The Grade 1 materials partially meet the expectations for text quality and complexity and alignment to the standards. Many texts included in materials are of quality, and include rich language, engaging illustrations and images, and well-crafted elements. Some texts, however, lack complexity and do not require students to think critically, thus limiting opportunities for rich conversation about the text.Texts are organized around a theme with some topic organization, but the materials do not consistently support building students' knowledge of topics or themes over the course of a school year.
Text dependent questions to accompany each anchor and supporting text and require students to return to the texts, however, these texts and questions do not support the culminating tasks required each week. The materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do contain some sets of text-dependent questions and tasks; however, the questions and tasks do not require students to analyze the integration of knowledge and ideas across both individual and multiple texts, and said culminating tasks do not promote the building of students’ knowledge of the theme/topic.
Grammar and conventions lessons and practice are mostly aligned to grade level standards, however there several weeks devoted review of standards aligned to Kindergarten. The year-long vocabulary plan focuses on weekly lessons, but does not ensure that students will interact with and build key academic vocabulary words across texts throughout the year.
Materials partially support students' increasing writing skills over the course of the school year; however, there is limited support for teachers to facilitate focused research projects with their students. The materials for Grade 1 partially do provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class, however, there is limited support to aid teachers in supporting students in making appropriate text choices.