Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Grade 3 meet the expectations of alignment. The materials include high quality, rigorous texts for students to engage with questions and tasks. The materials support development of foundational skills and provide support for teachers to attend to students' literacy growth. The materials also support building knowledge and growing academic vocabulary as student demonstrate their integrated skills.

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
28
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

Materials meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading. Text complexity analyses and rationales are not provided for every required trade book and article. The materials meet the criteria for text complexity and for support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year. Materials include both text-dependent and text-specific questions and tasks that help prepare students for the each unit’s Extended Writing Task, which integrates writing, speaking, or both. 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 contain minimal evidence of explicit instruction of phonics and word recognition consistently over the course of the year. Materials provide limited opportunities to apply word analysis skills to connected texts. There are limited opportunities to practice speaking and receive feedback on fluency.

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.
19/20
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Criterion Rating Details

Materials meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading. Students engage in a range and volume of reading in service of grade level reading proficiency, and consistent opportunities are provided for textual analysis. Text complexity analyses and rationales are not provided for every required trade book and article. The materials meet the criteria for text complexity and for support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year.

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 materials reviewed for Grade 3 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

The texts provide content that is relevant and interesting to students. The literary texts portray fascinating stories through vivid illustrations that would be of interest to students. The texts cover a variety a cultures and concepts including science.

Anchor texts in the majority of chapters/units and across the yearlong curriculum are of publishable quality. Anchor texts consider a range of student interests and are well-crafted and content rich, engaging students at their grade level. Examples include:

  • Module 1:
    • My Librarian is a Camel by Margriet Ruurs shares stories from around the world of how books are delivered to children. This story is engaging, has clear photos that support the text, and has academic vocabulary that is appropriate for students in Grade 3.
    • Nasreen's Secret School by Jeanette Winter contains illustrations with acrylic, framed paintings that portray simplicity and drama. The text has purposeful adverbs such as “luckily,” “quickly,” and “lightly.”
  • Module 2:
    • Bullfrog at Magnolia Circle by Deborah Dennard has active verbs such as “zigzags,” “emerges,” and “struggles,” as well as descriptive adjectives such as “bulging,” “unsuspecting,” and “sticky.” The two-page illustration spreads include zoomed in images of nature and frogs.
  • Module 3:
    • Peter Pan by J.M. Barrie is a retelling and contains descriptive adjectives and verbs such as “newfangled,” “dramatic,” “dilly-dallied,” and “ablaze.” The dialogue between characters is engaging as characters shout and huff at one other.
  • Module 4:
    • Water Dance by Thomas Locker contains beautiful illustrations and creative adjectives to depict the path that a raindrop takes through the mountains, into the ocean, and back into the clouds. It is a creative narrative to teach the water cycle. Students will enjoy the realistic painted illustrations throughout this book.
    • The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer has a two-page spread of detailed illustrations that emphasize foreground and background. The text contains powerful descriptions such as “Malawi began to starve” and “like spirits along the roads.”

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 materials reviewed for Grade 3 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Grade 3 students have the opportunity to read a mix of informational and literary texts. Genres include poetry, classic literature, informational articles, and myths. There are no opportunities for students to read drama or plays.

The following are examples of informational texts included within the materials:

  • Module 1: My Librarian is a Camel by Margriet Ruurs
  • Module 2: Everything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing
  • Module 3: “Peter Pan: The Author and Historical Context”
  • Module 4: “Dry Days in Australia” by Ann Well

The following are examples of literary texts included within the materials:

  • Module 1: Thank You, Mr. Falker by Patricia Polacco
  • Module 2: “Why the Frog Has a Long Tongue”
  • Module 3: Peter Pan (Classic Starts) by J.M. Barrie
  • Module 4: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer

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
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-
Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

Most texts reviewed at Grade 3 have Lexile scores above the Grade 2-3 band; however, the texts have qualitative features such as pictures or illustrations to help support student comprehension. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Anchor texts are placed at the appropriate grade level. Examples include:

  • Module 1:
    • Rain School by James Rumford falls in the 2-3 complexity band and has a Lexile of 420. According to the publisher materials, meaning and purpose, text structure, and knowledge demands are moderately complex, while language features are slightly complex. The basic storyline, chronological structure, and simple language used in this text make it an appropriate text early in the Grade 3 year of introducing abstract content and skills central to the module.The language is straightforward and easy to understand. The text is written mainly in simple sentences and most words used are familiar.
    • My Librarian is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs has a Lexile of 980. Meaning, purpose, and text structure are slightly complex. The purpose is explicitly stated in the title, and the text is divided into 13 two-page spreads. The language features and knowledge demands are moderately complex. The text includes many academic vocabulary words and focuses on geographic areas that are different from most students'.
  • Module 2:
    • Lizards, Frogs, and Polliwogs by Douglas Florian is poetry. The meaning is moderately complex with poems that contain concrete visual descriptions. The text structure is moderately complex with 9-12 lines in a poem. There is predictable rhyming and rhythm. The language features are moderately complex with familiar and contemporary words, although there are some nonsense words with “-sicle” and a few unfamiliar words. The knowledge demands are slightly complex since the content is about science concepts.
    • Everything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing has a Lexile of 1040. The text structure is moderately complex. Captioned photographs, diagrams, key words, and phrases printed in bold, and italics are used in the text. The language features of the text are very complex, but students can use the glossary, context clues or word parts to understand academic vocabulary used throughout the text. The knowledge demands of the text are moderately complex, and students need some background knowledge about animals and their habitats to understand the text. The meaning and purpose of the text are moderately complex. Students can use headings, subheadings, context and visuals throughout the text to understand the purpose.
  • Module 3:
    • Peter Pan retold from the J.M. Barrie Original by Tania Zamorsky does not have a Lexile provided. The meaning and purpose are very complex since the text contains multiple levels of meaning that are difficult to identify. The text structure is very complex because there are subplots and time shifts. The language features are moderately complex with conversational dialogue that expresses abstract, imaginative ideas. The knowledge demands are slightly complex since the text is imaginative.
  • Module 4:
    • One Well: The Story of Water on Earth by Rochelle Strauss has a Lexile of 960. The meaning and purpose of the text are moderately complex as the purpose is implied but easy to identify based on content. The main idea that water around the globe is interconnected, runs through all sections of the book. The text structure is very complex as the first half of the text describes the water cycle, and the second half builds on the scientific understanding to explain problems with access to enough safe water around the globe and suggests actions we can take to help solve those problems. The language features are moderately complex with language that is largely explicit and easy to understand but offers some occasions for more complex meaning. The vocabulary is mostly familiar but includes some academic and domain specific words that may be new to students. The knowledge demands are moderately complex since the text primarily uses a mix of simple and more complicated, abstract ideas.

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.)
4/4
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-
Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria for materials supporting 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.)

As the year progresses, questions and tasks build literacy skills and student independence. Lessons contain scaffolding and Universal Design for Learning to support students’ increasing literacy skills. Throughout the modules, the teacher reads aloud each of the complex texts. Students reread sections of the texts. There are few opportunities for students to read the grade level complex texts in the Modules independently without a prior teacher read aloud.

  • In Module 1, Unit 1, students are read aloud and reread literary texts for the following skills: gist, answering text-dependent questions, and writing short constructed responses. While reading in Unit 2, students focus on the learning targets of determining main idea, referring explicitly to the text to ask and answer questions, and determining meaning of unknown words. Students use their knowledge from Unit 1 to analyze how people in different parts of the world overcome challenges. In Unit 3, students hear and reread a text titled, More than Anything Else, learning about Booker T. Washington. No context about the text is provided. Instead context is provided as students complete the Recounting the Story note-catcher with another short text to help students understand the text. Students analyze the text for theme and how someone overcomes challenges. Students are asked “What challenge did Booker face? How was the challenge overcome? What did Booker do in More Than Anything Else to be an effective learner?”
  • In Module 2, Unit 1, students hear Lizards, Frogs and Polliwogs and then students are guided by the teacher through a Close Read for poems from the text. In Unit 2, students read the informational text, Everything You Need to Know about Frogs and Other Slippery Creatures. This text is a higher grade band and is more complex due to the language features being highly complex because there are many academic and domain specific vocabulary words and phrases throughout the text. During close reading instruction, students are provided support for the language features and use of the text as an informational resource for their research project about frogs. For assessment, students independently read a section of Everything You Need to Know about Frogs and Slippery Creatures and answer text-dependent questions to determine the meaning of unknown words, to read for details, and to use the text features.
  • In Module 3, the focus is on close reading and comparing two literary works on the same topic, Peter Pan. Unit 1 starts with students hearing the literary text, Peter Pan, read aloud by the teacher. Students are guided through analyzing the character development of Peter Pan. In Unit 2, students hear an additional text with the topic of Peter Pan, titled, Peter Pan in Kensington Gardens. This text is within the grade band and has a highly complex meaning and purpose. However, with the moderate to slight complexity in other areas and teacher support, students can access this text to compare and contrast the two texts comparing chapters of Peter Pan in Kensington Gardens with Peter Pan and answering questions such as, “What is the central message of a story?”
  • In Module 4, students hear the informational text, One Well: The Story of Water on Earth, Access to Freshwater. Students work on determining the main idea and supporting details and developing domain-specific vocabulary with teacher support. Students develop an understanding of the issues using the graphics in the book and make connections between human actions and the consequences of those actions, thinking about the author’s point of view related to challenges people face with water (connecting back to Module 1), and comparing it to their own point of view.

Indicator 1e

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

The materials reviewed for Grade 3 partially meet the criteria that 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.

Text complexity analyses and rationales are included in the program in the Curriculum Tools. The text complexity guides include a rationale for why they were placed in that grade at that particular place, alongside an explanation of how the book can be used to enhance student understanding. However, text complexity analyses and rationales are not provided for every required trade book and article.

Most anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale. Examples include:

  • In Peter Pan in Kensington Gardens (excerpt) by J.M. Barrie, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. The analysis includes a summary of the text within the text description. Within the placement, the analysis includes the following information: “Both the quantitative and qualitative complexity of this text falls solidly within a third grade level.” The quantitative measures for this text are 780L (Chapter 2 excerpt) and the associated band level 2-3. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: “Although this text is complex; it can be interpreted and enjoyed on a number of levels. Throughout the module, students are supported in navigating the text’s complexity through close reads and other activities. Work with the novel, Peter Pan, also builds a knowledge base that supports comprehension.” This provides students an opportunity to work with both stories when speaking about texts.
  • In One Well: The Story of Water on Earth by Rochelle Strauss, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. The analysis includes a summary of the text within the text description. Within the placement, the analysis includes the following information: “Multiple readings, related to discussions and teacher guidance make this text appropriate for third graders.” The quantitative measures for this text are 960L and the associated band level 4-5. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: “This text is read closely with teacher guidance and used as a base for a number of reading, writing, listening and speaking activities.” The rationale states that this text helps students understand the need for clean water. The text builds background knowledge about the water cycle.
  • In Nasreen’s Secret School by Janette Winter, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. As communicated within the text description, this story explores the value of education on a deeper level than previous texts. The unique perspective of the narrator as an educated woman who watches her granddaughter lose the right to go to school offers insight into many of the larger personal and cultural benefits of literacy and learning about the world. Within the placement, the analysis includes the following information: “Despite its lower quantitative measure, this book is most appropriate for students grades 3-5 because of its sensitive content, layers of meaning and heavy use of metaphor.” The quantitative measures for this text are 603L and the associated grade band level is 2-3. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: “Historical and cultural differences may make understanding this text challenging for some students…. This book talks about the realities of war and repression that will require sensitive discussion.”

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 materials reviewed for Grade 3 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.

In the Grade 3 materials, students access a variety and volume of texts that support students’ ability to read at grade level. There is a Required Trade Book Procurement List and a Recommended Texts and Other Resources List. These lists contain a range and volume of informational and literary texts that students reading during Module lessons. Opportunities include close reading strategies to support student learning. During the Module lessons, students can participate in Accountable Independent Reading as part of homework and during ALL Block, students participate in a rotation of Independent Reading for 20 minutes. There are Independent Reading Sample Plans found in Module 1 Appendix.

Instructional materials identify opportunities and supports for students to engage in reading a variety of texts to become independent readers and/or comprehenders and a volume of reading as students grow toward reading independence at the grade level. Examples include:

  • In Module lessons, students participate in Close Reading, which provides students with the opportunity to read complex texts. For example:
    • In Module 2, students practice their close reading skills by reading frog poems that focus on vocabulary and structure of poetry.
    • In Module 3, students complete a close read (teacher guided and independent) of most chapters in Peter Pan in order to analyze the characters’ traits, motivations, actions, and points of view.
  • During the ALL Block, students read 20 minutes. The purpose of their reading alternates each week with one week being focused on research reading and the following week being focused on reading for pleasure.
  • In Module 1, students learn about Accountable Independent Reading. Students are taught the structures of Accountable Independent Reading. Independent Reading is assigned for homework most nights. Teachers and students work together to set an independent reading goal. The teacher will check in once or twice a week to see how the student is progressing with their goal.

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

Materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. Materials include both text-dependent and text-specific questions and tasks that help prepare students for the each unit’s Extended Writing Task, which integrates writing, speaking, or both. 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 materials reviewed for Grade 3 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Each module includes a set of trade books that students use throughout the lessons. Materials for the lessons and ALL Block provide graphic organizers and support tasks for students to engage with the text and to collect textual evidence, building toward a performance task. Students are directed to make connections not only across texts, but also across units and lessons. Texts are used significantly during lessons focused primarily on writing. While most questions, tasks, and assignments draw the reader back into the text and support students’ literacy growth over the course of the school year, there are some questions, tasks, and assignments can be accomplished without use of the text.

The materials include graphic organizers that assist students in Close Reads of their text and citing evidence for specific questions or tasks they are asked to complete. Tasks for various lessons within each unit include teacher-led close reading of content-based text and text-dependent questions along with a focus question to drive a series of sessions on a complex text. Examples include, but are not limited to:

  • In Module 1, Unit 1, Lesson 4, the teaching notes set the purpose that students are going to read Rain School. Students use or refer to texts as a tool for analysis and take what they discover to apply to their own writing. During the Opening portion of the lesson, students read Rain School and answer questions, such as “What do you notice about the size of Chad in relation to the rest of the continent?” As students read, they look for evidence for the central message or lesson. During the Work Time portion of the lesson, students revisit Rain School to complete the “Reading for Gist and Recounting the Story” graphic organizer. Students work with peers to reread the text.
  • In Module 1, Unit 1, Lesson 10, students write a constructed response identifying the central message or lesson of a text titled Nasreen’s Secret School. In the Opening portion of the lesson, the teacher directs students to refer back the “Reading for Gist” graphic organizer previously completed for Nasreen’s Secret School to use as an additional resource. During the lesson, the teacher asks questions, such as “In Nasreen’s Secret School, what is the central message or lesson and how is it conveyed through details in the text?”
  • In Module 2, Unit 1, Lesson 3 Close Reading of the text, “The Poison-Dart Frogs,” students answer text-dependent questions, such as “What is unique about the appearance of poison-dart frogs? Why are poison-dart frogs called ‘Masters of Fine Art’?” For each question, students must refer back to the text to support their response.
  • In Module 2, Unit 2, Lesson 4, students fill out the graphic organizer “Finding the Gist” and Unfamiliar Vocabulary Note-catcher: “The Glass Frog” on pp.32-34. Students are given specific text and respond to what the gist is of the passage, any unfamiliar words in the passage, and the meaning of the words.
  • In Module 3, Unit 1, Lesson 2, students read “Peter Pan: The Author and Historical Context.” The purpose of the reading and the lesson is for students to understand the historical context in which Peter Pan was written. The teacher poses the following questions: “This book was written a long time ago and is set in different country. What differences do you notice between how things are in this country now and how things were in that country then? What can we learn from reading literary classics?” Students are directed to read the text in a triad, focusing on the gist of the text and determining unfamiliar vocabulary. After reading, the teacher asks, “Having read about the time Peter Pan was written in, what do you think we might learn from reading this literary classic?” Students share out responses and discuss.
  • In Module 3, Unit 2, Lesson 5, students find the similarities and differences between two texts, Peter Pan and Chapter 5 of Peter Pan in Kensington Gardens. As students read, the teacher asks, “Based on what you know from reading the chapter, what do you think will happen next and why?” The teacher works with students to complete the Analyzing Peter Pan in Kensington Gardens anchor chart. In the “Closing and Assessment” portion of the lesson, students are provided with the “Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan” graphic organizer and complete it using the reference materials (glossary) and anchor charts.
  • In Module 4, Unit 1, Lesson 2, students are introduced to the anchor text One Well: The Story of Water on Earth. Students listen as pages 4–5 are read aloud. The purpose of the read-aloud is for students to practice finding the main idea and supporting details of a text read aloud. The teacher does this by posing questions, such as: “What is the main idea of a text? What are the supporting details? The main ideas are the big points the author wants you to understand from reading. You might not understand all of the words you heard, but having listened once, what do you think the main ideas of pages 4–5 are?” Students are provided a main idea note-catcher to complete. First, students work on completing the main idea section. Then, they re-read the text with a purpose of locating details that would support the main idea. Students are asked, “Did you find details to support the main idea(s) you recorded in the first box?”
  • In Module 4, Unit 3, Lesson 1, the lesson directly connects to the summative task that students are required to complete, creating a Public Service Announcement (PSA) about water. Students are asked, “What are you going to be doing for this performance task?” Students watch and analyze a model PSA in order to generate an effective criteria for creating a PSA. Students are asked, “What is this PSA about? What is the purpose of this PSA? What do you like about this PSA? What makes you want to watch it?” Students are provided the Video PSA Presentation Process note-catcher to start generating the steps and criteria needed to create an effective PSA.

