how italics can be used to represent sounds, to represent thoughts you say in your head, or to give emphasis.
  • On page 50 of the Scaffolded Instruction Handbook, students read the title and headlines and look at the illustrations of a text. Students answer questions that include the following: “How is the text organized?”, “How is the text divided?”, and “What information about the text do the title, section headings, and illustrations give you?”
  • On page 101 of the Scaffolded Instruction Handbook, students discuss the many types and uses of figurative language from the text. Students answer questions that include the following: “What two things are being compared?”, “What are the clue words in the text?”, and “What is the meaning of the comparison?”

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 for Grade 3 meet the expectations that the 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.

The majority of questions in a module require students to analyze text. Many of the questions measure at levels 2 and 3 on the Depth of Knowledge scale. Students reason, analyze and evaluate the text or texts, and questions and tasks are sequenced so that students analyze and integrate knowledge during each lesson.

  • In Unit 1, Module A, Lesson 6, students read the text The Case of the Gasping Garbage and study how characters’ actions contribute to the sequence of events in a text. Students build understanding by reading the text and explaining how the character’s actions of identifying problems and finding solutions through close observation contribute to the sequence of events. Student turn and talk to answer the question, “Why do Neil and Drake make signs to post on the road?" During the second read, students cite evidence to focus on key details of how Drake and Nell use close observation to identify problems and find solutions and to determine how these actions contribute to the story’s event sequence. Students answer questions that include the following: “What do you know about Drake so far?”, “What do you know about Nell so far?”, and "What problem do Drake and Nell Identify in Chapter 3?” Students then analyze temporal words and phrases used in the text and write about establishing a situation in a narrative text.
  • In Unit 3, Module B, Lesson 12, students read the text Living Through a Natural Disaster and use its illustrations and other text features to better understand weather and natural disasters. Students turn and talk about how the map on page 13 helps readers better understand the text. Students cite evidence to focus on the various structures and features that readers use to understand a text. Students answer questions that include the following: “When and where was the photograph on this page taken?”, "What evidence in the photograph supports the main idea of the paragraph?”, and “What are two reasons the Haung He overflows its banks?” Students then take notes and quote from a source and write a paragraph from their notes. Students then share their writing and focus on how information from the illustrations helped increase their understanding of the text.

Multiple lessons in each module require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

  • In Unit 2 Module A, Lesson 17, students analyze and answer questions across the texts The Year of Miss Agnes and The Frog Princess. Students compare and contrast key details related to character relationships in The Year of Miss Agnes and The Frog Princess. Students discuss questions that include the following: “How are Mamma and the headman’s attitudes toward their children similar?” and “Compare and contrast the cultures of the Tlingit nation, the Frog People, and the Alaskan village in The Year of Miss Agnes.” Student compare and contrast the central message in both texts.
  • In Unit 4 Module B, Lessons 18, students analyze and answer questions across the texts What is a Government, A More Perfect Union, and Who Really Created Democracy. Students describe, compare, and contrast government processes and structures. Students discuss questions that include, “How do What is a Government? Who Really Created Democracy? and A More Perfect Union tell about Democracy?” Students then compare and contrast the points of view of each of the texts.

Other examples of lessons that integrate knowledge and ideas across both individual and multiple texts include:

  • In Unit 1 Module A, Lessons 16, 17, 18, students analyze and answer questions across the texts The Case of the Gasping Garbage and Thunder Cake and “Location, Location, Location.”
  • In Unit 1 Module B, Lessons 17 & 18, students analyze and answer questions across the texts The Moon Seems to Change, Treasure in the Trees, and About Earth.
  • In Unit 2 Module B, Lessons 12, 16, 17, and 18, students analyze and answer questions across the texts The Song of Sky and Sand and City Homes.
  • In Unit 3 Module A, Lessons 10, 16, 17, and 18, students analyze and answer questions across the texts Knots on a Counting Rope and Storm in the Night (Lesson 10); The Storm in the Night and Paul Bunyan (Lesson 16); "The Myth of Icarus" and "Anansi’s Long, Thin Legs" (Lesson 17); and Storm in the Night, Knots on a Counting Rope and Paul Bunyan (Lesson 18).
  • In Unit 3 Module B, Lessons 10, 16, 17, and 18, students analyze and answer questions across the texts Weather and Living Through a Natural Disaster (Lesson 16), On the Same Day in March and Living Through a Natural Disaster (Lesson 17), and all three texts for Lesson 18.
  • In Unit 4 Module A, Lessons 10, 16, 17, and 18, students analyze and answer questions across the texts Brave Girl, Below Deck, A Titanic Story, and Back of the Bus.

