ELA K-2 Summary of Alignment & Usability

Benchmark Grades K through 2 materials partially meet the expectations of alignment. The materials meet most expectations of text quality and complexity, and many tasks and questions are grounded in evidence. The materials partially support students in building knowledge within the grade level, and it is noted that materials link knowledge-building topics across grade levels. Some speaking and listening activities may need to be supported with extensions to dive deeper into the text, but focus on teaching protocols and modeling academic language are in place. At appropriate grade levels, the materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. The materials partially meet expectations for building knowledge within the grade level. Academic vocabulary is addressed in each module. There is partial evidence of the materials providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks partially meet the criteria for requiring students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge.

ELA 3-8 Summary of Alignment & Usability

Benchmark Grades 3 through 5 materials partially meet the expectations of alignment. The materials meet most expectations of text quality and complexity, and many tasks and questions are grounded in evidence. The materials partially support students in building knowledge within the grade level, and it is noted that materials link knowledge-building topics across grade levels. Some speaking and listening activities may need to be supported with extensions to dive deeper into the text, but focus on teaching protocols and modeling academic language are in place. At appropriate grade levels, the materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. The materials partially meet expectations for building knowledge within the grade level. Academic vocabulary is addressed in each module. There is partial evidence of the materials providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks partially meet the criteria for requiring students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge.

The Benchmark Advance materials for Grade 6 meet expectations of alignment. The materials include speaking and listening, writing, and reading tasks that are connected to appropriately rigorous texts over the course of the school year.  The instructional materials support the building of knowledge through repeated practice with appropriate grade-level complex text organized around a topic. Academic vocabulary is addressed in each module. There is partial evidence of the materials providing coherently sequenced questions and tasks to support students in developing literacy skills, although some teacher supplementing and reorganizing may be needed. Culminating tasks often require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Grade 6 materials meet the expectations for usability. Materials are well-designed and include support for implementation over the course of a school year. The materials reviewed meet the expectations for usability. Materials are well-designed and include support for implementation over the course of a school year. Materials include clearly labeled navigation and support to aid teachers. They include materials to support students’ personalized learning via navigable online platforms. The digital platform offers opportunities to enhance student learning as well as opportunities for both student and teacher collaboration.​

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