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 materials reviewed for Grade 3 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task which integrates skills to demonstrate understanding. Culminating tasks require students to gather details or information using text-dependent questions, anchor charts, and graphic organizers to write a specific genre of writing at the end of each module. Each Module has a final Performance Task. Performance Tasks are designed to help students synthesize and apply their learning from the unit in an engaging and authentic way. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing. Examples include:

  • The Module 1 Performance Task requires students to utilize their newfound knowledge regarding reading challenges and strategies to overcome those reading challenges to create an eye-catching bookmark that lists the strategies. This culminating task includes supporting visuals. Lessons throughout the Module prepare students to complete the culminating task. In Unit 1, students read and analyze the themes for three literary texts: Waiting for the Biblioburro, Rain School, and Nasreen’s Secret School. In addition to determining theme within each text, students examine the challenges that occur and how the challenges are overcome. The teacher guides students through this analysis by giving targets such as, “I can determine the gist of Waiting for the Biblioburro. I can identify the central message, lesson, or moral of Waiting for the Biblioburro.” In Unit 3, students closely read an excerpt from More Than Anything Else to identify the text’s message along with how the author utilized details within the text to convey the message. In Unit 3, Lesson 11, students consider what would make a bookmark “eye-catching” and begin to draft sketches of their bookmark design.
  • The Module 2 Performance Task requires students to create a writing piece that will be added to a “Freaky Frog Book” to be shared with students in Grades 2 and 3. This culminating task includes a Pourquoi narrative regarding the characteristics of frogs, informational writing, and a trading card which highlights information and integrates visuals. Lessons throughout the Module prepare students to complete the culminating task. In Unit 3, Lesson 2, students learn about the features of narrative texts, complete a close read of example texts, and answer text-dependent questions. Students complete a Close Reading of The Polliwogs and a shared reading of Why the Frog Has a Long Tongue. Students answer text-dependent questions such as, “What makes ‘Why the Frog Has a Long Tongue’ a Pourquoi tale?” In Unit 1 mid-unit assessment, students apply what they have learned about reading poems and folktales to read a new poem and Pourquoi tale about frogs and demonstrate their ability to identify key ideas and details as well as analyze the story’s structure.
  • In Module 3, during the first half of Unit 3, students write a revised scene of Peter Pan. Students apply what they learned and independently write a new, revised scene. Throughout the second half of the unit, students prepare a presentation to read aloud the revised scene and provide the rationale behind their revisions. In Lesson 8, students are asked, “Why and how have you revised your scene of Peter Pan?” as they begin to plan for their presentations for the performance task. First, students analyze the structure of a model presentation. Then, students focus on planning the structural outline of their own presentations. In Lesson 9, students add key points to their prompt cards for their presentations. Unit 1 begins with students reading the literary text Peter Pan. Students analyze the character development of Peter Pan and answer questions such as, “What connections can you make between the first chapter of Peter Pan and what you read about the context in the previous Lesson? What are some of your own character traits, both positive and negative?” In Unit 2, students read an additional text, Peter Pan in Kensington Gardens. Students compare and contrast the two texts using a graphic organizer. Students then write a book review recommending or not recommending the text to peers.
  • In Module 4, students study the impact of water on the lives of individuals around the world. In Unit 1, students read informational texts about the importance of water and human interaction with water, such as One Well: The Story of Water on Earth, Access to Freshwater, and Population Growth. While reading, students determine the main idea and supporting details through answering questions such as, “What is freshwater? What did you learn about water from the book? Remember that the central message is a big idea the author wants you to understand and take away from reading this book. What do you think the central message of the book is?” This understanding of human interaction with water builds the background knowledge for Unit 2, where students read a new text to determine the gist, think about the author’s point of view related to challenges people face with water, and compare it to their own point of view through answering questions such as, “What are the authors trying to tell the reader about water? What is the purpose of The Boy Who Harnessed the Wind? What are William Kamkwamba and Bryan Mealer trying to answer, explain, or describe? How does our discussion add to your understanding of the authors’ point of view?” Students then write an opinion piece about water pollution. In the Unit 2 end of unit assessment, students use information gathered from multiple sources, including Real Lives: Angola, Africa, to draft an opinion essay regarding human involvement in water conservation. Within the essay, students will apply their knowledge about linking words, along with forming and using regular and irregular plural nouns to revise and edit the essay.

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 materials reviewed for Grade 3 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

The materials provide frequent opportunities and protocols throughout modules and within lesson components for evidence-based discussions such as Turn-and-Talk, Think-Pair-Share and text-based discussions such as Socratic Seminars and Collaborative Discussions that support academic vocabulary and syntax. In the supporting materials, graphic organizers such as Academic Vocabulary Form and Domain-Specific Vocabulary Form and an Affix List are provided for students to use in their writing and speaking activities. Units include practices that encourage the building and application of academic vocabulary and syntax including total participation routines and Think-Pair-Share. Teacher materials support implementation of these standards in a clear and direct manner. Examples include, but are not limited to:

  • In Module 1, Unit 1, Lesson 4, students turn their attention to the Overcoming Learning Challenges chart and engage in a Turn-and-Talk routine regarding the following questions: “What challenge did Thomas face? How was the challenge overcome?” Students share with the class and the teacher uses the Goal 1 Conversation Cue to encourage students to clarify the conversation about the message and the details that convey it, using academic vocabulary.
  • In Module 1, Unit 2, Lesson 1, the teacher uses a total participation technique for students to answer the following questions: “How do you feel about books? How do you feel about reading? Are books and reading important? Why or why not?” Later in the lesson, in reference to My Librarian is a Camel, students Turn-and-Talk to discuss “What is one interesting photograph or idea you saw in the text?” The teacher asks for students to share out responses. In the closing portion of the lesson, the teacher directs class discussion through a Think-Pair-Share technique, in order to discuss “What is one thing you have learned about some libraries in Kenya after reading this excerpt?”
  • In Module 2, Unit 1, Lesson 3, students analyze the anchor poem, “The Poison-Dart Frog,” during the Language Dive. The Teacher Guide states these conversations allow students to “develop the habits of mind and character they need to approach other complex texts and to develop their own academic writing skills. In addition, students have the opportunity to test their oral language skills, confirming their successful communication or ‘repairing’ communication that is not understood by other students. These oral processing sessions are critical for language development.”
  • In Module 2, Unit 3, Lesson 2, students follow the Back-to-Back and Face-to-Face protocol. They find a partner and stand back-to-back with him or her. They are instructed, “When you say, ‘Face-to-Face,’ they should turn around and show their partner a ‘freeze frame’ of their frog’s adaptation. The partner should try to guess the adaptation based on the ‘freeze frame.’ Then they will switch roles.”
  • In Module 3, Unit 1, Lessons 1-3, the lessons include direct instruction for the use of Goal 4 Conversation Cues. The purpose of Goal 4 Conversation Cues is to encourage productive and equitable conversation within the class. Conversation Cues are questions that teachers can ask students to help achieve four goals: (Goal 1) Encourage all students to talk and be understood; (Goal 2) Listen carefully to one another and seek to understand; (Goal 3) Deepen thinking; and (Goal 4) Think with others to expand the conversation. In Lesson 1, the teacher uses the conversation cue that prompts students to compare in order for students to compare inferences: “How is what _____said the same as/different from what _____ said?” In Lesson 2, the Goal 4 Conversation Cue is used to encourage students to explain others' ideas: “Who can explain why your classmate came up with that response? I’ll give you time to think and write.” In Lesson 3, the Goal 4 Conversation Cue is used to encourage students to agree or disagree and explain why: “Do you agree or disagree with what your classmate said? Why?”
  • In Module 3, Unit 1, Lesson 1, students practice recounting a text, specifically in this lesson, Chapter 1 of Peter Pan. Students recount the text in triads following the protocol – Partner C goes first and has 45 seconds to recount the chapter, then Partner B goes second and has 30 seconds to recount, and, finally, Partner A goes third and has 15 seconds to recount.
  • In Module 4, Unit 2, Lesson 1, Posterwalk Protocol, students participate in a posterwalk to find details in the images that tell them something about each of the challenges relating to water. Students use the posterwalk protocol to discuss the following questions: “Which challenge related to having clean water can be seen in this image/text? What issues related to water have we been learning about so far in this module? What does demand mean? What does pollution mean? What does access mean?”
  • In Module 4, Unit 3, Lesson 3, students participate in a peer critique of their PSA Script. Students find a partner and label themselves A and B. The teacher and students review the Criteria for an Effective Video PSA anchor chart with the understanding that they are looking for this criteria in their partner’s work. As the students critique, they capture the feedback on sticky notes to be reviewed later as a whole group.

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 materials reviewed for Grade 3 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

The individual lessons throughout the module units support students’ speaking and listening about what they are reading and researching. Each module overview outlines the Speaking and Listening standards that will be targeted throughout the unit, and each lesson contains techniques or protocols to engage students in speaking and listening. Unit lessons require students to share out their reflections and engage in follow-up questioning. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures described in the lesson section titled Teaching Notes. Examples include, but are not limited to:

  • In Module 1, Unit 1, Lesson 2 of the Teacher Guide, students choose independent research books and discuss why they chose a particular book in small groups, targeting Speaking and Listening Standards 3.1 and 3.6.
  • In Module 1, Unit 2, Lesson 7, students use the materials from My Librarian is a Camel and Close Read Note-catcher: Expert Group My Librarian is a Camel to plan their informative paragraphs. Students are “to work as a group to reread their group’s excerpt aloud, for example with each student reading a different paragraph or chorally reading the excerpt. Direct students’ attention to the research question and the words “focus statement” at the top of the note-catcher. Invite students to turn and talk in their expert groups, then select volunteers to share with the whole group: “Think of a way to answer the research question: ‘What are the challenges people face when learning, and how are they overcome?’”
  • In Module 2, Unit 3, Lesson 1, students conduct a Poster Walk, use the Poster Walk protocol, and engage in a follow-up discussion in response to the following question: “What patterns or themes did you notice in all of the Poster Walk posters?” Students explain what they should be thinking about, what they notice, and what they wonder about what other have written on their posters.
  • In Module 2, Unit 1, Lesson 1, students participate in the “Infer the Topic” protocol to familiarize themselves with the module topic. Students review information from the texts that they will read throughout the module to infer what the topic of the module will be. “What do you think you will be learning about in this module?” Students use the “I wonder/I notice” note-catcher to capture the information they observe in the texts and pictures. Students work in triads to share what they wrote on their note-catcher. The teacher brings the triads back together as a whole group and poses the following question: “Now that you have looked at some resources, what do you think this module might be about? Can you say more about that?”
  • In Module 3, Unit 2, Lesson 13, students participate in a text-based discussion about whether or not they would recommend Peter Pan in Kensington Gardens to a friend. The teacher reminds students of the discussion norms and that the purpose of the discussion is for them to talk to each other and learn more about the opinions that each of them has about the story and why. Students receive a copy of the discussion notes handout and are directed to complete the top box with any questions that they have as the discussion occurs. Students are divided into groups and groups are paired off. Each group is labeled A or B. The B groups have their discussion first while sitting in a circle, and the A groups sit around the outside and observe the discussion. Students have sticky notes for examples of discussion norms occurring. The group is able to discuss for approximately 8 minutes. After this discussion, students give a “star and step” (positive and negative) regarding the discussion. Then, the groups switch and the process is repeated. After both groups have discussed the topic, students are asked to silently reflect on their role and work within the discussion and make a goal for themselves for the next discussion.
  • In Module 4, Unit 2, Lesson 12, students participate in peer critique with a focus on using linking words and phrases and forming and using plural nouns. The teacher and students review the Regular Plural Nouns and Irregular Plural Nouns anchor charts and the opinion writing checklist. Students use this information to review the opinion essay of a peer. Students do this by marking the text in color and writing feedback on sticky notes. Students share with each the critique following the protocol for peer critique and the opinion writing checklist.
  • In Module 4, Unit 3, Lesson 1, students analyze a model of a PSA and what about the PSA makes it effective. Students create their own PSA using the information gathered on the water issues note-catcher. Students “Think-Pair-Share” in order to answer the following questions: “What makes this model an effective PSA? How does it encourage people to do something or to change the way they do something to help a cause?” During Closing and Assessment, students choose one issue from their water issue note-catcher that they want to create a PSA around. Students find a partner or small group that has a shared interest and form a group to create the PSA. The group discusses the issue and ideas for the PSA.

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 materials reviewed for Grade 3 meet the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

There are opportunities for on-demand writing, process writing, and short, focused projects through a variety of instructional tasks. Students develop drafts for each individual paragraph or portion of a writing product over the course of several lessons. Students also spend time on self-revisions, targeted peer-critiques, and publishing of their work using digital resources and technology. The teacher provides direct instruction to guide students through the writing process, requiring them to analyze good writing models from the text sets they read. The writing lessons included in each module are based on text(s).

On-demand writing occurs each day when students write to what they have read in various formats. Intentional instruction (focus statement, checklist, etc.) is included to support students in writing to meet the criteria. Materials include both short and longer writing tasks and projects and are aligned to the grade-level standards being reviewed. Examples of writing include note-catchers, graphic organizers, short constructed response, and paragraph construction.

Examples of writing include, but are not limited to:

  • In Module 1, Unit 1, Lesson 6, students review the parts of a sentence and participate in a mini-lesson about writing short constructed responses. During the mini lesson, they write a short constructed response to answer the question “In Rain School, what was the lesson and how was it conveyed through details in the text?” based on their close read in the previous lesson. In Lesson 10, students again practice writing a short constructed response identifying the central message or lesson in Nasreen’s Secret School and explaining how it is conveyed through details in the text. The mini-lesson and writing practice help prepare students for the End of Unit 1 assessment, in which they will answer short constructed response questions about a new text.
  • In Module 1, Unit 3, Lesson 12, students participate in mini lessons about linking words and phrases and will use this knowledge in a peer review. Students then complete “Part II of the End of Unit 3 Assessment, where they revise their reading contracts based on peer and teacher feedback.” Students reflect on their learning using the Tracking Progress: Informative Writing recording form. Students then will “revise their reading contract to write a final draft incorporating teacher feedback and what they learned about linking words and phrases, and spelling, punctuation, and capitalization during the peer review.”
  • In Module 2, Unit 3, Lesson 2, students chose a frog to write about from the text, “Freaky Frog." Students then used a note-catcher to research facts and information about the frog they have chosen. In Lesson 4, students take the research from the note-catcher and begin to draft their informational essays by writing the introduction paragraph. Students review the introduction of the Poison Dart Frog Model. In Lesson 5, students begin drafting their paragraphs referring to the model writing and the informative writing checklist. Lesson 6 is the mid-assessment, with the first part asking students to write short constructed responses to what they have read and the second part asking students to write a second paragraph about the unique abilities of the frog for their frog essay. For Lesson 7, students write a conclusion for their informative essay about a “freaky” frog. Then they generate a contents page for their Freaky Frog book based on their writing. Finally, in Lesson 8, students work in pairs to revise their informative essay to add linking words and phrases, domain-specific and academic vocabulary, and correct capitalization, spelling, and punctuation.
  • In Module 3, the Mid-Unit 3 Assessment, students are asked to apply the narrative writing skills throughout the unit to complete an on-demand narrative writing by revising a scene from Peter Pan, using a complete Narrative Planning graphic organizer. The objective of the assessment is to write a draft of the scene with a focus on purpose, organization, elaboration, and evidence. The assessment is not focused on conventions.
  • In Module 3, In Unit 2, Lessons 8-12 students complete a process writing opinion piece. In Lesson 8, students are taught the format and purpose of a “Painted Essay.” The “Painted Essay” guides students to code each section of their essay a different color to understand each part, the purpose of each part, and how the different parts connect. Students will use this understanding moving forward to complete their own writing of each part of the essay. In Lesson 9, students write the introductory paragraph for their opinion essay. Students work on this paragraph as a group since the information within the paragraph will be similar for most students. In Lesson 10 and 11, students write the proof paragraphs of their opinion book reviews using evidence and details from the text resources. In Lesson 12, students write the concluding paragraph for the opinion book review. In the conclusion, students are restating the facts, evidence, and opinion.
  • In Module 4, in the End of Unit 1 Assessment, students read a new informational text and compare the main ideas and key details with pages 24–25 of the text, “One Well,” that students have previously read. Students answer short constructed response questions.
  • In Module 4, in Part I of the the End of Unit 2 Assessment, students use information gathered from multiple resources to write an opinion essay explaining “why we should get involved in water conservation.” In Part II, students apply their knowledge about linking words and using regular and irregular plural nouns to revise and edit the opinion essay they just drafted. In the third optional part, students answer selected response questions about forming and using regular and irregular plural nouns.
  • In Module 4, Unit 2, Lessons 7-11, students complete a process writing piece. It begins in Lesson 7, with students planning their opinion essays about why it is important to conserve water. The teacher first models and gives students an opportunity to practice as a class by analyzing the Model Opinion Essay: Access to Water and using color-coding on the research Note-catcher: Access to Water. Students then repeat this process on their own by color-coding their Research Note-catcher: Water Pollution. In Lesson 8, students write the introductory paragraph for their essays. Students first analyze the introduction of the model essay. They then use their planning from Lesson 7 to draft their own introductions. In Lesson 9, students write the first proof paragraph for their essay. Students begin by analyzing the model opinion essay, looking at both proof paragraphs and comparing them. Students then use their planning from Lesson 7 to draft their Proof Paragraph 1. Students write the second proof paragraph in Lesson 10, again comparing and analyzing the proof paragraphs from the model and putting more of a focus on the linking words and phrases. In Lesson 11, students write the concluding paragraph of their essay. They review and analyze the model essay and summarize the information and evidence used in the proof paragraphs.