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 materials reviewed for Grade 3 partially meet the criteria for 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 do not consistently integrate reading, writing, speaking, and listening, nor do they require close reading and comprehension of the texts read. Rather, the tasks use the texts as vehicles to support the writing process and occasionally, speaking and listening skills.

Each Module ends in a Performance-Based Assessment that is broken into five parts in the Teacher’s Guide. Students are asked to Prepare, Create, and then Present. The teacher is also provided with Scaffolded supports and Reflect and Respond if… then.. statements to address students’ weaknesses at the end of the assessment. Questions and tasks support students’ ability to complete the culminating Performance-Based Assessments, however the questions, tasks, and culminating task do not fully address or integrate speaking and listening skills.

During Independent Writing Practice, students practice the specific writing skills that will prepare them for the genre of the Performance-Based Assessment. The writing skills taught in each lesson build on previous lessons to provide students with the skills and practice they need to complete the culminating Performance-Based Assessment. Questions and tasks throughout the module have students examine texts to address the modules Enduring Understandings, Essential Questions, Module Goals. During the Modules students answer questions and complete tasks that focus on growing knowledge of both reading and writing to prepare for the Performance Based Assessment.

In each unit, the focus of the culminating task is a writing assignment. Most culminating tasks have students exhibiting comprehension and making connections back to the texts read:

  • In Unit 2, Module A, students write a narrative about what might occur after the end of The Year of Miss Agnes which was the text read during the module.
  • In Unit 3, Module B, students write an informational news report to explain how weather affects people using information from two texts, Weather and Living Through a Natural Disaster.
  • In Unit 4, Module A, students write an opinion essay about which character from the module had the greatest effect on the events in the selection.

One culminating task is not dependent on comprehension or knowledge gained from a text.

In Unit 1, Module B, the Performance-Based Assessment requires students to write a magazine article based on something in the natural world that they are interested in. This task requires knowledge of the structure and format of a magazine article gained from the texts read, but does not address comprehension or knowledge gained about a topic in the Module. The Teacher’s Guide states, “Explain to students that just as the author of About Earth did in each section, when they write a magazine article, they will also focus on one specific main idea and develop it with facts, details, and definitions, as well as include illustrations, and text features to clarify or further explain their topic.”

Speaking and Listening skills are included in the Performance-Based Assessment but are not integrated with reading and writing. Students present after each Performance-Based Assessment, but this presentation is often just a showcase of what the student created. Little guidance is given on how to prepare students for presentations and there are no rubrics or checklist to ensure students meet the speaking and listening standards.

  • In Unit 2, Module B, students share their compare-and contrast paragraphs with the class.
  • In Unit 3 Module A, students conduct a class debate, where students are encouraged to speak clearly. The students were not introduced to or taught about the debate process during the module lessons to prepare for this task.
  • In Unit 4, Module A, students present in the format of an “Author Celebration” where students take turns presenting while sitting in the author’s chair.

Indicator 2e

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

The instructional materials reviewed for Grade 3 meet the expectations that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

The materials use a generative approach to vocabulary instruction. In each module of the curriculum, there are Benchmark Vocabulary words that are, according to the Publisher's Guide, important for understanding concepts within the text. This vocabulary is addressed during Focused Reading Instruction where students find and read sentences from the text with the words. Students develop contextual understanding of the Benchmark Vocabulary words in their Reader’s and Writer’s Journal.

  • There are benchmark vocabulary routines for informational texts where students learn 2-6 words. Teachers write the sentence or display the passage that contains the unknown word. Then they encourage students to use context clues or go back in the text to help determine the word. The materials suggest that teachers have students create a semantic map as a class and give students time to talk with a partner using the word.
    • In Unit 4, Module B, benchmark vocabulary words include, but are not limited to, system, goods, export, inspired, influential, colonies, participating, issue, protest, centuries, control, serve, and aristocrat.
  • There is a benchmark vocabulary routine for literary texts where students learn 2-6 new words. Teachers write the sentence or display the passage that contains the unknown word. Then students look up the word in the dictionary. Then the teacher uses the word in other ways, and the class discusses the word in more depth. Students compare and contrast the word with synonyms and have a conversation with a partner using the word.
    • In Unit 3, Module A, benchmark vocabulary words include, but are not limited to, mileage, margin, catalog, snares, invented, pioneers, migrated, plentiful, preserve, and scarce.

