ELA/ELD Adoption IQC Advisory Report - Instructional ...
2015 ENGLISH LANGUAGE ARTS/ENGLISH LANGUAGE DEVELOPMENT ADOPTION
INSTRUCTIONAL QUALITY COMMISSION
ADVISORY REPORT
[pic]
Submitted to the State Board of Education
September 2015
Page 2 of 149
TABLE OF CONTENTS
Page
Introduction 4
Adoption Process 5
Instructional Quality Commission Recommendations 12
Basic Grade-Level Programs 15
Amplify Education, Inc., Core Knowledge Language Arts, K–5 15
Amplify Education, Inc., Core Knowledge Language Arts, K–5 19
Amplify Education, Inc., Amplify ELA: CA Edition and Amplify ELD: CA Edition, 6–8 26
Benchmark Education, Benchmark Advance, K–6 30
Benchmark Education, Benchmark Adelante, K–6 36
EMC Publishing, Mirrors & Windows Connecting with Literature, 6–8 40
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys ©2017, K–5 43
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections ©2017, 6–8 47
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys-Collections ©2017, K–6 50
Houghton Mifflin Harcourt, Escalate English ©2017, 4–8 54
McGraw-Hill School Education, Reading Wonders, K–6 57
McGraw-Hill School Education, Reading Wonders, K–6 60
McGraw-Hill School Education, StudySync, 6–8 63
McGraw-Hill School Education, StudySync, 6–8 67
McGraw-Hill School Education, Lectura Maravillas, K–6 72
McGraw-Hill School Education, Flex Literacy, 4–8 76
National Geographic/Cengage Learning, Reaching for Reading, K–6 79
National Geographic/Cengage Learning, Inside, 4–8 82
Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson System of Courses, K–8 85
Pearson Education Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit, 4–8 89
Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4–8 93
HMH Intervention Solutions (formerly Scholastic, Inc.) California Read 180 Universal System, 4–8 97
HMH Intervention Solutions (formerly Scholastic, Inc.), California English 3D Course A and Course B System, 4–8 100
The College Board-Springboard, SpringBoard ELA, Grade 6 103
The College Board-Springboard, SpringBoard ELA, Grades 7–8 105
The College Board-Springboard, SpringBoard ELA/ELD, Grade 6 108
The College Board-Springboard, SpringBoard ELA/ELD, 7–8 111
Voyager Sopris Learning, Language! Live California, 4–8 114
Appendix A: Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight 117
Types of Programs 118
Category 1: English Language Arts and English Language Development Content/Alignment with the Standards 121
Category 2: Program Organization 127
Criteria Category 3: Assessment 129
Category 4: Universal Access 130
Category 5: Instructional Planning and Teacher Support 131
Guidance for Instructional Materials for Grades Nine Through Twelve 134
Appendix B: Learning Resources Display Centers (LRDCs) 149
Introduction
In August 2010, the State Board of Education (SBE) adopted the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS). In September 2012 the SBE then adopted the California English Language Development Standards. In March 2013, the SBE acted to approve modifications to the adopted CCSS.
Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill 70 (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year.
Subsequently, Education Code (EC) Section 60207 required the SBE to adopt an English Language Arts/English Language Development (ELA/ELD) curriculum framework and evaluation criteria for the adoption of ELA/ELD instructional materials in July 2014. EC Section 60211 authorized the SBE to adopt instructional materials for kindergarten and grades one to eight (K–8), inclusive, that are aligned to California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards) in November 2015.
The CA CCSS for ELA/Literacy are comprised of three main sections: a comprehensive English language arts/literacy K–5 section and two content area-specific sections for grades 6–12 (one for English language arts and one for literacy in history/social studies, science, and technical subjects). For this adoption of English language arts instructional materials, reference to the CA CCSS for ELA/Literacy includes only the K–5 English language arts/literacy and the 6–8 English language arts standards (CA CCSS for ELA).
The criteria serve as the evaluation instrument for determining whether instructional materials align to the content standards and the other requirements of the SBE. The adopted evaluation criteria require that instructional materials be submitted in one of five program types: Program 1 Basic ELA, Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, Program 4 Intensive Intervention ELA, and Program 5 Specialized ELD (see page 113 of this document for details from the full criteria). Supplemental instructional materials were not reviewed as part of this adoption.
The criteria for the evaluation of English language arts and English language development instructional resources for kindergarten through grade eight are organized into five categories:
1. English Language Arts and English Language Development Content/Alignment with the Standards. Instructional materials include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type. Programs must meet all identified standards fully for the appropriate program type to be eligible for adoption.
2. Program Organization. Instructional materials support instruction and learning of the standards and include such features as the organization and design of the programs and standards; chapter, unit, and lesson overviews; and glossaries.
3. Assessment. Instructional materials include assessments for measuring what students know and are able to do and provide guidance for teachers on how to use assessment results to guide instruction.
4. Universal Access. Instructional materials provide access to the standards-based curriculum for all students, including English learners, students with disabilities, advanced learners, students below grade level in any strands of English language arts, and students who speak African American English (AAE).
5. Instructional Planning and Teacher Support. Information and materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction.
Materials that fail to meet the criteria in Category 1: English Language Arts and English Language Development Content/Alignment with the Standards will not be considered suitable for adoption. All criteria statements in Category 1 that are appropriate for that program type must be met for a program to be adopted. The criteria for Category 1 must be met in the core materials or via the primary means of instruction, rather than in ancillary components. In addition, programs must have strengths in each of categories 2 through 5 to be suitable for adoption.
The SBE approved standards and evaluation criteria maps for the five program types were developed by the California Department of Education (CDE) to help publishers identify where their instructional materials were aligned with the content standards and the evaluation criteria. Publishers completed the maps and submitted them with their programs. The SBE appointed Instructional Materials Reviewers (IMRs) and Content Review Experts (CREs) who used the maps to evaluate a program’s alignment with the content standards and evaluation criteria.
Adoption Process
ADOPTION TIMELINE
As recommended by the Instructional Quality Commission (IQC), the SBE adopted the Schedule of Significant Events (Timeline) for the 2015 ELA/ELD Adoption on November 14, 2014, which provided for a return to a more normal timeframe for an adoption. The last adoption for ELA/ELD instructional materials took place in 2008.
PUBLISHERS INVITATION TO SUBMIT MEETING
A Publishers Invitation to Submit (ITS) meeting was held on January 28, 2015. Publishers were invited to attend the ITS meeting to learn about the process and procedures for submitting K–8 instructional materials for the 2015 ELA/ELD Adoption. Each publisher received a digital copy of the Publishers Invitation to Submit: 2015 ELA/ELD Adoption, a document that contains all of the information necessary for a publisher to know how to effectively participate in the adoption process. Technical information was provided at the meeting, including an outline of the schedule of significant events, the publisher’s responsibilities for participating in the adoption, a review of the adoption process, an overview of the content standards and the evaluation criteria, and the logistics of the submission process.
PUBLISHER FEES
Pursuant to EC Section 60211, and in accordance with Title 5, California Code of
Regulations (5 CCR), Section 9517.3, this adoption was financed through fees paid by participating publishers. The fee was set at $5,000 per program per grade level submitted.
The legislation also included the provision that, upon the request of a small publisher or small manufacturer, the SBE may reduce the fee for participation in the adoption. EC Section 60211 states that a "small publisher" and "small manufacturer" mean an independently owned or operated publisher or manufacturer that is not dominant in its field of operation and that, together with its affiliates, has 100 or fewer employees, and has average annual gross receipts of ten million dollars ($10,000,000) or less over the previous three years. For this adoption, no publishers submitted requests for small publisher fee reduction.
REVIEWER APPOINTMENT AND TRAINING
The SBE appointed IMRs and CREs over the course of two meetings. At its meeting on November 14, 2014, based on the recommendations of the IQC, the SBE appointed a total of 72 IMRs and 54 CREs. And again, based on the recommendations of the IQC, the SBE appointed an additional 101 IMRs and 46 CREs at its meeting on January 15, 2015. The CREs and IMRs were divided into 19 review panels that were assigned one or more basic grade-level or intervention programs to review.
The IMRs included classroom teachers who teach students in kindergarten or grades 1–12 and have a “professional” credential under California law, and meet the definition of “highly qualified” under federal law, and who have experience with, and expertise in, standards-based-educational programs and practices in the content field under consideration. Some of the IMRs have experience in providing instruction to English Learners, and in providing instruction to students with disabilities.
For the 2015 ELA/ELD Adoption, the CREs possessed a master’s degree or higher and 5 or more years of experience with, and expertise in, standards-based educational programs and practices, or a doctoral degree and expertise in research on how reading skills are acquired.
The IQC and the Curriculum Frameworks and Instructional Resources Division (CFIRD) staff trained reviewers in two sessions (the first on April 14–17, 2015, and the second on April 28–May 1, 2015) to prepare them for the 2015 ELA/ELD Adoption independent review and subsequent deliberations. The training materials were reviewed and approved by the IQC at its meeting on November 20, 2014, and by the SBE at its meeting on January 14, 2015. The training included sessions on the evaluation criteria, social content requirements, and the adoption process. Publishers made formal presentations on their programs on the final day of the training and answered reviewer questions.
The training was conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the training. Each day, at a pre-determined time, the training was paused to provide an opportunity for public comment.
IMR/CRE REVIEW, DELIBERATIONS, AND REPORT OF FINDINGS
After training was completed, the IMRs and CREs received complete sets of instructional materials for the programs they were assigned to review and evaluate according to the evaluation criteria. The IMRs and CREs conducted their independent reviews of the ELA/ELD instructional materials during May through early July.
The reviewers met in their assigned review panels in Los Angeles for deliberations held in two session (the first on July 13–17, 2015, and the second on July 28–31, 2015. The IMRs and CREs discussed the individual notes and citations they had developed while performing their independent reviews. A member of the IQC or another facilitator approved by the SBE was assigned to facilitate each panel. CFIRD staff provided support to the panels. During deliberations, publishers were provided a formal publisher response time to address three to five questions on each of their respective programs posed by the panel members. Publishers received these questions in advance and could provide written as well as verbal responses.
The IMRs and CREs worked collaboratively during deliberations to produce a Report of Findings for each program. The reports include findings for each category of the criteria and citations that are exemplary (not exhaustive) to support those findings.
A total of 28 ELA/ELD programs were submitted by the submission deadline of March 17, 2015 (19 basic grade-level programs, and 9 intervention programs); however, one intervention program was withdrawn before training began. Of the 27 submitted programs, 25 programs were recommended by the IMR/CRE panels for adoption, with some recommendations contingent upon satisfactory completion of specified edits and corrections.
Edits and corrections are defined as inexact language, imprecise definitions, mistaken notations, mislabeling, misspellings, and grammatical errors. Edits and corrections do not include complete revision or rewriting of chapters or programs, or adding new content to a program. Changes such as this are not allowed during the adoption process from publishers and members of the public (California Code of Regulations, Title 5 (5 CCR), sections 9510(h) and (r), and 9519(f) through (g)). The review panels also provided citations for social content violations when those were found in the programs.
The panel deliberations were conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the deliberations. At least twice each day, the deliberations process included an opportunity for public comment.
PUBLIC COMMENT AND REVIEW
Instructional materials submitted for adoption were displayed for public review and comment, beginning July 5, 2013, at 14 Learning Resource Display Centers (LRDCs) throughout the state (see Appendix B). In addition, publishers were required to submit a URL indicating where copies of student materials were available for public access online (5 CCR Section 9523(b)) during the adoption process. Pursuant to 5 CCR Section 9521, any comments on the submitted instructional materials by August 27, 2013, would have been forwarded to the review panels for their consideration, but no such comments were received. Comments received after that date were forwarded to the IQC and will be sent to the SBE as well prior to its action on the adoption in January 2014.
The IQC hosted a meeting to take public comment on the 2015 ELA/ELD Adoption on August 20, 2015, in Sacramento. Several publishers attended and submitted comments to the IQC for consideration. All members of the IQC were not present at that meeting, but all members received copies of those comments.
In addition, prior to making its recommendations to the SBE, the IQC held two additional public hearings, one during the ELA/ELD Subject Matter Committee (SMC) meeting on September 24, 2015, and one during the full IQC meeting on September 25, 2015. Public comment was received by the IQC both in writing and in testimony at the public hearings. All public comments received by the IQC will be forwarded to the SBE for its November 2015 agenda item on the 2015 ELA/ELD Adoption. The SBE will hold a final public hearing at that meeting prior to taking action on the IQC’s recommendations.
INSTRUCTIONAL QUALITY COMMISSION REVIEW AND DELIBERATIONS
IQC members also had the option of receiving sets of all submitted programs, selected programs, or just student and teacher editions. On September 24-25, 2015, the members of the IQC considered the recommendations from the IMR/CRE review panels, public comments, and reports from individual Commissioners to determine whether each program satisfied or did not satisfy the SBE-adopted evaluation criteria for this adoption. The criteria include a requirement that the instructional materials provide comprehensive teaching of the content standards required for the type of program (basic grade-level or intervention).
On September 24, 2015, the ELA/ELD SMC held a public hearing and discussed in depth the IMR/CRE Report of Findings for each program. After considering public comment, the ELA/ELD SMC removed the Grade 6 programs from The College Board–Springboard’s SpringBoard ELA (Program 1, 6–8) and SpringBoard ELA/ELD (Program 2, 6–8) from the Consent List in order to engage in a thorough discussion of the issues raised in the public comment.
The discussion centered on the assertion that the materials for both Grade 6 Programs (Program Types 1 and 2) did not meet Category 1, Criterion 22d, called for in the 2015 ELA/ELD Adoption Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight (Evaluation Criteria), which was counter to the consensus achieved by the review panel. After further discussion and consideration of evidence supplied by the publisher during public comment, the ELA/ELD SMC concluded that the Grade 6 materials in both Program 1 and Program 2 did not fully address Category 1, Criterion 22d.
The ELA/ELD SMC placed some programs on a consent list of programs that had been recommended without dissent or critical public comment. The SMC recommended all programs on the consent list in one motion and vote. The remaining programs (those not on a consent list) received individual motions and votes. Each motion was stated in the affirmative in each case. A majority vote from the ELA/ELD SMC was required for any program to be recommended to the full IQC for adoption.
On September 25, 2015, after taking public comment, the full IQC also engaged in an extended discussion of the ELA/ELD SMC’s recommendation on the two Grade 6 programs (in light of the issue raised in the public comment) before it took action to recommend the programs to the State Board of Education. The full Commission explored the discrepancy between the evidence in the review panel’s Report of Findings (which supported the panel’s findings that the programs did meet Category 1, Criterion 22d) versus the public comment (from a member of the same panel) that asserted that it did not. The in-depth discussion included consideration of additional evidence supplied by the publisher during public comment. The full Commission concurred with the recommendation of the ELA/ELD SMC regarding Category 1, Criterion 22d, but the full Commission’s discussion revealed a second compelling issue that needed to be addressed by the publisher: in the opinion of a number of Commissioners, the Grade 6 materials in both programs also did not fully address Category 1, Criterion 22b. The publisher representatives were given additional opportunities, in two separate public comment sessions, to address the two issues raised and to supply additional evidence to the full Commission that would clear up the apparent shortcomings. After hearing testimony from the publisher representatives, and after a substantial amount of discussion with them, the Commission Chair called for a vote on the recommendations.
The Chair of the IQC moved to approve the Consent List of programs recommended by the ELA/ELD SMC, and the motion was unanimously approved. The second motion, to recommend Amplify Education, Inc., Core Knowledge Language Arts California Edition, K–5, and the third motion, to recommend Amplify Education, Inc., Core Knowledge Language Arts with Language Studio: California Edition, K–5, each received unanimous No votes and failed.
Opportunity for additional comment and supporting evidence on the two Grade 6 programs was provided by the publishers during public comment. The fourth motion, to recommend SpringBoard ELA (Program 1), Grade 6, received a 7/7 split vote, with no majority, which automatically caused the motion to fail. The fifth and final motion, to recommend SpringBoard ELA/ELD (Program 2), Grade 6, received a majority of no votes from 10 of the 14 Commissioners voting. That motion also failed. The IQC’s adoption recommendations to the SBE are included in this report and will be presented to the SBE at its meeting on November 4-5, 2015, for action.
EC Section 60200(e) FINDING
In this adoption, the total number of recommended programs submitted provide more than five basic instructional materials for each grade level, Kindergarten through grade eight.
EDITS AND CORRECTIONS MEETINGS
Edits and Corrections meetings will be scheduled with individual publishers after the SBE takes its final action on the adoption. The process and timeline for edits and corrections meetings are specified in 5 CCR Section 9525, titled “Post Adoption Edits and Corrections Procedures.” These meetings with publishers will address the edits and corrections identified in the IMR Report of Findings and approved by the IQC at its September 24-25, meeting and those edits and corrections that are required by the SBE based on the public comments received at its August 2015 meeting. Publishers whose programs are adopted by the SBE will be required to complete all edits and corrections within 60 days of CDE notification of the results of the edits and corrections meetings pursuant to 5 CCR Section 9525(e). No programs will be added to the CDE Price List of Adopted Instructional Materials online database until all edits and corrections have been made and verified.
PUBLISHERS’ RESPONSIBILITIES IF ADOPTED
According to the provisions of EC sections 60061 and 60061.5, publishers are required to comply with a number of very specific provisions that ensure that publishers furnish instructional materials to every school district in California at the lowest or same price offered to other districts in this state or any other state in the nation. A bulletin will be sent to all adopted publishers containing information about the statutory and regulatory requirements related to state-adopted materials. The CDE will host a conference call for adopted publishers to address any questions about post-adoption timelines, requirements regarding sales and marketing, alternate formats, pricing, and other issues.
CHANGES TO INSTRUCTIONAL MATERIALS STATUTES AND FUNDING
Pursuant to EC Section 60210, districts are no longer required to purchase instructional materials from a state adoption list. If a district elects to purchase materials that are not state adopted, they are required to include a majority of classroom teachers who are assigned to the subject area or grade level of the materials in their local review process.
The Instructional Materials Funding Realignment Program (EC sections 60420-60424) was repealed. Districts will receive state instructional materials funding as part of their basic funding under the Local Control Funding Formula (LCFF) pursuant to Assembly Bill 97. More information about the LCFF can be found on the CDE Web site at .
Instructional materials sufficiency requirements (EC Section 60119) remain in effect. Districts must certify each year that they have standards-aligned textbooks or basic instructional materials in English language arts, mathematics, science, and history–social science students for all students in kindergarten through grade twelve to use in class and take home. Since the state instructional materials funds have been incorporated into LCFF there is no financial penalty for failing to meet the sufficiency requirement, but this may change with future legislation.
Instructional Quality Commission Recommendations
These programs have not been adopted by the State Board of Education
The reports of the IMR/CRE review panels are posted in their entirety on the CDE English Language Arts Instructional Materials Web page at .
|Publisher |Program Title |Grade Level(s) |IMR/CRE Recommendation |IQC Recommendation |
|Basic Grade-Level Programs |
|Amplify Education, Inc. |Core Knowledge Language Arts |K–5 |Not Recommended |Not Recommended |
| |California Edition (CKLA CA) | | | |
|Amplify Education, Inc. |Core Knowledge Language Arts with |K–5 |Not Recommended |Not Recommended |
| |Language Studio: California | | | |
| |Edition (CKLA/LS CA) | | | |
|Amplify Education, Inc. |Amplify ELA: California Edition |6–8 |Recommended |Recommended |
|Amplify Education, Inc. |Amplify ELA: California Edition |6–8 |Recommended |Recommended |
| |and Amplify ELD: California | | | |
| |Edition | | | |
|Benchmark Education Company |Benchmark Advance |K–6 |Recommended |Recommended |
|Benchmark Education Company |Benchmark Adelante |K–6 |Recommended |Recommended |
|EMC Publishing, LLC |Mirrors & Windows: Connecting with|6–8 |Recommended |Recommended |
| |Literature | | | |
|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt |K–5 |Recommended |Recommended |
| |California Journeys ©2017 | | | |
|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt |K–6 |Recommended |Recommended |
| |California Journeys-Collections | | | |
| |©2017 | | | |
|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt |6–8 |Recommended |Recommended |
| |California Collections ©2017 | | | |
|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt |4–8 |Recommended |Recommended |
| |California Escalate English ©2017 | | | |
|McGraw-Hill School Education |Reading Wonders |K–6 |Recommended |Recommended |
|McGraw-Hill School Education |Reading Wonders |K–6 |Recommended |Recommended |
|McGraw-Hill School Education |StudySync |6–8 |Recommended |Recommended |
|McGraw-Hill School Education |StudySync |6–8 |Recommended |Recommended |
|McGraw-Hill School Education |Lectura Maravillas |K–6 |Recommended |Recommended |
|McGraw-Hill School Education |FLEX Literacy |4–8 |Recommended |Recommended |
|National Geographic Learning/Cengage |Reach for Reading |K–6 |Recommended |Recommended |
|Learning | | | | |
|National Geographic Learning/Cengage |Inside |4–8 |Recommended |Recommended |
|Learning | | | | |
|Pearson Education, Inc., p.a. Scott |CA Pearson System of Courses |K–8 |Recommended |Recommended |
|Foresman and Prentice Hall | | | | |
|Pearson Education, Inc., p.a. Scott |CA Pearson iLit |4–8 |Recommended |Recommended |
|Foresman and Prentice Hall | | | | |
|Pearson Education, Inc., p.a. Scott |CA Pearson iLit ELL |4–8 |Recommended |Recommended |
|Foresman and Prentice Hall. | | | | |
|HMH Intervention Solutions (formerly |California Read 180 Universal |4–8 |Recommended |Recommended |
|Scholastic, Inc.) |System | | | |
|HMH Intervention Solutions (formerly |California English 3D Course A and|4–8 |Recommended |Recommended |
|Scholastic, Inc.) |Course B System | | | |
|The College Board – SpringBoard |SpringBoard, English Language Arts|6 |Recommended |Not Recommended |
|The College Board – SpringBoard |SpringBoard, English Language Arts|7-8 |Recommended |Recommended |
| |& English Language Development | | | |
|The College Board – SpringBoard |SpringBoard, English Language Arts|6 |Recommended |Not Recommended |
| |& English Language Development | | | |
|The College Board – SpringBoard |SpringBoard, English Language Arts|7-8 |Recommended |Recommended |
| |& English Language Development | | | |
|Voyager Sopris Learning, Inc. |LANGUAGE! Live California |4–8 |Recommended |Recommended |
Basic Grade-Level Programs
Amplify Education, Inc., Core Knowledge Language Arts, K–5
Program Summary:
Core Knowledge Language Arts (Program 1) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).
Recommendation:
Core Knowledge Language Arts (Program 1) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program does not support teaching to the CA CCSS, and does not cover all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Standards Not Met:
Grade K, RI.K.5: Students are not asked to identify the title page of an informational text; L.K.4b: Students were not given the opportunity to use affixes as a clue to the meaning of an unknown word; RI.K.6: Students were not given the opportunity to define the role of an author within informational text;
Grade 1, RI.1.5: Students are not required to use text structures and text features to locate key facts or information in a text;
Grade 2, L.2.2c: Students do not use an apostrophe to form frequently occurring possessives; L.4.e: Students do not use glossaries and beginning dictionaries in digital form to clarify the meaning of words and phrases in all content areas;
Grade 3, RL.3.9: Stories are not written by the same author; L.3.1j: No supportive instruction for cursive writing;
Grade 4, L.4.4c: No student use of digital references; L.4.1h: No coverage of cursive or joined italics writing; L.4.1.g: No examples of student use of frequently confused words (ex. too, to, two); RL.4.5: No coverage of students explaining differences between poems, drama, and prose when writing or speaking about a text; SL.4.5: No examples of students adding audio recordings to presentations to enhance the development of main ideas or themes;
Grade 5, W.5.1c: No coverage of linking opinion and reasons using phrases and clauses; W.5.6: Does not address demonstrating sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
• Criterion #9b: K–1, Informational text designed to serve a wide range of readers not included.