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 materials reviewed for Grade 3 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Each module includes writing lessons, and students engage with multiple genres and modes of writing. Throughout the modules, students learn, practice, and apply writing using evidence. Throughout the modules, there are lessons that focus on developing the skills for producing a particular text type of writing, as well as experiences in writing across different genres with narrative and informative writing, as well as opinion writing. Opportunities to address text types of writing that reflect the distribution by the standards, include but are not limited to:

  • In Module 1, Unit 1, Lesson 6, Work Time A, students review the components of a sentence and participate in a mini-lesson about writing short constructed responses, during which they write a short constructed response to answer a question about Rain School, based on the close read. In Lesson 10, Work Time A, students write a short constructed response identifying the central message or lesson in Nasreen’s Secret School and explaining how it is conveyed through details in the text.
  • In Module 1, Unit 2, Lesson 2, Main Idea handout, the handout provides instructions on how to determine the main idea of a passage. On the bottom of the Close Read Note-catcher, students write the main idea of the text, My Librarian is a Camel.
  • In Module 1, Unit 2, Lessons 7-9, Work Time B, students plan an informative paragraph. In Lesson 8, students draft an informative paragraph. In Lesson 9, during the Closing and Assessment, students annotate draft writing for revisions. The instruction in this sequence of lessons focuses on the structure of informative writing—an introduction to give background information and a focus statement telling the focus of the writing; facts, and details to support and explain the topic; and a conclusion that restates the focus. In Lesson 9, students write feedback on sticky notes on informational writing.
  • The Module 2, Unit 1, Lessons 2-6 provide students opportunities to address writing narrative texts.
  • In Module 2, Unit 1, Week 2, in the ALL Block, students write a narrative poem about a frog.
  • In the Module 2 Performance Task, students generate writing to include in a Freaky Frog book. The book will contain a Pourquoi narrative written in Unit 1.
  • In the Module 2 Performance Task, students generate writing to include in a Freaky Frog book. The book will contain: an informational writing from Unit 2, end of Unit 2 assessment writing, an informational essay from Unit 3 and a Freaky Frog trading card from Unit 3 that contains basic facts about the frog collected through research. In Module 3, Unit 2, Lessons 8-12, students write an opinion book review, discussing whether they would or would not recommend others read Peter Pan. In Lesson 8, students analyze a model of a book review for the text they read during Lesson 7, Peter Pan in Kensington Gardens. Students are asked to consider the following questions: “Would the author of this text recommend it to a friend? Why would he/she recommend the story?” In Lesson 9, students begin drafting the introduction paragraph for their book review, during Work Time A they draft their opinion use sentence starters such as “Would recommend, Would recommend with some cautions, Would not recommend,” and in Work Time B, they are introduced to the Opinion Writing Checklist. Since this is the first time students are working with the Opinion Writing Checklist, they are only working on four criteria. In Lessons 10 and 11, students draft the body paragraphs of the book review with an emphasis on stating evidence and reasons to support the opinion.
  • In Module 3, Unit 3, Lessons 1-7, students revise a narrative excerpt of Peter Pan. Students use a narrative planning graphic organizer to draft a revised scene.
  • In Module 4, Unit 2, Lessons 5-14, students plan and compose an opinion essay about becoming involved in water conservation. The lessons include instruction on the following components: an introductory paragraph, a focus statement of two points, the body paragraphs, and a concluding paragraphs.

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 materials reviewed for Grade 3 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year. Examples include:

  • In Module 1, Unit 1. Lesson 4, the teaching notes set the purpose that students are going to be reading from the text, Rain School. During the Opening part of the lesson, students are engaged in reading Rain School and are asked questions such as: “What do you notice about the size of Chad in relation to the rest of the continent?” As students read, they are looking for evidence for the central message or lesson.
  • In Module 1, Unit 1, Lesson 10, students are asked to focus on the following question, “In Nasreen’s Secret School, what is the central message or lesson and how is it conveyed through details in the text?” Teachers direct the students to use the Short Constructed Response: Lesson/Message in Nasreen’s Secret School graphic organizer to help them write their responses.
  • In Module 2, Unit 2, Lesson 8, students reread excerpts of “Everything You Need to Know about Frogs and Other Slippery Creatures” that were read closely earlier in this unit. Students analyze the connections between sentences and paragraphs in the same excerpt. They then use the texts to answer a questions: “How does where a frog lives affect how it looks and/or acts?”
  • In Module 3, Unit 1, Lessons 1-12, students read Peter Pan and write short constructed responses to text-dependent questions for each chapter, focusing on character traits and citing evidence from the core text to support their responses. For example, in Lesson 5, students read Chapter 4 of Peter Pan, answer selected response questions, and write short constructed responses to answer questions about the text. They will cite evidence from the text to answer the short constructed responses.
  • In Module 3, the Mid-unit 2 Assessment, students recall and recount the plot of Peter Pan by identifying events from the story and placing them in the order in which they occurred. Students then compare the two Peter Pan stories they have read by completing a chart. Finally, students show their understanding of the central message of each text by answering selected response questions.
  • Module 4, Unit 1, Lesson 3, students answer text-dependent questions on pages 4-5 of One Well: The Story of Water on Earth, citing claims and appropriate, well-defended evidence.
  • Module 4, Unit 1, Lesson 12, students must compare and contrast the main ideas and supporting details on pages 24-25 of One Well with Water Pollution, stating claims and citing evidence.

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 materials reviewed for Grade 3 meet the criteria 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.

Opportunities to learn language standards are in the Module Lessons including Language Dives and lessons in the ALL Block. Materials include instruction of all grammar and conventions standards for the grade level. Examples of each language standard include:

  • L.3.1a
    • In Module 4, Unit 1, Lesson 3, students explain the function of nouns through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Nouns. Homework practice is available in Lesson 6.
    • In Module 4, Unit 1, Lesson 4, students explain the function of pronouns through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Pronouns.
    • In Module 4, Unit 1, Lesson 6, students explain the function of adjectives through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Adjectives. Homework practice is available in Lesson 9.
    • In Module 4, Unit 1, Lesson 7, students explain the function of verbs through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Verbs. Homework practice is available in Lesson 10.
    • In Module 4, Unit 1, Lesson 9, students explain the function of adverbs through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Adverbs. Homework practice is available in Lesson 11.
  • L.3.1b
    • In Module 4, Unit 2, Lesson 5, in Work Time B, students analyze the noun people in a sentence. In Lesson 8, there is direct instruction on different types of plural nouns using the Regular Plural Nouns Anchor Chart. In Lesson 11, there is instruction about irregular plural nouns.
  • L.3.1c
    • In Module 4, Unit 3, Lessons 5-7, students use abstract nouns. Students learn that pride and excitement are abstract nouns because they are names of emotions that cannot be physically touched.
  • L.3.1d
    • In Module 2, Unit 2, Lesson 3, Work Time B, students learn about verb tense. Students analyze how regular verbs change from past, present, and future. In Lesson 6, Work Time B, students learn how to form and use have and be.
  • L.3.1e
    • In Module 2, Unit 3, Lessons 2 and 6, students form verb tenses. In Lesson 2, students analyze sentences for verb tense. In Lesson 4, students play a game to practice forming and using verbs in different tenses.
  • L.3.1f
    • In Module 1, Lesson 9, ALL Block, Week 2, Day 4, the teacher guides students through the use of Subject/Predicate sentence strips.
  • L.3.1g
    • In Module 3, Unit 1, Lesson 11, students learn comparative and superlative adjectives. The teacher uses the Comparative and Superlative Adjectives and Adverbs handout.
    • In Module 3, Unit 1, Lesson 12, students learn comparative and superlative adverbs. The teacher asks, “So if you were using the adverb fast to describe the speed of the frog with the arrow is hopping compared to the other, what comparative adverb might you use? The frog with the arrow is hopping ___.”
  • L.3.1h
    • In Module 2, Unit 3, ALL Block, Week 1, Days 2 and 4, small group instruction includes work with conjunctions.
    • In Module 2, Unit 3, Lesson 10, students review compound and complex sentences for coordinating conjunctions and subordinating conjunctions.
  • L.3.1i
    • In Module 2, Unit 3, Lesson 10, Work Time A, students use different-colored markers to color code sentence as simple, compound, or complex.
  • L.3.2a
    • In Module 3, Unit 3, Lesson 3, Work Time B, the students focus on the title Peter Pan in Kensington Gardens, and the teacher asks “What do you notice?” The teacher shares the Capitalizing Appropriate Words in Titles handout to read the criteria
  • L.3.2b
    • In Module 4, Unit 3, Letter 5, the teacher and students analyze a model of the address on an effective invitational letter. Students learn to put a comma after the city and before the state.
  • L.3.2c
    • In Module 3, Unit 3, Lesson 5, Work Time B, students view a model dialogue sentence from the anchor text: “Why, that is a fine nightgown you are wearing there, young Peter,” he said admiringly. Students discuss what they notice about the punctuation.
  • L.3.2d
    • In Module 3, Unit 3, Lesson 4, there is a Language Dive about Possessives. Students study the following sentence: “Then, with a wrinkled brow he studied Soloman’s feathers thoughtfully, before looking back down at his nightgown again.”
  • L.3.2e
    • In Module 3, Unit 2, Lesson 14, students are to focus on “L.3.2: My spelling, capitalization, and punctuation are correct.” Explicit directions to students as to how to use conventional spellings are not clear.
  • L.3.2f
    • In Module 3, Unit 2, Lesson 14, students are to focus on “L.3.2: My spelling, capitalization, and punctuation are correct.” Explicit directions to students as to how to use spelling patterns and generalizations.
  • L.3.2g
    • In Module 1, Unit 1, Lesson 10, students learn about strategies to check their spelling which includes using a dictionary.
  • L.3.3a
    • In Module 2, Unit 1, Lesson 10, students learn to use temporal words and phrases. Students learn to use time words and phrases in their narrative.
  • L.3.3b
    • In Module 3, Unit 2, Lesson 13, students participate in a text-based discussion about the differences between written and spoken English. The teacher distributes Spoken Compared to Written English.

Criterion 1o - 1q

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
4/6
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Criterion Rating Details

Materials contain minimal evidence of explicit instruction of phonics and word recognition consistently over the course of the year. Materials provide limited opportunities to apply word analysis skills to connected texts. There are limited opportunities to practice speaking and receive feedback on fluency.

Indicator 1o

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

The materials reviewed for Grade 3 partially meet the criteria that 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.

According to information in the Appendix, foundational skills are integrated through Modules 1-4, yet explicit instruction in how to decode multisyllabic words is not explicitly and systematically taught. Teachers are informed during the Reading Foundational Skills assessment (found in the Appendix) that, “If, during this assessment, it is evident that students are unable to meet the grade-level expectations and require additional support with learning to read, consider using and/or adapting EL Education’s K–2 Reading Foundational Skills Block.” If a student receives EL Education as their primary core instruction prior to Grade 3 and is lacking in foundational skills in Grade 3, they will have already received the K-2 Foundational Skills Block instruction. There is no explicit instruction in phonics, since the ALL Block focuses on additional time to work with texts, ideas, and skills that are initially introduced in the Module Lessons (EL Education Your Curriculum Companion, p. 83). Some prefixes and suffixes are explicitly taught in Module lessons and during the ALL Block, but a systematic sequence of teaching decoding of Latin suffixes, multisyllable words, and irregularly spelled words is not present in the materials.

Materials contain minimal evidence of explicit instruction of Grade 3 phonics and word recognition consistently over the course of the year. Examples include:

  • The EL Education Your Curriculum Companion states that their method of teaching phonics is structured phonics -- teaching spelling-sound patterns in a clear sequence based on the Alphabetic Principle (p. 201). However, the EL Education Your Curriculum Companion also states that in Grades 3-5, their materials focus more on a contextualized approach to teaching phonics and word recognition (p. 85).
  • Opportunities provided to practice phonics, syllabication, spelling patterns, and morphology throughout the year are through vocabulary games, vocabulary squares, and Frayer models (p. 85). However, these opportunities are not consistent over the course of the year.
  • The ALL Block suggests that students who need remediation in Reading Foundations get resources from the K-2 Reading Foundations Skills materials which contains below grade level phonics and word recognition lessons.

Some tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). Examples include:

  • In the modules, there is word study with an emphasis on morphology, syllabication, and vocabulary protocols, routines, and tools to figure out meaning of new words (p. 87).
    • In Module 1, Unit 1, Lesson 5, contains an opening review of affixes, in which students look at the word explicitly to determine its root word. As a class, students begin a Prefix, Root, Suffix charts for prefixes, roots, and suffixes.
      • Students complete Prefix, Root, Suffix charts for two homework assignments.
    • In Module 1, Unit 2, Lesson 4, students discuss the root and suffix meanings for the word collaboration and determine the meaning of -tion.
    • In Module 2, Unit 2, Lesson 1, students help determine the meaning of the prefix un-.
    • In Module 2, Unit 3, Lesson 6, students determine the meaning of the prefix re-.
    • In Module 3, Unit 3, Lesson 10, students discuss the root and suffix in the word effectively. (This word is used in the learning target for the day, “I can effectively perform my presentation.”)
  • The ALL Block lists 2 teacher-guided sessions in Week 2 and 2 rotation sessions for Word Study and Vocabulary (p. Xiii, Teacher Guide).
    • In Module 1, Unit 3, Week 2 of Word Study and Vocabulary, students analyze the meaning of the prefix over- and the suffix -ies.
    • In Module 2, Unit 2, Week 2, students learn the meaning of the suffixes -y and -ly.
    • In Module 2, Unit 3, Week 2, students learn the meaning of the suffixes in- and im-.
    • In Module 3, Unit 1, Week 2, students learn the meaning of the suffix -ion and the prefix re-.
    • In Module 3, Unit 2, Week 2, students learn the meaning of the prefix pre- and the suffix -ed.
    • In Module 3, Unit 3, Week 2, students learn the prefix dis-.
    • In Module 4, Unit 1, Week 2, students learn the meaning of the suffixes -less, -ful, and -ism.
    • In Module 4, Unit 2, Week 2, students learn the suffixes -ible and -able.
    • In Module 4, Unit 3, Week 2, students learn common prefixes that mean “not.”

Minimal assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include:

  • There is a phonics assessment for foundational skills from the K-2 Foundational Skills Block that could be used with Grade 3 students, but program did not contain explicit assessments for foundational phonics skills. Reading: Foundational Skills Informal Assessment: Phonics and Word Recognition Checklist (Grade 3) is the only assessment. This is not an ongoing assessment.
  • In the ALL Block, students work on Word Study and Vocabulary, in which they practice sorting words into academic and domain-specific vocabulary to be able to record words in the appropriate place in their vocabulary log. The ALL Block contains no formal assessments of students’ learning of the identifying and knowing the meaning of words with prefixes and suffixes.

Materials contain some explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include:

  • A “Close Readers Do These Things” Anchor chart is referenced throughout the modules and is used to guide students in finding the meanings of unfamiliar words. For example, in Module 3, Unit 1, Lesson 7, the teacher is instructed to, “Invite students to use Vocabulary strategies recorded on the Close Readers Do These Things anchor chart to determine the meaning of the word 'racist'.”
  • In Module 1, Unit 1, Lesson 5, the learning target for the day is, “I can refer to the text explicitly to answer questions about Rain School.” The class then discusses how to figure out the meaning of the word explicitly. The teacher is also instructed to “Ensure students understand that they can use affixes and roots to determine the meaning of unfamiliar words. Explain what affixes are (letters added to the beginning or end of a word that affect the meaning).”

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.
2/2
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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Grade 3 materials include instruction and practice in Word Study and Vocabulary that occur as a component of the five components in the ALL Block. During each two-cycle, students have two teacher guided sessions and two independent heterogeneous grouping sessions, which provides students the opportunity to participate in 20 minutes of Word Study and Vocabulary four times a week every other week. The emphasis of Word Study and Vocabulary is context-driven word study. The EL Your Curriculum Companion states that “readers in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition (p. 85). There is an increased focus on morphology of words related to word meaning. The EL Your Curriculum Companion describes Word Study and Vocabulary as working with words from complex texts and use of vocabulary protocols, routines, and tools to figure out meaning of new words (p. 87). The vocabulary trees are used in the ALL Block in Modules 3 and 4, but were not used in Modules 1 and 2. When these trees were used, they provide an opportunity for students to analyze the prefix, root, and suffix of academic vocabulary words in a connected text and to use those words and words like them in their own sentences. In the Modules, there are some opportunities for students to analyze words when words are being added to the Academic Word Wall.

Varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include:

  • In Module 1, Unit 3, Week 2, Day 4, students use a Vocabulary Grid to understand the word overcome based on the sentence: “You have written a reading contract describing two particular reading challenges that you face and strategies for overcoming them.”
  • In Module 2, Unit 3, Lesson 6, students learn that their conclusion paragraph will include a restated focus statement. The teacher writes the word "restate" on the board and points to the prefix "re-." The teacher asks students to popcorn read other words with the prefix "re-." The teacher asks: “What do you think re-means based on how it is used in each of these words?”
  • In Module 3, Lesson 8, ALL Block, students use a Vocabulary Tree to analyze the meaning of the academic vocabulary word explanation with a focus on the suffix "-ion."
  • In Module 3, Unit 2, Week 2, Day 2, ALL Block, students use a vocabulary tree to analyze the word “prevented” from the text Peter Pan in Kensington Gardens.
  • In Module 4, Unit 1, Days 4, ALL Block, students use a vocabulary tree to analyze the word "organism" from the text, One Well: The Story of Water on Earth. The vocabulary tree routine consists of a chart for students to fill in with the word’s prefix, root, suffix and definition of affix. Students fill in a tree with the sentence from the text where the word was used, a sentence of their own using the vocabulary word, words in the same affix or root family, and their own sentence using a related word.
  • In Module 4, Unit 2, Week 2, Days 2 and 4, ALL Block, students use a vocabulary tree to analyze the words “drinkable” and “constructing” from the text, Real Lives: Angola, Africa.

Indicator 1q

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

The materials reviewed for Grade 3 partially meet the criteria that 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.

Grade 3 materials provide opportunities to practice fluent reading over the course of the school year during Module lessons and the ALL Block (starting in Module 1, Unit 2). During some weeks in the ALL Block, Reading and Speaking Fluency/GUM, students are provided a grade-level poem or complex text excerpt for the week, and students self-assess their work to determine their fluency, or students have a peer assess their fluency. Students read with a partner and utilize sentence stems in order to discuss how they have improved their fluency.

There are limited opportunities for the teacher to listen to each student read orally and provide fluency feedback and instruction since fluency is not a consistent focus every week. Opportunities are missed to provide teachers with oral reading fluency assessment materials such as running records or miscue analysis to drive individualized fluency instruction. Teacher assessment materials consist of checklists such as the End of Unit 3 Assessment: Reading a New Text Aloud for Fluency and Reading Fluency Checklist. Further guidance as to what needs to happen next for teaching fluency with each student is not provided. According to EL Education, “Reading fluency is best practiced on text that is at or below the independent reading level. For students whose independent reading levels are below this excerpt, allow them to use an excerpt from their independent reading book to practice fluency.” For differentiation, a teacher must find texts outside of EL Education materials to help students reading below grade level improve in fluency. If a student is below grade level in fluency, EL Education states: “Consider using the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to gather baseline reading fluency data from students’ independent reading books in Closing and Assessment A (see Module 1 Appendix).” In Module 1, the EL Education Teacher Guides states, “For students who may need additional support with reading fluency: Pair these students with a highly fluent reader such as a peer model and have them chorally read together.”

Opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Examples include:

  • In Module 1, Unit 2, Lesson 1, students practice their silent reading fluency by following along as the teacher reads excerpts from My Librarian is a Camel.
  • In Module 1, Unit 2, Day 1, ALL Block, students work on fluent reading by practicing an excerpt from My Librarian is a Camel. Students listen to the excerpt read aloud, practice reading it on their own and then practice with a partner. Students practice reading in robot and bear voices with their partner. (This activity is done in small groups, and based on the ability level of the group, some groups read a longer or shorter portion of the text.)
  • In Module 2, Unit 3, Week 1, Days 1 and 3, ALL Block, students practice fluent reading of an excerpt from the text Everything You Need to Know About Frogs and Other Slippery Creatures. The lessons include teacher modeling, choral reading, a student self-assessment, independent practice, and partner practice.
  • In Module 3, Unit 1, Lesson 1, students practice their silent reading fluency by following along as the teacher reads Chapter 1 of Peter Pan.

Materials support reading of prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Examples include:

  • In Module 1, Unit 2, ALL Block, students read an excerpt from My Librarian is a Camel for fluency and accuracy. The teacher models, the students read silently, and then with partners.
  • In Module 2, Unit 1, Week 2, Day 1, students practice reading the poem, The Red-Eyed Tree Frog. The lesson starts by having the students silently read the poem. The teacher then reads the poem aloud followed by a class choral reading of the poem. The class then completes another choral reading with clapping to the rhythm of the poem.
  • In Module 3, Unit 1, ALL Block, invite students to highlight the following focus criteria for this week:
    • “I can correct myself and reread when what I read was wrong or didn’t make sense.”
    • “I can read my text at a speed that is appropriate for the piece.”
    • “I can notice and read punctuation.”
    • “I can use the appropriate volume and change volume naturally as if I am talking to a friend.”

Materials support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Examples include:

  • The Your Curriculum Companion describes how the EL materials support the development of fluency, by decoding with automaticity, following along in the text while a fluent reader is reading, and reading the same text multiple times. They learn specific criteria for fluent reading and receive peer or teacher critique on their reading.
  • In Module 1, Unit 2, ALL Block, students read with a partner who notes each time reader self-corrects.
  • In Module 1, Unit 2, Week 1, Day 3, the class focuses on self-correcting when reading a passage from the text, My Librarian is a Camel. The class discusses and gives examples of what it means to self-correct. During small group instruction, the teacher models self-correcting by doing the following: “Miss a word in the first sentence. Once it is clear from the context that this doesn’t make sense, go back to read it correctly. Misread a word in the second sentence. Once it is clear from the context that this doesn’t make sense, go back to read it correctly.”
  • In Module 2, Unit 1, Week 1 Day 1, ALL Block, students again fill out the fluency self-assessment after reading an excerpt from the text, Bullfrog at Magnolia Circle, during Small Group Instruction time. During this lesson, the teacher also models fluent reading by reading the text aloud in the following three ways, “First read: quickly, making and ignoring mistakes and not attending to punctuation. Second read: slowly, word by word, sounding out every fifth word or so, again ignoring mistakes and not attending to punctuation. Third read: at an “appropriate rate.” Make a mistake or two, but show how fluent readers would self-correct. Match your facial expression and body language to the piece. Change your rate, volume, pitch, and tone to reflect an understanding of the author’s intended message.”

Some assessment materials provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. While self-assessment is a regular part of fluency lessons over the course of the school year, opportunities for teachers to use a comprehensive, explicit rubric for assessing students’ fluency and how to help individual students make growth in fluency are missing. Examples include:

  • In Module 1, Unit 3, Week 1, Day 1, the Learning Target for the day is “I can evaluate my own fluency strengths.” During small group time, the teacher reads aloud a portion of the text, More Than Anything Else. Students then read the text through one time. Afterwards, students fill out the Fluency Self-Assessment Checklist. The teacher also tells students that over the next few days, students will focus on these skills, “I can correct myself and reread when what I read was wrong or didn’t make sense. I can read my text at a speed that is appropriate for the piece.”
  • In Module 1, Unit 3, Lesson 3, students practice fluency by reading excerpts to each other from one of the two selected stories. Students are able to choose which story they want to read for the assessment, and Lesson 3 provides a first practice of reading aloud and hearing others read aloud.
  • In Module 2, Unit 1, Day 1 and Day 3, ALL Block, students self-assess their reading fluency of Bullfrog at Magnolia Circle fluency passage using the Fluency Self-Assessment Checklist.
  • In Module 3, Unit 3, End-of-Unit Assessment: Reading a New Text Aloud for Fluency, students read an excerpt from Peter Pan in Kensington Gardens. The teacher uses the Reading Fluency Checklist to assess the students’ fluency. The teacher is to provide the student with immediate feedback.
  • In Module 4, Unit 2, Day 3, ALL Block, students read a passage from “Real Lives: Angola, Africa.” Students highlight the focus criteria on the Fluency Self-Assessment Checklist criteria.

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

The instructional materials meet the expectations of Gateway 2. Materials partially meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently. Most anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) or theme(s) for each Module and Unit. The guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study; however, not all culminating tasks demonstrate the same quality. Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Most homework assignments include independent reading and tasks that require students to produce evidence of reading.

Criterion 2a - 2h

28/32

Indicator 2a

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

The materials reviewed for Grade 3 partially meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) or theme(s) for each Module and Unit. The units in each module are built around a central topic. In each unit, the anchor text and supporting texts center around the topic. Within each unit of the module, texts are organized around the topic to help students understand vocabulary and read and understand complex text.

Module 3 is not organized by topic. Instead, students engage in a study on the topic of “Exploring Literary Classics.” Students read Peter Pan throughout Units 1-3, along with other supplementary texts related to Peter Pan. In Unit 1, students read Peter Pan and analyze the the character development of Peter Pan. In Unit 2, students read an additional text, Peter Pan in Kensington Gardens. After writing an opinion about whether they would recommend Peter Pan in Kensington Gardens or Peter Pan to a friend, students develop a revised scene for Peter Pan in Unit 3.

Module 1 includes topics meshed with the them of challenges. In Module 1, students engage in a study on the topic of “Overcoming Learning Challenges.” In Unit 1, students closely read literary texts such as Waiting for the Biblioburro, Rain School, and Nasreen’s Secret School. Within each text, students analyze and determine the challenges along with how those challenges were overcome. Students write a short constructed response about those challenges. In Unit 2, students closely read excerpts from My Librarian is a Camel and determine the challenges that people face when learning and how they overcome those challenges. Students write an informative paragraph to answer the question "How do people overcome challenges?". In Unit 3, students closely read an excerpt from More Than Anything Else and identify the challenges along with how they were overcome. Students write an informative essay on challenges people face when learning and how they overcome those challenges.

Examples of modules that are clearly organized by topic include the following:

  • In Module 2, students engage in a study on the topic of “Adaptations and the Wide World of Frogs.” In Unit 1, students closely read frog poems and Pourquoi tales about frogs. Students ask “why” questions about frogs and write Pourquoi tales to answer a “why” question about frogs. In Unit 2, students closely read excerpts of research texts about frogs, write paragraphs to answer the “why” questions in Unit 1, research to learn more about three specific “freaky frogs,” and write a paragraph to answer the following question: “How does where a frog lives affect how it looks and/or acts?” In Unit 3, students read informational text, gather information about a freaky frog and its unique adaptation, and plan and draft a three-paragraph essay.
  • In Module 4, students engage in a study on the topic of “Water Conservation.” Students explore this topic throughout Units 1-3. Students read “One Well: The Story of Water on Earth” by Rochelle Strauss, Water Dance by Thomas Locker, and The Boy Who Harnessed the Wind by William Kamkwamba. In Unit 1, students read informational texts “One Well: The Story of Water on Earth,” “Access to Freshwater,” and “Population Growth” about the importance of water and human interaction with water. In Unit 2, students read new text to determine the gist, thinking about the author’s point of view related to challenges people face with water, and comparing it to their own point of view. In Unit 3, students will make their opinion writing come alive by creating a PSA highlighting a problem with human interaction with water and then offering a solution for a way humans could make it better.

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 criteria that 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.

The instructional materials require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Throughout the units, students independently and in collaborative pairs or groups, complete questions and tasks that require analysis of individual texts. The module lessons include close reading portions with questions that are sequenced and scaffolded and the module lessons include tasks that require students to analyze the language, key ideas, details, craft, and structure of complex texts such as tasks requiring students to determine the meaning of unfamiliar vocabulary in a text and writing tasks requiring students to write informative paragraphs analyzing the message or lesson in a story. Examples of learning targets with sets of questions found in the instructional materials include the following:

  • In Module 1, Unit 1, Lesson 4 the close read of the text, “Stopping by Wood on a Snowy Evening,” asks text-dependent questions that require students to refer back to the poem to identify patterns in structure and how the poet uses them to help the reader imagine the content. The students are asked, “What new information do we know? What is the poet helping us to imagine here? Which senses is he activating? Use evidence from the poem.” Students must refer back to the text to identify that the poet is activating the sense of sight by describing “being between the woods and a frozen lake, and the darkness.”
  • In Module 1, Unit 3, Lesson 2, students are asked questions after reading a section of More Than Anything Else, pp. 20-21. “So what is an effective learner? What did Booker do in More Than Anything Else to be an effective learner? What did you do today to become effective learners?”
  • In Module 2, Unit 1, Lesson 3, students read “Why the Frog Has a Long Tongue”. The teacher will display this narrative text again and ask the students, “How did the author establish the situation in this narrative? What is happening, where, and when?” Drawing from the ideas from this narrative text, students will begin the process of writing their own narrative text answering the question, “Why Do Polliwogs Wiggle?”
  • In Module 2, Unit 2, Lesson 4, students revisit the “why” questions in Unit 1 and reframe the questions as their purpose for research. Students will use the text features in Everything You Need to Know About Frogs and Other Slippery Creatures to help build an understanding of how text features can help a reader find information efficiently. “As students share, formally name the text features that they are noticing, pointing them out under bullet two on the Informational Texts handout." The teacher asks, "Can you figure out why the authors used these specific text features? I’ll give you time to think and discuss with a partner."
  • In Module 3, Unit 3, Lesson 5, students are using dialogue and description to show rather than tell the feelings of characters in Peter Pan. Students are learning how showing a character's feelings rather than just telling them can significantly impact the reader’s understanding of the character with questions such as “What does dialogue mean? What is dialogue? Why do we want to show rather than tell the feelings of the characters? Why not just say, ‘Peter was angry’ or ‘Wendy was sad’? How do the characters in this scene feel? How do you know? How does Peter feel? How does Solomon feel?”
  • In Module 4, Unit 2, Lesson 8, students write the introductory paragraph for their essays by first analyzing the introductions of the model essays and comparing it to the introductions for the book reviews written in Module 3. “Think back to the book reviews you wrote in Module 3. How will the introduction of our opinion essays be similar to the introduction of the book reviews? How will it be different? Can you figure out why the introduction of the opinion essay will be different from the book review, even though they are both opinion pieces?"
  • In Module 4, Unit 3, Lesson 2, students are analyzing an effective model PSA in order to develop criteria and create their own. “What is this PSA about? What is the purpose of this PSA? Who do you think this PSA is aimed at? Who is the target audience? What makes you think that? Why don’t you think we want to tell the audience absolutely everything we know? What is the structure?”

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 materials reviewed for Grade 3 meet the criteria that 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 guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Questions are asked of both single and multiple texts to integrate and build knowledge in order for students to reach the module’s learning goals. Lessons include sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge.

The Module 1 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: Why are education, books, and reading important? How can I overcome learning challenges?

  • In Unit 1 students read three literary texts, Waiting for the Biblioburro, Rain School, and Nasreen’s Secret School and analyze the texts for theme. “What message, lesson, or moral relevant to the real world and outside of the story do you think the author wants you to learn from this story? What details make you think that?” Students examine the challenges that occur in the text and how the challenges are overcome.
  • In Unit 2, Lesson 2, the learning target is determining main idea, referring explicitly to the text to ask and answer questions, and determining meaning of unknown words. Students are asked, “What challenge did you read about on pages 18–19 of My Librarian Is a Camel, and how did the people in this part of the world overcome that challenge?” In this lesson, students are also asked to close read pages 18-19 of the text My Librarian is a Camel. This close read guides students through analyzing the main idea of this excerpt and using information from the photographs to demonstrate understanding of the text. Students are guided to the close read through questions, such as “What is one detail you learned about Kenya, one fact about the physical environment in Kenya, and one question you still have?”
  • In Unit 3, students read a text titled, More than Anything Else, learning about Booker T. Washington. Students analyze the text for theme and how someone overcomes challenges. Students are asked, “What challenge did Booker face? How was the challenge overcome? What did Booker do in More Than Anything Else to be an effective learner?”

The Module 2 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: How does an author engage the reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?

  • In Unit 1, the focus for students is on narrative writing, specifically a Pourquoi Tale. As students read Pourquoi tales about frogs, they are asking "why" questions. They then write their own Pourquoi tale that answers the "why" questions about frogs. In Lesson 2, students analyze the plot structure of Why the Frog Has a Long Tongue to begin building expertise about narrative texts and understand a Pourquoi tale, “What makes Why the Frog Has a Long Tongue a Pourquoi tale?” In Lesson 3, students begin to analyze how an author would write a Pourquoi tale, “How did the author establish the situation in this narrative? What is happening, where, and when?” In Lesson 9, students are analyzing Why the Poison Dart Frog Is So Colorful for dialogue and description. “So what is the central problem here? How did the character respond to the problem? Where is the problem introduced in the story? How does this description of the grass show readers rather than telling them?”
  • In Module 2, Unit 3, Lessons 4-8, students are writing an informative text about frogs after having read an informative text about frogs. In Lesson 2, students chose a frog from the text, Freaky Frog, to write about. Students then used a note-catcher to research facts and information about the frog they have chosen. Lesson 6 is the mid-assessment, with the first part asking students to write short constructed responses to what they have read and the second part asking students to write a second paragraph about the unique abilities of the frog for their frog essay.

The Module 3 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: How do writers capture a reader’s imagination? What can we learn from reading literary classics?