In each module of the curriculum, there are By-the-Way Words that are sophisticated or unusual words for known concepts that can be stumbling blocks to comprehending a text. The words are defined quickly during reading without interfering with the fluent reading of the text. These words are addressed during Close Reading.

  • In Unit 1, Module B, while reading the text The Moon Seems to Change, By-The-Way Words include full, sliver, and new.

Students demonstrate their understanding of the generative vocabulary process by using words in conversations, in their writings, and in the Performance-Based Assessments.

Indicator 2f

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

The instructional materials for Grade 3 meet the expectations for materials including instruction in writing aligned to the standards, including well-designed plans, models, and protocols to support students writing.

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. Student 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.

Each module has a writing goal:

  • In Unit 2, Module A, the goal is that writers understand that character's dialogue and actions help develop the events in the story. This aligns with the standard W.3.3 which states that students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • In Unit 1, Module B, which focuses on informative writing, students write a magazine article about something in the natural world that they are interested in.

Each module lesson includes writing that is connected either by genre or topic to the texts being read in the lesson. Writing lessons align to the grade-level standards as seen in Unit 2, Module A:

  • Standard W.3.3a requires students to establish a situation and introducing a narrator and/or characters in writing and it is addressed in Lesson 4 of this module.
  • Standard W.3.3b requires students to use dialogue and descriptors of actions, thoughts, and feelings in writing and is taught in Lessons 8 and 9 of this module.
  • Standard W.4.1c requires that students use temporal words in writing and is taught in Lesson 7 of this module.
  • Standard W.4.1d requires students to include a closure in writing is taught in Lesson 12 of this module.

Teachers support students during writing and tasks offer multiple opportunities for students to revisit and edit writings edit as their skills develop.

Several of the lessons connect to texts or text sets. For example, in Unit 4, Module B, Lesson 3, students write an opinion piece about the text they read that day. However, not all lessons are connected to texts. For example, in Unit 4 Module A, Lesson 3, students are taught to write an introduction for an opinion piece, but the topic is not connected to a text.

All of the performance based assessments have a presentation opportunity to share students’ writings. For example, in Unit 1, Module B, students put together all of their magazine articles into one magazine and then orally share. In several of the performance based assessments, there are research opportunities for students. For example, in Unit 4, Module B, students are writing about how weather affects people and are given opportunities to research weather and the effects on people.

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 for Grade 3 fully meet the expectations of indicator 2g. Students engage in a progression of short research projects to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

There are multiple research opportunities in each unit. Students are led through the research process across the school year and the research requirements for students between Unit 1 and Unit 4 increase in complexity.

  • In Unit 1, Module B, the performance based assessment requires students conduct research from both the texts that they read throughout the unit as well as additional sources online to create a magazine article.
  • In Unit 2, Module B, the performance based assessment requires students to compare and contrast two different communities using the texts, Deep Down and Other Extreme Places to Live as well as City Homes.
  • In Unit 3, Module B, the performance based assessment requires students to use information from Weather and Living Through a Natural Disaster to create an engaging news report that explains how weather affects people.
  • In Unit 4, Module B, students research the various ways that governments help their people and combine that with what they learned in the book, What is a Government, in their performance based assessment.
  • In Unit 4, Module B, students conduct a research project on government, using both the texts from the unit and additional sources online. After conducting the research, students use what they have learned about the topic to an opinion and support it with reasons.

The materials also include a center option called The Research Center that can be visited daily. Suggested research topics are included in each module. For example, in Unit 2, Module B suggestions include researching an unknown culture or comparing and contrasting two cultures.

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 materials reviewed for Grade 3 meet the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Independent reading is part of the daily reading instruction. A number of resources are provided to assist students as they engage in a volume of independent reading. Students are provided regular opportunities to apply their learning in the reading lessons to texts of their own choosing. The instructional materials provide students a number of opportunities to extend and apply what they have learned to a “just right” text of their choice.

  • The Independent Reading Routine on page TR14 of Teacher’s Guide provides teachers with support and a rationale for implementation.
  • An Independent Reading Rubric is included on TR16 of the Teacher’s Guide.
  • Students are guided in how to apply the content of the day's Reading Analysis lesson to their self-selected text.
  • Students monitor their reading by recording it in their daily reading log. They gauge and record their engagement.
  • Students can review books they read on Pearson Realize as well as find an Independent Reading Activity that is appropriate for the text they are reading.
  • Each module includes 15 leveled texts which can be used for independent reading.
  • Each module includes center time which involves independent reading. During independent reading, the teacher can have the student 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.