• Criterion #9d: K–1, Challenging text for close reading not included.
• Criterion #13: Grade 1, Lacks sufficient materials to address a wide array of text types beyond decodable text to address individual student needs.
• Criterion #16: K–3 and Grade 5, Insufficient progression throughout the year of writing demands and lack of depth and breadth in writing tasks.
• Criterion #17: K–3, Publisher did not provide a variety of student writing samples with model rubrics or evaluation tools for use by students and teachers.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grades K–2, PG, pp. 57–69; Grades 3–5, PG, pp. 47–48.
• Criterion #3: Grades K–2, PG, pp. 14–23; Grades 3-5, PG, pp. 12–21.
• Criterion #6: Grade 3, TG, U7, Lesson 18, pp. 302–304; Grade 3, TG, Lesson 18, AB 17.2.
• Criterion #9: Grade 4, TG, U8, Lesson 11, pp. 242–244; Grade 5, TG, U2, p. 5.
• Criterion #11: Grade 1, TG, U5, Lesson 1, pp. 5–19.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 3, ARG, pp. 99–102; Grade 4, TG, Vol. 1, pp. 228–248.
• Criterion #1b: Grade K, TG, Vol. 3, L5, p. 51; Grade 1, AB 6.1, pp. 23–27.
• Criterion #2: Grade 5, AB 15.2, Vol. 2, pp. 143–151.
• Criterion #6: Grade 2, ORR.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #2: Grade 5, TG, Unit 2, pp. 68, 88 and 112.
• Criterion #3: Grades K–2, PG, p. 112, Universal Access.
• Criterion #4: Grade K–5, OCLC.
• Criterion #6: Grades K–2, PG, p. 54; Grades 3–5, PG, p. 44.
• Criterion #7: Grade K, Unit 9, Lesson 5, p. 68, Challenge Sidebar.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #1: Grades K–2, PG, pp. 56–61, Knowledge pacing.
• Criterion #2: Grade 3, TG, Unit 8, p. 17, Check for Understanding.
• Criterion #8: Grade 2, TG, p. 6, Lesson at a Glance.
• Criterion #11: Grade 5, TG, Unit 8, pp. 384–408, Answer Keys.
• Criterion #13: Grade 4, TG, Unit 2, p. 9, Take-home material.
• Criterion #20: Grades 3–5, PG, p. 53, Instructional models used in CKLA CA 3–5.
Edits and Corrections:
The panel recommends the following edits and corrections.
1. Grade K and Grade 1, LS, Vol. 1, p. 73: “pinions” should be “opinions”.
2. Grade K and Grade 1, LS, Vol. 2, p. 58: Bridging: …question in the letter by creating create their own …”.
3. Grade K, Knowledge 3, p. 126: “differe” should be “differ”.
4. Grade K, LS, Vol. 2, p. 378: Missing the word “that” in “Today we are going to review words that tell us location or where something is”.
5. Grade K, LS, Vol. 2, p. 441: “thing” should be “think”.
6. Grade K, Skills, Unit 7, p. 81: #31 “he” is listed as #30 and #31.
7. Grade K, SR: “a airplane” should be “an airplane”.
8. Grades K-2, PG, p. 88: U3, “…students be able to read” should be “…students will be able to read”.
9. Grade 1, SR, U3, p. 24: “butwe” should be “but we”.
10. Grade 1, TG, U10: Not online.
11. Grade 1, U5, p. 104: “writing student will illustrate key information about the Aztec ____ (people, cities)”.
12. Grade 2, LS, p. 129: Activity page is 12.2 not 12.1.
13. Grade 2, LS, p. 364: “adverb” should be “adverb”.
14. Grade 2, LS, Unit 6, p. 30: “fjust iction” should be “fiction”.
15. Grade 2, LS, Vol. 1, U1, Lesson 5, p. 50: “amd” should be “and”.
16. Grade 2, U12, p. 39: “ore vocab” should be “core vocab”.
17. Grade 3, LS, Vol. 1, p. 80: “.hen” should be “. Hen”.
18. Grade 3, LS, Vol. 1, U2, Lesson 3, p. 106: the word “of” from Primary Focus standard should be removed.
19. Grade 3, LS, Vol. 1, U2, Lesson 4, p. 115: the word “of” from Primary Focus standard should be removed.
20. Grade 3, LS, Vol. 1, p. 410: sidebar bridging – sentence got cut-off.
21. Grade 4, TG, U5, Lesson 5, p. 125: sidebar bridging text superimposed over words should read “activity page”.
22. Grade 5, LS, p. 611: “Turn and talk… on” should be “Turn and talk… one”.
23. Grade 5, U9, p. 82: “primary focus—organizw and create a police report, which they students revise” should be “primary focus—organize and create a police report, which the students revise”.
Amplify Education, Inc., Core Knowledge Language Arts, K–5
Program Summary:
Core Knowledge Language Arts (Program 2) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).
Recommendation:
Core Knowledge Language Arts with Language Studio (Program 2) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program does not support teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and does not cover all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Standards Not Met:
Grade K, RI.K.5: Students are not asked to identify the title page of an informational text; L.K.4b: students were not given the opportunity to use affixes as a clue to the meaning of an unknown word; RI.K.6: Students were not given the opportunity to define the role of an author within informational text;
Grade 1, RI.1.5: Students are not required to use text structures and text features to locate key facts or information in a text;
Grade 2, L.2.2c: Students do not use an apostrophe to form frequently occurring possessives; L.4.e: Students do not use glossaries and beginning dictionaries in digital form to clarify the meaning of words and phrases in all content areas;
Grade 3, RL.3.9: Stories are not written by the same author; L.3.1j: No supportive instruction for cursive writing;
Grade 4, L.4.4c: No student use of digital references; L.4.1h: No coverage of cursive or joined italics writing; L.4.1g: No examples of student use of frequently confused words (ex. too, to, two); RL.4.5: No coverage of students explaining differences between poems, drama, and prose when writing or speaking about a text; SL.4.5: No examples of students adding audio recordings to presentations to enhance the development of main ideas or themes;
Grade 5, W.5.1c: No coverage of linking opinion and reasons using phrases and clauses; W.5.6: Does not address demonstrating sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
• Criterion #2: Standards Not Met:
Kindergarten, PI.K.7.Em-Ex-Br: Students were not given the opportunity describe the language an author uses to present an idea; PII.K.2.Ex-Br: Students were not given the opportunity to compose texts in shared language activities;
Grade 5, PII.5.2a.Em-Ex-Br: No coverage of language resources for referring the reader back or forward in text
• Criterion #9b: K–1, Informational text designed to serve a wide range of readers not included
• Criterion #9d: K–1, Challenging text for close reading not included
• Criterion #13: Grade 1, Lacks sufficient materials to address a wide array of text types beyond decodable text to address individual student needs
• Criterion #16: K–3 and Grade 5, Insufficient progression throughout the year of writing demands and lack of depth and breadth in writing tasks
• Criterion #17: K–3, Publisher did not provide a variety of student writing samples with model rubrics or evaluation tools for use by students and teachers.
• Criterion #24c: K–5, There are no screening assessments of students’ levl of literacy in their home language and their schooling history to determine needed support.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grades K–2, PG, pp. 57–69; Grades 3–5, PG, pp. 47–48.
• Criterion #3: Grades K–2, PG, pp. 14–23; Grades 3–5, PG, pp. 12–21.
• Criterion #6: Grade 3, TG, U7, Lesson 18, pp.302–304; Grade 3, TG, Lesson 18, AB 17.2.
• Criterion #9: Grade 4, TG, U8, Lesson 11, pp. 242–244; Grade 5, TG, U2, p.5.
• Criterion #11: Grade 1, TG, U5, Lesson 1, pp. 5–19.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 3, ARG pp. 99–102; Grade 4, TG, Vol. 1, pp. 228–248.
• Criterion #1b: Grade K, TG, Vol. 3, L5, p. 51; Grade 1, AB 6.1, pp. 23–27.
• Criterion #2: Grade 5, AB 15.2, Vol. 2, pp. 143–151.
• Criterion #6: Grade 2, ORR.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #2: Grade 5, TG, Unit 2, pp. 68, 88 and 112.
• Criterion #3: Grades K–2, PG, p. 112 Universal Access.
• Criterion #4: Grades K–5, OCLC.
• Criterion #6: Grades K–2, PG, p. 54; Grades 3–5, PG, p. 44.
• Criterion #7: Grade K, Unit 9, Lesson 5, p. 68, Challenge Sidebar.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #1: Grades K–2, PG, pp. 56–61, Knowledge pacing.
• Criterion #2: Grade 3, TG, Unit 8, p. 17, Check for Understanding.
• Criterion #8: Grade 2, TG, p. 6, Lesson at a Glance.
• Criterion #11: Grade 5, TG, Unit 8, pp. 384–408, Answer Keys.
• Criterion #13: Grade 4, TG, Unit 2, p. 9, Take-home material.
• Criterion #20: Grades 3–5, PG, p. 53, Instructional models used in CKLA CA 3–5.
Edits and Corrections:
The panel recommends the following edits and corrections.
1. Grade K and Grade 1, LS, Vol. 1, p. 73: “pinions” should be “opinions”.
2. Grade K and Grade 1, LS, Vol. 2, p. 58: Bridging: “…question in the letter by creating create their own …”.
3. Grade K, Knowledge 3, p. 126: “differe” should be “differ”.
4. Grade K, LS, Vol. 2, p. 378: Missing the word “that” in “Today we are going to review words that tell us location or where something is”.
5. Grade K, LS, Vol. 2, p. 441: “thing” should be “think”.
6. Grade K, Skills, Unit 7, p. 81: #31 “he” is listed as #30 and #31.
7. Grade K, SR: “a airplane” should be “an airplane”.
8. Grades K–2, PG, p. 88, U3: “…students be able to read” should be “…students will be able to read”.
9. Grade 1, SR, U3 p. 24: “butwe” should be “but we”.
10. Grade 1, TG U10: Not online.
11. Grade 1, U5 p. 104: “writing student will illustrate key information about the Aztec ____ (people, cities)”.
12. Grade 2, LS, p. 129: Activity page is 12.2 not 12.1.
13. Grade 2, LS, p. 364: “adverb” should be “adverb”.
14. Grade 2, LS, Unit 6 p. 30: “fjust iction” should be “fiction”.
15. Grade 2, LS, Vol. 1, U1, Lesson 5, p. 50: “amd” should be “and”.
16. Grade 2, U12 p. 39: “ore vocab” should be “core vocab”.
17. Grade 3, LS, Vol. 1, p. 410: sidebar bridging – sentence got cut-off.
18. Grade 3, LS, Vol. 1, p. 80: “.hen” should be “. Hen”.
19. Grade 3, LS, Vol. 1, U2, Lesson 3, p. 106: The word “of” from Primary Focus standard should be removed.
20. Grade 3, LS, Vol. 1, U2, Lesson 4, p. 115: The word “of” from Primary Focus standard should be removed.
21. Grade 4, TG, U5, Lesson 5, p. 125: Sidebar bridging text superimposed over words should read “activity page”.
22. Grade 5, LS, p. 611: “Turn and talk… on” should be “Turn and talk… one”.
23. Grade 5, U9, p. 82: “primary focus—organizw and create a police report, which they students revise” should be “primary focus—organize and create a police report, which the students revise”.
Amplify Education, Inc., Amplify ELA: CA Edition, 6–8
Program Summary:
Amplify ELA: CA Edition (Program 1) includes a teacher license, student licenses, and print materials, including: CA Edition Teacher Program Guide; Non-Digital Resource Guides (ELA and ELD); Basic Virtual Library; Premium Virtual Library; Burst Reading License; mCLASS Beacon CA Editions; The World of Lexia; and Classroom Poster Set.
Recommendation:
Amplify ELA: CA Edition (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 6, RI.6.7: ELA, Unit 6F, Sub-unit 3, Lesson 1, Activities 4–8; Grade 7, RL.7.10: ELA, Unit 7B, Sub-unit 1; Grade 8, RL.8.5, ELA, Unit 8C, Sub-unit 2, Lesson 1, Activity 2.
• Criterion #3: Grade 6, ELA, Unit 6B, Sub-unit 1, Lessons 1–3 (Meaning Making); Grade 7, ELA, Unit 7B, Global Navigation Quests: Black, White and Blues in Chicago (Content Knowledge); Grade 8, ELA, Unit 8B, Sub-unit 1, Lessons 5–6 (Effective Expression).
• Criterion #7: Grade 8, ELA, Unit 8C, Sub-unit 4, Lessons 1–4.
• Criterion #20: Grade 7, ELA, Unit 7D, Sub-unit 2, Lessons 1–2.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #2: ELA Units: Teacher Program Guide, pp. 50–71: "Unit overviews and alignments".
• Criterion #6: Teacher Program Guide, pp. 277–280: "Brain Science Building Knowledge Overview".
• Criterion #8: Teacher Program Guide, pp. 10–25: "Strategic use of technology and multimedia".
• Criterion #9: Teacher Program Guide, p. 19: "Teacher over-the-shoulder conferences (OTSCs)".
• Criterion #12c: Teacher Program Guide, pp. 366–425: "Student work collection and rubrics: For the teacher".
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1c: Teacher Program Guide, pp. 359–365.
• Criterion #1d: Teacher Program Guide, pp. 366–485.
• Criterion #5: Teacher Program Guide, pp. 199–204 (and enclosed green poster).
• Criterion #6: Teacher Program Guide, pp. 177–187.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #1: ELD, Grade 7, Unit 7C, Sub Unit 2, Lesson 2, Activities 5–6.
• Criterion #2: ELA, Grade 6, Unit 6E, Sub Unit 1, Lesson 7, Lesson Brief PDF charts, graphic organizers.
• Criterion #3b: ELA, Grade 6, Unit 6A, Sub Unit 2, Lessons 7–9.
• Criterion #6: ELA, Grade 7, Unit 7D, Sub Unit 2, Lesson 2, Activities 5–10.
• Criterion #7: ELA, Grade 8, Unit 8D, Sub Unit 3, Lesson 2, Activity 7.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 6, Teacher Program Guide, pp. 38–39.
• Criterion #8: Grade 7, Unit 7F, Sub-unit 5, Lesson 2, Teacher-facing Lesson Brief, Materials.
• Criterion #12: Grades 6–8, "Teacher Program Guide: Student's Guide to the Amplify Library," pp. 679–736.
• Criterion #17: Grade 8, Unit 8B, Sub-unit 2, Lesson 2, Activities 1–4.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Overview to Unit 7E, paragraph 1: “shown” should be “show”.
2. Overview to Unit 8B, paragraph 2: “lightening” should be “lightning”.
3. ELA, Grade 8, Unit 8c, Sub-unit 1, Lesson 9, Activity 2, “Say Bubble” in the teacher notes: “1” should be “one”.
4. ELA, Grade 8, Unit 8B, Sub-unit 1, Lesson 12, Activity 2, Instructional Guide, Question 1: “povery” should be “poverty”.
5. ELA, Grade 8, Unit 8A (Dahl) and 8C: The menu at the top often switches to Grade 6, and the screen often briefly shows the Grade 6 Dahl unit or another unit.
6. ELA, Grade 7: States “Grade 6” at the top.
7. ELA, Grade 7, Intermediate Story Writing, p. 95: “reource” should be “resource.”
8. Teacher Program Guide, Section 5, Appendix, p. 667, paragraph 1: Change “eexts” to “texts”.
ELA, Grade 7, 7C, Sub-Unit 1, Lesson 1/Instructional Activity 3: Plural/Possessive problem with "Students".
Amplify Education, Inc., Amplify ELA: CA Edition and Amplify ELD: CA Edition, 6–8
Program Summary:
Amplify ELA: CA Edition and Amplify ELD: CA Edition (Program 2) include a teacher license, student licenses, and print materials, including: CA Edition Teacher Program Guide; Non-Digital Resource Guides (ELA and ELD); Basic Virtual Library; Premium Virtual Library; Burst Reading License; mCLASS Beacon CA Editions; The World of Lexia; and Classroom Poster Set.
Recommendation:
Amplify ELA: CA Edition and Amplify ELD: CA Edition (Program 2) are recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 6, RI.6.7: ELA, Unit 6F, Sub-unit 3, Lesson 1, Activities 4–8; Grade 7, RL.7.10: ELA, Unit 7B, Sub-unit 1; Grade 8, RL.8.5: ELA, Unit 8C, Sub-unit 2, Lesson 1, Activity 2.
• Criterion #2: Grade 6, PI.6.3: ELD, Unit 6A, Sub-unit 1, Lesson 4, Activity 6, Cards 1 and 2; Grade 7, PI.7.3: ELD, Unit 7D, Sub-unit 4, Lesson 5, Activity 5, Card 1; Grade 8, PI.8.9: ELD, Unit 8D, Sub-unit 2, Lesson 1, Lesson Brief Materials, pp. 3–5.
• Criterion #3: ELA, Grade 6: Unit 6B, Sub-unit 1, Lessons 1–3 (Meaning Making); ELA, Grade 7: Unit 7B, Global Navigation Quests: Black, White and Blues in Chicago (Content Knowledge); Grade 7: ELA, Unit 8B, Sub-unit 1, Lessons 5–6 (Effective Expression).
• Criterion #7: ELA, Grade 8: Unit 8C, Sub-unit 4, Lessons 1–4.
• Criterion #20: ELA, Grade 7: Unit 7D, Sub-unit 2, Lessons 1–2; Grade 8 ELD, Unit 8C, Sub-unit 2, Lesson 2, Activities 5, 6, 8, 10, and 12.
• Criterion #23.h: ELD, Grade 6: Unit 6B, Sub-unit 1, Lesson 3, Activities 5–12.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #2: ELA Units, Teacher Program Guide, pp. 50–71: "Unit Overviews and Alignments".
• Criterion #6: Grade 7, Teacher Program Guide, pp. 277–280: "Brain Science Building Knowledge Overview".
• Criterion #8: Teacher Program Guide, pp. 10–25: "Strategic Use of Technology and Multimedia".
• Criterion #9: Teacher Program Guide, p. 19: "Teacher Over-The-Shoulder Conferences (OTSCs)".
• Criterion #12c: Teacher Program Guide, pp. 366–425: "Student Work Collection and Rubrics: For the Teacher".
• Criterion #4: Teacher Program Guide, pp. 586–587: "ELD Guide for Communication and Collaboration".
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1c: Teacher Program Guide, pp. 359–365.
• Criterion #1d: Teacher Program Guide, pp. 366–485.
• Criterion #5: Teacher Program Guide, pp. 199–204 (and enclosed green poster).
• Criterion #6: Teacher Program Guide, pp. 177–187.
• Criterion #6: Teacher Program Guide, p. 498.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: ELD, Grade 7, Unit 7C, Sub-unit 2, Lesson 2, Activities 5–6.
• Criterion #2: ELA, Grade 6, Unit 6E, Sub-unit 1, Lesson 7, Lesson Brief PDF charts, graphic organizers.
• Criterion #3b: ELA, Grade 6, Unit 6A, Sub-unit 2, Lessons 7–9.
• Criterion #6: ELA, Grade 7, Unit 7D, Sub-unit 2, Lesson 2, Activities 5–10.
• Criterion #7: ELA, Grade 8, Unit 8D, Sub-unit 3, Lesson 2, Activity 7.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #5.1: Grade 6, Teacher Program Guide, pp. 38–39.
• Criterion #5.8: Grade 7, Unit 7F, Sub-unit 5, Lesson 2, Teacher-facing Lesson Brief, Materials.
• Criterion #5.12: Grades 6–8, "Teacher Program Guide: Student's Guide to the Amplify Library," pp. 679–736.
• Criterion #5.17: Grade 8, Unit 8B, Sub-unit 2, Lesson 2, Activities 1–4.
• Criterion #5.8: ELD Grade 7, Unit 7D, Sub-unit 3, Lesson 3, Teacher-facing Lesson Brief, Materials.
• Criterion #5.17: ELD Grade 8, Unit 8F, Sub-unit 1, Lesson 1, Lesson Brief PDF, pp. 3–7.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Overview to Unit 7E, paragraph 1: “shown” should be “show”.
2. Overview to Unit 8B, paragraph 2: “lightening” should be “lightning”.
3. ELA, Grade 8, Unit 8c, Sub-unit 1, Lesson 9, Activity 2, “Say Bubble” in the teacher notes: “1” should be “one”.
4. ELA, Grade 8, Unit 8B, Sub-unit 1, Lesson 12, Activity 2, Instructional Guide, Question 1: “povery” should be “poverty”.
5. ELA, Grade 8, Unit 8A (Dahl) and 8C: The menu at the top often switches to Grade 6, and the screen often briefly shows the Grade 6 Dahl unit or another unit.
6. ELA, Grade 7: States “Grade 6” at the top.
7. ELA, Grade 7, Intermediate Story Writing, p. 95: “reource” should be “resource”.
8. Teacher Program Guide, Section 5, Appendix, p. 667, paragraph 1: Change “eexts” to “texts”.
9. ELA, Grade 7, 7C: Sub-Unit 1 Lesson 1/Instructional Activity 3 - Plural/Possessive problem with "Students".
10. ELD, Grade 7, Unit 7D, Sub-unit 3, Lesson 11, Activity 9, Cards 1, 2, and 3: Change “complex” to “compound-complex”.
11. ELD, Grade 8, Unit 8A, Sub-unit 2, Lesson 16, Activity 9, Cards 1, 2, and 3: Change “to make complex” to “to make complex or compound-complex”.
12. ELD, Grade 8: The title reverts to ELA before the page loads.
Benchmark Education, Benchmark Advance, K–6
Program Summary:
Benchmark Advance (Program 2) includes: Teachers Resource System (TRS), Leveled Text Teacher’s Guides, Readers Theater Handbook, Language Mini-Lesson Handbook, Texts for Close Reading (TCR).
Recommendation:
Benchmark Advance (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RL.K.5: TRS, Unit 6, p. 158 (Preview the Genre); Grade 1, RF.1.2a: TRS, Unit 5, p. 10; Grade 2, L.2.1a: TRS, Unit 1, p. 7; Grade 3, W.3.1a: TRS, Unit 5, pp. 74–75 (Engage Readers with a Strong Opening); Grade 4, RI.4.2: TRS, Unit 1, pp. 10–11; Grade 5, SL.5.1a: TRS, Unit 2, p. 136 (Share); Grade 6, RI.6.1: TRS, Unit 1, p. 46.
• Criterion #2: Grade K, PII.K.4: ELD TRS, pp. 48–49; Grade 1, PI.1.2: ELD TRS, Unit 10, pp. 274–275; Grade 2, PI.2.4: ELD TRS, Unit 2, p. 54; Grade 3, PI.3.6: ELD TRS, pp. 72–73; Grade 4: ELD TRS, Unit 3, pp. 76–77; Grade 5, PI.5.7: ELD TRS, pp.176–177; Grade 6: ELD TRS, Unit 5, pp. 124–125.