  • In Unit 1, Lessons 2-5, students begin to read Peter Pan. Lesson 2 expects students to read an informational text about the author and the historical context of the story to help them understand many of the issues they may encounter. After reading each chapter of Peter Pan, students make connections between what they have read in Peter Pan and the informational text, "Peter Pan: The Author and Historical Context." This reading routine will continue in later lessons. Lesson 3, students continue to read the text and consider how each chapter builds on the previous and connects to the historical context. During Lesson 4, students record how each chapter builds on the story so far on the Analyzing Peter Pan anchor chart and to again make connections to the historical context. Chapter 5 expects students to answer selected response questions in Chapter 4 of Peter Pan and write short constructed responses to answer questions about the text for the mid-unit assessment.

The Module 4 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: Why are the world’s freshwater sources threatened? How do people persuade others to take action to contribute to a better world?

  • In Unit 1, where students read informational texts One Well: The Story of Water on Earth, Access to Freshwater and Population Growth about the importance of water and human interaction with water. While reading, students work on determining the main idea and supporting details: “What is freshwater? What did you learn about water from the book?”
  • In Unit 2, students continue to read new text to determine the gist, thinking about the author’s point of view related to challenges people face with water, and comparing it to their own point of view: “What are the authors trying to tell the reader about water? What is the purpose of The Boy Who Harnessed the Wind? What are William Kamkwamba and Bryan Mealer trying to answer, explain, or describe?” Students ultimately write an opinion piece about water pollution and then create a PSA that explains the problems that occur with water pollution and solutions for solving.

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 that 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).

The curriculum addresses literacy standards, including reading, writing, speaking, and listening throughout each individual lesson, and each unit has a mid-unit and end-of-unit assessment that build upon one another culminating in a final performance task. The final unit assesses all of the standards addressed throughout the Module. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study. However, the culminating tasks in Module 1, which represents one quarter of the school year, do not demonstrate the same quality as the tasks in Modules 2-4, and therefore do not meet the criteria for this indicator.

At the culmination of Module 1, students are asked to think about reading challenges and strategies to overcome those challenges by creating a bookmark. Although students integrate skills within this Module, the culminating task does not demonstrate students building knowledge of a topic. For example:

  • In Unit 1, students read three literary texts, “Waiting for the Biblioburro, Rain School, and Nasreen’s Secret School,” and analyze the texts for theme. In addition to determining theme, students examine the challenges that occur in the text and they are overcome.
  • In the Mid-Unit 1 Assessment, students collaboratively discuss what they like about their independent reading books and what they find challenging. At the end of the Unit 2 assessment, students return to Mongolia from My Librarian Is a Camel where they write a paragraph describing the challenge of accessing books and how it is overcome, demonstrating their ability to write an informative/explanatory piece that refers explicitly to details in the text.
  • In Unit 2, students read another literary text, “My Librarian Is a Camel,” to identify the challenges and they are overcome. Students write an informative paragraph that answers the following question: “What are the challenges people face when learning, and how are they overcome?”
  • In Unit 3, students begin thinking about the performance task, and what would make a bookmark “eye-catching.” Students draft sketches of how they want to design the bookmark. The bookmark reflects strategies for overcoming reading challenges. The culminating task does not demonstrate students building knowledge of a topic.

At the culmination of Module 2, students create their trading card and compile their writing from the Module into a book with a front cover and table of contents, demonstrating mastery of CCSS ELA RI.3.7, W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, and L.3.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

  • In Unit 3, students create a A Freaky Frog trading card for readers to play a game, including a detailed scientific illustration or digital picture of their freaky frog, as well as basic facts about the frog collected through their research. In the Module 2 Final Performance Task, students create their trading card and compile all of their writing from the module into a book with a front cover and table of contents.
  • In the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module. Throughout the module, each student generates writing to include in a Freaky Frog book to engage and educate students in grades 2–3, including a Pourquoi narrative written in Unit 1 on the unique adaptations of frogs, informational writing from Unit 2 to educate readers about frogs in general, and a three-paragraph informational writing from Unit 3 to amaze readers with the freaky adaptations of frogs.

At the culmination of Module 3, students read aloud their revised scenes to an audience and then explain how and why they revised the scene, demonstrating mastery of CCSS ELA RF.3.4b, SL.3.4, and SL.3.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

  • In Unit 1, students read Peter Pan along with an informational text about the author and historical context, and make connections between what they have read in Peter Pan and the issues presented in the informational text. Students consider how each new chapter of Peter Pan builds on the events in previous chapters through a series of text-dependent questions and close readings. Students analyze character traits and actions and compare their point of view to the point of view of the characters.
  • In Unit 2, students write a book review explaining whether they would recommend the story to a friend and participate in a discussion about their opinions of the book.
  • In Unit 3, students revise a scene of Peter Pan using some of the reasons that students would not recommend the story to a friend. After revising one part of the story, they create a presentation explaining why, and how, they have revised that scene. Finally, for their final performance task, students read aloud their revised scenes to an audience and then explain how and why they revised the scene.
  • In the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module. Students engage in a case study of Peter Pan by J.M. Barrie to determine what can be learned from reading classic literature.

At the culmination of Module 4, students present a live “launch” of the PSA that they created about a water issue. The presentation includes a personal reflection on why this issue is important and a brief description of the process of creating a public service announcement, which assesses student mastery of CCSS ELA RI.3.1, SL.3.4, SL.3.6, and L.3.3b. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:

  • In Unit 1, students read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world, and the three issues that they will read more about in Unit 2: access to water, demands on water, and water pollution.
  • In Unit 2, students continue their study of the three issues related to water through reading different texts about each issue and comparing the author’s point of view to their own, later adding to the research begun in Unit 1 by rereading the module texts for solutions for each issue. Students write an opinion essay about the importance of water conservation.
  • In Unit 3, students plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specific recommendations to solve the problem.

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

Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. As texts are read multiple times, students gain new vocabulary. Materials focus on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among words, and morphology. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with. Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.

Throughout the Modules, there is intentional vocabulary building from content-based text, attention to figuring out words from context, decoding, and an emphasis on academic (Tier 2) vocabulary. The Academic Word Wall (words you might find in informational texts on many different topics) is a permanent Word Wall that will be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Teachers will record words and definitions clearly in student-friendly language. Teachers may also record translations in home languages in a different color next to the target word or invite students to write the translations.

In the Curriculum Tools there is a section on Focus on Building Academic Vocabulary Protocols. These protocols include the following:

  • Contextual Redefinition - students find unambiguous information in a text selection and synthesize it with the author’s intent. Students pay attention to other “keys” to word meaning such as grammar.
  • Frayer Model - a four part graphic approach to analyzing and understanding vocabulary.
  • Word Sort - builds upon students’ background knowledge and experiences and works to organize and synthesize that knowledge.
  • Vocabulary Square - helps students to deepen their understanding of key words.
  • List/Group/Label - includes critical thinking for identifying relationships between words.
  • Semantic Webbing
  • SVES (Stephens Vocabulary Elaboration Strategy) - a vocabulary notebook that allows students to write down any new vocabulary word.

The ALL Block gives students opportunities to practice with morphology of words as it relates to word meaning and syllabication patterns and more complex spelling patterns in a variety of activities, including vocabulary games, vocabulary squares, and Frayer Models. Besides this explicit vocabulary instruction, students get a great deal of implicit instruction in general academic and domain specific vocabulary through exposure to many complex (and less complex) informational texts, and some literary texts as well. In the ALL Block students have additional time to practice module-related word analysis through word study games and activities.

Language Dives are included throughout the modules and units. The purpose of the Language Dive is to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students' language acquisition and helps them deconstruct complex text. Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, the teacher guides students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures (Curriculum Resources-Language Dives)

In the teacher notes for each lesson within a unit/module, there is a section titled “Vocabulary” and a Key: (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary (W): Vocabulary Used in Writing is used to breakdown the vocabulary students come in contact with in order to help the teacher instruct the vocabulary and to help students keep track of the type of vocabulary in their vocabulary logs.

Specific examples include, but are not limited to:

  • In Module 1, Unit 1, Lesson 5, students receive a vocabulary log to collect new academic and domain-specific (topical) vocabulary. Vocabulary logs can be a notebook in which students glue forms in the front and back, or students can create vocabulary logs by two-sided copying vocabulary forms and putting them in a folder with academic vocabulary forms on the front and topical vocabulary forms on the back. Students continue to use these logs throughout the year.
  • All Modules (1-4) include Language Dives. All third graders participate in their first full Language Dive in Module 1, Unit 3. To gradually immerse ELLs in the Language Dive routine, ELLs are introduced to their first Language Dive in Module 1, Unit 1, Lesson 8. They follow up with a connected Language Dive in Lesson 9. These Language Dives are designed to help students continue to notice and apply the English subject-predicate structure introduced in preceding lessons. Most lessons also offer optional Mini Language Dives for ELLs. During Language Dives, students unpack complex syntax, or “academic phrases,” to build literacy and habits of mind. Students then apply their understanding of language structure as they work toward the assessments and performance task.
  • In Module 2, Unit 2, Lesson 1, the Teacher Guide identifies the key vocabulary for the lesson, including (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary, (W): Vocabulary Used in Writing. In Lesson 1, these include the following: experts, build expertise, survive, informational, text features, polliwogs as some of the lesson-specific terms and table of contents, glossary, index, tadpole as some of the text-specific terms.
  • In Module 3, Unit 2, Lesson 1, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary and Text-Specific Vocabulary: recount (L), and tour, familiar, strain, tremendously, prams, passage, peer (T).
  • In Module 4, Unit 1, Lesson 2, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary and Text-Specific Vocabulary: main ideas, supporting details, gist (L) and well (T).

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 materials reviewed for Grade 3 meet the criteria that 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.

Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are encouraged to develop writing stamina by writing frequently and for various purposes. Students engage in activities that include reading and discussing writing similar to that which they are planning to write, examine, and identify a range of text structures, and they are guided to assess the effectiveness of their own and others’ writing. Students are supported through the writing process with mentor text.

Each unit lesson contains a section titled “Down the Road” that outlines the writing structure of the module units. Feedback is provided through peers, the teacher, and self-evaluations to ensure that students’ writing skills are increasing throughout the year. Within each module, students produce, present, and publish writing pieces as part of a final project. Module units are scaffolded to provide increasing support and build students’ writing abilities culminating with the most advanced writing happening in the final module unit. At the end of each module, students complete a performance task, which is a writing piece.

Examples from each Module include, but are not limited to the following:

  • The Module 1, Unit 1, Lesson 1 “Down the Road” section explains that the focus is on writing short, constructed responses to a question. In Unit 2, the focus shifts to writing a full paragraph—including a topic sentence, sentences elaborating on the topic with facts and details, and a conclusion sentence. In Unit 3, students work on writing a complete essay—an introduction paragraph, two proof paragraphs, and a conclusion paragraph. These basic structures are introduced to students in this module and built upon throughout the school year.
  • In Module 2, Unit 2, Lesson 6, during the Opening, students work with partners to skim various parts of the texts, “Why Do Polliwogs Wiggle?” in “Everything You Need to Know about Frogs and Other Slippery Creatures.” The purpose of the read is for students to be able to answer the following questions: “What do you notice about the way the writing in your section is organized or ordered? What do you notice about how the information is grouped?” Students share their thinking with the class and provide evidence from the text to support their thinking. Later, during Work Time C, the teachers model writing a sentence that explains what is unique about the glass frog’s body and point out the use of present verb tense. Next, students write or copy the draft about what is unique about the glass frog’s body. Students then craft and write a focus statement that answers the research question and tells the focus of the writing.
  • The Module 3, Unit Overview in the teaching guide explains that students will progress from analyzing and writing about characters in Peter Pan during Unit 1, to comparing two Peter Pan stories citing evidence from both in their writing in Unit 2, culminating in writing a narrative piece in which they revise a scene from Peter Pan in Unit 3.
    • Unit 1 starts with students reading the literary text, Peter Pan, and analyzing the the character development of Peter Pan.
    • In Unit 2, students read an additional text with the topic of Peter Pan, titled, Peter Pan in Kensington Gardens. Students compare and contrast the two texts in order to ultimately write a book review recommending or not recommending the texts to peers.
    • After analyzing and writing an opinion of the two texts, students then develop a revised scene for Peter Pan in Unit 3.
  • In Module 4, students focus on the topic of water. The Unit Overview in the teaching guide explains that students will progress from reading to determine the main idea and supporting details of a text to comparing and contrasting the main ideas and supporting details of two texts on the same topic through short constructed responses.
    • In Unit 1, students read informational texts “One Well: The Story of Water on Earth,” “Access to Freshwater,” and “Population Growth” about the importance of water and human interaction with water. While reading, students determine the main idea and supporting details.
    • This understanding of human interactions with water builds the background knowledge for Unit 2 where students continue to read new text to determine the gist, think about the author’s point of view related to challenges people face with water, and compare it to their own point of view. Ultimately at the end of Unit 2, students take the learning and write an opinion piece about water pollution.
    • In Unit 3, students make their opinion writing come alive by creating a PSA highlighting a problem with human interaction with water and then offer a solution for a way humans could make it better.

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 materials reviewed for Grade 3 meet the criteria that 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.

Modules are divided into three units that build knowledge of a topic using multiple texts. Each module is designed for students to act as researchers and to gather details or ideas from texts throughout the unit to build a body of evidence for the culminating task. Students began each module with more whole class research and then an individual research project. By the end of each module, students write a piece demonstrating their increased knowledge about their selected topic. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Examples include but are not limited to:

In Module 2, students use literacy skills (reading, writing, speaking, listening) to become deeply knowledgeable about a topic. Throughout Module 2, students will generate writing to include a Freaky Frog book.

  • In Unit 1 with students reading Pourquoi tales about different kinds of frogs to generate “why” questions. At the end of the unit, they write their own fictional Pourquoi narratives to attempt to answer some of their “why” questions.
  • In Unit 2, students research to find out the real answers to their frog questions and write paragraphs to communicate their research.
  • In Unit 3, students will form research groups to become experts on various “freaky” frogs—frogs that have unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their literacy and collaborative skills while working on this task in order to create an informative writing piece and and create a “Freaky Frog” trading card that explains the unusual frog adaptations.

Throughout Module 4, students focus on the importance of clean water and they will research about Water Around the World.

  • In Unit 1, students will build background knowledge on the water around the world by reading different informational texts on water around the world and pulling out the main ideas and details. Mid-Unit Assessment Unit 1, students listen to a text, “One Well,” and determine the main idea and details. They then read the same text and answer text-dependent questions. End of Unit 1 Assessment, students read another text on water and compare and contrast it with pages in “One Well.”
  • In Unit 2, students will develop an opinion essay on the importance of water conservation. Throughout the lessons, students read and analyze the point of view of authors from many texts that all have to do with water conservation. In the Mid-Unit Assessment Unit 2, students read a new text on lack of access to water in Australia and answer selected response and short constructed response questions to demonstrate an ability to distinguish an author’s point of view from their own and to determine the literal and non-literal meanings of words and phrases in context. The End of Unit 2 Assessment, students use information gathered from multiple sources to draft an opinion essay explaining why we should get involved in water conservation.
  • In Unit 3, students use the research they have gathered throughout Units 1–2 about three water issues—access to water, demands on water, and water pollution—to create a video public service announcement (PSA). “In the first half of the unit, they analyze an authentic model PSA to generate criteria for an effective PSA before choosing one of the water issues as their PSA topic. In pairs, they write a script and create a storyboard outlining their PSA. Students launch their PSAs for a live audience for the performance task in Lesson 13, so they write a letter to invite a potential guest for the mid-unit assessment. Students pay particular attention to using capital letters and commas appropriately in the letter’s mailing address. In the second half of the unit, students plan and create their video PSAs using technology tools for the end of unit assessment. They then prepare presentations to precede their PSAs for the PSA live launch during Lesson 13.

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 criteria 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.