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, including, Reading and Writing Keystones, Fluency Quick Checks, Check Progress, etc. 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.

Overall, the materials meet the expectations for usability.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

Grade 3 instructional materials meet expectations for being well-designed and including plans to support implementation over the course of a school year. The materials include clearly labeled navigation and supports to aid teachers in implementing the work to better support students' literacy growth. Visual designs for 3rd grade students are not distracting and instead support students' learning.

Indicator 3a

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

Grade 3 instructional materials meet 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 the Literacy Workshop 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 (Teacher’s Guide p viii).
    • 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, Independent Literacy Work, and ReadyGen Intervention.
    • Whole Group Writing Instruction contain focused lesson on a specific writing type critical to college and career readiness and conventions mini-lessons.
  • In Unit 2, Module A, Lesson 5 whole group reading lessons include sections for building understanding, close reading, and language analysis. Small group time includes resources for independent reading, phonics, language analysis, and reading comprehension. Writing lessons include an introduction to the lesson with the teacher modeling introducing characters, students practicing writing about characters, students sharing writing, and conventions mini-lessons.

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 materials reviewed for Grade 3 meet the criteria 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.The program allows flexibility for teachers to rely on professional judgment to modify pacing.

  • There are 4 units that are each broken into 2 modules. Each module contains 18 lessons. There are a total of 144 lessons in the Grade 3 materials.
  • Lessons are set up for 90 or 120 minute blocks that include Reading (Build Understanding, Close Read, Benchmark Vocabulary, Text Analysis) 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

Materials reviewed for Grade 3 meet the requirements resources including ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials provided include trade books, text collections, scaffolded strategy activities, Sleuth close-reading texts, performance tasks, Reader’s and Writer’s Journal, a leveled text library, and Ready Up! Interventions, as well as digital 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. Each of these resources include ample opportunity to review and practice, clear directions (in some interactive tools directions are also given orally), and correct labeling.

  • On Page 19 of the Grade 3 Scaffolded Strategies Handbook. The directions for the Unit 1 Module 1 Language Conventionality and Clarity clearly state, “Have students work in pairs or small groups to create a large illustration of Nells’ bedroom. Have them think about their mind’s vision of the room and what else that might find there. Students can use the Description: Sensory Details Graphic Organizer in Part 3 to help organize their ideas.”
  • On Page T33 of the teacher’s edition of the Ready Up! Intervention resource, directions are given for the Foundational Skills lesson 1. The directions state, “Point to and say the word preschool. Say: Pre-is a prefix. Cover pre and ask: What word do you see? (school) To read a word with a prefix, read the parts separately and then together: pre-, school, preschool.” Then on page T36, students are asked to practice independently. The directions state, “Have each student us a prefix or suffix from the box to complete words in the sentences form Student Page S36.”
  • On page 218 of the Grade 3 Reader’s and Writer’s Journal, the directions for Language Analysis for Unit 3 Module A Lesson 5 state, “Using evidence from the text, answer the following questions about pages 9-13 from Storm in the Night.”

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

Grade 3 instructional materials meet expectations for including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Daily lessons and Performance Based Assessments specifically denote the standards to which the lessons and tasks are aligned.

  • In Unit 4, Module A, Lesson 4 publisher-produced alignment to standards is provided. Students compare and contrast historical events with questions and tasks specifically provided that align to CCSS.RI.3.3, RI.3.2, and RI.3.1.
  • In the Unit 1, Module A, Performance Based Assessment, standards being assessed are included. Students think about characters in the selections they have read and how those characters solve problems. Then, they write a story in which one or more characters use observation to solve the problem. Standards CCSS.W.3.3.a, W.3.3.b, W.3.3.c, W.3.6, W.3.8, and SL.3.5 are noted in the Teacher’s Guide.

Indicator 3e

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

Grade 3 instructional materials meet expectations for having a visual design that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

  • Units are color coded to allow for easy navigation through the units. Pages within the units are coded with Unit 1 purple, Unit 2 pink, Unit 3 green, and Unit 4 orange. (Teacher’s Guides)
  • Graphic organizers are free of any distracting words or pictures. They are very simple and clear. For example, in the Unit 1, Module B Performance task, a scaffolding activity found on page 395 of the Teacher’s Guide includes a Web graphic organizer. The organizer does not include any distracting or chaotic features.
  • In Unit 2, Module B, Lessons 16-18, the Phonics Skill Practice include an assignment in the Decodable Practice Passage 15B. This Decodable Practice Reader assignment is clear, includes a word bank, and is free of any distracting designs.