• Criterion #8: Grade 2, Read Aloud Handbook, "The Basket Weaver," pp. 42–45.
• Criterion #10: Grade 1, TRS, Unit 1, p. 5, Review Print Concepts; Period.
• Criterion #18: Grade 4, TCR, Unit 10, pp. 11, 21, and 31.
• Criterion #20: Grade 6, ELD TRS, Topic 4, pp. 78–79, Think-Speak-Listen.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #2: Grades K–6, TRS, back cover; Grades K–6, ELD TRS, Unit, Topic, and Essential Question, fold-out behind front cover.
• Criterion #4: Grades K–6, Advancing Foundational Skills for English Learners online component.
• Criterion #8: Grades K–6, Student Interactive E-Book.
• Criterion #12j: Grade 2, Additional Resources, pp. AR1–AR5.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1c: Grade 1, Informal Assessments, Using Informal Assessments for Parent/Teacher Communication, p. 103.
• Criterion #1d: Grade 3, Informal Assessments, Oral Reading Assessments, Level Screener, p. 19.
• Criterion #2: Grade 2, Weekly and Unit Assessments, Unit 8, p. 251.
• Criterion #5: Grade 5, TRS, Unit 4, Reinforce or Reaffirm Strategy, p. 187.
• Criterion #5: Grade 4, TRS, Reader’s Theater Handbook, Unit 4, Lesson 4, Sample Expression Prompts, Self-Monitoring and Reflection, p. 66.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 1, TRS, Unit 8, p. 146.
• Criterion #2: Grade K, TRS, Unit 2, p. 159.
• Criterion #3b: Grade 4, TRS, Units 9 and 10, Additional Resources, pp. AR30–AR33.
• Criterion #6: Grade 6, TRS, Units 9 and 10, Additional Resources, pp. AR22–AR26.
• Criterion #7: Grade 2, TRS Unit 3, p. 33.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #1: Grade 1, TRS, "Unit at a Glance" foldout behind unit tab.
• Criterion #2: Grade 2, TRS, Unit 2, p. 121.
• Criterion #3: All grades, every lesson in both the TRS and ELD TRS.
• Criterion #5: Grade 6, TRS, Unit 10, Additional Resources, pp. AR4–AR5.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, TRS, Unit 2: pp. 122–123 are missing.
2. Grade K, TRS, Unit 3, Week 3, Day 5, p. 112: Collaborative Conversation section, in the last modeling sentence, “listen” is improperly divided between lines.
3. Grade K, TRS, Units 7–8: paginated incorrectly.
4. Grade K, TRS, Unit 8: Blank front page.
5. Grade K, TRS, Unit 8, p. 150: iELD, “labelpictures” should be “label pictures”.
6. Grade K, ELD TRS, p. 297: Emerging section, “Say: We are going to review nouns…” This direction does not apply to this section on prepositional phrases.
7. Grade K, ELD SE, p. 90: Caption says “production – fill in table”.
8. Grade 1, TRS, Unit 7, pp. 59–61: Should be “Week 2, Day 3”.
9. Grade 1, TRS, Unit 7, p. 57: “Week X” should be “Week 3”.
10. Grade 1, TRS, Unit 7, p. 77: Week X should be “Week 2”.
11. Grade 1, TRS, Unit 8, p. 227: There is a heading for an editing checklist without a graphic of the editing checklist.
12. Grade 2, TRS, Unit 1, p. 14: The “Review phonics” section, the directions read “point to the word them.” The word “them” does not appear in the paragraph. On this same page, the words “cut”, “trim”, and “pick” should all be the gerund form. (cutting, trimming, and picking).
13. Grade 2, TRS, Unit 3, p. 63: There are no definitions on this definition chart.
14. Grade 2, TRS: Labeling of the “Use Language ____" sections, omit the “Use Language” heading on pp. 42, 145, 186, 193, and 252.
15. Grade 2, TRS, Unit 2, p. 158: The graphic omits a page reference.
16. Grade 2, TRS, Unit 2, p. 196: The graphic omits a page reference.
17. Grade 2, TRS, Unit 2, p. 228: The graphic omits a page reference.
18. Grade 2, TRS, Unit 4, p. 198: The graphic omits a page reference.
19. Grade 2, Writing Language Handbook, p. 5: Rehearse paragraph 2 guidelines for collaborative conversations are not on page viii as listed.
20. Grade 2, ELD TRS, p. 254: “From Pine to Pizza Box on pp. 150–152” should be “From Pine to Pizza Box on pp. 170–172”.
21. Grade 2, ELD TRS, p. 252: Graphic label refers to p. 149 and should refer to p. 169.
22. Grade 2, ELD TRS, p. 14: Graphic of student edition is labeled as p. 6–7 and should be p. 10–11.
23. Grade 2, ELD TRS, p. 37: Emerging text quotes “Nearby there lived”. The text on p. 24 omitted “Nearby” and says “There lived”.
24. Grade 2, ELD TRS, p. 142: The title refers to adverbs, but the lesson is actually about superlative adjectives.
25. Grade 2, ELD TRS, p. 158: Incorrect image used.
26. Grade 2, ELD TRS, p. 226: This page references p. 152. The reference should be to pp. 150–152.
27. Grade 2, ELD TRS, p. 248: The graphic is labeled pp. 146–147, should be pp. 166–167.
28. Grade 2, ELD TRS, p. 253: The bridging information refers to p. 149, page number should be 169.
29. Grade 2, ELD TRS, p. 260: The graphic is labeled “p. 154,” the label should read “p. 174”.
30. Grade 2, ELD TRS, p. 261: Emerging and expanding instructions refer to p. 14, the reference should be to p. 174.
31. Grade 2, ELD TRS, p. 264: The graphic refers to pp. 156–157, should refer to pp. 176–177.
32. Grade 3, TRS, Unit 2, p. 140: Line #2 refers to prompt on p. “00.” There is no page “00”.
33. Grade 3, TRS, Unit 2, p. 160: Selection in SE is not “Geese for the Queen” as listed. There are multiple references to this incorrect text title on this page.
34. Grade 3, TRS, Unit 3, p. 182: The charts are labeled “base words” not root words as in lesson.
35. Grade 3, TRS, Unit 7, p. 53: Spelling in the last sentence, “partner’s” should be “partners.”
36. Grade 3, TRS, Unit 10, p. 138: In the collaborative section, sentence #1, “PDF00” needs revision.
37. Grade 3, ELD TRS, p. 54: Graphic labeled “Inner Outer Planets, p. 156” should be “Snow White, p. 36”.
38. Grade 3, ELD TRS, p. 132: In section “Use Adverbials,” the last sentence in the directions indicates, “Use the second sentence in the second paragraph…” As it is the third sentence, replace the word “second” with the word “third”.
39. Grade 3, ELD TRS, p. 133: Tab listed as Unit 10 Lesson 5 needs to be changed to Unit 5 Lesson 5.
40. Grade 3, ELD TRS, p. 146: In the Effective Oral and Written Language Expression section there is a typo “sentenceusing” should be “sentence using”.
41. Grade 3, ELD TRS, p. 182: Caption under graphic is incorrect. Image is of p. 121.
42. Grade 3, ELD TRS, p. 182: In the sentence “vRead and view closely,” delete the “v”.
43. Grade 3, ELD TRS, p. 203: Bridging section reference to reviewing panels 5–8 for bold words within the text. There are no words in bold.
44. Grade 3, ELD TRS, p. 215: Duplicate sentence “Encourage students to use a dictionary…” in the Emerging box.
45. Grade 3, ELD Student Edition, p. 101: “188o.” Delete the “o”.
46. Grade 3, TRS, Unit 1, p. 93: “The girl jumpsj” should be “The girl jumps”.
47. Grade 3, TRS, Unit 4, p. 118: “you reasons” should be “your reasons”.
48. Grade 3, TRS, Unit 4, p. 146: “langauge” should be “language”.
49. Grade 3, TRS, Unit 5, p. 34: is listed as p. 134.
50. Grade 3, ELD TRS, p. 118: The image does not match the label. The image from p. 79 matches the label on p. 118.
51. Grade 3, TCR Communities Now and Then, Unit 7, p. 21: In the Writing to Sources section, the text that has been struck is still present (“visit stay”).
52. Grades 3–6, TCR: All standards are the Grade 6 standards, repeated.
53. Grade 4, TRS, Unit 4: The Unit 4 tab follows Unit 4 Lesson 1 instead of going before it.
54. Grade 4, TRS, Unit 1, p. 95: “Share” section, Paragraph 2: “People” is actually “Citizens” in student edition.
55. Grade 4, TRS, Unit 8, p. 184: Graphic does not correlate to student edition, p. 31 of U8 TCR.
56. Grade 4, TRS, Unit 3, AR2: Title is “Write Poems.” The ELA Standards Map lists the title as “Create a Field Guide”.
57. Grade 4, TRS, Unit 2, p. 136: Graphic does not correlate to p. 11 in Unit 2 TCR.
58. Grade 4, TRS, Unit 5, p. 64: There is a reference to iELD next to modal auxiliaries topic; iELD is not related to modal auxiliaries.
59. Grade 4, TRS, Unit 7: p. 80 is on the back of p. 77.
60. Grade 4, TRS, Unit 3, p. 17: “vRead and Write”; delete “v”.
61. Grade 4, TRS, Unit 4, p. 196: Formative Assessment Opportunities title is omitted.
62. Grade 4, ELD Student Text, p. 15: Duplicate period in sentence 3.
63. Grade 4, TCR, Unit 1: Standards Flip Book at end of book contains Grade 6 standards.
64. Grade 4: Online Standards Flip Chart has Grade 3 Speaking and Listening Standards.
65. Grade 4: Standards Flip Chart in TCR, Unit 1, has Grade 6 Standards.
66. Grade 5, TRS, Unit 2, p. 186: Graphic is of p. 31, the caption reports p. 22–29.
67. Grade 5, TRS, Unit 2, p. 108: Typo in guided practice section, “actions or words of Tom’s”.
68. Grade 5, TRS, Unit 1, AR, p. 3: Make a science safety poster lists the objective to research information about James Madison/federalism.
69. Grade 5, TRS, Unit 1, p. 61: Paragraph 3 has “i’ve” two times.
70. Grade 5, TRS, Unit 4: Divider is at p. 133, Unit 4 starts at p. 99.
71. Grade 5, TRS, Unit 8: Divider is at p. 133, Unit 8 starts at p. 99.
72. Grade 5, TRS, Unit 1: TCR standards flipbook is Grade 6 standards.
73. Grade 5, ELD TRS, p. 36: Read and View Closely section.
74. Grade 5, ELD TRS, p. 298: “_entence” stems omitted “s”.
75. Grade 5, TCR, Unit 2, p. 24: “any one’s” is listed as anyone’s in ELA TRS U2 p. 186.
76. Grade 6, TRS, Unit 6, p. 120: Graphic of page from student edition incorrect.
77. Grade 6, TRS, Unit 10, p. 176: Graphic does not correlate to student edition.
78. Grade 6, ELD TRS, p. 143: Bridging section directs students to “highlighted introduction and conclusion.” There are no highlights in student edition. The selection is underlined.
79. Grade 6, ELD TRS, p. 191: Emerging section guided practice is duplication of the previous lesson on p. 189 and does not apply to this lesson.
80. Grade 6, ELD TRS, p. 215: Emerging guided practice section, read aloud “panlss” should be “panels”.
81. Grade 6, ELD Student Edition, p. 22: “In this except from Chapter 5” repeated as “in this excerpt from the last chapter of the book”.
82. Grade 6, ELD TRS: “langauge” should be “language” throughout.
83. Online version of Foundation Skills Assessments, Section 4: Divided phonemes into “initial”,” final”, and “medical”; “medical” should be “medial”.
Benchmark Education, Benchmark Adelante, K–6
Program Summary:
Benchmark Adelante (Program 3) includes: English Language Development Teachers Resource Systems (ELD TRS), Sistema de recursos para maestros (SRM), Leveled Text Teacher’s Guides (LTTG), Vistazo a la Unidad Minilección (VUM), Textos Para la Lectura Atenta (TPLA), Texts for ELD, Weekly Presentation E-book, Advancing Foundational Skills for English Language Digital Resource Learners (AFS), Guía de Teatro del Lector (GTL), Evaluación de las Destrezas Fundamentales (EDF), Evaluaciones Semanales y de la Unidad (ESU), Assessment Reporting Platform (ARP), Textos Nivelados (TN), Guía de lectura en voz alta (GLVA), Evaluaciones Periodicas (EP), eIntervention, Manual de minilecciones de lenguaje (MML).
Recommendation:
Benchmark Adelante (Program 3) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RF.K.2b: SRM, Vol. 1, p. 18; Grade 1, RF.1.3a: SRM, Unit 4, ¿Error?; Grade 2, RL.2.2: SRM, Vol. 6, p. 135; Grade 3, W.3.7: SRM, Unit 2, Additional Resources, PCD, AR4; Grade 4, L.4.1a: SRM, Unit 9, pp. 20–21; Grade 5, SL.5.2: GLVA, Vol. 7, Sacudir la garra del león, pp. 104–105; Grade 6, RI.6.10: TN, Frederick Douglas, un esclavo Americano.
• Criterion #2: Grade K, PI.K.1.Em-Ex-Br: ELD TRS, Unit 3, pp. 76–77; Grade 1, PI.1.9.Ex: ELD TRS, pp. 40–41, 88–91, and 114–115; Grade 2, PII.2.1.Em-Ex: ELD TRS, pp. 8–9 and 260–261; Grade 3, PII.3.3.Em-Ex-Br: ELD TRS, Unit 5, pp. 138–139; Grade 4, PI.4.6b Br: ELD TRS, pp. 88–89, 140–141, 150–151, and 252–253; Grade 5, PI.5.4.Em-Ex: ELD TRS, pp. 22, 28, 34, 36, 38 and 54; PI.5.4: ELD TRS, pp. 56, 64, 70, 100, 116, 118 and 158; Grade 6, PII.6.5.Em-Ex-Br: ELD TRS, Unit 8, pp. 228–229.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #4: Grades 3–6, AFS, pp. 2–17.
• Criterion #5: Grade 2, ELD TRS, pp. 32, 150, 216 (language transfer box).
• Criterion #10: Grade 3, SRM, p. 140.
• Criterion #12d: Grade 2, GTL, pp. 12 and 36.
• Criterion #16: Grades K–6, Weekly E-books, digital resource.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 1, ESU, pp. 1–8 and pp. 19–38, Grade 1, SRM, Unit 1, Additional Resources, Proyectos de investigación, Grade 1, SRM, Unit 5, p. 125.
• Criterion #3: Grades K–6, EDF.
• Criterion #4: Grades K–6, EDF, pp. 6–272.
• Criterion #6: Grades K–6, ARP.
• Criterion #7: Grade 4, ELD Assessment, pp. 23–25.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and when appropriate, the CA ELD Standards. The materials provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 3, ELD TRS, p. 26.
• Criterion #2: Grade K, SRM, p. 159.
• Criterion #3c: Grades K–6, Textos Nivelados.
• Criterion #7: Grade 5, SRM, Additional Resources, pp. 27–28, 29–33; Proyectos de Investigación Interdisciplinarias; Grade 2, Additional Resources, pp. 2–3; Grade 4, Additional Resources, pp. 4–5; Grade 6, Additional Resources, pp. 2–3.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #1: Grades K–6, VUM.
• Criterion #2: Grade K, SRM, p. 1; Grade 2, SRM, p. 121, Oportunidades de evaluación formativa.
• Criterion #3: Grades K–6, TRS Designated ELD.
• Criterion #7: Grades 2–6, TPLA; Grades K–6, Texts for ELD, Grades K–6, Weekly Presentation E-book.
• Criterion #10: Grade 4, TPLA, pp. 32–36; Grade 6, TPLA, pp. 32–36; Grade 2, GTL, p. 56; Grade 5, GTL, p. 50; Grade K, SRM, pp. 114–115; Grade 3, SRM, p. 37.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption:
1. Grades K–6, SRM, pp. 126 and 140: Under category 9, “We have been mindful to hew” should be “We have been mindful to show”.
2. Kindergarten, ELD TRS, p. 204: “color crayons” should be “crayons”, delete the word “color”.
3. Kindergarten, ELD TRS, pp. 7 and 140: “GK_U1_W1: 37” should be “GK_U1_W1: 7”.
4. Kindergarten, SRM, p. 182, Unit 10: Error in spelling/spacing, “¿dondecontinuamosescribiendo?” should be “¿Donde continuamos escribiendo?”.
5. Kindergarten, SRM, p. 89, Modelar Unit 9: Error in spelling and spacing, “lo que Lao si puede hace y lo que Lao no puede hacer” should be “lo que Lao si puede hacer y lo que Lao no puede hacer”.
6. Grade 1, ELD TRS, p. 28: “chosse” should be “choose”.
7. Grade 1, SRM, p. 13: “…words in the test” should be “…words in the text”.
8. Grade 1, SRM, p. 148: “corally” should be “chorally”.
9. Grade 1, SRM, p. 2: Volume 2-10 lists that standard 1.5 is being taught; however, this standard is not being addressed on these pages. This standard should be removed.
10. Grade 1, SRM, p. 28: “skilful” should be “skillful”.
11. Grade 1, SRM, p. 161: “grupoS” should be “grupos”, no capital S.
12. Grade 2, ELD TRS, p. 228: “tells” should be “tell”.
13. Grade 2, ELD TRS: Unit 6 is missing from the TRS.
14. Grade 2, SRM, p. 224: “madereal life” should be “made in real life”.
15. Grade 2, SRM, p. 96: “students that he prompt” should be “students that the prompt”.
16. Grade 2, SRM, p.13: “tens of the verbs” should be “tense of the verbs”.
17. Grade 3, SRM, p. 84: “pharagraphs” should be “paragraphs”.
18. Grade 4, SRM, p. 78: At-A-Glance English Guide is missing.
19. Grade 5, SRM, p. 46: “social studies” should be capitalized “Social Studies”.
20. Grade 5, SRM, p. 94: “Reread ato” should be “Reread and”.
21. Grade 6, SRM, p. 126: “analise” should be “analyze”.
22. Grade 6, SRM, p. 23: Under heading Practice, “shade sof meaning” should be “shades of meaning”.
EMC Publishing, Mirrors & Windows Connecting with Literature, 6–8
Program Summary:
Mirrors & Windows Connecting with Literature (Program 1) includes: Teacher Edition (TE), Student Edition (SE), Common Core Assessment Practice (CCAP), Program Planning Guide (PPG), Differentiated Instruction (DI), Meeting the Standards (MS), Exceeding the Standards I (ES1), Exceeding the Standards II (ESII), ETS Criterion Online Evaluator (ETS), Access Editions Grades 6-8 [Preceding link is no longer valid] (AE Online), Online Bookshelf emc.bookshelf. (Bookshelf Online), Teaching the Common Core (TCC), Flipgrid Online , Avenue Online [The preceding link is now invalid, please contact the publisher at .
Recommendation:
Mirrors & Windows Connecting with Literature (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 6, W.6.9a: TE/SE, pp. 120–127; Grade 7, SL.7.1a: ES 1, pp. EA–12; Grade 8, RL.8.5: SE, pp. 593.
• Criterion #3: Grade 6, TE/SE, pp. 55, 509; SE, pp. 694–695.
• Criterion #5: Grade 6, TE, pp. T4–T6; SE, pp. 29.
• Criterion #6: Grade 6, TE/SE, pp. 39; DI, pp. EL57; SE, pp. 65–70.
• Criterion #9b: Grades 7, AE Online, TE, pp. 2E–2H; Grade 8, AE Online, SE, pp. 211–221.
• Criterion #16: Grade 8, TE/SE, pp. 130–135; SE, pp. 602–603.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #2: Grade 8, PPG, pp. 1–2.
• Criterion #3: Grade 7, TCC, pp. 10–18.
• Criterion #8: Grade 6, SE, p. 686.
• Criterion #8: Grades 6–8, Flipgrid Online, Avenue Online.
• Criterion #12d: Grade 8, TE/SE, pp. 548–556.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 6, AG pp. 289–296; Grade 7, AG, pp. 12–22; Grade 7, TE/SE, pp. 126–137; Grade 8, TE/SE, pp. 738–741.
• Criterion #1d: Grade 6–8, ETS Criterion Online Evaluator (Title: Diagnostic Feedback).
• Criterion #2: Grade 6, AG, pp. 256–288; Grade 7, AG, pp. 259–292; Grade 8, AG, pp. 247–280.
• Criterion #2: Grade 7–8, Online Bookshelf, CCAP.
• Criterion #3: Grade 6, AG, pp. 3–22.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #3b: Grade 8, DI, pp. DR19–DR21.
• Criterion #3c: Grade 6–8, ETS Criterion Online Evaluator (Title: A Student’s Guide to Beginning Criterion).
• Criterion #6: Grade 6, Online Bookshelf CCAP, pp. 1–3.
• Criterion #6: Grade 6, TE, p. 150; AG pp. 1–22.
• Criterion #7: Grade 6, TE p. 92, ESI, pp. EAiii–EAiv; Grade 7, DI, pp. AS-9.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 7, TE, pp. 138E–138F, 2C-2D; Grade 8, TE, pp. 2A–2D.
• Criterion #12: Grade 6, TE, pp. 119, 243, 361, 441, 527.
• Criterion #19g: Grade 6–8, AG, pp. 3–22.
• Criterion #20: Grade 6, TE, pp. 166.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
24. Grade 6, SE/TE, p. 290: Reads “Analyze those details to determine the esis and write it in the center oval.” Should read “Analyze those details to determine the thesis and write it in the center oval.”
25. Grade 6, SE/TE, p. 593: Reads “Discuss the following question.” Should read “Discuss the following questions.”
Grade 6, EMC Publishing Bookshelf (online): Page numbering of online text does not match page numbering of displayed printed text.
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys ©2017, K–5
Program Summary:
Houghton Mifflin Harcourt California Journeys (Program 2) includes: Teacher’s Edition (TE); Student Book (SB); Language Workshop Teacher’s Guide (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Transitional Kindergarten Teacher’s Guide (TKTG); Blend-It Books (BIB); Common Core Writing Handbook Teacher’s Guide (CCWH TG); Literacy and Language Guide (LLG); Weekly Tests (WT); Benchmark and Unit Tests (BU); Language Workshop Assessment Handbook (LWAH); ELL Teacher’s Handbook (ELL TH); Language Support Card (LSC); Welcome to Kindergarten (WTK); Decoding Power (DP); Standards-Based Assessment Resource (SBAR); Channel One; FYI Site; Professional Development for Literacy (PDFL); Interactive Whiteboard Lessons (IWB); Student eBook; myWriteSmart; Stream to Stream to Start.
Recommendation:
Houghton Mifflin Harcourt California Journeys (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RF.K.1d: TE, Unit 1, WTK, p. 19; Grade 1, RI.1.4: TE, Unit 6, pp. 142–143; Grade 2, Unit 3, W.2.1: TE, pp. T131, T141, T151, T161; Grade 3, RL.3.1: TE, Unit 1, pp. 123–124; Grade 4, RL.4.6: TE, Unit 1, pp. T336–337; Grade 5, SL 5.1d: TE, Unit 2, p. R5.