In the Modules, students engage in an independent reading protocol with independent research reading books that relate to the topic they are studying. Additionally, most homework assignments include independent reading and tasks that require students to produce evidence of reading. One of the five components of the weekly ALL Block, include Accountable Independent Reading/Volume of Reading. This is designed for students to have free choice and to read content-related texts at their independent reading level. During this time, students complete Student Task Cards and share their books with the group. Students are expected to complete independent reading through nightly homework. Examples include, but are not limited to:

  • Throughout all the modules, there are 5 components of the ALL Block and Independent Reading is one of the components. Accountable Independent Reading includes research reading books related to the topics of the units and free choice reading. Through research reading, students build background knowledge and vocabulary, both domain-specific and academic. Free choice reading builds knowledge and vocabulary, but primarily builds students’ motivation and love of reading. The ALL Block gives students additional time for both research and free choice reading.
  • Each day in the ALL Block, students spend 20 minutes engaged in Accountable Independent Reading. The goal of this time is to provide additional time for independent reading at a range of levels, build more content and domain-specific knowledge, give some free choice reading (every other week), and build on students’ motivation and interests in hopes of creating a love of reading.
  • During independent reading time, students read both research texts (related to the topic of learning challenges) and free choice texts (on any topic of their interest), and they practice completing a Student Task Card. They work with partners and in small groups to share new vocabulary and learning from their texts.
  • During the Module lessons, students practice Accountable Independent Reading and read 20 minutes of nightly homework where they not only read, but also respond to a prompt in their reading journal. In addition to responding in their reading journals, students are held accountable through peer and teacher discussions of their reading journals.
  • Module homework includes both research reading and choice reading. Research reading is where the student is expected to independently research a topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. Choice reading is for students that would also like to independently read and respond to a book of free choice, using the back of the independent reading journal.
  • In Module 1, Unit 1, Lesson 2, an independent reading program is launched. Students choose independent research reading books and discuss why they chose those particular books in small groups. They continue to read different books throughout the lessons. The daily independent reading homework requires students to read and write in a journal answering different prompts.
  • In Module 1, Unit 1, Independent Research Reading is launched. Students receive independent reading journals to record information about the time they spend reading, as well as to respond to prompts about their reading. They are given vocabulary logs for recording new vocabulary. For Module 1, Module 3, and Module 4, students respond to the following reading research prompts: “What is the main idea of the text you read? What are some of the key details, and how do they support the main idea?”
  • Throughout the Units in Module 2, students follow the independent reading routines set in Module 1. They select new texts based on the new topic for the Module, read them independently for homework, and engage in frequent research reading shares during the Module lessons for accountability. After every lesson, student homework is to select a prompt to respond to in the front of their independent reading journal.
  • In Module 2, Unit 1, Lesson 2, ALL Block, students follow a Student Task Card to independently read research texts (Module-related) for 10 minutes and log their reading in their independent reading journals.
  • In Module 2, Lessons 1–7, homework focuses on research reading and determining the meaning of unfamiliar words using context and reference materials. In Lessons 8–12, homework focuses on finding connections between sentences and paragraphs of text in independent research reading texts. For example, research reading prompts in Module 2, Unit 2 include the following instructions: “From the pages you read in your research reading book, choose two paragraphs next to each other. Respond to this question: What questions do you have about frogs or frog adaptations after reading?” Examples of independent reading prompts throughout all 4 Modules include: “What challenges are faced? How are they overcome? What is the main idea of the text? What are some of the key details and how do they support the main idea? What do the illustrations (photographs, maps) tell you? How do they help you to understand the words? What questions do you now have after reading? What would you like to learn more about? Why?”

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

Grade 3 EL Language Arts Curriculum materials meet the criteria for being well designed. Materials take into account effective lesson structure and pacing. Materials can reasonably be completed within an academic year. There are ample resources as well as publisher produced standards alignment documentation.

Criterion 3a - 3e

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8/8
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Criterion Rating Details

Materials meet the criteria for being well-designed and utilize effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction. The program allows flexibility for teachers to rely on professional judgment to modify pacing. Materials include trade books, text collections, scaffolded strategy activities, performance tasks, a Life Science Module, homework that includes additional strategies for family support and practice, and the ALL Block that contains Modules for study and practice in independent reading, fluency, grammar/usage/mechanics, writing practice, word study/vocabulary, and additional practice with complex text. Daily lessons, tasks, and assessments specifically denote the standards to which the lessons and tasks are aligned. The student materials have clear instructions and have simple designs that do not distract the student.

Indicator 3a

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

The materials reviewed for Grade 3 meet the criteria for being well-designed and utilize effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.

The year is divided into four Modules of Study, each lasting 8-9 weeks and divided into three units. Each Module is two hours, one hour for Module lesson and one hour for Additional Language and Literacy (ALL) Block. For additional flexibility, a flex day is built into every two weeks of instruction. In Module 2, there is an optional Life Science Module which lasts approximately eight weeks.

  • The ALL Block is comprised of five separate components: independent reading, additional work with complex text, reading and speaking fluency/GUM (grammar, usage, and mechanics), writing practice, and word study/vocabulary. Rotation pacing for ALL Block is as follows: 20 minutes - accountable independent reading (heterogeneous groups), 20 minutes - independent work in an ALL Block component (heterogeneous groups), and 20 minutes - teacher-guided work in an ALL Block (homogenous groups). During each two-week cycle, students have two sessions of teacher-led instruction and two independent sessions in each of the ALL Block components (except for Accountable Independent Reading, which happens every day).
  • Each 60 minute Module lesson follows the structure of Opening, Work Time, Closing and Assessment, with time allotments provided for each. During each of the four Modules, lessons are listed with CCSS, Daily Learning Targets, Anchor Charts & Protocols and an agenda for the lesson.
  • Each Teacher Guide contains two 20-minute blocks of teacher-guided instruction for a component, which are differentiated for students working at different levels, including English Language Learners (ELLs).

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 four Modules spanning approximately nine weeks of instruction each, which are each broken into three units. Each unit contains 10 to 12 lessons. There are approximately 120 to 130 lessons in the Grade 3 materials. Lessons are set up for 60 minutes each and contains opportunities for direct instruction, work time, and closing/assessment. These sections have time frames attached to support pacing.

  • In addition to the Module Units, there is an additional 60 minutes of instruction in the ALL Block. The ALL Block has three units parallel to the three units of the Module lessons. There is one flex day built in every week that the teacher has the flexibility to meet the specific needs of students. For example, this flex day may be utilized to provide additional time for work started in Module lessons, practicing literacy skills, informally assessing reading skills, or offering additional time for ELLs. The ALL Block contains 3 units to be taught alongside the Module units; however, the Units in the ALL Block last for only 2 weeks, so there is flexibility in the pacing of the ALL Block based on teacher and student need. There is an optional one hour Life Science Unit that would make a 3rd hour of instruction to accompany Module 2. Each Life Science Module is designed to last 8 weeks with about 3 hours of science instruction per week, giving flexibility to pacing.
  • In the Curriculum Companion, each Module is structured for students to complete specific activities throughout the Units. In Unit 1, students read, discuss, dramatize, draw, and write. Then in Unit 2, students do more research and are involved in discussions. In Unit 3, students complete a performance task. The ALL Block and the Module Lessons are complementary, working together to accelerate the achievement of students. “[W]e have responded to feedback from teachers and leaders and added additional components that give you the opportunity to teach a curriculum that is comprehensive. In addition to explicitly teaching and formally assessing all of the standards, the curriculum also offers time to reinforce and give students additional practice with important skills, time for creativity and play, and time to help them be leaders of their own learning by developing strong habits of characters” (p. 65).

Indicator 3c

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

The materials reviewed for Grade 3 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.)

Teacher materials include the explanation of the “why” behind the student resources and work. Materials provided include trade books, text collections, scaffolded strategy activities, performance tasks, a Life Science Module, homework that includes additional strategies for family support and practice, and the ALL Block that contains Modules for study and practice in independent reading, fluency, grammar/usage/mechanics, writing practice, word study/vocabulary, and additional practice with complex text. Each of these resources include ample opportunity to review and practice, clear directions and correct labeling. ALL Block Modules include teacher-guided activities that are differentiated based on student need, and teaching notes explaining the purpose of the lesson. Examples of useful annotations and suggestions include, but are not limited to:

  • In Module 1, Unit 1, Lesson 3, the Teacher Guide states that “This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation... Goal 1 Conversation Cues encourage all students to talk and be understood. As the Modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. Refer to the Module 1 Appendix for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses)” (p. 58).
  • In ALL Block Module 1, Week 1, Day 1, the following directions are given for differentiation and support: “For students who require additional support, consider building independent reading stamina at a slower rate by requiring them to read for a shorter amount of time. Because much of this lesson is discussion-based, consider providing sentence stems for students to refer to during discussions, such as: ‘I think that this component of the ALL Block is … because …’ For students who struggle to verbalize their thoughts, invite them to sketch. Point to the sketch and verbalize for them, inviting them to confirm and then repeat what you say.”
  • In Unit 3 in the Teacher Guide, the directions for Lesson “work time” clearly state, “Tell students they will now complete the Reading for Gist and Recounting the Story note-catcher, and they will use this text to help them better understand the challenges described in More Than Anything Else as they work” (p. 359). Students use the Reading for Gist Graphic Organizer (pg. 73 in Student Edition) and break down the character, setting, motivation, and challenges within the text.
  • In the Teacher Guide on pg. 119, Levels of Support, for “Lighter Support” teachers are given scaffolding suggestions, such as “Before explaining the parts of the sentences students write in Work Time A, invite them to analyze the good example of a student response and identify the parts (i.e., a subject and a predicate).” Students use this scaffold to respond to questions from the text.
  • In Module 3, Unit 1, Lesson 6, in the teacher’s notes for levels of support (lighter), it directs teachers to “provide sentence frames or additional modeling, observe student interaction and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support. Invite more proficient students to model the close read interview process and consider using this modeling as a basis for sentence frames for students who may need heavier support.”
  • In Module 3, Unit 2, Lesson 10, in the teacher’s notes for the opening of the lesson, the teacher is given the following directions: “Guide students through the routine from Lesson 9 to sort and color-code the parts of Proof Paragraph 1: -In pairs, invite students to refer to the Painted Essay® template to remember where Proof Paragraph 1 fits in the structure of an essay. – Ask pairs to read and organize the strips, putting them in the correct order. Circulate to support them as they work. – Invite students to check their work against the Model Book Review: Peter Pan in Kensington Gardens. – After 10 minutes, refocus whole group and invite students to help you record the parts of Proof Paragraph 1 on the Book Review anchor chart. Refer to the Book Review anchor chart (example, for teacher reference) as necessary.”
  • In Module 4, Unit 1, Lesson 7, the teacher directions during the Work Time of the lesson state, “Distribute Determining the Main Ideas Note-catcher: Pages 20–21 of One Well and use the same routine from the Closing of Lesson 6 to guide students through determining the main idea(s) and supporting details of the text: Invite students to think about the big idea(s) the author wants them to understand from reading these pages of the text. Remind them that there may be more than one main idea. Invite students to look in the text for details to support their main idea(s). If they can’t find supporting details for their main idea(s), remind them to revise their main idea(s). Circulate to support students as they identify the main ideas and supporting details."
  • In Module 4, Unit 2, Lesson 10, the teacher directions direct teachers to guide students through understanding the learning targets for the lesson, stating: “Direct students’ attention to the posted learning targets and read them aloud: 'I can connect my opinion to the reasons in the proof paragraphs of my essay with linking words and phrases. I can write Proof Paragraph 2 of my opinion essay using evidence from my research to support one reason for my opinion.' Tell students that today they will continue drafting their opinion essays, writing their second proof paragraph.”

Indicator 3d

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

The materials reviewed for Grade 3 meet the criteria for including publisher-produced aligned documentation of the standards addressed in questions, tasks, and assessment items. Daily lessons, tasks, and assessments specifically denote the standards to which the lessons and tasks are aligned. Examples include, but are not limited to:

  • Alignment to the CCSS is documented for Grade 3 in the Module At-A-Glance, Unit, and Assessment Rubric. For example, publisher-produced alignment documentation of the standards is provided in the writing rubric for opinion writing. The Module At-A-Glance provides alignment of standards for each Unit and how those standards are assessed. Each Unit details how the standards and assessment for each lesson are addressed. In Module 2, Unit 1, and Lesson 2, the standards are written as "I can" statements, setting the expectation for students: “I can refer explicitly to the text when answering questions about the text (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.1a, L.3.4a).”
  • In Grade 3, Module 1, the end of the Unit 2 Assessment asks students to reread a passage and write an informative paragraph describing a challenge and overcoming the challenge using specific details from the text. The assessment centers around CCSS RI.3.1, RI.3.2, W.3.2a, W.3.2b, W.3.2d, W.3.4, and W.3.8.
  • In the Grade 3 Module 1 Overview, the Assessments and Performance Task has a Mid-Unit 1 Assessment: Collaborative Discussions about Independent Reading Books (SL.3.1, SL.3.3, and SL.3.6) and End of Unit 1 Assessment: Answering Questions about a Literary Text (RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, and L.3.4).
  • In Module 1, Unit 3, Lesson 11, Week at a Glance there is a Performance Task: Planning a Reading Strategies Bookmark with standards W.3.4, W.3.5.
  • In Module 3, Unit 1, Lesson 10, in Work Time A, students closely read parts of Chapter 9 to answer text-dependent questions focused on character traits, point of view, and character actions. The lesson has students work through questions relating to the standards Rl.3.1, RL.3.3, and RL.3.6.
  • In Module 2, Unit 2, Lesson 9, students write the introductory paragraph for their book reviews (W.3.1a). In Work Time B, students are introduced to the Opinion Writing Checklist (W.3.1).
  • In Module 4, Unit 1, Lesson 6, Work Time A, students use the vocabulary strategies on the “Close Readers Do These Things” anchor chart to complete a glossary for pages 16–19 of One Well RI.3.4, L.3.4. During the Closing of the lesson, students determine the main idea of pages 16–19. This is a similar process to the one in Lessons 2–5; however, rather than determining the main idea and supporting details from a text read aloud, this time students read the text themselves RI.3.1, RI.3.2.
  • In Module 4, Unit 2, Lesson 8, students write the introductory paragraph for their essays. Students first analyze the introduction of the model essay and compare it to the introductions for the book reviews written in Module 3. They then use their planning from Lesson 7 to draft their own introductions RI.3.1, W.3.1a.

Indicator 3e

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

The materials reviewed for Grade 3 meet the criteria that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The student materials have clear instructions and have simple designs that do not distract the student. Materials are not distracting or chaotic, but support students in engaging thoughtfully with the subject. The materials contain many visual aids to support student learning, including Anchor Charts, Graphic Organizers, Response Sheets, and Real Images that accompany text related to the content of the Module. Additionally, illustrations and clipart utilized on student workbook pages is uncomplicated and appealing to the eye. The design of the materials is simple and consistent across grade levels. The font, margins, and spacing provided for student work are appropriate. Examples include, but are not limited to:

  • In Module 1, Unit 1, Lesson 5, the student workbook provides a simple graphic organizer that has a Close Read Note-catcher for Read School that has students find a lesson/message/moral of the story, and they have to find text evidence to support this. Materials are very clear and concise.
  • In Module 1, Unit 1, Lesson 10, the student workbook instructs students to write a constructed response to the following question: “In Nasreen’s Secret School, what is the central message or lesson and how is it conveyed through details in the text?”
  • The Table of Contents contains a breakdown of each unit, first with a unit overview that gives the page numbers for Week-at-a-Glance and assessment information and then a lesson by lesson breakdown that includes not just the labeling Lesson 1, but more details, such as “Lesson 1: Reading for Gist: More Than Anything Else.”
  • Icons are used throughout the the Teacher Guide to draw the teacher’s attention to key elements of the curriculum design and aid teacher’s in locating specific information in the curriculum.
  • In the Student Edition, all pages are clearly labeled with the Module/Unit/Lesson and the CCSS that are being addressed with the assignment/activity. The pages in the Student Edition provide direct instruction without including unnecessary wording that could distract or confuse students.
  • In the Teacher Guide, the curriculum uses red text to identify the portions that are meant to be said aloud by the teacher to the students.
  • The material design is simple and consistent. Modules are set up the same,d displaying a simple design and include adequate space. The font, size, margins, and spacing are consistent and readable.
  • Units include graphic organizers, charts, worksheets, tables and other forms that are easy to read and understand. There are no distracting images, and the layout of the student workbook is clear and concise.

Criterion 3f - 3j

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

The materials meet the criteria that materials contain a Teacher Guide with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. A text analysis tool is provided for every central text in the curriculum. Materials contain a Teacher Guide that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. A rationale of the research that impacted the design of the curriculum, including explanations of the instructional approaches of the program, is provided. Materials reviewed meet the criteria that 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.

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
2/2
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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Guide with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Suggestions on how to present the content are contained in the Week at a Glance in each Overview including Lessons, CCSS, Agenda, Daily Learning Targets, Ongoing Assessments, and Anchor Charts and Protocols. There are also Teaching Notes for each unit that provide teacher guidance and suggestions on how to present the content. Each module lesson also contains a “Technology and Multimedia” section that offers guidance on using technology that is directly accessible through a link to support student learning in anticipated areas requiring additional student support or to offer extensions for additional enhancements to the content. Examples of useful annotations and suggestions include, but are not limited to:

  • In the Grade 3 Module Overview, there is a section titled “Technology & Multimedia.” This section provides teachers with a technology and multimedia chart for the unit. The chart lists digital tools, the purpose of the tool in the module, how the tool should be used within the module and a website URL to access the tool.
  • Within each lesson, there are more specific technology and multimedia suggestions that connect a section of the lesson with a piece of technology. For example, in Unit 2, Lesson 1, teachers are advised that during “Work Time” if there are students that would benefit from “hearing the text read aloud to consider using a text-to-speech tool such as Natural Reader.” The Grade 3, Module 1, Unit 1, Lesson 6, “Technology & Multimedia” section indicates that during the Work Time B portion of the lesson, students may “use speech-to-text facilities activated on devices or use an app or software like Dragon Dictation to write their short constructed responses.” The section provides a direct link to the Dragon Dictation application.
  • In the unit overview “Week-at-a-Glance” for each Lesson, teachers are provided with the CCSS standards that are the focus of the lesson, daily learning targets, assessments, anchor chart suggestions, and protocols for instruction.
  • The unit overview includes a section for supporting English Language Learners. In this section, teachers are provided with information on how to prioritize lessons in the unit for ELL students. Teachers are given teaching strategies, such as “Language Dives” and ways to add diversity and inclusion to the lessons.
  • A section titled "Preparation Overview" is included with each unit. This section gives a list of prep work that teachers need to complete in order to teach the lessons.
  • Every lesson within a Unit follows a similar routine: Opening, Work Time, Closing & Assessment, and Homework. Within each section, teachers are given time frames and teaching notes all directly labeled with CCSS. Within each section, teachers are provided guiding questions to ask (written in red) and actions to take within the lesson. For example, in Unit 2, Lesson 1, the following guidance is provided: “Using a total participation technique, invite responses from the group to the question, How do you feel about books? How do you feel about reading?”
  • In the Grade 3, Module 1, Unit 1, Lesson 6, “Teaching Notes” for the lesson “Opening,” teachers are instructed to provide independent reading journals, with an explanation for establishing the use of independent reading journals that states: “This journal provides a space where students will begin responding to prompts concerning their independent reading book. Students will use these journals both throughout the module and the school year.”
  • Teachers are given suggestions on how to meet students’ needs throughout the lesson. For example, teachers receive scaffolded instructions on how to reteach the lesson or parts of the lesson for students in need of additional support. The Teacher Guide provides guidance for levels of support. In “Lighter Support,” the Teacher Guide recommends the teacher have students generate their own sentence frames to use as they reflect on their reading, compared to “Heavier Support,” which recommends providing students with a filled-in copy of “Reading for Gist.”