Criterion 3f - 3j

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

The instructional materials for Grade 3 meet expectations for teacher learning and understanding of the standards. The instructional materials include an annotated teacher's edition materials with suggestions on how to present the content. The materials include adult-level explanations and examples and explanations of the role of specific standards in the context of the overall materials, including some instructional recommendations and supports. The materials do not include a strategy to engage all stakeholders in the ELA program to support student learning beyond the school day.

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

Materials reviewed for Grade 3 meet the expectation for materials containing 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.

Materials include a teacher’s edition that includes a clear outline of each unit as well as notes and suggestions of how to present content. The Teacher’s Edition 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 edition includes scaffolded instruction boxes to address learners needs with suggestions and ideas on how to differentiate instruction for those students in need.

  • In Unit 1, Module A, Lesson 1 the teacher is provided with a Teach and Model guide to guide teachers in how to present how the text begins to tell a story. It is suggested that teachers use discussion to guide students to seeing 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 2, Module A, Lesson 8 the teaching guide includes a Quick Check that suggests how the teachers should progress monitor as students are practicing Oral Reading Fluency. The Quick Check states, “If students struggle with decoding words, then model decoding difficult words in the passage, using the Sound-Spelling Cards as needed.”
  • In Unit 2, Module B, Lesson 2 the Close Read section of the lesson gives directives and suggestions on students citing evidence. The Close Read section states, “During guided close reading, have students focus on understanding the literal and nonliteral meanings of words and phrases Explain that the literal meaning o fa word or phrase is its dictionary meaning, or the actual object or action that the words represents. In a nonliteral meaning, the word stands for feelings or other abstract ideas.” The teacher is then provided with guided questions to lead a class discussion that requires evidence.
  • In Unit 3, Module B, Lesson 10 the Reading Analysis section of the lesson provides teachers with directions of how to model a Venn diagram about two texts students read. It also provides teachers with sample student answers and clear directions to share with students.
  • In Unit 4, Module B, Lesson 7 a scaffolded instruction box notes that to provide strategic support when teaching students about transitions between two cultures that are talked about in the same texts it is suggested is to create a timeline to help students see the parallels between the two.

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

  • In Unit 1, Module B the performance based assessment has a digital option stating, “If you chose to incorporate technology into the Performance-Based Assessment, then have volunteers gather all of their articles into a slideshow using presentation software, then project it on a screen as a class magazine.”
  • In Unit 3, Module A, page 11 a Digital Centerpieces section is included that list four ways that technology can be embedded throughout the Module.
  • In Unit 3, Module A, Lesson 12 students complete an independent writing practice that has students use both print and digital sources to support their opinion.
  • 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 book.
  • In all Units and Modules Digital Centerpieces center options include Students as Authors, Students as Thinkers, Students as Word Workers, and Students as Readers. Each of these centers include an online technology piece provided.

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

Materials reviewed for Grade 3 meet the expectation of materials containing 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. 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.

  • In Unit 1, Module B on pages 202-203, Generative Vocabulary is explained and examples are given for Module B.
  • In Unit 3, Module A, Lesson 1 the Teach and Model section explains the term point of view to aide in teacher understanding, stating that the teacher should “explain to students that a person’s opinion about something can also be called his or her point of view. Explain that different people may have different points of view about the same issue or topic.”
  • In Unit 4, Module A, Lesson 18 the Reading Analysis section explain how dramas differ from other text types.
  • On pages 8 and 9 of the Implementation Guide, vocabulary instruction of the curriculum is outlined including detailed definitions of the multiple types of vocabulary found throughout lessons.
  • On page 10 of the Implementation Guide, text complexity measures definitions and uses are explained.
  • Modeling videos are also provided including Close Reading Modeling Videos and Independent Reading Modeling Videos to aid teachers in implementation of these strategies.

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 materials reviewed for Grade 3 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 66-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module they are addressed.
  • On pages 74-81 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 84-94 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 3 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

Materials reviewed for Grade 3 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 the page from the research of Wiggins and McTighe.
  • 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 assessments opportunities to monitor student’s 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 materials reviewed for Grade 3 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.

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 for Grade 3 meet expectations for providing teacher resources and tools to collect ongoing data about student progress on the standards. Formative and summative assessment opportunities are provided throughout the materials. All assessments clearly indicate which standards are being emphasized, and teachers are provided guidance on how to interpret student performance and suggestions for follow-up, with exception of end-of-unit work, where standards are not consistently highlighted. Routines and opportunities to monitor student progress are included throughout the materials.