• Criterion #2: Grade K, PLD, PI.K.1.Em-Ex-Br: TE, Unit 2, p. T259; Grade 1, ELD, PI.1.2.Em: TE, Unit 1, p. T329; Grade 2, PI.2.1.Em: LW, L1, pp. 8–9; Grade 3, PI.3.1.Em: LSC, L1; Grade 4, PI.4.4.Em: LW, L10, pp. 170–171; Grade 5, PI.5.9.Em-Ex-Br: LW, L2, pp. 32–36.
• Criterion #7: Grade K: TE, Unit 1, pp. xviii–xxix; Grade 1, TE, Unit 1, pp. xviii–xxix; Grade 4, TE, Unit 1, pp. xviii–xxix.
• Criterion #9a: Grade K, Unit 1, TE, p. T8; Grade 1, TE, Unit 3, p. 412.
• Criterion 9f: Grade K, TE, Unit 3, p. T189; Grade 1, TE, Unit 3, p. T405.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade K, QSPG, pp. 60–61; Grade 1, QSPG, pp. 64–65.
• Criterion #8: Grades K–5, PDFL, myWriteSmart, Student eBook, Stream to Stream to Start, Channel One, FYI Site Interactive Whiteboard Lessons.
• Criterion #10: Grade 2, TE, Unit 4, pp. T173, T339, T349; Grade 3, TE, Unit 2, pp. T313, T321.
• Criterion #12c: Grade 4, TE, Unit 3, p. T55.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1: Grade K, TE, Unit 1, p. T27; Grade 1, TE, Unit 1, p. T17.
• Criterion #1d: Grade 5, TE, Unit 1, pp. R15–19.
• Criterion #3: Grade 3, SBAR, pp. T27–T30; Grade 2, TE, Unit 1, p. T73.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described for in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 2, DP Systems 2, pp. 2.8C-2, 2.13 B-2.
• Criterion #3: Grade K, DP Systems K: K.4.4; Grade 1, DP System 1, pp. 1.3C-2.
• Criterion #5: Grade K, TE, Unit 1, p. WTK 5, Lesson 1, Whole Group tab (back); Grade 1, TE, Unit 1, p. T255, Lesson 3, Whole Group tab (back); Grade 3, TE, Unit 1, Lesson 1, T23.
• Criterion #6: Grade 4, TE, Unit 5, pp. T170–171.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #5: Grade 5, QSPG, pp. 18–19.
• Criterion #8: Grade 2, LW, Lesson 1, pp. 2, 6, 10; Grade 3, LW, Lesson 1, pp. 2, 6, 10.
• Criterion #9: Grade K, QSPG, pp. 94–97, Grade 1, QSPG, pp. 102–105; Grade 3, QSPG, pp. 102–105.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
26. Grade K, Unit 3, T259: “Poster” is misspelled.
27. Grade 1, Unit 1, Lesson 2, T146: “Reader,s Guide” should be “Reader’s Guide”.
28. Grade 2, Unit 4, T366: “Wal k Creep Snack” should be “Walk Creep Snack”.
29. Grade 2, Unit 5, T150: Phonemic Awareness Warm-Up, “Elonger” should be “longer”.
30. Grade 2, Unit 5, T159: Under Teach/Model, the second bullet has a character in front of “Brainstorm,” and the character should be removed.
31. Grade 2, Unit 5, T268: Under Guided Practice/Apply, the red answers have inconsistent spacing. Correct spacing.
32. Grade 2, Unit 5, L23, T218 and T240: Write Words with “Suff ixes” -y, -ly, -ful should be “Suffixes”.
33. Grade 3, Unit 1, T38: Under Teach/Model, “Terms About Informational Text” should be “Terms about Literature”.
34. Grade 3, Unit 4, T304: “Genre Informational Text” should be “Genre Poetry”.
35. Grade 3, Unit 4, T317: Under Teach/Model, the text should wrap to the next line in first bullet.
36. Grade 3, Unit 2, T313: Under English Language Support, the incorrect translation for response is listed as "respuesta”. "Respuesta” means answer, and that is not "what a response to literature is”. The author could use "comentario” or "reflexiόn” as a translation of "response to literature”.
37. Grade 4, Unit 1, T181: Digital Online missing content. Hardcopy okay.
38. Grade 4, Unit 1, T203: Day 2 Teach, first bullet under Practice/Apply needs space after “Complete items 1-4 onProjec…”
39. Grade 4, Unit 3, T34: Too many spaces in second subtitle: “Discuss Events in a Historical Tex t” should be “Discuss Events in a Historical Text.”
40. Grade 4, Unit 4, T120: Spacing errors in the second bullet of Day 1 Lesson.
41. Grade 4, Unit 4, L4.1b, T358: Incorrect Standard cited in Handwriting Tip Box, should be ELA not ELD.
42. Grade 4, Unit 5, T55: Day 2, Titles mixed up uppercase and symbols lowercase.
43. Grade 4, Unit 5, T352: “Conjunctions” in title is mixed caps and lowercase. IT should be all caps.
44. Grade 5, Unit 5, T110: “Dig Deepe” should be “Dig Deeper.”
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections ©2017, K–6
Program Summary:
Houghton Mifflin Harcourt California Collections (Program 2) includes: Student Edition (SE); Teacher Edition (TE); Close Reader Student Edition (CR SE); Close Reader Teacher Edition (CR TE); Interactive Lessons: Writing, Speaking & Listening (IL); California Standards Support and Enrichment (SSE); Language Workshop (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Performance Assessment Student Edition (PASE); Interactive Whiteboard Lessons (IWB); Online Version/ebook.
Recommendation:
Houghton Mifflin Harcourt California Collections (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
1. Criterion #1: Grade 6, RL.6.1, SL.6.1a: TE, pp. 12–13; Grade 7, RI.7.1: TE, p. T45; Grade 8, RL.8.1: TE, p. 436a.
2. Criterion #2: Grade 6, PII.6.1.Br: SE, pp. xlix–li; Grade 7, PI.7.1.Em-Ex-Br: TE, p. 43; Grade 8, P1.8.6a.Ex: SE, pp. xlix–li.
3. Criterion #7: Grade 8, TE, pp. T141–T207.
4. Criterion #17: Grades 6–8: Online Version/ebook, “Student Model and Rubrics”, IL, Writing Arguments; IL, Writing Informative Texts; IL, Writing Narratives; IL, Using Textual Evidence.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
5. Criterion #1: Grade 6, QSPG, pp. 16–72; Grades 6–8, Online Version/ebook, “MySmartPlanner,” ”Teacher Dashboard.”
6. Criterion #3: Grade 8, QSPG, Weekly Pacing Guide, pp. 24–25.
7. Criterion #7: Grade 6, CR SE, pp.101–114; Grade 7, CR SE, pp. 3–12.
8. Criterion #12a: Grade 8, TE, pp. 68, 96–97, 202, 402.
9. Criterion #14: Grade 6, SE, pp. xi–xxix.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
10. Criterion #1: Grade 6, TE, p. 328, HMH Online Assessment Platform; Grade 8, CR SE, pp. 12, 40, 48, 68, 88.
11. Criterion #6: HMH Online Assessment Platform.
12. Criterion #7: Grade 6, Lesson 5, p. 76, LW Online, Lesson 6, p. 94, LW Online.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
13. Criterion #3: Grades 6–8,
Text-Dependent Analysis: Online Version/ebook, Fiction (Podcasts); SE, Online Version/ebook, “Student Model and Rubrics,” IL, p. 7, click Close Read icon.
14. Criterion #4: Grade 8, QSPG, TE, pp. 319, 442.
15. Criterion #7: Grade 6, TE, pp. 151, 321.
16. Criterion #6: Grade 6, TE, pp. 73–88.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
17. Criterion #1: Grades 6–8, QSPG, Designated ELD, pp. 74–79.
18. Criterion #5: Grade 6, SE, Online Version/ebook: Cross-Curricular Connections, Olympic Glory.
19. Criterion #7: Grade 7, TE, p. 3A.
20. Criterion #8: Grade 6, TE, pp. 3B–3C.
21. Criterion #25: Grades 6–8, QSPG, pp. A19–A30.
Edits and Corrections:
No Edits and Corrections.
Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys-Collections ©2017, K–6
Program Summary:
Houghton Mifflin Harcourt California Journey-Collections (Program 2) includes: Teacher’s Edition (TE); Student Book (SB); Language Workshop Teacher’s Guide (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Transitional Kindergarten Teacher’s Guide (TKTG); Blend-It Books (BIB); Common Core Writing Handbook Teacher’s Guide (CCWH TG); Literacy and Language Guide (LLG); Weekly Tests (WT); Benchmark and Unit Tests (BU); Language Workshop Assessment Handbook (LWAH); ELL Teacher’s Handbook (ELL TH); Language Support Card (LSC); Welcome to Kindergarten (WTK); Decoding Power (DP); Standards-Based Assessment Resource (SBAR); Channel One; FYI Site; Professional Development for Literacy (PDFL); Interactive Whiteboard Lessons (IWB); Student eBook; myWriteSmart; Stream to Stream to Start.
Recommendation:
Houghton Mifflin Harcourt California Journeys-Collections (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RF.K.1d: TE, Unit 1, WTK, p. 19; Grade 1, RI.1.4: TE, Unit 6, pp. 142–143; Grade 2, W.2.1: TE, Unit 3, pp. T131, T141, T151, T161; Grade 3, RL.3.1: TE, Unit 1, pp. 123–124; Grade 4, RL.4.6: TE, Unit 1, pp. T336–337; Grade 5, SL.5.1d: TE, Unit 2, p. R5; Grade 6, RL.6.1: ELD, PI.1, SL.6.1a: TE, pp. 12–13.
• Criterion #2: Grade K, PI.K.1.Em: TE, Unit 2, p. T259; Grade 1, PI.1.2.Em: TE, Unit 1, p. T329; Grade 2, PI.2.1.Em: LW, L1, pp. 8–9; Grade 3, PI.3.1.Em: LSC, L1; Grade 4, PI.4.4.Em: LW, L10, pp. 170–171; Grade 5, PI.5.9.Em-Ex-Br: LW, L2, pp. 32–36; Grade 6, PI.6.9.Em-Ex-Br: SE, pp. xlix–li.
• Criterion #7: Grade K, TE, Unit 1, pp. xviii–xxix; Grade 1, TE, Unit 1, pp. xviii–xxix; Grade 4, TE, Unit 1, pp. xviii–xxix.
• Criterion #9a: Grade K, Unit 1, TE, p. T8; Grade 1, TE, Unit 3, p. 412.
• Criterion #9f: Grade K, TE, Unit 3, p. T189; Grade 1, TE, Unit 3, p. T405.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade K, QSPG, pp. 60–61; Grade 1, QSPG, pp. 64–65.
• Criterion #2: Grade 6, QSPG, pp. 16–72.
• Criterion #9: Grade 6, CR SE, pp. 101–114.
• Criterion #8: Grades K-5, PDFL, myWriteSmart, Student eBook, Stream to Stream to Start, Channel One, FYI Site Interactive Whiteboard Lessons.
• Criterion #10: Grade 2, TE, Unit 4, pp. T173, T339, T349; Grade 3, TE, Unit 2, pp. T313, T321.
• Criterion #12c: Grade 4, TE, Unit 3, p. T55.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1: Grade K, TE, Unit 1, p. T27; Grade 1, TE, Unit 1, p. T17.
• Criterion #1d: Grade 5, TE, Unit 1, pp. R15–19.
• Criterion #3: Grade 3, SBAR, pp. T27–T30; Grade 2, TE, Unit 1, p. T73.
• Criterion #1a: Grade 6, TE, p. 328.
• Criterion #7: Grade 6, Lesson 5, p. 76, LW Online.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 2, DP, Systems 2, pp. 2.8 C-2, 2.13 B–2.
• Criterion #3: Grade K, DP, Systems K, K.4.4; Grade 1, DP 1, pp. 1.3C-2.
• Criterion #5: Grade K, TE, Unit 1, p. T254; Grade 1, TE, Unit 1, p. T255; Grade 3, TE, Unit 1, Lesson 1, p. T23.
• Criterion #6: Grade 4, TE, Unit 5, pp. T170–T171; Grade 6, TE, pp. 73–88.
• Criterion #7: Grade 6, TE, pp. 151, 321.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #5: Grade 5, QSPG, pp. 18–19.
• Criterion #8: Grade 2, LW, Lesson 1, pp. 2, 6, 10; Grade 3, LW, Lesson 1, pp. 2, 6, 10.
• Criterion #8: Grade 6, TE, pp. 3B–3C.
• Criterion #9: Grade K, QSPG, pp. 94–97; Grade 1, QSPG, pp. 102–105; Grade 3, QSPG, pp. 102–105.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, Unit 3, T259: Poster is misspelled.
2. Grade 1, Unit 1, Lesson 2, T146: “Reader,s Guide” should be “Reader’s Guide”.
3. Grade 2, Unit 4, T366: “Wal k Creep Snack” should be “Walk Creep Snack”.
4. Grade 2, Unit 5, T150: Phonemic Awareness Warm-Up, “Elonger” should be “longer”.
5. Grade 2, Unit 5, T159: Under Teach/Model, the second bullet has a character in front of “Brainstorm,” and the character should be removed.
6. Grade 2, Unit 5, T268: Under Guided Practice/Apply, the red answers have inconsistent spacing. Correct Spacing.
7. Grade 2, Unit 5, L23, T218 and T240: Write Words with “Suff ixes” -y, -ly, -ful should be “Suffixes”.
8. Grade 3, Unit 1, T38: Under Teach/Model, “Terms About Informational Text” should be “Terms about Literature”.
9. Grade 3, Unit 4, T304: “Genre Informational Text” should be “Genre Poetry”.
10. Grade 3, Unit 4, T317: Under Teach/Model, the text should wrap to the next line in first bullet.
11. Grade 3, Unit 2, T313: Under English Language Support, the incorrect translation for response is listed as "is respuesta”. "Respuesta” means answer, and that is not "what a response to literature is”. The author could use "comentario” or "reflexiόn” as a translation of "response to literature”.
12. Grade 4, Unit 1, T181: Digital Online is missing content. Hardcopy okay.
13. Grade 4, Unit 1, T203: Day 2 Teach, first bullet under Practice/Apply needs space after “Complete items 1-4 onProjec…”
14. Grade 4, Unit 3, T34: Too many spaces in second subtitle: “Discuss Events in a Historical Tex t” should be Discuss Events in a Historical Text”.
15. Grade 4, Unit 4, T120: Spacing errors in the second bullet of Day 1 Lesson.
16. Grade 4, Unit 4, L4.1b, T358: Incorrect Standard cited in Handwriting Tip Box should be ELA not ELD.
17. Grade 4, Unit 5, T55: Day 2, Titles mixed up uppercase and symbols lowercase.
18. Grade 4, Unit 5, T352: “Conjunctions” in title is mixed caps and lowercase. IT should be all caps.
19. Grade 5, Unit 5, T110: “Dig Deepe” should be “Dig Deeper.”
Houghton Mifflin Harcourt, Escalate English ©2017, 4–8
Program Summary:
Escalate English© 2017 (Program 5) includes: Teacher Edition (TE), Student Edition (SE), Activity Book (AB), Browse Magazine (BM), Online Dashboard (OD).
Recommendation:
Escalate English© 2017 (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #2: Some Exemplars of Standards: Grade 4, PI.4.1.Em-Ex-Br: TE, Vol 1, p. 231; Grade 5, PI.5.3.Em-Ex-Br: SE, p. 90; Grade 6, PII.6.1.Em-Ex-Br: SE, pp. 278–283; Grade 7, PII.7.6.Em-Ex-Br: AB, p. 142; Grade 8, PI.8.2.Em-Ex-Br: SE, pp. 88–89.
• Criterion #9g: Grade 7, BM, pp. v–vii.
• Criterion #14: Grade 6, TE, Vol 1, p. 2c.
• Criterion #15: Grade 5, TE, Vol 1, p. 120.
• Criterion #16: Grade 4, TE, Vol 1, pp. 124–125.
• Criterion #18: Grade 7, SE, pp. 194–197.
• Criterion #19: Grade 8, AB, p. 51.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.
Citations:
• Criterion #3: Grade 4, TE, Vol 1, pp. 2–3.
• Criterion #8: Grade 7, TE, Vol 1, p. 62.
• Criterion #9: Grade 8, SE, pp. 22–23.
• Criterion #10: Grade 8, SE, pp. 44–47.
• Criterion #12c: Grades 4–8, OD, Grade 5, Program Assessments, Student Writing Models, Explore the Student Writing Models here.
• Criterion #12g: Grade 6, SE, pp. 86–87.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grades 4–8, OD, Grade 4, Program Assessments, How English Works Lesson Assessments, Explore How English Works Assessments, Printable Assessments, Unit 1.
• Criterion #1b: Grades 4–8, OD, Grade 5, Program Assessments, Minute-by-Minute Assessment Tracker, Access the Minute-by-Minute Assessment Tracker here.
• Criterion #2: Grades 4–8, OD, Grade 6, Program Assessments, Unit Assessments, Explore Unit Assessments, Online Assessments Unit 1.
• Criterion #5: Grade 7, TE, Vol 2, p. 578.
• Criterion #7: Grades 4–8, OD, Grade 8, Program Assessments, Minute-by-Minute Assessment Tracker, Access the Minute-by-Minute Assessment Tracker here.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 4, TE, Vol 1, p. 189.
• Criterion #2: Grade 5, TE, Vol 1, p. 85.
• Criterion #6: Grades 4–8, OD, Grade 8, Program Assessments, Minute-by-Minute Assessment Tracker, Access the Minute-by-Minute Assessment Tracker here.
• Criterion #3b: Grade 7, TE, Vol 1, p. 62.
• Criterion #5: Grades 4–8, OD, Grade 6, Student eBook, Contents, Select Unit, Select Text, Audio.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.
Citations:
• Criterion #2: Grade 5, TE, Vol 1, p. 88.
• Criterion #6: Grade 4, TE, Vol 1, pp. 2–3.
• Criterion #7: Grade 7, SE, p. 20.
• Criterion #8: Grade 5, TE, Vol 2, p. 444.
• Criterion #19: Grade 4–8, OD, Grade 4, Teachers Resources, Family Letters, Explore the Family Letters here, Unit 1.
• Criterion #25: Grade 8, TE, Vol 1, pp. R89–R112.
• Criterion #27: Grade 6, TE, Vol 1, pp. R55–R78.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 4, SE, p. x: Spelling error, "Litlle" should be "Little".
2. Grade 4, TE, Vol 1, p T8: Spelling error, "Litlle" should be "Little".
3. Grade 7, SE, p. 173: "more than three times longer than a football field” should be “longer than a football field”.
4. Grade 7, TE, Vol 2, p. 507: "more than three times longer than a football field” should be “longer than a football field”.
McGraw-Hill School Education, Reading Wonders, K–6
Program Summary:
Reading Wonders (Program 1) includes: Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher’s Editions (TE), Visual Vocabulary Cards, Placement and Diagnostic Assessment, Unit Assessment, ConnectEd Resources: .
Recommendation:
Reading Wonders (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RF.K.3a: TE, Unit 4, pp. T118–T120; Grade 1, W.1.7: TE, Unit 5, pp. T200–T201; Grade 2, RL.2.2: TE, Unit 2, pp. T145A–T145B, Close Reading Companion, p. 46; Grade 3, W.3.10: Reading/Writing Workshop, pp. 94–95, TE, Unit 2, pp. T352–T363; Grade 4, RL.4.2: Reading/Writing Workshop, pp. 97, 99, TE, Unit 2, pp. T20–T21; Grade 5, RI.5.1: TE, Unit 1, p. T153R; Grade 6, RL.6.4: TE, Unit 6, pp. T280–T281.
• Criterion #3: Grade 3, Reading/Writing Workshop, pp. 112–113.
• Criterion #8: Grade 5, TE, Unit 2, p. T13.
• Criterion #10: Grade 1, TE, Unit 1, pp. T30–T41.
• Criterion #15: Grade 4, Visual Vocabulary Cards, pp. 49–50.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade K, TE, Unit 1, pp. x–xi, T6–T7.
• Criterion #6: Grade 2, TE, Unit 6, pp. T141A–T167.
• Criterion #8: Grade 1, TE, Unit 3, p. viii.
• Criterion #12c: Grade 3, Reading/Writing Workshop, pp. 32–33.
• Criterion #12g: Grade 6, TE, Unit 4, p. T10.
• Criterion #15: Grade 5, TE, Unit 1, pp. T284–T287.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1b: Grade 2, TE, Unit 2, pp. T182–T183.
• Criterion #2: Grade 3, Unit Assessments, Unit 4, pp. 115–150.
• Criterion #3: Grade K, Placement and Diagnostic Assessment, pp. 4–5 “Kindergarten Placement Decisions.”
• Criterion #4: Grade 5, TE, Unit 5, p. T283.
• Criterion #5: Grades K–6, Resources>Assessment>Assessment Handbook Self-Assessment>77.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 3, TE, Unit 5, pp. T11, T56–T63.
• Criterion #3b: Grade 4, G4:RESOURCES>Tier2Intervention>VocabularyTeachers’sEdition>vii, pp. 330–331.
• Criterion #3c: Grade 1, TE, Unit 2, pp. T52–T77.
• Criterion #6: Grade K, TE, Unit 1, pp. T2–T3, BM1–BM9.
• Criterion #7: Grade 2, TE, Unit 4, pp. T346–T349; Grade 6, TE, Unit 3, pp. T200–T201.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 6, TE, Unit 1, pp. viii, T12, T24.
• Criterion #2: Grade 4, TE, Unit 1, p. T19.
• Criterion #7: Grade K, TE, Unit 1, pp. T6–T12.
• Criterion #10: Grade 1, TE, Unit 2, pp. T242–T244.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, TE, Unit 4, Week 2, p. T140: “wriitng” should be “writing”.
2. Grade K, including but not limited to TE, Unit 10, pp. T24, T34, T42, T52, T134: Standard L.K.1d is referenced and the language of standard L.1.1d is written, creating a mismatch between the number of the standard and the grade level standard.
3. Grade K, TE, Unit 10, p. T180: “ocabulary” should be “vocabulary”.
4. Grade 1, TE, Unit 1, p. T113G: “pop” should be “Pip”.
5. Grade 1, Unit 1, p. T225: “Ask” should be “As”.
6. Grade 1, TE, Unit 4, p. T320: “soothe” should be “soothes”.
7. Grade 3, TE, Unit S14: “when” should be “where”.
1. Grade 6, Reading/Writing Workshop, pp. 246: “f” in flood should be capitalized in Johnstown “Flood”.
McGraw-Hill School Education, Reading Wonders, K–6
Program Summary:
Reading Wonders (Program 2) includes: Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher’s Editions (TE) : Resources, Language Development Practice, Companion Worktext, ELD Teacher’s Edition, Language Development Practice, Language Development Cards, Oral Language Cards, ELD Assessments, My Language Book, Visual Vocabulary Cards.
Recommendation:
Reading Wonders (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2-5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RF.K.3a: TE, Unit 4, pp. T118–T120; Grade 1, W.1.7: TE, Unit 5, pp. T200–T201; Grade 2, RL.2.2: TE, Unit 2, pp. T145A–T145B, Close Reading Companion, p. 46; Grade 3, W.3.10: Reading/Writing Workshop, pp. 94–95, TE, Unit 2, pp. T352–T363; Grade 4, RL.4.2: Reading/Writing Workshop, pp. 97, 99, TE, Unit 2, pp. T20–T21; Grade 5, RI.5.1: TE, Unit 1, p. T153R; Grade 6, RL.6.4: TE, Unit 6, pp. T280–T281.