Indicator 3g

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

The materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Guide 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 Your Curriculum Companion that provides specific research, rationales, and explanations that will help teachers build knowledge of the content. The materials provide a K-5 Text Analysis tool that includes “an analysis of every central text used in the EL Education K-5 Language Arts Curriculum, focusing on four specific qualitative aspects of complexity: meaning, structure, language features, and knowledge demands” that provides teachers examples of advanced literary concepts. Examples include, but are not limited to:

  • The Grade 3 Text Analysis for the central text, Rain School, explains that the text structure is moderately complex because while the text structure is “clear, chronological, and organized in atypical narrative structure, the events at the beginning and end of the story are surprising and difficult to predict.”
  • In the Your Curriculum Companion, on pages 141-145, teachers are provided Module lesson planning task cards. Each task card has guiding questions and provides specific information to teachers to help build their knowledge in order to plan for each part of the Module.
  • Chapter 5, section 5A of the Your Curriculum Companion provides teachers with guidance on text complexity. Teachers are given information on what makes a text complex, how to determine text complexity, and the rationale behind the importance of text complexity (pages 260-262).
  • Chapter 6 of the Your Curriculum Companion provides teachers with information on writing. Specifically evidence-based writing, the writing cycle, and strengthening student writing. It provides charts that correlate the reading and writing CCSS standards, student examples, and evidence-based instructional strategies.
  • Each chapter in the Your Curriculum Companion provides a frequently asked questions section, which builds teacher knowledge by providing information on the standards, how the program addresses the standards, and best practices for implementation. The Your Curriculum Companion includes notes that give adult-level explanations and examples.
  • The “Engaging Students with Protocols” section of Chapter 3 in Your Curriculum Companion states that “[p]rotocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning.”

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 the criteria that materials contain a Teacher Guide that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Examples include, but are not limited to:

  • The Teacher Guide for each module lesson contains a “Teaching Notes” section that provides the purpose of the lesson and standards alignment and explains the role of the specific ELA/literacy standards in the context of the overall curriculum. For example, in the Grade 3, Module 1, Unit 2, Lesson 7, “Teaching Notes” section, teachers are provided the following explanation of the standard alignment in the lesson: “Students begin to analyze an informative paragraph about Kenya. Students will analyze this model to study the introduction sentence and focus statement and use those observations to plan their own informative paragraph (W.3.2a, W.3.4, W.3.5, W.3.8).”
  • In the Your Curriculum Companion on p. 9, it states “We believe the standards invite us to build in our students critical skills for life--for career success and civic contribution. What is important is not just what the standards say, but how they are used.” On pages 25-27, it explains how the curriculum addresses each CCSS shift in the aspect of reading, writing, language, and speaking/listening. The Your Curriculum Companion provides more specific details in pages 29-35 by explaining how the backwards design approach to the curriculum connects to each CCSS shift.
  • In the Module Overview in the Teacher Guide for each Unit, all standards covered in the entire module are listed, separated into Reading-Literature, Reading-Informational Text, Foundational Skills, Speaking and Listening, Language, and Writing. It further provides information regarding which standards are assessed per unit, the instructional focus for each unit, and the assessments and performance tasks for each unit. An explanation is provided for the emphasis on reading, writing, language, and speaking and listening standards.
  • In the Module 1 Teacher Guide on p. 18, a CCSS correlation chart is provided. The chart shows all 4 CCSS areas (Reading, Writing, Language, Speaking and Listening) and correlates the shift with EL’s curriculum.
  • In the Module 1 Teacher Guide on p. 24, there is a curriculum plan for grades 3-5, which explains the focus standards of each module for each grade within the categories of writing tasks and required trade books.

Indicator 3i

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

The materials reviewed for Grade 3 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies. A rationale of the research that impacted the design of the curriculum, including explanations of the instructional approaches of the program, is provided. Examples include, but are not limited to:

  • Chapter 1B of Your Curriculum Companion explains how research impacted the design of the curriculum. On page 19, Your Curriculum Companion provides an analysis of the research on the literacy achievement gap and, on page 20, it uses charts to explain what is already known about the literacy achievement gap and how the EL curriculum addresses it. The Your Curriculum Companion continues to provide this for the research behind knowledge building, syntax, fluency, and decoding making the connection to the EL curriculum. It provides information regarding the five elements of literacy instruction most critical for addressing the literacy achievement gap: vocabulary, knowledge-building, syntax, fluency, and decoding. This is based on the presentation by David Liben, Student Achievement Partners, July 2015.
  • Page 27 of Your Curriculum Companion states that the design of the curriculum uses the guiding principles of backward design, which required curriculum designers to consider three questions: “1. At end of a sequence of instruction, what will students know and be able to do? 2. What will proficiency look and sound like? 3. How will we know when students are proficient?”
  • Pages 83-85 of Your Curriculum Companion explain how the parts of the ALL Block promote proficiency and growth in students. In these explanations, the Your Curriculum Companion cites research to support the curriculum, such as the following explanation: “Research tells us that readers in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition” (pg. 85).
  • The “Research Behind EL Education Language Arts Curriculum and Professional Services Guide” provides a “high level summary of the research that informed the Language Arts curriculum design (e.g., content-based literacy, phonics, supports for ELLs) and our professional development (e.g., focus on leadership, coaching, common implementation challenges).”
  • The “Language Dives in the K-5 Language Arts Curriculum” Overview contains an explanation of the language dive and the research behind this instructional technique. The guide “describes what a language dive is, criteria for a good language dive sentence, when students do language dives, what the benefits of language dives are, and the principles and research base that underlie language dives.”

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.
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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that 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. Examples include, but are not limited to:

  • Each Module Unit provides a “Homework Resources (For Families)” section that includes a description of what students learn at school and ways to support their learning at home. For example, in the Module 1 Teacher Guide, in the lesson supports area, there is a section titled “Homework Resources for Families.” In this section, there is a unit overview that provides families with guiding questions, big ideas, a summary of what students will be doing at school, specific tips of how parents can support at home, an overview of the homework assignments that correlate with each lesson in the unit, a guide for supporting independent reading, and additional practice pages.
  • In the Module 1 Teacher Guide, there is a section titled “Optional: Experts, Fieldwork, Service, and Extensions.” This section provides teachers with suggestions of ways to connect the learning to the community. For example, to bring in the community, the curriculum states to invite family members into the classroom to read their favorite poems or to bring experts, like poets, to share their poetry with students.
  • The curriculum includes sample letters that teachers can send home to describe what students will learn during a given Module and Unit, and how guardians can support student learning and specific homework assignments. Students are encouraged to share what they are learning with the family. For example, in Module 1, Unit 1, parents are informed the following:

“What will your student be doing at school?

  • In this unit, students read literary texts about children who face challenges with access to school and education and how they overcome those challenges. As a class, they read Waiting for the Biblioburro by Monica Brown, Rain School by James Rumford, and Nasreen’s Secret School by Jeanette Winter to analyze the challenges the main characters face with access to school and education and how those challenges are overcome. They determine the central message or lesson of each story and how it is conveyed through details in the text.

How can you support your student at home?

  • Talk to your student about the guiding question and big ideas in relation to being ready for college and/or careers in the United States, in which reading plays a very important role.
  • Talk to your student about the texts he or she is reading in the classroom, particularly if any of the topics raised might be sensitive for your child.
  • Read narrative books, if possible about characters who overcome challenges, and talk to your student about the gist (what the text is mostly about) and the central message or lesson (what the author wants the reader to take away from the text) and how it is conveyed through details in the text.”

Criterion 3k - 3n

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

Materials meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress. Assessment materials clearly denote which standards are being emphasized. The Assessment Overview in the Teacher Supporting Materials and the Assessment Overview in the Teacher Guide contain the standards addressed within each unit. Materials provide teachers with guidance for administering assessments, ways to scaffold assessments, areas of focus, connections to learning building towards the assessment, and suggestions for lessons in the future. Each assessment is broken down into sections to help support teacher understanding. Materials include routines and guidance that point out opportunities to monitor student progress and indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Indicator 3k

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

The materials reviewed for Grade 3 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

Materials for Grade 3 include multiple formative assessments, pre-assessments, performance-based assessments, a mid-unit assessment and end-of-unit assessments. 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. Teachers are provided with tracking process forms, checklists, rubrics, note-catchers, protocols, and exit slips for formatively measuring student progress. The teacher guide provides an assessment overview, which outlines the following for each unit: final performance task, mid-unit assessment, and end of unit assessment.

  • In Module 1, Unit 2, Week 1, Day 1: Teacher Guide for ALL Block students practice a fluency passage: “Kenya” from My Librarian Is a Camel (from Unit 2, Lesson 1 module lesson; one per student)
  • In Module 1, the End of Unit Assessment is Answering Questions about a Literary Text. The format is selected response and short constructed response. The CCSS are RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, L.3.4.
  • In Module 3, Unit 3, Lesson 7, the Mid-Unit Assessment is Narrative Writing: Revising a Scene from Peter Pan. The Format is selected response and on-demand narrative. The CCSS are W.3.3, W.3.4, W.3.6, W.3.10, L.3.2a, L.3.2c, L.3.2d, L.3.3a.
  • Performance-Based Assessment tasks are included with each module. Students complete a task that requires analysis and demonstrating their knowledge in writing. For example in Module 1, the performance-based assessment requires students to “create a bookmark to remind me of strategies to overcome my reading challenges (W.3.4, W.3.5)”
  • The Teacher Guides include pre-assessments, for example, in Module 2, Unit 1, Lesson 2, teachers assess student writing by giving a baseline assessment for writing. “Consider using the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to gather baseline reading fluency data from students’ reading of the poem in Opening A.”

Indicator 3l

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

Indicator 3l.i

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

The materials reviewed for Grade 3 meet the criteria that assessments clearly denote which standards are being emphasized.

The standards are clearly labeled in the Assessment Overview of each module. Standards are clearly labeled in the daily lessons and are also found on the performance-based assessments for each unit. For each module, the standards formally assessed are indicated with a check mark on a chart containing all ELA standards. Examples include, but are not limited to:

  • In the Teacher Guide, Grade 3, Module 1, pgs. 11-13, it is clearly noted which standards are being emphasized for each assessment. For example, for the final performance task, it states, “In this performance task, students synthesize their thinking about their reading challenges and possible strategies to overcome those challenges by creating an eye-catching bookmark listing the strategies described in their End of Unit 3 Assessment reading contracts. The strategies are written in bullet points so students can access them quickly when reading. This task centers on CCSS ELA W.3.4 and W.3.5.“
  • In Module 2, Unit 3, Lesson 10, the End of Unit Assessment is an Informative Essay: Revising and Editing a Description of My Freaky Frog. The Teacher Guide instructs for teachers to “Explain that students are going to finish revising their drafts to create a final draft of their informative essay. Tell them they will use the teacher feedback on their Mid-Unit 3 Assessment and the mini lesson on sentences to guide their revisions.” This assessment centers on CCSS W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, and L.3.6.
  • In Module 3, Unit 2, Lesson 7, the Mid-Unit Assessment is Comparing Two Peter Pan Stories. Students read Chapter 6 of Peter Pan in Kensington Gardens and answer selected response and short-constructed response questions. This Assessment centers on CCSS RL.3.1, RL.3.2, RL.3.4, RL.3.9, L.3.1f, L.3.4.
  • The Mid and End of Unit Assessments specifically note the standards that are addressed. For example, students complete the Mid-Unit Assessment, in which they hear pages 8–9 of One Well read aloud and determine the main idea(s) and supporting details. They then read the pages themselves to answer text-dependent questions (RI.3.1, RI.3.3, RI.3.4, SL.3.2, L.3.1a, L.3.4).

Indicator 3l.ii

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

The materials reviewed for Grade 3 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

Grade 3 instructional materials provide teachers with guidance for administering assessments, ways to scaffold assessments, areas of focus, connections to learning building towards the assessment, and suggestions for lessons in the future. Each assessment is broken down into sections to help support teacher understanding. The first section is titled “Purpose of lesson and alignment to standards.” The EL curriculum refers to assessments as an additional lesson, so in this section it explains which standards the assessment aligns to, the purpose behind the assessment, and information about tracking progress. The second section is titled “How it builds on previous work.” In this section, the EL curriculum explains how the unit and lessons build upon each other in order to bring students to this place of learning. The third section is titled “Areas where students might need additional support.” This section anticipates barriers that students may face and offers suggestions to teachers on how to move students past the barriers. The fourth section is titled “Assessment guidance.” In this section, the assessment is broken down for teachers, typically by standard and explains how the assessment addresses each standard. There is also additional information regarding feedback for students. The last section is titled “Down the Road.” In this section the EL curriculum explains how the knowledge students have now will be used as they move forward in the curriculum.

In Your Curriculum Companion, pgs. 396-397, there are examples of student work and how they should be graded using the rubric found in the Teacher Guide. Further guidance is provided on the following:

  • Choosing evidence for analysis, pg. 401
  • Organizing the evidence, pg.403
  • Identifying the patterns and trends that can inform instruction, pg. 403
  • Creating an action plan based on the data (next steps), pg. 404

Indicator 3m

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

The materials reviewed for Grade 3 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

Grade 3 instructional materials provide informal checklists to help collect evidence of progress as teachers observe students working. Progress monitoring formative assessments are integrated within every module by using mid and end unit assessments, performance tasks, ongoing assessment suggestions within each lesson, and scaffolded instruction. Examples include, but are not limited to:

  • In the Your Curriculum Companion, on pgs. 393-395, there is an overview of how the curriculum supports ongoing progress monitoring. For example, on pg. 393 a description of how each lesson within the module includes formative assessments that align with the learning targets.
  • In the Your Curriculum Companion on pg. 394, it describes the use of informal checklists. The informal checklist is a tool that provides teachers with a way of tracking student progress while making observations. In Grade 3, informal checklists include reading fluency, writing process, collaborative discussions, presentation of knowledge and ideas, and speaking and listening comprehension.
  • The EL Curriculum also uses text-dependent questions as an ongoing progress monitoring tool. This takes place by having students answer the questions independently while reading additional text.
  • Writing routines are also built with ongoing formative assessments. The EL Curriculum uses exit tickets, note-catchers, and graphic organizers to assess student learning. These activities are used in conjunction with text pieces and provide a formative assessment more frequently when students are reading a lengthy text.
  • On pg. 394 in Your Curriculum Companion, it states that writing routines are repeated and appear frequently throughout the modules. Exit tickets, note-catchers, and graphic organizers are repeated multiple times in a unit.
  • In Your Curriculum Companion, p. 395, there is an explanation on Tracking Progress Forms. It states, “students review their assessments for evidence of mastery of standards and add sticky notes to their work to point to this evidence. After students track their progress, the teacher then reviews and adds to the form.”
  • In the Teacher Guide, Grade 3, Module 1, pg.35, Assessment Guidance directs the teacher to listen to students as they read their quote to determine if they need additional support.

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 for Grade 3 meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

In the Module Block, there is 20 minutes daily accountable independent reading for homework at a range of levels; students respond to a prompt in their independent reading journal and are held accountable for their reading through discussion with their peers. The ALL Block gives additional time for independent reading, building more content and domain-specific knowledge and some free choice reading (every other week), to build on students’ motivation and interests.

In the Grade 3, Module 1 Student Workbook, pg. 24, independent research reading is launched. Students have an independent reading journal to record time reading and prompts. Additionally, students are required to complete a vocabulary log for any new vocabulary. On pg. 25, it indicates that students are to independently read a choice, topic-related book for homework and they may read a free choice book for extra independent reading. An example of the reading task during independent reading is located on pg. 28-29 of the Grade 3 Student Workbook. In Unit 1, Lesson 2 students begin working on independent reading routines as part of explicit instruction. This begins by teaching students about book selection with the lesson goals of students being able to select a research reading book they have interest in and also being able to explain to peers why they selected the book.

In addition to explicit lessons in the language arts block, the ALL Block also has the component of accountable independent reading/volume of reading. In the Your Curriculum Companion on pg. 83, it describes this routine as “content-related reading at each student’s independent reading level; including free-choice in reading.”