Indicator 3k

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

Materials for Grade 3 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 and Writing Keystones formative assessments are included in daily lessons with sections titled “practice” or “application” and through Writing Keystone Checklists. For example, In Unit 1, Module A, Lesson 12 students work independently to complete a graphic organizer, as well as completing a page within the Reader’s and Writer’s Journal.
  • Oral Reading Fluency Quick Checks are included in the Small Group Options for daily lessons. For example in Unit 3, Module B, Lesson 1 students follow along as the teacher models reading aloud from Weather at an appropriate rate, and then take turns reading at an appropriate rate.
  • Oral Reading Fluency can be assessed using text and guidelines provided for Running Records (Assessment Book Teacher’s Guide).
  • 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 4, Module B, the performance-based assessment requires that students research ways the government helps people and support their opinion or which aspect of government they think is most important.
  • End-of-Unit Assessments are provided that include both constructed-response items and extended-response items with checklists and rubrics to use in scoring (Assessment Book Teacher’s Guide).

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

Grade 3 instructional materials partially meet the expectations for assessments clearly denoting which standards are being emphasized. While standards are clearly labeled in the daily lessons and are found on the performance based assessments for each unit, standards are not noted on the End-of-Unit Assessments.

  • Daily lessons that include formative assessments clearly denote standards being taught, along with opportunities for students to practice. For example in Unit 3, Module 3, Lesson 14 on page 294 of the Teacher’s Edition students use the Reader’s and Writer’s Journal to show understanding of the Benchmark Vocabulary. Standard CCSS.L.3.5.b is clearly labeled.
  • Performance Based Assessments denote standards being assessed in the objectives box in the Teacher’s Edition. For example in the Unit 1, Module A, Performance-Based Assessment students think about characters in the selections they have read and how those characters solve problems. Then, they write a story in which one or more characters use observation to solve the problem. Standards CCSS.W.3.3.a, W.3.3.b, W.3.3.c, W.3.6, W.3.8, and SL.3.5 are provided in the Teacher’s Guide.
  • On pages 74-81 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 do not provide standards being emphasized noted 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

Grade 3 instructional materials 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.

  • Performance Based Assessments provide teachers with notes and guidance regarding administration of assessments. Information is provided which guides teachers to allow students to complete the assessment over multiple lessons, to review the Essential Questions, and revisit the mail selection 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.
  • 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 page T65 guidance is given on scoring of constructed response items using a rubric. 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 your instruction. On page T52 of the Assessment Book Teacher’s Guide it provides this guidance.
  • 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

Grade 3 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.

Progress monitoring opportunities include:

  • Reading and Writing Keystones that assess students’ reading and writing and their understanding of key language, structure, and ideas. For example, in Unit 3, Module B, Lesson 17 a writing keystone provides an editing checklist for an informative writing.
  • Fluency Quick Checks that offer If. . . then suggestions to monitor students’ fluency progress; Check Progress assessments in each unit that assess students’ phonics and word analysis skills. For example, in Unit 2, Module A, Lesson 1 the teacher models fluent reading aloud from The Athabascans and students take turns reading aloud a leveled text.
  • 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 4, Module A, Lesson 13 students write in response to reading identifying key ideas in Below Deck: A Titanic Story.
  • If. . . then suggestions for monitoring progress 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 materials reviewed indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

  • Pages TR 14-19 of the Unit 1 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 such as Engagement and Identity, Independence, or Stamina. Students also focus on a Strategy such as Vocabulary Knowledge, Critical Thinking, Fluency, or Comprehension.
  • During Small Students are guided to apply the content of the Reading Analysis lesson to their self-selected text.
    • In Unit 2, Module A, Lesson 1 students note the main ideas in chapters, sections, and paragraphs.
    • In Unit 3, Module B, Lesson 8 students identify linking words and phrases in the text they are reading as they create a list of the words and phrases and identify categories for those lists.

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 3rd Grade materials 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.

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 3 meet the expectations for providing strategies to meet the needs of a range of learners so the content is accessible to all learners and support them in meeting or exceeding the grade-level standard.

The Scaffolded Strategies Handbook addresses English Language Learners, students with disabilities, struggling readers, and accelerated learners.

  • The 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.

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 Scaffolding Strategies Handbook is organized into four parts.

  • Within Part 1, titled Unlock the Text, every anchor and supporting text is supported 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 and focuses on supporting English Language Learners 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.