• Criterion #2: Grade K, PI.K.1: ELD TE, p. 166; Grade 1, PI.1.9: ELD TE, pp. 180–181; Grade 2, PI.2.3: ELD TE, p. 422; Grade 3, PI.3.10a: ELD TE, Unit 1, p. 13; Emerging Companion Worktext, Unit 1, p. 17, Expanding and Bridging Worktext, p. 27; Grade 4, PI.4.9: ELD TE, pp. 13, 91; Grade 5, PI.5.1.Ex: ELD TE, pp. 11, 15, 75, 338; Grade 6, PI.6.1: Emerging Companion Worktext, pp. 58–59.
• Criterion #3: Grade 6, ELD TE, pp. 20–21.
• Criterion #9: Grade 5, ELD TE, p. 189.
• Criterion #13: Grade 1, ELD My Language Book, pp. 94, 96.
• Criterion #15: Grade 2, ELD Visual Vocabulary Cards, pp. 31–34.
• Criterion #18: Grade 3, ELD Companion Worktext, Unit 4, pp. 14–15.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade K, TE, Unit 1, pp. x-xi, T6–T7.
• Criterion #6: Grade 2, TE, Unit 6, pp. T141A–T167.
• Criterion #8: Grade 1, TE, Unit 3, p. viii.
• Criterion #12c: Grade 3, Reading/Writing Workshop, pp. 32–33.
• Criterion #12g: Grade 6, TE, Unit 4, p. T10.
• Criterion #15: Grade 5, TE, Unit 1, pp. T284–T287.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1b: Grade 2, TE, Unit 2, pp. T182–T183.
• Criterion #2: Grade 3, Unit Assessments, Unit 4, pp. 115–150.
• Criterion #3: Grade K, Placement and Diagnostic Assessment, pp. 4–5 “Kindergarten Placement Decisions”.
• Criterion #4: Grade 5, TE, Unit 5, p. T283.
• Criterion #5: Grades K–6, : Resources>Assessment>Assessment HandbookSelf-Assessment>77.
• Criterion #4: Grade 4, ELD TE, pp. 542–543.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 3, TE, Unit 5, pp. T11, T56–T63.
• Criterion #3b: Grade 4, G4:RESOURCES>Tier2Intervention>VocabularyTeachers’sEdition>vii, 330–331.
• Criterion #3c: Grade 1, TE, Unit 2, pp. T52–T77.
• Criterion #6: Grade K, TE, Unit 1, pp. T2-T3, BM1–BM9.
• Criterion #6: Grade 5, ELD TE, pp. 29, 814–815.
• Criterion #7: Grade 2, TE, Unit 4, pp. T346–T349.
• Criterion #7: Grade 6, TE, Unit 3, pp. T200–T201.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #1: Grade 6, TE, Unit 1, pp. viii, T12, T24.
• Criterion #2: Grade 4, TE, Unit 1, p. T19.
• Criterion #7: Grade K, ELD TE, pp. 258, 260, 262–263, 265, 277.
• Criterion #8: Grade 2, ELD TE, pp. viii, 8, 24.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, TE, Unit 4, Week 2, p. 140: “wriitng” should be “writing”.
2. Grade K, including but not limited to TE, Unit 10, pp. T24, T34, T42, T52, T134: Standard L.K.1d is referenced and the language of standard L.1.1d is written, creating a mismatch between the number of the standard and the grade level standard.
3. Grade K, TE, Unit 10, p. T180: “ocabulary” should be “vocabulary”.
4. Grade 1, TE, Unit 1, p. T113G: “pop” should be “Pip”.
5. Grade 1, Unit 1, p. T225: “Ask” should be “As”.
6. Grade 1, TE, Unit 4, p. T320: “soothe” should be “soothes”.
7. Grade 1, ELD TE, p. 95 (After Paragraph 4-Bridging): “distinguis” should be “distinguish”.
8. Grade 3, TE, Unit S14: “when” should be “where”.
9. Grade 5, ELD TE: p. “455” is typed “445,” so the sequence of the pages are 454, “445”, 456, and there are two page 445s.
10. Grade 6, Reading/Writing Workshop, pp. 246: “f” in flood should be capitalized in Johnstown “Flood”.
11. Grade 5, ELD TE, p. 34: Day 1 Emerging references Companion Worktext pp. “8–11” Whitewater Adventure should read pp. “20–23”.
McGraw-Hill School Education, StudySync, 6–8
Program Summary:
StudySync (Program 1) includes: (includes Thematic Units, Engrade for StudySync), Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher Editions, : Resources.
Recommendation:
StudySync (Program 1) is recommended for adoption. The program includes content specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 6, RL.6.1: Thematic Unit 1: Island of Blue Dolphins, Textual Evidence; Grade 7, RI.7.6: Thematic Unit 2: Reality TV and Society, Skill: Author’s Purpose and Point of View; Grade 8, W.8.1b: Thematic Unit 2, Extended Writing Project, Argumentative Writing.
• Criterion #5: Grades 6–8, Core Program Guide, Research-Based Alignment, pp. 21–22.
• Criterion #9b: Grade 6, Thematic Unit 3, Instructional Path: Roll of Thunder, Hear My Cry, Skill: Close Reading; Grade 7, Thematic Unit 1, Instructional Path: The Hobbit, First Read; Grade 8, Thematic Unit 3, Instructional Path: A Celebration of Grandfathers, First Read.
• Criterion #16: Grade 6, Thematic Unit 1: Extended Writing Program, Informative/Explanatory Writing; Grade 7, Thematic Unit 2, Instructional Path, Reality TV and Society, Close Read; Grade 8, Thematic Unit 1, Instructional Path, Blast: Suspense! During Questions Create Your Blast.
• Criterion #20: Grade 6, Thematic Unit 2, Instructional Path: Hatshepsut; His Majesty Herself; Grade 7, Thematic Unit 2, Instructional Path: The Words We Live By: Your Annotated Guide to the Constitution; Grade 8, Thematic Unit 2, Instructional Path: Diary of Anne Frank: A Play.
Criteria Category 2: Program Organization
The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.
Citations:
• Criterion #7: Grade 7, Thematic Unit 3: Justice Served, Instructional Path, Eulogy For Mahatma Gandhi, Blast: Hunger Strikes.
• Criterion #8: Grade 8, Thematic Unit 2: In Time of War, Instructional Path, The Boy In The Striped Pajamas, Blast: The Cost of War.
• Criterion #9: Grade 6, Thematic Unit 3: Facing Challenges, Extended Writing Project, Skill: Narrative Technologies & Sequences.
• Criterion #10: Grade 8, Thematic Unit 3: A Moral Compass, Instructional Path: A Poison Tree, Skill Lesson: Word Relationships.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Engrade for StudySync, My Test Library, Grade 6, Unit 2, Unit Assessment 1, Preview, Start test, Items 13, 17; Grade 7, Unit 3, Unit Assessment 1, Preview; Grade 8, Unit 4, Unit Assessment: Preview, Start Test, Items 5, 17.
• Criterion #1b: Grade 6, Unit Pacing Guide, “Difficult Concepts”; Grade 7, Core Program Guide, “Modifying Instruction,” pp. 93–94; Grade 8, ELA Assessments, Core ELA Assessments, “Modifying Instruction,” pp. 91–92.
• Criterion #2: Engrade for StudySync, My Test Library: Grade 7, Unit 2, Unit Assessment 1, Preview, Start Test; Grade 8, Unit 4, Unit Assessment 1, Preview, Start Test.
• Criterion #5: ELA Assessment, Core ELA Assessment, Answer Keys, Exemplars, Anchor Papers, Grade 6, pp. 21–23, 40–43, 64, 84–86; Grade 8, pp. 20–23, 41–44, 64–66, 85–87, Rubrics 88–90.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #3b: Grade 6, Core Program Guide Approaching & Beyond Grade-Level Learners, pp.69–70; Grade 7, Grammar, Language & Composition Guide, Grammar Composition Handbook, pp. 171–189, 205–214, 284–289.
• Criterion #3c: Grade 6, Core Program Guide Approaching and Beyond Grade-Level Learners, pp.69–79; Grade 7, Core Program Guide, Students with Special Needs, pp.76–82.
• Criterion #3d: Grade 6, Foundational Skills Fluency, pp.74–98, 110–128; Grade 6–8, Core Program Guide, p.77.
• Criterion #4: Grade 8, Standard English Learners Handbook, pp. 2–59; Grade 6–8, Core Program Overview, Students with Special Needs, “Standard English Learners,” p.78.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #2: Grades 6–8, Core Program Guide, Students with Special Needs, pp. 76–82.
• Criterion #5: Grade 6, Unit 1, Pacing Guide, “Suggestions for Integrated and Multidisciplinary Lessons.”
• Criterion #14: Grades 6–8, Core Program Guide, Approaching and Beyond Grade Level Learners, pp. 70–71, Integrated ELD, pp. 71–75, Students with Special Needs, pp. 76–82.
• Criterion #16: Grades 6–8, StudySync is a Web-based program that is platform and browser neutral.
• Criterion #20: Grade 6, Thematic Unit 3, Instructional Path, Unit Wrap, Blast: Slowly But Surely, Teacher Resources: Lesson Plan, Create Your Blast Review; Grade 7, Thematic Unit 1, Instructional Path, The King of Mazy May, First Read, Teacher Resources: Lesson Plan; Grade 8, Thematic Unit 2, Extended Writing Project, Revise, Teacher Resources: Lesson Plan 1, Write, Write, Review.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 6, Thematic Unit 2, Perseus, Skill: Tone student model section says, “force readers,” should say “forces readers”.
2. Grade 6, Thematic Unit 3, Theme, Les Miserables, student model section says, “Valjean does behaves dishonorably,” should say “Valjean does behave dishonorably”.
3. Grade 6, Thematic Unit 3, Teacher Lesson #4, Think SyncTV Style Discussions: “episodes they have seen, Stress”. Comma should be a period.
4. Grade 6, Thematic Unit 3, Instructional Path: A Wrinkle in Time, Skill: Plot, student model line reads, “Where the Meg’s father is…” Remove “the”.
5. Grade 6, Thematic Unit 3, Teacher Lesson, discussion prompt 1: “Is the the different approach,” redundant “the”.
6. Grade 7, Thematic Unit 1: In Pursuit, The Other Side of the Sky, Textual Evidence, Model: “clamorat” should be “clamor at”.
7. Grade 7, Thematic Unit 1: The Call of the Wild, Close Read Skills focus #4 says, “the, actor in the…” should say “the actor in the…”
8. Grade 7, Unit 1, Pacing Guide: Bottom right of every page says “Grade 6”.
9. Grade 7, Unit 1, Alternative Pacing Guide: Bottom right of every page says, “Grade 6”.
10. Grade 7, Thematic Unit 4, Getting Along, Instructional Path, California Invasive Plant Inventory, Skill: Central or Main Idea, Teacher: 1. Define—Read and Discuss. “…use these questions to spur discussion among you students” should be “your students”.
11. Grade 7, Thematic Unit 4, Lesson Plan, 2. Model – Core Path, #4: “…noe any unfamiliar vocabulary” should be “note”.
12. Grade 7, Thematic Unit 4, Teacher Intro Core Path, fourth sentence: “…to compare the precis meaning” should be “precise.” Double period after “read”.
13. Grade 8, Thematic Unit 1: Suspense! Objectives #2: “related to the theme of suspense, including essay.
14. Grade 8, Thematic Unit 1: Cujo, Close Read: Write section says, “What inferences did you make in the text passage are retained or abandoned in the film version?” Should be, “What inferences did you make in the text passage that are retained or abandoned in the film version?”
McGraw-Hill School Education, StudySync, 6–8
Program Summary:
StudySync (Program 2) includes: connected.mcgraw- (includes Thematic and ELD Units, Engrade for StudySync), Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity cards, Decodable readers, Teacher’s Editions : Resources.
Recommendation:
StudySync (Program 2) is recommended for adoption. The program includes content specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 6, RL.6.1: Thematic Unit 1: Island of Blue Dolphins, Textual Evidence; Grade 7, RI.7.6: Thematic Unit 2: Reality TV and Society, Skill: Author’s Purpose and Point of View; Grade 8, W.8.1b: Thematic Unit 2, Extended Writing Project, Argumentative Writing.
• Criterion #2: Grade 6, PI.6.1.Ex: ELD Unit 1: Turning Points, Extended Oral Project, Give Feedback; Grade 7, PI.7.2.Em: ELD Unit 1: In Pursuit, Instructional Path: The Hobbit, Skill Summarizing; Grade 8, PI.8.4.Em: ELD Unit 1: Suspense! Extended Oral Project, Refine Language.
• Criterion #3: Grade 6, ELD Unit 1: Turning Points, Extended Oral Project, Give Feedback; Grade 7, Designated ELD, Unit 1: In Pursuit, Instructional Path: Barrio Boy, Skill: Express Opinions; Grade 8, ELD Unit 2: In Time of War, Instructional Path: Sarah’s Neighbor, Re-Read 2.
• Criterion #8: Grade 6, ELD Unit 1: Turning Points, Instructional Path: I Never Had It Made, Skill: Informational Text Structure; Grade 7, ELD Unit 1: In Pursuit: Instructional Path, Barrio Boy, Skill: Informational Text Elements; Grade 8, ELD Unit 1: Suspense! Instructional Path: Sorry, Wrong Number, Skill: Language Choices.
• Criterion #20: Grade 6, ELD Unit 1: Turning Points, Extended Oral Project, Give Feedback; Grade 7, ELD Unit 1: In Pursuit, Instructional Path: Barrio Boy, Re-Read 1; Grade 8, ELD Unit 1: Suspense! Instructional Path: How to Create Suspense, Re-Read 1.
• Criterion #21: Grade 6, ELD Unit 3: Facing Challenges, Instructional Path: A Wrinkle in Time, Reread 1; Grade 7, ELD Unit 1: In Pursuit, Extended Oral Project, Add Details; Grade 8, ELD Unit 2: In Time of War, Extended Oral Project, Refine Language.
Criteria Category 2: Program Organization
The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.
Citations:
• Criterion #1: Grade 6, ELA/ELD, Unit 1: Turning Points, Pacing Guide; Grade 7, ELA/ELD, Unit 3: Justice Served, Pacing Guide; Grade 8, ELA/ELD, Unit 4: The Civil War, Pacing Guide.
• Criterion #4: Grades 6–8, Core Program Guide, Program Overview, pp 3–10, Designated ELD, pp. 77–87.
• Criterion #9: Grade 6, Thematic Unit 2: Ancient Realms, Instructional Path: The Lightning Thief, First Read; Grade 7, Thematic Unit 2: The Powers That Be, Extended Writing Project; Grade 8, Thematic Unit 2: In Time of War, Extended Writing Project, Skill: Supporting Details.
• Criterion #11: Grade 6, Thematic Unit 1: Turning Points, Instructional Path: Warriors Don’t Cry, Blast: Equal Education; Grade 7, Thematic Unit 3: Justice Served, Instructional Path: Mother Jones: Fierce Fighter for Workers’ Rights, Skill: Informational Text Elements.
Criteria Category 3: Assessment
The instructional materials assist teachers in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of all students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1d: Grade 6, ELA Assessments, Core ELA Assessments, “Answer Keys, Exemplars, Anchor Papers,” pp. 21–23, 40–43, 62–64, 84–86, “Rubrics,” pp. 87–89; Grades 6–8, Core Program Guide, “Assessment,” pp. 95–104.
• Criterion #3: Grade 6–8, LAS Links Second Edition Placement Test Examiner’s Guide; Grade 7, “Placement and Diagnostic Assessment,” pp. 3–5, 52–56.
• Criterion #5: Grade 8, ELA Assessments, Core ELA Assessments, “Answer Keys, Exemplars, Anchor Papers,” pp. 20–22, 64–66, 85–87, “Rubrics,” pp. 88–90.
• Criterion #7: Grade 6, Engrade for StudySync, My Test Library, ELD, Grade 6, Unit 1, Assessment 1, Preview, Start Test; Grade 7, ELD Assessment, “Scripts,” pp. 1–4, “Answer Keys,” pp. 48–53, “Anchor Papers,” pp. 54–56, “Rubrics,” pp. 57–67.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA and the CA ELD Standards, provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA, and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #3a: Grade 6–8, Core Program Guide, “Foundational Skills,” pp. 48–51, “Students with Special Needs,” “Instructional Small Group & Tutorial Instruction for Settings,” p. 88; “Online Assignment and Customizable Student Groups,” p. 104.
• Criterion #3c: Grade 6–8, Core Program Guide, “Students with Special Needs,” pp. 88–94; Grade 6–8, Core Program Guide, “Approaching and Beyond Grade Level Learners,” pp. 70–71; Grade 6–8, Professional Development Platform, StudySync California Implementation Module 6: Accessibility for All, StudySync’s Universal Access Features.
• Criterion #3d: Grade 6, Foundational Skills Fluency, pp. 74–98,110–128; Grade 7, Standard English Learners Handbook, pp. 2–59; Grade 8, Vocabulary Workbook, pp. 13–22, 45–56.
• Criterion #5: Grade 6–8, Professional Development Platform, StudySync California Implementation Module 6: Accessibility for All—Using Multiple Methods to Demonstrate Learning; Grade 6–8, Professional Development Platform StudySync California Implementation Module 6 Accessibility for All Implementation Class Wide Peer Tutoring; Grade 6–8, Core Program Guide, “Students with Special Needs & Students with Disabilities,” pp.88–90.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and the CA ELD Standards.
Citations:
• Criterion #3: Grade 6, ELA/ELD, Unit 1: Turning Points, Pacing Guide; Grade 7, ELA/ELD, Unit 1: In Pursuit, Pacing Guide; Grade 8, ELA/ELD, Unit 3: A Moral Compass, Pacing Guide.
• Criterion #7: Grades 6–8, LAS Links Second Edition Placement Test Examiner’s Guide; Grade 9, ELD Assessment, “Scripts,” pp. 1–4, “Answer Keys,” pp. 37–42, “Anchor Papers,” pp. 43–45, “Rubrics,” pp. 46–51.
• Criterion #10: Grade 7, ELD Overview, Text Complexity, pp. 3–27; Grade 8, Thematic Unit 1: Suspense! Instructional Path: The Monkey’s Paw, Teacher Overview, Access Complex.
• Criterion #14: Grade 6, ELD, Unit 2: Ancient Realms, Instructional Path: The Lightning Thief, Re-Read 2; Grade 7, Thematic Unit 1: In Pursuit, Instructional Path: Barrio Boy, Skill: Central or Main Idea; Grade 8, ELD, Unit 2: In Time of War, Instructional Path: The Diary of Anne Frank: A Play.
• Criterion #26: Grade 6, ELD, Unit 1: Turning Points, Instructional Path: Lost Island, Skill: Verbs and Verb Phrases; Grades 6–8, Core Program Guide, “Student Binder,” “Anonymous Peer Review, pp. 53–54; Grade 8, ELD, Unit 2: In Time of War, Instructional Path: Sarah’s Neighbor, Skill: Summarizing; Grade 8, Thematic Unit 4: The Civil War, Instructional Path: Narrative of the Life of Frederick Douglas, An American Slave, Skill: Figurative Language.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
15. Grade 6, Thematic Unit 2: Perseus, Skill: Tone student model section says, “force readers,” should say “forces readers”
16. Grade 6, Thematic Unit 3: Les Miserables, Theme, student model section says, “Valjean does behaves dishonorably,” should say “Valjean does behave dishonorably”.
17. Grade 6, Thematic Unit 3, Teacher Lesson, #4, Think SyncTV Style Discussions: “episodes they have seen, Stress”. Comma should be a period.
18. Grade 6, Thematic Unit 3, Teacher Lesson, discussion prompt 1: “Is the the different approach,” redundant “the”.
19. Grade 6, Thematic Unit 3, Instructional Path: A Wrinkle in Time, Skill: Plot, student model line reads, “Where the Meg’s father is…” Remove “the”.
20. Grade 6, ELD, Unit 3, Extended Oral Project, Give Feedback, Access 1–3, Listening Skills Checklist: Directions say, “check the box,” but there are no boxes.
21. Grade 6, ELD, Unit 4, Instructional Path, The Story Behind the Bus, First Read: No bolded words in student read section.
22. Grade 7, Thematic Unit 1, In Pursuit, The Other Side of the Sky, Textual Evidence, Model: “clamorat” should be “clamor at”.
23. Grade 7, Thematic Unit 1: The Call of the Wild, Close Read Skills focus #4 says, “the, actor in the…” should say “the actor in the…”
24. Grade 7, Unit 1, Pacing Guide: Bottom right of every page says “Grade 6”.
25. Grade 7, Unit 1, Alternative Pacing Guide: Bottom right of every page says “Grade 6”.
26. Grade 7, Thematic Unit 4: Getting Along, Instructional Path, California Invasive Plant Inventory, Skill: Central or Main Idea, Teacher: 1. Define—Read and Discuss. “…use these questions to spur discussion among you students” should be “your students”.
27. Grade 7, Thematic Unit 4, Lesson Plan, 2. Model – Core Path, #4: “…noe any unfamiliar vocabulary” should be “note”.
28. Grade 7, Thematic Unit 4, Teacher Intro Core Path, fourth sentence: “…to compare the precis meaning” should be “precise.” Double period after “read”.
1. Grade 8, Thematic Unit 1: Cujo, Close Read: Write section says, “What inferences did you make in the text passage are retained or abandoned in the film version?” Should be, “What inferences did you make in the text passage that are retained or abandoned in the film version?”
McGraw-Hill School Education, Lectura Maravillas, K–6
Program Summary:
Lectura Maravillas (Program 3) includes: Emerging (Em), Expanding (Ex), Bridging (Br), connected.mcgraw-. Taller de lectura y escritura (RWW), Superlibro de literatura (BB), Libros por nivel, Guía de lectura atenta (CRC), Tu turno Cuaderno de práctica (YTPB), Tarjetas de lectura interactiva en voz alta, TARJETAS: Cuéntalo otra vez, Tarjetas de vocabulario visual, Tarjetas de palabras de uso frecuente, Tarjetas de
actividades, Tarjetas de fotos , Tarjetas armapalabras, Tarjetas de actividades niveladas, Libros descodificables, Guía del maestro (TE), Examenes de Unidad (UA), Evaluaciones de Referencia, Maravillas Online Data Dashboard: Evaluaciones, Desarrollo profesional: Lecciones modelo: Collaborative Discussions Video, Rutina de instrucción: Collaborative Conversations, Time for Kids (TFK), connected.mcgraw-hill: Recursos, website recursos > espacio de investigación, phonemic awareness (PA), Wonders for ELD TE.