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.
9/10
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Criterion Rating Details

The materials meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. The Teacher Guide for each module provides a section supporting English Language Learners that includes various scaffolds and levels of support recommendations, which often include allowing students to grapple with complex texts and tasks before providing necessary adjustments based on targeted observation. The materials partially meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level and meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

Indicator 3o

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

The materials reviewed for Grade 3 meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

In the Module Blocks in each lesson, there is a section called Universal Design for Learning. It is divided into three different parts: Multiple Means of Representation (MMR), Multiple Means of Action and Expression (MMAE), and Multiple Means of Engagement (MME). The Teacher Guide for each module anticipates areas where students might need additional support and provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations. Each lesson includes a section on Universal Design for Learning, an educational framework based on research in the learning sciences that promotes the use of flexible learning environments in order to accommodate individual learning differences. For example, in Module 1, Unit 3, Lesson 13, the Teacher Guide suggests using multiple means of representation below its “Universal Design for Learning” section, instructing teachers to provide multiple models for students to see what a final product looks like for the reading strategies bookmark, verbally explain expectations, and to facilitate a discussion around elements of the model bookmarks that make them aesthetically pleasing, easy to read, and understand.

Within every lesson, the EL curriculum provides information under the title “Meeting Student’s Needs.” In this section, the curriculum provides specific scaffolding strategies to support learners at different levels. For example, in Module 1, Unit 2, Lesson 6, the curriculum provides teachers with strategies to help support student stamina, “Since this is a long assessment, consider offering built-in breaks, during which students can choose an activity such as getting water or stretching.” The curriculum gives suggestions regarding fine motor skills and how teachers can accommodate students that struggle in this area: “For students who may need additional support with fine motor skills: Consider providing tools to support their writing (e.g., pencil grips, slanted desk, or word processor).”

In the Teacher’s Notes section of the lesson, there is a section titled “Areas in which students may need additional support.” In this section, teachers are given suggestions of how to support the needs of learners who may struggle.

Indicator 3p

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

The materials reviewed for Grade 3 meet the criteria that 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.

The Teacher Guide for each module provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations which often include allowing students to grapple with complex texts and tasks before providing necessary adjustments based on targeted observation. The materials also contain a section on “Meeting Students’ Needs” in each unit lesson with suggestions for adjusting the delivery of content or task to meet learners’ needs without changing the content itself. In the Module Blocks, levels of support are provided at the beginning of each lesson in the Supporting English Language Learners section. Lesson-specific ELL supports also are added to the “Meeting Students’ Needs” section. There are protocols for Conversation Clues and Language Dives that scaffold ELL students and students who may need additional support in that specific skill to meet or exceed the grade-level standard.

In the Teacher Guide, symbols are embedded based on the four levels - below level (square), on level (circle), above level (diamond), and ELL (triangle). These symbols prompt teachers to differentiate instruction based on the needs of each level. ELL students’ Additional Work with Complex Text involves the Language Dive (work on the words used in sentences and how sentences are constructed). During certain activities, students working below level are combined with ELL students because they need the same support.

Language Dives are included in the EL curriculum. The purpose of the Language Dive to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students acquire language and help the to deconstruct complex text (Your Curriculum Companion pgs. 99-100). Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, teachers guide students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures.

Within each lesson, there is a section titled “Meeting Students’ Needs.” This section provides specific ELL strategies that are directly tied to that particular lesson. For example, in Module 1, Unit 2, Lesson 3, it is recommended that “For ELLs and students who may need additional support with memory: allow students an additional 30 seconds to review pages 18–19 before turning to their partners.”

In the lessons, there is a Teacher’s Notes section. This section provides specific ELL information for the teacher. It first begins with a lesson breakdown, identifying all the important points in the lesson. This draws the teacher’s attention to an objective within the lesson to set as a priority for ELL students. Then, the section differentiates into levels of support- Lighter and Heavier. Depending on the needs of the ELL students, this differentiated support enables teachers to scaffold even further.

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
1/2
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Indicator Rating Details

The materials reviewed for Grade 3 partially meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Within the material itself, there are multiple modalities of learning addressed as well as multiple exposures to content. Teachers notes throughout the curriculum rarely offer extensions or opportunities for advanced learners. Each unit includes ways to extend the learning beyond the classroom linking home, community, and experts in their fields to share their experiences. However, there are no specific extensions or opportunities to compact the curriculum.

The Teacher Guide for each module provides homework tasks that include an independent reading journal through which students have the opportunity to select reading material that is above grade-level. In the Modules, materials do not supply, on a regular basis, extensions and/or more advanced opportunities for students who read, write, or listen above grade level.

  • In Grade 3, Module 2, Unit 3, Lesson 8, the Teacher Guide provides teaching notes outlining that the research reading that students complete for homework helps them to build both their vocabulary and knowledge pertaining to frogs and specifically frog adaptations, explaining that “by participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.”
  • In Grade 3, Module 2, Unit 3, Lesson 8, the Teaching Guide includes an extension for students who finish quickly or require such extension outlining that they could create two proof paragraphs: one about behavioral adaptations and one about physical adaptations.
  • In the Language All Block, teachers are directed to use the module lesson ongoing assessments to determine students that would be working above grade level. As the lessons are broken down for the teacher, the curriculum provides a symbol key for each type of grouping with above level students being represented by a diamond. Throughout the lessons, teachers can easily locate information about how to enrich for students working above grade level by looking for the diamond shape. For example, in the Module 1, Unit 3, Day 1 explanation for small group instruction, students are analyzing a piece of text and each group has a different start and end point. For the group working above grade level it states, “From the beginning of the excerpt to the very end of the excerpt.” It also provides teacher guided activity cards that are differentiated to target students working above grade level. On the activity card there is a section titled “More Challenge” and this provides an extension beyond what a teacher would do with students working below or at grade level. For example, the extensions and/or more advanced opportunities for students who are above grade level includes increased responsibility as they practice peer support and coaching of ELL students during ALL Block. In addition, extensions are provided on the task cards for students that can work independently.
  • In the Language All Block, the materials provide MORE CHALLENGE activities in the Student Activity cards that provide some extension activities for students who are more advanced.
    • In the Language All Block, Module 1, Unit 1, Week 1, Day 3, the materials state “MORE CHALLENGE: If you finish early, make up a sentence using as many of the words in bold as you can. Write the sentence on the back of this task card.”
    • In the Language All Block, Module 1, Unit 1, Week 2, Day 1, the materials state: “MORE CHALLENGE: Write a new sentence for each of the words on the back of this card.”
  • The Grade 3, Module 4 extension activity states, “Invite students to add additional text- or web-based materials to support their research of possible solutions.”

Indicator 3r

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

The materials reviewed for Grade 3 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

The teaching guide for each module provides lesson structures and tasks that allow teachers to use a variety of grouping strategies depending on the task at hand. Materials provide opportunities for teachers to use both homogeneous and heterogeneous grouping strategies. Students participate in partner and small group Think/Pair/Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, and Language Dives for both Informational and Literary texts. Teachers are encouraged to use information gained from the ongoing assessments in the lessons to help determine where students need additional supports or extensions during small groups. In the Modules, a variety of grouping strategies are encouraged where students work in pairs or triads and are strategically paired in advance to create productive and supportive work time. In the ALL Block, student groupings are dependent on activities that are differentiated based on student need.

The EL curriculum provides teachers with different groupings to help students engage in and discuss text. The suggested strategies include; Think-Pair-Share, Back to back and Face to Face, and Pinky Partners. Think-Pair-Share promotes productive and equitable conversations, giving all students the opportunity to share and consider the views of others. Back to Back and Face to Face is designed to give students the opportunity to hear several different perspectives on a topic and/or to engage in critical thinking about a topic.

In the Your Curriculum Companion, pg. 113, a chart is provided that explains all the grouping strategies for each component of the curriculum. In the module lessons, teachers are given suggestions to group students based on similar needs. Ongoing assessments throughout the module lessons are used to make grouping decisions about who should be grouped together. In the Language Block, students are grouped in either below grade level, on grade level, above grade level or English Language Learner groups. These groups are formed for a two-week period using the data from the module lessons. Students rotate through the activities and are provided the necessary scaffolds or enrichment depending on the group.

In the ALL Block, students rotate through three components: Accountable Independent Reading, Independent Activity in heterogeneous groups with a task card to guide their work, and teacher-guided activities in homogeneous groups (differentiated based on student need). In addition, these groups are flexible because a student may be below grade level in one area, but on grade level in another area.

Indicator 3s

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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple internet browsers (eg. Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (ie., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.

The instructional materials include suggestions to enhance lessons with the use of technology and multimedia. Located in each Module Overview, the “Technology and Multimedia” section gives general recommendations for how to utilize resources on the internet for classroom projects, such as the production of student work or to research a topic further. In a review of the suggested activities, it appears that different internet browsers and operating systems would not prove to be a challenge for accessibility. For example, in Module 1, Unit 3, Lesson 2, Teacher Guide “Technology and Multimedia” section, teachers are instructed to allow students to complete the close reading note-catching through an online word processor such as Google Docs during Work Time B.

The curriculum materials are available to access online. An educator may access and download teacher materials and student materials for each unit along with the assessments, protocols, and videos modeling the protocols.The optional Life Science module and components of this module are also available on the site and contain similar parts as the ELA module. These teacher and student materials include: the big ideas, the Four T’s, texts, assessments, performance task, materials, and Module-at-a-glance.

Accessibility was tested successfully on Internet Explorer, Chrome, Safari, Windows, Mac Air, iPhone, and iPad.

Indicator 3s3v

0/
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Indicator Rating Details

The instructional materials meet the criteria that digital materials are web-based, compatible with multiple internet browsers , “platform neutral”, follow universal programming style, and allow the use of tablets and mobile devices.The Teacher Guide for module lessons provides a Technology and Multimedia section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning. Materials partially meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Curriculum components contain student materials that can be downloaded in Microsoft Word and customized for individual learners or classroom use. The Teacher Guide for module lessons provide a Technology and Multimedia section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning which include technology platforms that facilitate collaboration among students and teacher as well as students with each other.

Indicator 3t

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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

The Teacher Guide for Module Lessons provides a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning. Within this section, teachers are given suggestions on methods to incorporate technology, along with websites to utilize and an explanation of the manner in which technology can be used to scaffold instruction. For example, in the Grade 3, Module 1, Teacher Guide, Module Overview, the “Technology and Multimedia” section suggests that students use Google Docs to complete Note-Catchers and produce writing. It also suggests Google Forms for online Exit Tickets. It gives speech-to-text suggestions, such as “Dragon Dictation” and the National Geographic map site to explore places that students read in the texts. It is also is noted that the teacher should consider highlighting or using colored text on a word processing document rather than using colored pencils for the Writing Contract.

Indicator 3u

0/

Indicator 3u.i

0/
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Indicator Rating Details

The materials reviewed for Grade 3 partially meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Digital materials include a digital planning guide, step-by-step lesson plans, and online materials with additional support for differentiated instruction. However, while digital materials include opportunities for teachers to personalize learning for students through the use of Microsoft Word, it is limited in accessibility to innovative technology. The Teacher Guide for module lessons provides a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to engage students in their learning which include adaptive technology; however, opportunities for creativity and innovation with technology were not widely present.

  • In Module 1, Unit 3, Lesson 8, Teacher Guide “Technology and Multimedia,” teachers are encouraged to allow students to write their second proof paragraph on a word processing document such as Google Doc using speech-to-text facilities activated on devices, or using an application or software like Dragon Dictation.
  • The curriculum materials are available to access online. Teachers may download the materials in .pdf or .doc form. When using .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students. However, utilizing these customized materials in conjunction with additional technology is not included as part of this program.

Indicator 3u.ii

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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that materials can be easily customized for local use.

The Module and ALL Block curriculum components contain student materials that can be downloaded in Microsoft Word and customized for individual learners or classroom use. In Your Curriculum Companion, Chapter 3, strategies are provided to customize the lessons for local use. For example, on page 127, under the Refining Lessons heading, teachers are informed that “you can spend time preparing the materials in such a way that your students, who have been struggling with transitions, will have them at their desks when they come in from recess.” When accessing resources online, teachers can download the materials in .pdf or .doc form. When using the .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students.

Indicator 3v

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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that 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.).

The Teacher Guide for module lessons provide a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning which include technology platforms that facilitate collaboration among students and teacher as well as students with each other. Teachers are often prompted to use shared documents such as Google Docs to collaborate during class.

Professional development videos are available on the Expeditionary Learning website; however, the videos are not linked to the resources. Teachers need to search through video topics for specific videos.

On the EL Education website under Resources, teachers are provided with digital tools to connect with other educators via online Professional Development (PD Packs).

Criterion 3s - 3v

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

The instructional materials meet the criteria that digital materials are web-based, compatible with multiple internet browsers , “platform neutral”, follow universal programming style, and allow the use of tablets and mobile devices.The Teacher Guide for module lessons provides a Technology and Multimedia section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning. Materials partially meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Curriculum components contain student materials that can be downloaded in Microsoft Word and customized for individual learners or classroom use. The Teacher Guide for module lessons provide a Technology and Multimedia section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning which include technology platforms that facilitate collaboration among students and teacher as well as students with each other.

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
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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple internet browsers (eg. Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (ie., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.

The instructional materials include suggestions to enhance lessons with the use of technology and multimedia. Located in each Module Overview, the “Technology and Multimedia” section gives general recommendations for how to utilize resources on the internet for classroom projects, such as the production of student work or to research a topic further. In a review of the suggested activities, it appears that different internet browsers and operating systems would not prove to be a challenge for accessibility. For example, in Module 1, Unit 3, Lesson 2, Teacher Guide “Technology and Multimedia” section, teachers are instructed to allow students to complete the close reading note-catching through an online word processor such as Google Docs during Work Time B.

The curriculum materials are available to access online. An educator may access and download teacher materials and student materials for each unit along with the assessments, protocols, and videos modeling the protocols.The optional Life Science module and components of this module are also available on the site and contain similar parts as the ELA module. These teacher and student materials include: the big ideas, the Four T’s, texts, assessments, performance task, materials, and Module-at-a-glance.

Accessibility was tested successfully on Internet Explorer, Chrome, Safari, Windows, Mac Air, iPhone, and iPad.

Indicator 3t

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

The materials reviewed for Grade 3 meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

The Teacher Guide for Module Lessons provides a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning. Within this section, teachers are given suggestions on methods to incorporate technology, along with websites to utilize and an explanation of the manner in which technology can be used to scaffold instruction. For example, in the Grade 3, Module 1, Teacher Guide, Module Overview, the “Technology and Multimedia” section suggests that students use Google Docs to complete Note-Catchers and produce writing. It also suggests Google Forms for online Exit Tickets. It gives speech-to-text suggestions, such as “Dragon Dictation” and the National Geographic map site to explore places that students read in the texts. It is also is noted that the teacher should consider highlighting or using colored text on a word processing document rather than using colored pencils for the Writing Contract.

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
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Indicator Rating Details

The materials reviewed for Grade 3 partially meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Digital materials include a digital planning guide, step-by-step lesson plans, and online materials with additional support for differentiated instruction. However, while digital materials include opportunities for teachers to personalize learning for students through the use of Microsoft Word, it is limited in accessibility to innovative technology. The Teacher Guide for module lessons provides a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to engage students in their learning which include adaptive technology; however, opportunities for creativity and innovation with technology were not widely present.

  • In Module 1, Unit 3, Lesson 8, Teacher Guide “Technology and Multimedia,” teachers are encouraged to allow students to write their second proof paragraph on a word processing document such as Google Doc using speech-to-text facilities activated on devices, or using an application or software like Dragon Dictation.
  • The curriculum materials are available to access online. Teachers may download the materials in .pdf or .doc form. When using .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students. However, utilizing these customized materials in conjunction with additional technology is not included as part of this program.

Indicator 3u.ii

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

The materials reviewed for Grade 3 meet the criteria that materials can be easily customized for local use.

The Module and ALL Block curriculum components contain student materials that can be downloaded in Microsoft Word and customized for individual learners or classroom use. In Your Curriculum Companion, Chapter 3, strategies are provided to customize the lessons for local use. For example, on page 127, under the Refining Lessons heading, teachers are informed that “you can spend time preparing the materials in such a way that your students, who have been struggling with transitions, will have them at their desks when they come in from recess.” When accessing resources online, teachers can download the materials in .pdf or .doc form. When using the .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students.

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 meet the criteria that 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.).

The Teacher Guide for module lessons provide a “Technology and Multimedia” section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning which include technology platforms that facilitate collaboration among students and teacher as well as students with each other. Teachers are often prompted to use shared documents such as Google Docs to collaborate during class.

Professional development videos are available on the Expeditionary Learning website; however, the videos are not linked to the resources. Teachers need to search through video topics for specific videos.

On the EL Education website under Resources, teachers are provided with digital tools to connect with other educators via online Professional Development (PD Packs).

Additional Publication Details

Report Published Date: Tue Mar 06 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Grade 3 Bundle: Language Arts + Additional Language and Literacy Block, Teacher Materials: Additional Language and Literacy Block: Module 4: Water Around the World, Teacher Guide and Supporting Materials 978-1-6836-2373-1 Copyright: 2017 Open Up Resources 2017
Grade 3 Bundle: Language Arts, Student Workbooks: Language Arts: Module 4: Water Around the World, Student Workbook (Second Edition) 978-1-6836-2376-2 Copyright: 2017 Open Up Resources 2017
Grade 3: Life Science: Inheritance, Variation, and Frog Ponds, Student Science Notebook n/a Copyright: 2017 Open Up Resources 2017

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.

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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