The Teacher’s Guide includes Scaffolded Instruction notes throughout all lessons.

  • In Unit 1, Module A, Lesson 3 on p. 39 the Scaffolded Instruction note is for Strategic Support. The note states, “Clarify Closure: If students have difficulty judging whether narratives provide closure, have them complete a Three-Column Chart (p. TR40), as they did during Reading Analysis. Students should state the problem, solution, and result for their narrative. Help them use the visual to make sure the problem, solution and result align to provide a satisfying conclusion.”
  • In Unit 2, Module B, Lesson 7 on p. 273 the Scaffolded Instruction note is for Strategic Support. The note states, “Use a Chart: Help students with information overload by making a Three-Column-Chart (p. TR40) called “The Afar People” with three columns: Land, Work, Homes. Help them fill it is with key details such as hot and salt on top in the Land column. Have pairs work together to summarize what the completed chart shows.”
  • Unit 3, Module A, Lesson 1 on p. 13 the Scaffolded Instruction note is for Strategic Support. The note states, “Metaphors: Tell students that authors sometimes use metaphors to explain relationships. On p. 10, when the grandfather says, ‘See how the horses speak to him? They are his brothers,’ he doesn’t actually mean that the boy and the horses are actually brothers. Ask students what he means. Have students explain why the grandfather would use the word brother to describe the boy’s relationship with the horses.”
  • In Unit 4, Module B, Lesson 7 on p. 273 the Scaffolded Instruction note is for Strategic Support. The note states, “Historical Language: Some students may have difficulty switching between information about Ancient Greece and colonial America as they read the text. Record information about the differences and similarities between the two cultures in a T-chart graphic organizer. Ask students to include illustrations, key terms and details specific to each group to help them remember the information.”

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 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, with 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 English Language Learners.

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 at the bottom of each lesson in blue.

  • In Unit 1, Module A, Lesson 4 on page 43 the Scaffolded Instruction note is for English Language Learners. The note states, “Verb Phrases: Have students understand the verb phrase on p.5: “Hurry, Drake, you have to come over immediately and get rid of it.” Explain that to get rid of something means to throw it away or destroy. Gabby is hoping that Drake can destroy the monster in her garbage.”
  • In Unit 2, Module B, Lesson 6 on page 263 the Scaffolded Instruction note is for English Language Learners. The note states, “Multiple Meaning Words: Help students with the word mine in this contest by creating a tree diagram showing things mined (gold, silver, salt) and meanings for mine: dig out, find and take away, look for something valuable. Explain that a miner is a person who mines, or digs or looks for something of value.”
  • In Unit 3, Module A, Lesson 8 on page 83 the Scaffolded Instruction note is for English Language Learners. The note states, “Vocabulary: Direct students’ attention to the sentence on p. 27, “Well, some people my age can get pretty frightened.” Students may be confused by the meaning of the word pretty in this sentence. Explain that it means “more than a little.” Ask students to explain why the meaning “pleasing to the senses” does not work in this sentence.”
  • In Unit 4, Module B, Lesson 13 on page 333 the Scaffolded Instruction note is for English Language Learners. The note states, “Writing Plural Words: Some students might have trouble with pluralizing yes, a word that is rarely pluralized. Explain that in the final paragraph on p. 106, ‘yeses’ means the number of ‘yes’ votes.”

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.

  • In the Scaffolded Strategies Handbook on page 181 students Unlock the Task: Write a Magazine Article. 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 students. For example, “If …. students have difficulty understanding what a magazine article should look like, then…. gather examples of articles found in science and nature magazines. Read selections from several articles and analyze the kind of language and tone they use. Focus on commonly used words that relate to the topics that each student chose. Suggest that students use those words in their own articles when writing about their topic.”

To build speaking and listening skills the Scaffolded Strategies Handbook lists a Listening Skills Log on pages 301-302 and a Prepare for Discussions Routine and Rating Sheet pages 304-305.