Recommendation:
Lectura Maravillas (Program 3) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RL.K.4: TE, Unit 1, p. T74, RI.K.8: CRC, Unit 6, p. 74; Grade 1, RF.1.3i: TE, Unit 2, p. T27, RF.1.3c: RWW, Unit 3, pp. 12–13; Grade 2, RI.2.5: RWW, Unit 4, p. 282, SL.2.3: TE, Unit 3, p. T168; Grade 3, L.3.1e: RWW, pp. 480–481, L.3.1c: TE, Unit 2, p. T34; Grade 4, SL.4.3: TE, Unit 2, p. T39, RI.4.8: TE, Unit 5, p. T68; Grade 5, SL.5.4b: Web site recursos > espacio de investigación, W.5.1a: RWW, Unit 4, pp. 288–289; Grade 6, W.6.1b: RWW, Unit 5, p. 374, RL.6.1: TE, Unit 2, p. T134.
• Criterion #2: Grade K, PI.K.1.Em: Unit 1, TE, p. S13; Grade 1, PI.1.1.Em: Unit 1, TE, p. S12; Grade 2, PI.2.5.Em: Unit 1, TE, p. T21; Grade 3, PI.3.10a.Em: Unit 1, TE, p. T97; Grade 4, PI.4.6.Ex: Unit 3, TE, pp. 33–35; Grade 5, PI.5.1.Ex: Unit 1, TE, p. 306; Grade 6, PI.6.2.Em: Wonders for ELs, TE: p. 190.
• Criterion #3: Grade 1, TE, Unit 5, p. T75; Grade 2, Designated ELD TE, Unit 2, pp. T228–T229 (integrating language development, content knowledge, and foundational skills); Grade 3: TE, Unit 4, p. T169 (ELA/ELD Framework key themes); Grade 6, TE Wonders, Unit 1, p. T9 (Integrated ELD & Designated ELD).
• Criterion #9c: Grade K, TE, Unit 5, pp. T86–T87, RWW, pp. T22–T29; Grade 6, TFK Articles.
• Criterion #16: Grade 3, TE, Unit 5, pp. T198–199; TR2, TR8.
• Criterion #17: Grades 3, 4, 5, TE, pp. TR 1–13.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade K, TE, Unit 1, pp. xvi–xvii, pp. 4–5; Grade 1, TE, pp. S–S9.
• Criterion #6: Grade 4, ELD CRC, pp. 4–14; Grade 6, TE, Unit 4, pp. CACCSS27–CACCSS45.
• Criterion #9: Grade 2, SE, pp. 266–269; Grade 2, TE, Unit 4, pp. 28–31.
• Criterion #12a: Grade 6, TE, Unit 1, pp. T19–T27; Grade 5, TE, Unit 5, pp. T19–T27.
• Criterion #15: Grade 3, TE, Unit 4, p. T79, supports YTPB, p. 150; Grade 5, TE, Unit 2, pp. T250–T251, supports YTPB, p. 86.
Criteria Category 3: Assessment
The instructional materials do provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grades K–6, Online Assessment Handbook (overview); Grade K, UA, Unit 1, pp. 1–8, questions 1–20 (selected response); Grade 4, UA, Unit 3, p. 88, p. 105, question 7 (constructed response), p. 21 (extended constructed response); Grade 2, Evaluaciónes de referencia, Quiz 3, pp. 85–92, Texto informativo (performance task), Online Assessment Center (technology-enhanced).
• Criterion #1b: Grade 3, TE, Unit 3, p. T197; Grade 6, TE, Unit 6, pp. T56–T57.
• Criterion #2: Grade 3, UA, Unit 4, pp. 115–150; Grade 6, UA, Unit 3, pp. 81–124.
• Criterion #6: All grades, Maravillas Online Data Dashboard: Evaluaciones.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #2: Grades K–2, PA, pp. viii–ix; Grade K, Unit 8, p. T7; Grade 1, TE, Intervention Comprehension, pp. x–xi; Grade 2, TE, Fluency, p. ix; Grade 4, TE, Vocabulary, p. x.
• Criterion #3: Grade 1, YTPB, pp. 51–60; Grade 2, YTPB, pp. 101–110; Grade 3, YTPB, pp. 136–144; Grade 4, YTPB, pp. 181–189; Grade 4, TE, pp. T15–T25; Grade 5, YTPB, pp. 226–234; Grade 6, YTPB, pp. 10–18; Grade 6, TE, pp. T6–T7.
• Criterion #3e: Grades K–2, PA, pp. 2–3, 22–29; Grade K, TE, pp. 60–67.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #2: Grade 2, TE, Unit 1, p. T43 (comprobación rápida), p. T60 (volver a enseñar), p. T68 (repasar), p. T72 (ampliar); Grade 5, TE, Unit 1, p. T19 (comprobación rápida), p. T40 (volver a enseñar), p. T48 (repasar), p. T52 (ampliar).
• Criterion #5: Grade 1, Tarjetas de actividades - Ciencias/Estudios sociales #1; Grade 4, TE, Unit 5, pp. T154–T157.
• Criterion #7: Grade 1, TE, Unit 1, pp. T28–T29; Grade 3, Unit 2, RWW, pp. T160–T161.
• Criterion #17: K–6: Desarollo profesional: Lecciones modelo: Collaborative Discussions Video; Rutina de instrucción: Collaborative Conversations, R70–R78; Grade 2, TE, Unit 1: p. T396; Grade 3, Unit 2, RWW, pp. T134–T139, T141.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, TE, Unit 3, p. T186: “choose” should be “chose”.
2. Grade 2, CRC, p. 47: “p. 21” should be “p. 47.”
3. Grade 2, TE (yellow laminated page), Unit 3: Labeled as “informational text,” should be “opinion writing”.
4. Grade 3, TE (yellow laminated page), Unit 3: Labeled “narrative text,” should be “opinion writing”.
5. Grade 3, TE, Unit 1, p. T36: Standard L.3.2g referenced. It does not address diminutivo/aumentativo.
6. Grade 4, RWW, Manual de Gramática, p. 473, p. 478: States “la raya de diálogo” and “guión largo.” Throughout the program these words are used interchangeably, so consistency with one term being used would be beneficial.
7. Grade 5, TE, Unit 4, p. T302: States “si algunos estudiantes deciden recitar poesía, anímelos a memorizar sus poemas.” Standard SL5.4b states “memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection. If this is a state standard to memorize, it is not an option as indicated by “si”.
8. Grade 5, TE, Unit 6, p. T264: “torm sentences” should be “form sentences”.
9. Grade 6, TE, p. T141Q: The word “choise” should be “choice.”
McGraw-Hill School Education, Flex Literacy, 4–8
Program Summary:
FLEX Literacy (Program 4) includes: Elementary System (ELEM), Secondary System (SEC), Student Interactive Reader (SIR), Print Experience Teacher Edition (PTE), Project Experience Guides (PG), Implementation Guide (IG), Differentiated Instruction Resources (DIR), Tradebook Library (TBL), online Student Digital Experience (DX), FLEXWorks online teacher tool (FW), online Professional Learning Environment (PLE), Assessment Resources (AR), Secondary Program Guide (SPG), online Digital Sampler (DS), online Teacher Edition (TE).
Recommendation:
FLEX Literacy (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Some exemplars of standards: Grade 1, RL.1.3: ELEM PTE Vol A: pp. 6–10; Grade 2, RL.2.7: DX>Band C>Lesson 83, Model 3: To determine and describe the content of an image; Grade 3, RI.3.4: ELEM PTE Vol A: pp. 86, 88, 91, 94, 96; Grade 4, W.4.7: ELEM PG Voting Day: pp. 20–34; Grade 5, RF.5.4c: DX>Band F>Lessons 241, 246, 251, 256, 261>Fluency: Cold Reads; Grade 6, W.6.3c: SEC PG Time Capsule: pp. 24–25; Grade 7, SL.7.5: SEC PG Get in Touch: pp. 32–33. Grade 8: RI.8.1, DX>Band G>Lesson 288: Model 4: To answer inferential questions with text evidence.
• Criterion #8: DX>Band G>Lesson 267>Model 2: To determine the author’s purpose; ELEM Vol C PTE: pp. 181–186.
• Criterion #14: DX>Band A>Lesson 30>Sound Combinations/Word Parts 1: Silent E; FW>Resources>Project Experience>Resources>CCSS Literacy e-Handbook.
• Criterion #19: FW>Resources>Project Experience>Resources>Elementary and Secondary Quick Look documents.
• Criterion #20: SEC PG Health Expo: p. 21; ELEM PG Good Eating: p. 33.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the Standards.
Citations:
• Criterion #1: ELEM and SEC PTE, Vol A, B, C; TBL; PG.
• Criterion #3: ELEM PTE, Vol A, B, C, pp. vi–3; DS; AR, pp. 139–185.
• Criterion #6: ELEM PG: Exploration Journal, pp. 6–7, and I Am A Rock, pp. 6–7; SEC PG: Artist At Work, pp. 6–7.
• Criterion #14: ELEM and SEC PTE, Vol A, B, C, pp. iii–v; ELEM PTE, p. 4; SIR, Vol B, pp. 196–204; SEC PTE, Vol C, pp. 292–311.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1: SEC PTE, Vol C, pp. 122, 138, 250; ELEM PG Capstone, pp. 1–48.
• Criterion #3: PLE Entrance and Exit Criteria Module, IG, p. 34.
• Criterion #5: AR, p. viii, SEC PTE, Vol C, pp. 210–211.
• Criterion #9: AR, pp. iv, v, vi, vii, PLE Entrance and Exit Criteria Module.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.
Citations:
• Criterion #2: All grade levels, TE, Resources>General Resources>Professional Development>Research: Meeting the Needs of Students in Special Education, pp. 5–13, which include: Three Tiers of Instruction, RTI Models, and Best Practices.
• Criterion #4: All grade levels, DIR, pp. 418–422.
• Criterion #5: All grade levels, PLE>Accessibility Module.
• Criterion #6: All grade levels, TE>Resources>General Resources>Professional Development>FLEX Author’s Videos>Preparing Students for Success by Dr. Ron Martella; Implementation Guide, p. 84, Viewing Reports, Resources>Project Experience>Resources> Using Project Experience, Writing Exemplars.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #6: FW>Resources>Professional Development Videos; ELEM PTE, Vol C, pp. 140–147; DIR, pp. 361–386.
• Criteria #17: SEC PG “Write the News,” p. 32; FW, Project Experience, Pre-project lessons, lesson 2 “Active Listening & Participation” SEC PTE, Vol C, pp. 150–151, 153.
• Criteria #20: DIR, Individualized Instruction, pp.1–360, and Critical Thinking, pp. 1–60; ELEM and SEC PGs, pp. 12–13, 38–42; SEC PTE, Vol C, pp. 4–11.
• Criteria #26: IG, pp. 50–84; FW>Resources>General Resources>Professional Development>elnservice modules>videos, and FW Tutorials; FW>Resources>Print Experience>Elementary ePresentations, “Long Road to Freedom.”
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Digital Experience, Band J, Lesson 414, Monitor 6 title: “nonfition” should be “nonfiction”.
2. Project Experience, ELEM PG “Moving to Mars”, p.41: (title reads) “Informative Assessment Writing Guide”; however, checklist is “Narrative Writing Guide” checklist.
3. SEC PG Technology Wish List, p. 24, “Writing Connection”: “chose” should be “choose”.
4. ELEM PG “Plan a Playground”: On back cover, “Technology Focus: BLOG” should be “Technology Focus: Slide Presentation”.
National Geographic/Cengage Learning, Reaching for Reading, K–6
Program Summary:
Reach for Reading (Program 2) includes: Teacher Edition (TE), Student Edition (SE), Big Charts (BC), Critical Reading Series (CRS), Informational Readers (IR), Designated ELD Support (DES), Assessment Handbook (AHB), (Website), Teamwork Activities (TA), Academic Talk Flip Chart (ATFC), Reach into Phonics Foundations Teachers Guide (TG), Practice Master (PM), Learning Stations (LS). Additional acronyms are: Shared Reading (SR), Best Practices (BP), Research Project (RP), Writing Project (WP), Phonics (P), Comprehension (C), Daily Grammar (DG), Academic Talk (AT), Multi-Level Strategies (MLS), Small Group (SG), Resources (R).
Recommendation:
Reach for Reading (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade K, RL.K.1: TE, Unit 2, p. T211; Grade 1, RI.1.3: TE, Unit 4, p. T257g; SE, pp. 253–255; Grade 2, RF.2.3d: TE, Unit 7, p. T408e, P, PM7.3; Grade 3, W.3.5: TE, Unit 5, pp. T336–T339, WP, SE, pp. 336–339; Grade 4, L.4.2c: TE, Unit 2, pp. T105u–105v, DG, PM2.19; Grade 5, SL.5.5: TE, Unit 8, p. T559b, RP; Grade 6, RI.6.6: TE, Unit 4, p. T221a C, SE, p. 222.
• Criterion #2: Grade K, Pl.K.1.Em-Ex-Br: TE, Unit 5, p. T135, AT, TE, Unit 3, p. T95, AT; Grade 1, PI.1.8.Em-Ex-Br: TE, Unit 1, p. T1o,SR; Grade 1, PI.1.9.Em-Ex-Br: TE, Unit 1, pp. T63e–T63f; Grade 2, PI.2.3.Em-Ex-Br: TE, Unit 8, p. T503m AT; Grade 3, PI.3.1.Em-Ex-Br: TE, Unit 1, p. T69s, TE, Unit 8, p. T507s; Grade 4, PII.4.3.Em-Ex-Br: TE, Unit 8, p. T489q, DG, eVisual 8.2, 8.7; Grade 5, PI.5.1.Em-Ex-Br: TE, Unit 5, p. T373c MLS; Grade 6, PI.6.5.Em-Ex-Br: TE, Unit 3, pp. T215c–T215d, ATFC, p.10, TE, Unit 1, pp. BP13–BP14.
• Criterion #3: Grade K, TE, Unit 1, pp. vi–xxii.
• Criterion #7: Grade 5, TE, Unit 1, pp. xl–xli; Grade 4, TE, Unit 1, pp. xl–xli.
• Criterion #11: Grade 3, TE, Unit 1, p. BP10.
• Criterion #13: Grade 1, TE, Unit 1, pp. v–xxii.
• Criterion #17: Grade 6, TE, Unit 1, p. T25a.
• Criterion #21d: Grade 2, ATFC, pp. 1–36.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #2: Grade 2, TE, Unit 1, pp. CC1–CC19; Grade 6, TE, Unit 1, pp. CC1–CC19.
• Criterion #6: Grade 5, TE, Unit 1, pp. T1f–T1g, LS; Grade 3, TA, Unit 1, p. 18; Grade 3, TE, Unit 3, pp. T141f–T141g, LS; Grade K, TA, Unit 1, p. 26; Grade K, TE, Unit 1, p. T6, LS.
• Criterion #8: Grades K–6, : Resource Directory, Student Resources.
• Criterion #9: Grades 4–6, TE, Unit 1, pp. BP1–BP35; Grade 1, TE, Unit 1, pp. BP1–BP48.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1c: Grades K–6, , Family Newsletters.
• Criterion #3: Grades K–2, Reach into Phonics Foundations, TG, p. T9.
• Criterion #5: Grade 2, AHB, p. A1.42; Grade 3, AHB, p. A1.40.
• Criterion #7: Grade 3, AHB, p. A6.43.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #2: , Podcast: Understanding and Reaching Your Students.
• Criterion #3b: Grade 5, TE, Unit 1, pp. T2–T3, T5.
• Criterion #3d: Grades K–6, ATFC; Grades K–6, Leveled Readers.
• Criterion #5: Grades K–6, , Read With Me Audio Selections MP3.
• Criterion #7: Grade 4, TE, Unit 1, p. SG36.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #6: Grade 3, TE, Unit 1, pp. T1f–T1g.
• Criterion #15: Grade 2, TE, Unit 3, pp. T165e–T165f.
• Criterion #20: Grade 1, TE, Unit 1, pp. T1h–T1I; Grade 3, TE, Unit 1, BP, pp. T24–T26; Grade 5, TE, Unit 1, BP, pp. BP15–BP16.
• Criterion #25: Grade 5, TE, Unit 1, pp. R34–R49.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 1, Units 1-2, p. xxxi, Daily Grammar Week 3: “Possessive Nounse” should read “Possessive Nouns”.
2. Grade K, Unit 5, p. T13, Sentence 1: “Review the fives senses” should read “Review the five senses”.
National Geographic/Cengage Learning, Inside, 4–8
Program Summary:
Inside (Program 4) includes: Teacher Edition (TE), Student Edition (SE), myNGconnect Student Resources (mNG SR), Assessment Handbook (AHB).
Recommendation:
National Geographic/Cengage Learning Inside (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 and fully meets all the Criteria in Category 1 with strengths in Categories 2–5.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: RL.4.7: TE Level B, pp. T106, Critical Viewing, T122 Content Area Connections, Media/Speaking; RL.8.3: TE Level C, pp. T156, T295; RI.5.7: TE Level B, p. T395; TE Level C, p. T375; RF.1.2a: TE p. T73 Phonic Awareness, Phonics, Decoding and Spelling; RF.1.2b: TE Fundamentals, p. F10 Phonic Awareness, Phonics, Decoding and Spelling; RF.1.2c: TE Fundamentals, pp. F8, F18–F19; RF.1.2d: TE Fundamentals, pp. F8, F22–F23; W.3.4: TE Level B, pp. T286W–T292W; W.6.8: TE Level C, pp. T158W–T197W; SL.2.1b: TE Level A, pp. T82 Language Development, T286 Language Development, T385A Read on Your Own Books; SL.7.2: TE Level C, pp. T212–T213, T236, T294.
• Criterion #3: TE Level A–C, Front Matter, pp. 10–17.
• Criterion #7: TE Level A–C, pp. Txxii–Tviii.
• Criterion #8: TE Level A, pp. R2–R7; TE Level B, pp. T554–T545; TE Level C, pp. T162–T163.
• Criterion #9d: TE Level A, pp. T118–T119; TE Level B, pp. T166–T169.
• Criterion #9e: SE Level A, pp. T63e–T63f; SE Level B, pp. 608–609.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.
Citations:
• Criterion #8: TE Level A, p. T225W; TE Level B, p. T207W; mNG SR Comprehension Coach.
• Criterion #12g: TE Level A–C, pp. PD58–PD59; TE Level B, p. T562 Language Development.
• Criterion #12j: TE Level A, pp. T226W–T245W; TE Level B, p. T71 Content Area Connection.
• Criterion #15: TE Level B, pp. T171e–T171j; TE Level C, p. T193 Extended Reading and Content Library.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: TE Level A–C, pp. 24–25; AHB Level A, pp. 1b–1g.
• Criterion #1b: AHB Level C, pp. 15a–15b.
• Criterion #1c: AHB Level A, pp. 139, 146–149.
• Criterion #1d: AHB Level C, pp. 140–151.
• Criterion #2: AHB Level A–C, pp. T1–T32, Reading Level Gains Test Forms 1–3
• Criterion #3: AHB Fundamentals, pp. T41–T49.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.
Citations:
• Criterion #3a: TE Level A, pp. T9 Multi-level Strategies, T6W Differentiated Instruction.
• Criterion #3b: TE Level A, p. T576; TE Level C, pp. T164 Focus on Reading, T166 Focus on Vocabulary.
• Criterion #3c: TE Level B, p. T264 Prepare to Read; TE Level C, p. T25 Reading Fluency.
• Criterion #3d: mNG SR Level A–C, Comprehension Coach; TE Level B, pp. T94W, T100W–T101W; TE Fundamentals, p. T24 Multi-level Strategies.
• Criterion #6: TE Level C, p. T374 Close Reading Lessons.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: TE Level A–C, pp. Tvi–Txxi, T327g–T327j, T335c–T335d.
• Criterion #7: TE Level A, p. T138; TE Level C, p. T182; TE Fundamentals, pp. T126, T155.
• Criterion #11: TE Practice Book: Annotated, pp. 1–271; TE Grammar Practice: Annotated, pp. G1–G184; TE Placement Test Teacher’s Manual, p. 9.
• Criterion #16: TE Level A–C, pp. FM20–FM23; TE Level B, pp. T327i–T327j.
Edits and Corrections:
No Edits and Corrections.
Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson System of Courses, K–8
Program Summary:
CA Pearson System of Courses (Program 1) includes: Student Application (SA), Teacher Guide (TG), Teacher Support (TS).
Recommendation:
CA Pearson System of Courses (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the CA CCSS for ELA and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Kindergarten, RF.K.3b: Unit 9, Lesson 2, Task 4, SA/TG; Grade 1, RF.1.3a: Unit 4, Lesson 6, Task 4, SA/TG; Grade 2, RL.2.9: Unit 4, Lesson 17, Task 6, SA/TG; Grade 3, RL.3.6: Unit 5, Episode 2, Lesson 12, Tasks 2–3, SA/TG; Grade 4, RI.4.2: Unit 1, Episode 2, Lesson 12, Task 5, SA/TG; Grade 5, RI.5.1: Unit 1, Episode 2, Lesson 15, Task 3; Grade 6, SL.6.2: Unit 5, Episode 1, Lesson 1, Tasks 5–6, SA/TG; Grade 7, L.7.1c: Unit 5, Episode 3, Lesson 19, Task 3, Resource Library, Language Studies, Grammar Grabs, Dangling Modifiers; Grade 8, W.8.1e: Genre Study: Argument, Episode 1, Lesson 3, Tasks 1–6, SA/TG.
• Criterion #9f: Grade 7, Unit 5, More to Explore.
• Criterion #10: Grade 1, Overview, Teacher Resources, Cross-Gradespan Reports & Charts, Foundational Skills: K–5.
• Criterion #20: Grade 3, Unit 1, Episode 1, Lesson 6, Tasks 3–5, Teacher Guide, Task Guide.
• Criterion #22a: Grade 5, Overview, Teacher Resources, Reading Intervention Supplement, Level C-E.
Criteria Category 2: Program Organization
The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.
Citations:
• Criterion #2: Grades K–8, Teacher Resources, Grade Level Overview, Scope & Sequence Charts.
• Criterion #6: Grade 1, Genre Information, Lesson 1, Task 7; Grade 3, Unit 1, Episode 2, Lesson 12, Task 3; Grade 6, Unit 2, Episode 1, Lesson 2, Task 5.
• Criterion #8: Grade 4, Unit B, Episode 1, Lesson 2, Task 2; Grade 5, Unit 2, Episode 3, Lesson 18, Task 2; Grade 8, Unit 5, Episode 2, Lesson 7, Task 3.
• Criterion #12j: Grade 1, Unit 4, Lesson 18; Grade 5, Unit 4, Episode 2, Lesson 11, Tasks 1–6; Grade 8, Unit 5, Episodes 1–3, Lessons 1–27.
• Criterion #12g: Kindergarten, Unit 1, Lesson 2, Tasks 14–15; Grade 2, Unit 3, Lesson 1, Task 8; Grade 6, Unit 1, Episode 1, Lesson 1, Tasks 2–5.
• Criterion #12c: Grade 3, Unit 4, Episode 1, Lesson 4, Task 5, Teacher Guide, Task Guide; Grade 4, Unit 1, Episode 2, Lesson 11, Task 6, Teacher Guide, Task Guide; Grade 7, Unit 3, Episode 2, Lesson 20, Tasks 1–4.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1b: Grade 7, Unit 4, Episode 1, Lesson 7, Task 3, Teacher Guide, Task Guide.
• Criterion #1c: Grade 7, Genre Study Argument, Lesson 1, Teacher Resources, Family School Connection, Highlights of Argument Writing, Flash Drive, Assessment Grading and Reporting System, 29 Areas Focus Student Collapsed.pdf.
• Criterion #3: Grades K–8, Flash Drive, Pearson System of Courses, ELA Assessments, Other Assessments, Early Reading Print Concepts.pdf.
• Criterion #5: Grade 4, Unit 1, Episode 1, Lesson 2, Task 6, Teacher Guide, Task Guide.
• Criterion #6: Grades K–8, Flash Drive, Assessment Grading and Reporting System, 05 Results Summary.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #2: Grade 7, Unit 3, Episode 2, Lesson 17, Tasks 2–3, Teacher Guide, Task Guide.
• Criterion #3d: Grade 5, Unit 3, Episode 2, Lesson 19, Task 3, Teacher Guide, Task Guide.
• Criterion #5: Kindergarten, Unit 1, Lesson 1, Task 4, Teacher Guide, Unit Overview and Teacher Guide, Lesson.
• Criterion #6: Grade 4, Unit 1, Episode 1, Lesson 9, Task 4, Teacher Guide, Task Guide.
• Criterion #7: Grade 8, Unit 1, Episode 1, Lesson 9, Task 1, Teacher Guide, Task Guide.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 2, Teacher Support, Prepare Your Lesson, Grade 2, Executive Summary; Grade 4, Teacher Support Prepare Your Lesson, Grade 4, Resource Library, Scope 8 Sequence: Grade 4.
• Criterion #2: Grade 3, Teacher Support, Prepare Your Lesson, ELA Grade 3, Resource Library, Reading Intervention Supplement, Level A, Table of Contents.
• Criterion #7: Grade 4, Teacher Support, Prepare Your Lesson, Grade 4, Unit 1: Ideas, Episode 1–3, Unit Overview and Unit Summary; Grade 2, Unit 5, Episode 1, Lesson 1, Educational Standard.
• Criterion #8: Grade 6, Teacher Support, Prepare Your Lesson, Grade 6, Research Library, Course Overview, Grade 6 At-a-Glance, Unit Title 6 Overview, 6:1 Imagination, Readings & Unit Level Advance Prep.
• Criterion #12: Grade 8, Teacher Support, Prepare Your Lesson, ELA Grade 8, More to Explore, Independent Readings.
• Criterion #14: Grade 1, Teacher Support, Prepare Your Lesson, ELA Grade 1, Resource Library, Cross-Gradespan Reports and Charts, Guide to Cross Linguistic Transfer and Contrastive Analysis.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade K, Teacher Guide, Lesson Overview, Unit 1, Episode 8: Under “ELL Task Preparation” second bullet, third line, reads “Have students share their thoughts…think are the most Then” but should read “think are the most important. Then”.
2. Grade K, Teacher Guide Lesson Overview, Vocabulary Activities, Unit 9, Lesson 4, Task 6: Under Bridging, first bullet, reads “Make a face like you are eating a scrumptious (nothing there)” but should have “eating a scrumptious cupcake.” (or something else that is good to eat).
3. Grade 2, Puzzle Piece (Tools), Games, Urchin Search Game, High Frequency Word Practice, Sample Data Sets: In kindergarten, the fourth word reads “litte,” should read “little.”
4. Grade 1, Teacher Guide, Lesson Overview, Unit 2, Lesson 6, Task 5: Under Project the Picture Card of Pigs, it reads “We say it this way because it easier for our mouths” but should read “We say it this way because it is easier for our mouths”.
5. Grade 1, Teacher Guide, Lesson Overview, Spelling, Unit 4, Lesson 9, Task 4: Under the third bullet, it reads “Extend each pattern by supplying other words with the pattern or rime,td depending on the needs of your particular class” but should read “pattern or rime, depending on the needs of your particular class”.
6. Grade 4, Unit 6, Episode 3, Lesson 19, Task 2, Student Screen, second paragraph: It reads “Do you know more thean pne meaning” but should read “more than one meaning”.
7. Grade 5, Resource Library, Cross-Gradespan Reports and Charts, Guide to Cross Linguistic Transfer and Contrastive Analysis: Reads “Constrative” on cover, should read “Contrastive”.
8. Grade 4, Unit 4, Episode 1, Lesson 9, Task 6: Title reads “Common Idioms” but should read “Common Idioms/Similes”.
Pearson Education Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit, 4–8
Program Summary:
CA Pearson iLit (Program 4) includes: Student Application (SA); Teacher Application (TA).
Recommendation:
CA Pearson iLit (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: RL.6.1: TA, Lessons, Level C, Unit 6, Lesson 11; RL.2.4: TA, Level B, Unit 4, Lesson 25; L.4.4c: TA, Level A, Unit 7, Lesson 1, Time to Read; L.1.2c: TA, Level A, Unit 2, Lesson 19 Work Time; L.3.1e: TA, Level D, Unit 6, Lesson 18; L.4.2b, TA, Level B, Unit 6, Lesson 1, Whole Group; L.5.2e: TA, Level C, Unit 6, Lesson 36, Whole Group; L.7.4c: TA, Level A, Unit 4, Lessons 11–13, Grammar Study Plan.
• Criterion #7: TA, Level A–E, Library.
• Criterion #8: TA, Level A–E, Planner.
• Criterion #9b: TA, Level D, Unit 2, Lesson 2–24, Read Aloud Think Aloud.
• Criterion #11: TA, Level C, Unit 7, Lesson 5, Whole Group.
• Criterion #12: TA, Level D, Unit 2, Lessons 6–10, Phonics Reader.
• Criterion #15: TA, Level A, Unit 2, Lesson 36, Vocabulary.
• Criterion #18: TA, Level E, Unit 5, Lesson 3, Whole Group.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.
Citations:
• Criterion #1: TA, Levels A–E, Units 1–7.
• Criterion #8: Professional Learning Community, About the Program, Scope and Sequence.
• Criterion #11: Professional Learning Community, About the Program, Instructional Model.
• Criterion #12c: Level B, Unit 6, Lesson 26, Whole Group, (Screen 3).
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Professional Learning Community, Assessment Handbook, Models and Rubrics.
• Criterion #1d: TA, Level A, Unit 2, Lessons 6–10, Interactive Reader; SA, Notebook, Portfolio.
• Criterion # 2: TA, GRADE.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.
Citations:
• Criterion #2a: Professional Learning Community, Teacher Resources, Fluency and Running Record.
• Criterion #2: TA, Level A, Unit 2, Lesson 1, Whole Group (Screen 1).
• Criterion #3b: TA, Level A, Unit 2, Lesson 3, Work Time (Screens 2 and 3).
• Criterion #3c: TA, Level B, Unit 2, Lesson 50, Work Time.
• Criterion #4: Professional Learning Community, Teacher Resources, Universal Access Guide, pp. 153.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #9: TA, Level A, Unit 2, Lesson 7; Level B, Unit 3, Lesson 8; Level C, Unit 2, Lesson 28; Level D, Unit 4, Lesson 9; Level E, Unit 3, Lesson 6.
• Criterion #19: Professional Learning Community, About the Program, Independent Reading Guide, Family Letters.
• Criterion #25: Library, Translation Support.
• Criterion #26: TA, Assignments, Interactive Reader.
• Criterion #24: TA, Level E, Unit 2, Lesson 2 Vocabulary; Read Aloud Think Aloud, Classroom Conversations.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. TA, Level A, Unit 2, Lesson 36, Whole Group: “real” should be “read”.
2. TA, Level E, Unit 4, Lesson 40, Whole Group: “take” should be “taken”.
3. TA, Level D, Unit 2, L11 WG: Last screen us/use.
4. TA, Level A, Unit 4, L19 WT: an fable/a fable.
5. TA, Level C, Unit 4, L44 WT: abot/about.
6. TA, Level E, Unit 2, L31 WG: Missing the word “story”.
7. TA, Level D, Unit 2, L32 RATA: scree/screen.
8. TA, Level A, Unit 6, L3 WG: ragbit/rabbit, jackraggit/jackrabbit.
9. TA, Level C, Unit 4, L1 WT: studentns/students.
10. TA, Level D, Unit 6, L18 WT: iunteractions/interactions.
11. TA, Level C, Unit 7, L5: Extra word, ‘but’ before restate.
12. TA, Level B, Unit 2, L21: halping/helping.
13. TA, Level B, Unit 4, L26: Extra word, “if they are do not feel strongly”.
14. TA, Level B, Unit 2, L26: esssay/essay.
15. Logging into the Teacher version, the levels are out of sequence (A, C, B, E, D).
16. Library items should be referred to as TEXTS, not BOOKS.
17. Throughout the program, “read” is used instead of “reading” (Close Read; first read, second read, etc.).
18. Level A, Assignments Unit 1 (no space): Lesson 1–5 should be “Lessons 1–5”.
19. Level A, Unit 1, Lesson 1: Overview says “There is seven parts,” should be “There are seven parts”.
20. Level A, Unit 1, Lesson 1, Lesson Read Aloud, Think Aloud: “or you might talk about an interesting use language” should be “interesting use of language”; p. 5: Snapshot Mudslides should be italicized.
21. Level A, Unit 1, Lesson 1, Classroom Conversation: p. 1, “listening to other point of view…” should be “another point of view” or “other points of view”; In Be Polite: “it is important to listen what a speaker…” should be ”to a speaker”; Small-Group Discussion (no hyphen); p. 4: “that will help students to add to a conversation” should be “students add to a…”; p. 5: “The iLit program will recommend student” (“will recommend a student”); p. 5: “and how well and student is…” should be “a student”.
22. Level A, Unit 1, Lesson 3: Overview: “They will also complete and Interactive reading…” shoud be “n interactive…”.
23. Level A Work Time, p.1, last paragraph: “Today you are going to introduce them one type…” (should be “to one type”); p. 4: Blue text, “nodding” should be in quotation marks; sample sentence at end should also be in quotation marks.
24. Level A Classroom Conversation, p. 4: “student” should be “a student”.
25. Level A, Unit 1, Lesson 4, Student Objectives: “Class notes” (notes should be capitalized).
26. Level A Whole Group, p. 2, first paragraph: “and write” should be “and wrote”; “you will regularly direct them to open the Class Notes tab…and takes notes…” should be “take notes”; third paragraph, last sentence: “…for students to reference when they are complete an assignment…” should be “completing”; “Explain that, just as student drew…” should be “students”.
27. Level A Work Time, p. 1, para. 3: “ at the bottom of their screen” (“screens”); p. 4: “students will immediately see their score.” (“scores”); p. 5, para 1: “They will see...” (rest of sentence missing); para 3: “Tell student…” (“students”); p. 6: “they may find themselves using information English…” (“informal English); “be sure you are prepared to make you presentation…” (“your”); “…all of you notes…” (your).
28. Level A, Unit 1, Lesson 5, Time to Read, p. 1: Mudslide is not in italics; p. 4: “student” should be “students”; second paragraph: “students” should be “student’s”.
29. Book Club: Many titles not properly punctuated (e.g., Movie Magic, No Home, Red Planet).
30. Level A, Unit 2.2: “Fruits” should be “fruit” (carrots and broccoli are not fruit).
31. Level A 2.18 Whole Group: “Kate moved to Florida” should be “Di Camillo moved to Florida”; “She says she wrote Because of Winn-Dixie…” (Because of Winn-Dixie); Knowledge Check: None of the answer sentences have a period at the end.
32. Level B 2.21 Whole Group: “opinion” should be “opinions”).
33. Level B 4.5: Ask students to raise their hand” (hands).
34. Level B 4.18 Work time: “studnets” should be “students”.
35. Level B 4.29 Lesson Overview: “yuou” should be “you”.
36. Level B 4.30 Whole Group: “forbid” should be “forbidden”.
Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4–8
Program Summary:
CA Pearson iLit ELL (Program 5) includes: Student Application (SA), Teacher Application (TA), Professional Learning Community (PLC), Test of English Language Learning (TELL), Group Reading Assessment and Diagnostic Evaluation (GRADE).
Recommendation:
CA Pearson iLit ELL (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #2: ELD PI.4.1.Br, TA, Level A, Unit 4, Lesson 22, Classroom Conversation; ELD PI.5.11.Ex-Br, TA, Level B, Unit 2, Lesson 21, Whole Group, and Lessons 23 and 24, Work Time, Small Group, and Lesson 27, Classroom Conversation; ELD PII.6.1. Ex-Br, TA, Level D, Planner, Unit 3, Lesson 1, Whole Group; ELD PI.7.12a. Ex-Br, TA, Level D, Planner, Unit 2, Lesson 12, Vocabulary; ELD PI.8.8. Ex-Br, TA, Level E, Unit 3, Lesson 3.7, Read Aloud Think Aloud.
• Criterion #5: TA, all levels A–E, all Classroom Conversations; TA, Level E, Planner, Unit 4, Lesson 34, Vocabulary; PLC, About the Program, Research Foundation, iLit ELL Research Handbook.
• Criterion #9f: TA and SA, Library; TA, Level D, Assignments, Unit 4, Lessons 6-10, “Civil Rights Leaders”; PLC, About the Program, iLit’s Text Story, Text Complexity in iLit.
• Criterion #11: TA, Level A, Assignments, Unit 2, Lessons 6–10, Extra Practice, Word Reading 2; TA, Level A, Planner, Unit 6, Lesson 25, Whole Group Read Fluently; TA, Level B, Planner, Unit 4, Lesson 8, Whole Group Read Fluently.
• Criterion #15: TA, Level B, Planner, Unit 4, Lessons 26–27, Vocabulary; TA, Level C, Planner, Unit 4, Lesson 7, Vocabulary.
• Criterion #17: PLC, Teacher Resources, Student Writing Models and Rubrics; TA, Level A, Assignments, Unit 4, Lessons 31–35, “Write an Explanatory Essay”.
• Criterion #23f: SA, Library, Search by Title, “Writer’s Handbook”; PLC, Teacher Resources, Grammar and Language Lessons, Language Conventions, Practice Guide (provided in printable format).
• Criterion #26f: TA, Level A, Planner, Unit 2, Lesson 43, Whole Group, Text Structure, Lesson 44, Read Aloud Think Aloud.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.
Citations:
• Criterion #1: PLC, About the Program; TA, Planning and Pacing Guide; TA, Levels A–E, Planner, all units, Overview.
• Criterion #6: TA, Level A, Unit 6, Lesson 44, Read Aloud Think Aloud and Lesson 47, Lesson Overview, “The Chumash People of California”; TA, Level C, Unit 4, Lesson 49, Lesson Overview, “Changing Weather”; TA, Level E, Unit 4, Lessons 44–47, Lesson Overview, “Forces in Motion”.
• Criterion #8: TA, Level A, Assignments, Unit 2, Lessons 16–20, “Do Animals Talk?”; TA, Level D, Assignments, Unit 1, Lessons 1–5, Interactive Reading.
• Criterion #15: TA, Levels A–E, Supplemental Lessons, Phonological Awareness, Lessons 1–40; TA, Levels A–E, Planner, Supplemental Lessons, Read Aloud.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction. They provide strategies for meeting the instructional needs of students and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: PLC, About the Program, Assessment Handbook; TA, Planner, GRADE, beginning-, middle-, end-of-year assessment; TELL App, Practice, Start.
• Criterion #9: PLC, About the Program, Assessment Handbook; TELL App, Entry Assessment, Exit Assessment.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #3c: TA, Level A, Assignments, Unit 6, Lessons 21–25, Extra Practice, Word Reading; TA, Level A, Unit 6, Lesson 31, Time to Read, UA button and PD button; PLC, Teacher Resources, Universal Access Guide, page 3, bullet #2.
• Criterion #5: TA, Level A, Unit 2, Lesson 7, Read Aloud Think Aloud, UA button; SA, Library, Read Aloud Think Aloud, “Because of Winn-Dixie”.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.
Citations:
• Criterion #1: PLC, About the Program, Planning and Pacing Guide.
• Criterion #2: TA, Level A, Unit 2, Lesson 6, Whole Group Slides 3–4.
• Criterion #6: TA, Planner, Lesson Overview, ELD Standards/CCSS Level A, Unit 2, Lesson 6; Unit 2, Lesson 8; PLC, About the Program, Instructional Model, iLit ELL Program Overview.
• Criterion #7: TA, Level A, Unit 2, Lesson 8, Student Objectives and Lesson Overview; TA, Level A, Unit 7, all lessons.
• Criterion #15: PLC, About the Program, Planning and Pacing Guide and Scope and Sequence of Instruction.
• Criterion #24: TA, Level A, Unit 2, Lesson 6, Time to Read, Screen 1, Professional Development button, SIOP Practices notes.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
Level A:
1. TA, Planner, Unit 2, Lesson 36: Whole Group Slide 3, “going demonstrate” should be “going to demonstrate”.
2. TA, Assignments, Unit 2, Lessons 41–45, “Evaluating Language Choices”: States “Decide if the underlined words mean that the action is…” There are no underlined words.
Level B:
1. TA, Unit 1, Lesson 1, Lesson Overview: Second paragraph: “There seven parts to the iLit ELL instructional model” is grammatically incorrect. Should be: “There are seven parts…”
2. TA, Unit 2, Lesson 2 Classroom Conversation: Collaborative Discussion: Quick Write, third paragraph, second to the last sentence, need to omit the word “in”. “Tell students that in sometimes they will use formal English…” should be, “Tell students that sometimes they will use formal English…”.
Level D:
1. TA, Planner, Unit 5, Lesson 6, Worktime: “teh” should be “the”.
Level E:
1. TA, Planner, Unit 3, Lesson 7: Whole Group, no whole group lesson. Maybe lesson 5?
2. TA, Assignments 6–10: “Plan an Interview”, needs a unit number (5).
3. TA, Planner, Unit 5, Lesson 7: Not found in Whole Group, but in Read Aloud Think Aloud.
4. TA, Planner, Unit 6, Lesson 38: Not found in Whole Group but in Vocabulary.
5. TA, Planner, Unit 3, Lesson 6, Lesson Overview, second sentence: In Whole Group “nstruction” should be “instruction”.
Professional Learning Community
1. About the Program; Planning and Pacing Guide and Scope & Sequence of Instruction: Page 22, beginning with Day 6, the cells in the table cannot be expanded, and some of the text is illegible. This occurs through page 219, and should be corrected throughout the entire document.
HMH Intervention Solutions (formerly Scholastic, Inc.), California Read 180 Universal System, 4–8
Program Summary:
California Read 180 Universal System (Program 4) includes: Getting Started (GS), Workshop (WS), Whole-Group Lesson (WG), Small-Group Lesson (SG), Back Matter (BM), Interim Performance Task (IPT), End-of-Year Performance Task (EYPT), Reading Comprehension (RC), Language & Convention (L), Writing (W), Speaking & Listening (SL), Foundational Reading Guide (FRG), Resources for Differentiating Instruction (RDI).
Recommendation:
California Read 180 Universal System (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: L.2.1f: LSpace WS6: p. 325; Teacher Space WS6: L6.19 SG; RDI: L-Conventions of Standard English, pp. 58a–b; L.5.1b: Teacher Space, BM, Meeting Individual Needs—English Language Development; L.8.1a: RDI: L-Conventions of Standard English, p. 41a–b; L.4.1c: RDI: L-Conventions of Standard English, p. 128a.
• Criterion #7: R180 Individualized Learning Technology, Reading Zone; LSpace WS1, pp. 54–61.
• Criterion #11: RDI: RC-Fluency, pp. 144a–145b.
• Criterion #12: FRG–Decodable Digest, pp. 238–257.
• Criterion #15: Teacher Space, WS2: L2.4–2.5.
• Criterion #19: LSpace WS3: p. 176; LSpace, WS5: pp. 285–287.
• Criterion #20: Teacher Space, WS4: L4.24; EYPT, pp. 340–341.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.
Citations:
• Criterion #1: Independent Reading, Teaching Supports, Overviews; Teacher Space, Scope and Sequence, ELA Content Standards Alignment.
• Criterion #3: Whole Group/Small Group Planning and Pacing Guide.
• Criterion #6: LSpace: WS2: pp. 76–81, pp. 100–101; WS4: pp. 188–193, pp. 212–213; WS5: pp. 238–243, pp. 260–261.
• Criterion #7: RDI: FRG–Routines, pp. 529–553.
• Criterion #10: Teacher Space, WS4: L4.
Criteria Category 3: Assessment
The instructional materials do provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Assessment & Analytics Overview, pp. 1b, 2c–2d.
• Criterion #1b: Assessment, Reading Progress Overview.
• Criterion #2: LSpace, Performance Task, IPT pp. 178–187; EYPT pp. 332–341.
• Criterion #5: Teacher Space: GS: GS8 Whole Group.
• Criterion #6: Assessment, Read 180, System 44 Foundational Reading Assessments, Progress Monitoring.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.
Citations:
• Criterion #2: Teacher Space, BM, p. 68.
• Criterion #4: Teacher Space, BM, pp. 18–36.
• Criterion #3d: RDI: FRG, Routines p. 545.
• Criterion #6: Teacher Space, WS2: LS 2.1.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #2: Teacher Space, WS1: L1.8 SG; WS4: L4.11 SG; WS5: L5.1 WG/SG.
• Criterion #5: Teacher Space, WS2: L2.1 WG; WS3: L3.2 SG; WS6: L6.16 WG/SG; Standards Alignments, Content Area Standards Alignment, ELA Standards Alignment.
• Criterion #11: Workshop Assessment, 1–6 Interim Assessment a–b, End-of-Workshop Assessment a–b.
• Criterion #19: Classroom Management Support, Family Standards Letter.
• Criterion #20: Planning and Pacing Guide.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. RC Key Ideas/Details & Integration of Ideas: Pagination (ex. RC18c ( RC 149a – RC 150d ( RC 19a).
2. RC Introduction: Missing p. RC I_6.
3. Quick Writes & Graphic Organizers: Some titles organized using “The…”; other titles ignore “The…”. Same with titles including numbers such as “24/7…”.
4. WS1, p. 32 (concept map): Change “In each circle, write word or phrase that you associate with justice” to “In each circle, write word or phrase that you associate with the abstract term justice”.
5. WS1, p. 34, Foundational Skills: “newwords” should be “new words”.
HMH Intervention Solutions (formerly Scholastic, Inc.), California English 3D Course A and Course B System, 4–8
Program Summary:
California English 3D Course A and Course B System (Program 5) includes: Assessment, Data & Reporting, Issues Book Course A (IB, Course A), Issues Book Course B (IB, Course B), Language & Writing Portfolio, Course A (Portfolio, Course A), Language & Writing Portfolio Course B (Portfolio, Course B), Teaching Guide Course A (TG Course A), Teaching Guide Course B (TG Course B), English 3D California Standards Alignments Course A (Standards Alignment, Course A), English 3D California Standards Alignments Course B (Standard Alignment, Course B), Independent Reading Library (Independent Reading), Instructional Resources (Instructional Res.), Planning and Pacing Guide, Course A (PPG, Course A), Planning and Pacing Guide, Course B (PPG, Course B), Research Foundation & California Efficacy Data (Research & Efficacy), Standards Map.
Recommendation:
California English 3D Course A and Course B System (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #2: Some Exemplars of Standards: PI.4.1.Ex: Portfolio, Course A, Volume 1, p. 46, TG Course A, Volume 1, p. 46E; PI.5.12.Br, Portfolio, Course A, Volume 1, pp. 14–15, TG Course A, Volume 1, pp. 14–15; PI.7.12.Ex/Br, Portfolio, Course B, Volume 2, p. 33; PI.8.6.Ex, Portfolio, Course B, Volume 1, p. 16; PI.8.6.Br, Portfolio, Course B, Volume 2, p. 153; PII.4.6.Br, Portfolio, Course A, Volume 2, pp. 42–43, TG Course A, Volume 2, pp. 42–43; PII.6.1.Ex, Portfolio, Course B, Volume 2, pp. 98–99, TG Course B, Volume 2, pp. 98–99, TG Course B, Volume 1, p. 46.