  • The Leveled Text Instructional Plan addresses speaking and listening skills in the section titled After Reading on page TR65. During the Talk About It section, it states, “The activities in this section are designed to help students develop their understanding of the unit topic and enhance their listening and speaking skills by engaging in a group discussion.” Discussion questions are provided to help students express their ideas.
  • In Unit 1, Module A, Lesson 3 students use the Think-Pair-Share Routine 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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 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 offers 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 compare the use of literal and nonliteral language in two texts by 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.
  • In Unit 1, Module A on page 18 of the Scaffolded Strategies Handbook, students Unlock the Text to Express and Extend after reading The Case of the Gasping Garbage. The Extend section states, “Have students come together to discuss the chain each pair created and how each chain is similar to or different from the others. For example, students may notice that while each observation step includes taking notes, the events being recorded are different. As a class, create a list of three similarities between the chains and three differences.”
  • In Part 2, Unlock the Writing on page 235 students are provided with a practice and a deeper practice when working with informative/explanatory texts. Students compare the introductions of three texts and tell which is the strongest and why. Students then write an alternate introduction to the one they thought was the weakest.
  • 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, “Incorporate paraphrasing. Provide time for students to restate in their own words what their partner has said. During the sharing state, ask students to speak in complete sentences to present their partner’s ideas with paraphrasing.” It also states, “Provide the Elaborator with a list of questions that will encourage higher-level thinking.”
  • 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, “Have students from each group “jigsaw” with students from other group to share an element of the text they read. This engages all students in all texts being read in the class.” It also states, “Ask students to prepare a Discussion Guide that may be used in future Text Clubs. They can use their own discussions to guide other groups as they read the text.”

Indicator 3r

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

The instructional materials reviewed for Grade 3 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’s Guide 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.

  • In Unit 1, Module A, Lesson 3 the Teacher’s Guide states, “Have students work independently or in small groups to complete the graphic organizer. Use the Small Group Discussion Routine on pp. TR6-TR7 to have students discuss how finding specific details in the text helped them answer the questions. Check understanding by asking students to share or by circulating among students or groups.”
  • In Unit 3, Module B, Lesson 1 the Teacher’s Guide has students Turn and Talk, “After reading, have students turn to a partner and discuss these questions using examples from the text: How is weather on Earth related to the atmosphere? Why are some areas of Earth colder or hotter than others? Use the Think-Pair-Share-Routine on pp. TR2-TR3. (Students should share examples such as: weather occurs in the troposphere layer, p. 4; the atmosphere traps some of the sun’s heat, p. 6; the sun doesn’t warm Earth evenly, p.9.)”

Routines and protocols for grouping strategies are provided in the Teacher Resources section of the Teacher’s Guide.

Indicator 3s

0/
+
-
Indicator Rating Details

The materials reviewed for Grade 3 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 sign in 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, printable resources, a link to the digital publishing tool: Tik a Tok.

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 for Grade 3 include useful technology tools to support teacher understanding of the material to support and implement the curriculum. They include materials to help teachers support students' personalized learning via navigable online platforms for students and teachers. The digital platform offers opportunities to enhance students learning.

Indicator 3t

0/
+
-
Indicator Rating Details

The materials reviewed for Grade 3 support 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 materials reviewed for Grade 3 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 Grades 2-5, 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/
+
-
Indicator Rating Details

The materials reviewed for Grade 3 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 materials reviewed for Grade 3 include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

Professional development is available online through tutorials, onsite orientations, in-depth workshops, and online trainings. Access to professional development can be found on the Pearson website. Teachers can assign work to students and can connect with individual students through a chat feature on the Dash site.

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 for Grade 3 include useful technology tools to support teacher understanding of the material to support and implement the curriculum. They include materials to help teachers support students' personalized learning via navigable online platforms for students and teachers. The digital platform offers opportunities to enhance students learning.

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 materials reviewed for Grade 3 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 sign in 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, printable resources, a link to the digital publishing tool: Tik a Tok.

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 materials reviewed for Grade 3 support 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 materials reviewed for Grade 3 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 Grades 2-5, 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 materials reviewed for Grade 3 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 materials reviewed for Grade 3 include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

Professional development is available online through tutorials, onsite orientations, in-depth workshops, and online trainings. Access to professional development can be found on the Pearson website. Teachers can assign work to students and can connect with individual students through a chat feature on the Dash site.

Additional Publication Details

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

Report Edition: 2016

Title ISBN Edition Publisher Year
978-0-328-81945-4 Copyright: 2016 0
978-0-328-85194-2 Copyright: 2016 0
978-0-328-85195-9 Copyright: 2016 0
978-0-328-85196-6 Copyright: 2016 0
978-0-328-85197-3 Copyright: 2016 0
978-0-328-85280-2 Copyright: 2016 0
978-0-328-85281-9 Copyright: 2016 0
978-0-328-85298-7 Copyright: 2016 0

About Publishers Responses

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

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

The publisher has not submitted a response.

Educator-Led Review Teams

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

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

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

ELA 3-8 Rubric and Evidence Guides

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

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

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

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