• Criterion #9b: Portfolio, Course A, Volume 2, pp. 26, 66; IB, Course A, Volume 1, pp. 28–30.
• Criterion #15: Portfolio, Course A, Volume 2, p. 104; TG Course B, Volume 1, pp. 29, 80.
• Criterion #23c: TG Course B, Volume 1, pp. T146–147; TG Course B, Volume 2, pp. 8C–8D.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.
Citations:
• Criterion #8: TG Course A, Volume 2, p.80; TG Course B, Volume 2, p. 134.
• Criterion #9: TG Course A, Volume 2, pp. 32–34; TG Course B, Volume 2, pp. 42, 84; TG Course I, Volume 2, T62–94.
• Criterion #12a: TG Course A, Volume 2, pp. 143–181; TG Course B, Volume 2, pp. 164–201; Portfolio, Course A, Volume 2, pp. 144–183.
• Criterion #12b: TG Course A, Volume 2, pp. 28–29; TG Course B, Volume 2, pp.122–123; Portfolio, Course A, Volume 2, pp. 12–13.
• Criterion #14: TG Course A, Volume 2, pp. T196–207; TG Course B, Volume 2, pp. 136a–136d; Portfolio, Course A, Volume 1, pp. 2–3.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: TG Course A, Volume 1, p. T101.
• Criterion #2: TG Course B, Volume 1, pp. T124–125.
• Criterion #3: TG Course A, Volume 1, pp. T108–109.
• Criterion #5: TG Course B, Volume 1, pp. T131–133; Portfolio, Course A, Volume 2, pp. 90–91, 142–183.
• Criterion #6: TG Course A, Volume 1, pp. T104–105, T113, T120–125.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #3a: TG Course A, Volume 1, p. T159; TG Course B, Volume 1, pp. T152–156.
• Criterion #3b: TG Course A, Volume 1, pp. T156–160; TG Course B, Volume 1, pp. T148–149.
• Criterion #3d: TG Course A, Volume 1, pp. T64–98; TG Course B, Volume 1, pp. T62–94.
• Criterion #6: TG Course A, Volume 1, pp. T140–141; TG Course A, Volume 2, pp. T140–141; TG Course B, Volume 1, pp. T136–137; TG Course B, Volume 2, pp. T136–137.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified in the CA ELD Standards.
Citations:
• Criterion #1: PPG, Course A; PPG, Course B.
• Criterion #2: TG Course A, Volume 1, T67–95; TG Course A, Volume 2, T67–95; Course B, Volume 2, T67–95; TG Course B, Volume 2, T67–95.
• Criterion #5: Standards Alignment, Course A, pp. 32–35; Standards Alignment Course B, pp. 46–47.
• Criterion #6: TG Course B, Volume 2, pp. 64–65; TG Course A, Volume 1, pp. 66c–66f.
• Criterion #7: TG Course A, Volume 1, pp. 6–8d; Portfolio, Course A, Volume 2, 6–7.
• Criterion #25: TG Course A, Volume 1, pp. T178–193; TG Course A, Volume 2, pp. T178–193; TG Course B, Volume 1, pp. T174–178; TG Course B, Volume 2, T174–178.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. IB, Course A. Volume 2: Page 56, lower left – it says mi amigos, but it should say mis amigos.
2. TG Course A, Volume 1: On page 40 it says Present-Tense Verbs, and on page 78 it says past perfect tense verb; the use of the hyphen needs to be consistent.
3. Course B, Volume 1: Page T160, in the directions for “Book Pass” the final sentence says “Continue until students have reviewed all of the books…” It should say previewed.
4. Scholastic Central, online component: The section headers are formatted as if they are links, but they are not. The section headers should be reformatted as plain text.
5. TG Course A, Volume I: In Issue 3, Lesson 7, the multimedia Play symbol icon is missing.
6. TG Course B, Volume 2: Page 127, the header says Close Watching & Listening, it should be Close Viewing & Listening.
The College Board-Springboard, SpringBoard ELA, Grade 6
Program Summary:
SpringBoard ELA (Program 1) includes: SpringBoard English Language Arts Student Edition (ELA SE), SpringBoard English Language Arts Teacher Edition (ELA TE), English Language Development Teacher Edition (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Edition (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Edition (WWGA TE), SpringBoard Close Reading Workshop Student Edition (CRW SE), SpringBoard Close Reading Workshop Teacher Edition (CRE TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).
Recommendation:
Although SpringBoard ELA (Program 1) includes content as specified in the CA CCSS for ELA and meets all identified standards in Category 2, Criterion 1 fully, with strengths in Categories 2–5, Grade 6 is not recommended by the Instructional Quality Commission (IQC) for adoption because the materials do not meet all the Criteria in Category 1.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The IQC determined that the materials, with evidence supplied by the publisher, do not fully meet the following criteria.
Citations:
• Criterion #22b: Grade 6, ELA TE 6, pp. 138–139. (Content cited does not address all the requirements called for in the criterion statement.)
• Criterion #22b: Grade 6, ELA TE 6, pp. 142–144. (Content cited does not address all the requirements called for in the criterion statement.)
• Criterion #22d: Grade 6, ELA TE 6, pp. 353–356. (Content cited is a phonics lesson on sight words, not a spelling lesson.)
• Criterion #22d: Grade 6, ELD TE 6, pp. 297–305. (Content cited does not address all the requirements called for in the criterion statement.)
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade 6, ELA TE 6, pp. 247a–247f.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #5: Grade 6, ELA TE 6, pp. 127–129.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high–quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #3b: Grade 6, ELA TE 6, pp. 196, 209, 227.
• Criterion #5: Grade 6, ELA TE 6, pp. 36, 239.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: Grade 6, ELA TE 6, pp. xiv–xv, pp. 159a–159f.
• Criterion #2: Grade 6, ELA TE 6, pp. xv, 254, 260, 263.
Edits and Corrections:
The Instructional Quality Commission recommends the following edits and corrections:
1. Grade 6, ELA SE, p. 141: #3 “text” in one question, “texts” in the other, need to be consistent.
2. Grade 6, ELA TE, p. 11: Grammar error in #5, reads “do” but should be “does”.
3. Grade 6, ELA TE, p. 222: Typographical error in “Scaffolding the Text-Dependent Questions”, #2 “studennt” should be “student”.
4. Grade 6, ELD TE, Unit 2, p. 82, 1.5, and p. 90, 1.7: Cite wrong standard for adjectives, should be PII.6.4 not PII.6.5 (all EL proficiency levels).
5. Grade 6, ELD TE, p. 289: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
The College Board-Springboard, SpringBoard ELA, Grades 7–8
Program Summary:
SpringBoard ELA (Program 1) includes: SpringBoard English Language Arts Student Edition (ELA SE), SpringBoard English Language Arts Teacher Edition (ELA TE), English Language Development Teacher Edition (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Edition (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Edition (WWGA TE), SpringBoard Close Reading Workshop Student Edition (CRW SE), SpringBoard Close Reading Workshop Teacher Edition (CRE TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).
Recommendation:
SpringBoard ELA (Program 1) for Grades 7–8 is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1, with strengths in Categories 2-5. Edits and corrections required as a condition of adoption are listed in this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The Grade 7-8 levels of the program support teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 7, SL.7.1: ELA SE 7, pp. 86–87; Grade 8, W.8.8: WWGA TE 8, p. 71.
• Criterion #7: Grade 7, RL.7.10: ELA SE/TE 7, pp. 4, 6–7, 39.
• Criterion #16: Grade 8, W.8.2, ELA SE/TE 8, pp. 108–109, 131, 136–138.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #12a: Grade 7, ELA TE 7, pp. 247b–247e.
• Criterion #12i: Grade 7, ELA SE 7, pp. 46–56.
• Criterion #14: Grade 8, ELA SE 8, pp. 407–415.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 8, ELA TE 8, p. 166.
• Criterion #1c: Grade 7, ELA TE 7, p. 246.
• Criterion #6: Grade 7, ELA TE 7, p. 78.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high–quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.
Citations:
• Criterion #3d: Grade 8, ELA TE 8, p. 61.
• Criterion #4: Grade 7, WWGA SE 7, pp. 157–181.
• Criterion #6: Grade 8, ELA TE 8, pp. 46, 319.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #10: Grade 8, ELA TE 8, pp. 8, 15, 76.
• Criterion #20: Grade 7, ELA TE 7, pp. 98–101, 110–111.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 7, ELA TE and SE, p. 194, #2: Spelling error, “firgurative” should be “figurative”.
2. Grade 7, ELA TE, p. 299: Listed as a writing standard, should be SL.4.
3. Grade 7, ELD TE, p. 293: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
4. Grade 7, ELD TE, Unit 2, 3.1, p. 118: Standards on the plan incorrect, ELD.PI.7.2.a Understanding Text Structure should be PII.7.1.
5. Grade 7, Online Digital Resources: Teacher resources>SpringBoard English Language Arts Grade 7 CA ED 2017>Writing Workshop with Grammar Activities: On the list of resources, the title for Grade 7 “Grammar Activities” have “(Teacher”) label next to them, except “Unit 1” which has a label of “(Student”). Actually, each unit should have a listing for “Teacher” and for “Student”.
6. Grade 8, ELA TE, pp. 65–67: RL standards listed should be RI.
7. Grade 8, ELA TE Standards Alignment Pages, p. 347: Lists RI.5 on pp. 75–83, but the actual selections on those cited pages only list RL standards.
8. Grade 8, ELD TE, p. 299: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
9. Grade 8, Online Digital Resources: Teacher resources>SpringBoard English Language Arts Grade 8 CA ED 2017>Writing Workshop with Grammar Activities: On the list of resources, the title for Grade 7 “Grammar Activities,” (“Teacher”) is labeledw next to them, except “Unit 1” which has a label of (“Student”). Actually, each unit should have a listing for “Teacher” and for “Student.”
The College Board-Springboard, SpringBoard ELA/ELD, Grade 6
Program Summary:
SpringBoard ELA/ELD (Program 2) includes: SpringBoard English Language Arts Student Editions (ELA SE), SpringBoard English Language Arts Teacher Editions (ELA TE), SpringBoard English Language Development Student Editions (ELD SE), SpringBoard English Language Development Teacher Editions (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Editions (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Editions (WWGA TE), SpringBoard Close Reading Workshop Student Editions (CRW SE), SpringBoard Close Reading Workshop Teacher Editions (CRW TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).
Recommendation:
Although SpringBoard ELA/ELD (Program 2) includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, meets all the standards in Criterion 2 fully, with strengths in Categories 2–5, Grade 6 is not recommended by the Instructional Quality Commission (IQC) for adoption because the materials do not meet all the Criteria in Category 1.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The IQC determined that the materials, with evidence supplied by the publisher, do not fully meet the following criteria.
Citations:
• Criterion #22b: Grade 6, ELA TE 6, pp. 138–139. (Content cited does not address all the requirements called for in the criterion statement.)
• Criterion #22b: Grade 6, ELA TE 6, pp. 142–144. (Content cited does not address all the requirements called for in the criterion statement.)
• Criterion #22d: Grade 6, ELA TE 6, pp. 353–356. (Content cited is a phonics lesson on sight words, not a spelling lesson.)
• Criterion #22d: Grade 6, ELD TE 6, pp. 297–305. (Content cited does not address all the requirements called for in the criterion statement.)
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #1: Grade 6, ELD TE 6, pp. xiv–xix.
• Criterion #12a: Grade 7, ELA TE 7, pp. 247b–247e.
• Criterion #14: Grade 8, ELA SE, pp. v–viii, ix–xii.
• Criterion #12i: Grade 6, ELA SE, pp. 28–33.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 7, ELD SE 7, pp. 128–134.
• Criterion #1d: Grade 8, ELD TE 8, pp. 210–215d.
• Criterion #5: Grade 6, ELD TE 6, pp. 218–220.
• Criterion #6: Grade 6, ELD TE 6, p. 47.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 7, ELD TE 7, pp. 97, 99, 112.
• Criterion #4: Grade 6, ELD TE 6, pp. 27, 54, 216.
• Criterion #3a: Grade 8, ELA TE 8, p. 283.
• Criterion #7: Grade 6, ELA TE 6, pp. 224, 231.
• Criterion #2: Grade 7, ELA TE 7, pp. 126, 129.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #8: Grade 6, ELA TE 6, p. 4.
• Criterion #12: Grade 7, ELA TE 7, p. xi.
• Criterion #13: Grade 8, ELA TE 8, p. 118.
• Criterion #24: Grade 6, ELD TE 6, pp. xii–xiii.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 6, ELA SE, p. 141: #3 “text” in one question, “texts” in the other, need to be consistent.
2. Grade 6, ELA TE, p. 11: Grammar error in #5, reads “do” but should be “does”.
3. Grade 6, ELA TE, p. 222: Typographical error in “Scaffolding the Text-Dependent Questions”, #2, “studennt” should be “student”.
4. Grade 6, ELD TE, Unit 2, p. 82, 1.5 and p. 90, 1.7: Cite wrong standard for adjectives, should be PII.6.4 not PII.6.5 (all EL proficiency levels).
5. Grade 6, ELD TE, p. 289: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
6. Grade 7, ELA TE and SE, p. 194, #2: Spelling error, “firgurative” should be “figurative”.
7. Grade 7, ELA TE, p. 299: Listed as a writing standard, should be SL.4.
8. Grade 7, ELD TE, p. 293: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
9. Grade 7, ELD TE, Unit 2, 3.1, p. 118: Standards on the plan incorrect, ELD.PI.7.2.a Understanding Text Structure should be PII.7.1.
10. Grade 8, ELA TE, pp. 65–67: Have RL standards listed should be RI.
11. Grade 8, ELA TE Standards Alignment Pages, p. 347: Lists RI.5 on pp. 75–83, but the actual selections on those cited pages only list RL standards.
12. Grade 8, ELD TE, p. 299: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
The College Board-Springboard, SpringBoard ELA/ELD, 7–8
Program Summary:
SpringBoard ELA/ELD (Program 2) includes: SpringBoard English Language Arts Student Editions (ELA SE), SpringBoard English Language Arts Teacher Editions (ELA TE), SpringBoard English Language Development Student Editions (ELD SE), SpringBoard English Language Development Teacher Editions (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Editions (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Editions (WWGA TE), SpringBoard Close Reading Workshop Student Editions (CRW SE), SpringBoard Close Reading Workshop Teacher Editions (CRW TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).
Recommendation:
Although SpringBoard ELA/ELD (Program 2) for Grades 7–8 is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, meets all the standards in Criterion 2 fully, and meets all the Criteria in Category 1, with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The Grade 7–8 levels of the program support teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Grade 7, SL.7.1: ELA SE 7, pp. 86–87; Grade 8, W.8.8: WWGA TE 8, p.71.
• Criterion #2: Grade 7, PI.7.4.Br: ELD TE 7, pp. 4–5; Grade 8, PI.8.6.Em-Ex-Br: ELD SE 8, pp. 66–68.
• Criterion #18: Grade 8, ELD TE 8, pp. 156–167.
• Criterion #22b: Grade 7, ELD TE 7, pp. 291–299.
• Criterion #22d: Grade 8, ELD TE 8, pp. 297–305.
• Criterion #24b: Grade 7, ELD TE 7, pp. 30–31.
• Criterion #24c: Grade 8, SBD TR 8, Online Resource Section ELD Progress Monitoring.
• Criterion #24h: Grade 7, ELD TE 7, p. 26.
Criteria Category 2: Program Organization
The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.
Citations:
• Criterion #12a: Grade 7, ELA TE 7, pp. 247b–247e.
• Criterion #14: Grade 8, ELA SE, pp. v–viii, ix–xii.
Criteria Category 3: Assessment
The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1a: Grade 7, ELD SE 7, pp. 128–134.
• Criterion #1d: Grade 8, ELD TE 8, pp. 210–215d.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.
Citations:
• Criterion #1: Grade 7, ELD TE 7, pp. 97, 99, 112.
• Criterion #3a: Grade 8, ELA TE 8, p. 283.
• Criterion #2: Grade 7, ELA TE 7, pp. 126, 129.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.
Citations:
• Criterion #12: Grade 7, ELA TE 7, p. xi.
• Criterion #13: Grade 8, ELA TE 8, p. 118.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 7, ELA TE and SE, p. 194, #2: Spelling error, “firgurative” should be “figurative”.
2. Grade 7, ELA TE, p. 299: Listed as a writing standard, should be SL.4.
3. Grade 7, ELD TE, p. 293: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
4. Grade 7, ELD TE, Unit 2, 3.1, p. 118: Standards on the plan incorrect, ELD.PI.7.2.a Understanding Text Structure should be PII.7.1.
5. Grade 8, ELA TE, pp. 65–67: Have RL standards listed should be RI.
6. Grade 8, ELA TE Standards Alignment Pages, p. 347: Lists RI.5 on pp. 75–83, but the actual selections on those cited pages only list RL standards.
7. Grade 8, ELD TE, p. 299: /hw/ as in whisk, column 2, should be /wh/ as in whisk.
Voyager Sopris Learning, Language! Live California, 4–8
Program Summary:
Language! Live California (Program 4) includes: Level 1 Word Training (L1WT), Level 2 Word Training (L2WT), Unit (U), Lesson (L), Independent Read (IR), Tutorial (T), Plural –es tutorial (-es), Suffix –ous (-ous), Check for Understanding (CU), Review (R), Decoding Activities (DA), Blend and Read Words (BRW), Read Phrases and Sentences (RPS), Listen and Identify (LI), Sort (S), Sentence Completion (SC), Word Radiator (WR), Read Sentences (RS), Column Matching (CM), Key Concept Quiz (KCQ), Word Association Wall (WAW), Word Construction (WC), Word Generator (WG), Big Word Strategy (BWS), Confusing Words (CW), Phrase Selection (PS), Encoding Activities (EA), Phoneme Grapheme Mapping (PGM), Syllabification (SY), Build a Word Family (BWF), Sentence Dictation (SD), Read Phrases and Sentences (RPS), Sentence Completion with Spelling (SCS), Word Building (WB), Shuffle (S), Word Generator (WG), Adding Suffixes (AS), Goals 1,2,or 3 (G#), Fluency Check (FC), Startup Unit (SU), Program Guide (PG), Teacher Edition Level 1(TEL1), Teacher Edition Level 2 (TEL2), Online Word Training Level 1 (OWTL1), Online Word Training Level 2 (OWTL2), Writing Project: Thematic Literature (WPTL), Handwriting Supplement (HS), Content Mastery Conjunction (CMC), Student Edition Level 1 (SEL1), Student Edition Level 2 (SEL2), Teacher Dashboard: Tools: Research Foundation (TDTRF), Teacher Dashboard: Tools: Course Resources: Text Training: Writing Supplements (TDTCR).
Recommendation:
Language! Live California (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.
Criteria Category 1: ELA/ELD Content/Alignment with Standards
The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.
Citations:
• Criterion #1: Some Exemplars of Standards: Grade 1, RL.1.3: TEL2 U8 L3 pp. 113–117; Grade 4, RI.4.2: TEL1 U1 L10, pp. 74–75; Grade 3, RF.3.3c: OWTL2 U3 L3 Schwa Sound; Grade 8, W.8.2a: TDTCR L2: Writing Projects: Career Documents Writing Project, pp. 17–20; Grade 5, SL.5.3: TDTCR L1: Writing Projects: Argument Project, pp. 20–21; Grade 6, L.6.1c: TDTCR L1: Writing Projects: Firsthand and Secondhand Accounts Writing Project, pp. 38–39.
• Criterion #7: Grades 4–8, SEL1 U1, pp. 237–255; Level 2 U7 SE, pp. 5–9.
• Criterion #8: Grades 4–8, SEL1 U6, pp. 253–265.
• Criterion #14: Grades 4–8, TEL1 U1 L6, pp. 44–46.
• Criterion #19: Grades 4–8, TDTCR L2: Writing Projects: Informational Writing Project, pp. 1–30.
Criteria Category 2: Program Organization
The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.
Citations:
• Criterion #2: Grades 4–8, PG, pp. 114–165.
• Criterion #7: Grades 4–8, TEL1 U10, pp. 288–289.
• Criterion #9: Grades 4–8, TEL1 U7 L2, pp. 21–22.
• Criterion #10: Grades 4–8, TEL2 U6 L10, pp. 544–550.
• Criterion #12a–c: Grades 4–8, TEL2 U3 L10, pp. 275–276.
Criteria Category 3: Assessment
The instructional materials do provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.
Citations:
• Criterion #1b: Grades 4–8, PG, pp. 68–77.
• Criterion #3: Grades 4–8, TEL1 U7 L10, p. 103.
• Criterion #5: Grades 4–8, TEL2, p. S7.
• Criterion #9: Grades 4–8, PG, pp. 33, 63, 64.
Criteria Category 4: Universal Access
Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.
Citations:
• Criterion #3a: Grades 4–8, OWTL1 U10 BRW.
• Criterion #3b: Grades 4–8, OWTL1 U5, Sentence Completion; OWTL2 U8 CMC.
• Criterion #3c: Grades 4–8, HS, pp. 8, 15, 43.
• Criterion #3d: Grades 4–8, OWTL1 U6 PGM; OWTL2 U5 L3 WC.
• Criterion #5: Grades 4–8, WPTL L10, pp. 36–39, TDTRF, p. 9.
Criteria Category 5: Instructional Planning and Teacher Support
The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.
Citations:
• Criterion #1: Grades 4–8, PG, pp. 20–21, 166–171.
• Criterion #2: Grades 4–8, TWL2, U3 L3, p. 195; U3 L4, p. 196.
• Criterion #16: Grades 4–8, PG, pp. 8–9.
• Criterion #19: Grades 4–8, PG, pp. 38–39, 173–175.
• Criterion #25: Grades 4–8, L1 U 1–6, Appendix, pp. 506–527.
Edits and Corrections:
No Edits and Corrections.
Appendix A: Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight
Adopted by the State Board of Education on July 9, 2014
State-adopted instructional materials help teachers to present and students to learn the content set forth in CA CCSS for ELA/Literacy, as modified pursuant to California EC Section 60605.10 (added by Senate Bill 1200, Statutes of 2012) and, where appropriate, the inclusion of the CA ELD Standards, pursuant to California EC Section 60207(c).
The CA CCSS for ELA/Literacy are comprised of three main sections: a comprehensive English language arts/literacy K–5 section and two content area-specific sections for grades 6–12 (one for English language arts and one for literacy in history/social studies, science, and technical subjects). For this adoption of English language arts instructional materials, reference to the CA CCSS for ELA/Literacy includes only the K–5 English language arts/literacy and the 6–8 English language arts standards (CA CCSS for ELA).
These criteria for evaluating instructional materials are only for alignment to the CA CCSS for ELA for kindergarten through grade eight. While these instructional materials provide support and opportunities for teachers of English language arts to work collaboratively with other content-area teachers to develop student literacy, they are not intended to replace content-based instructional materials. Guidance to assist local educational agencies in selecting standards-aligned instructional materials for grades nine through twelve are discussed later in this chapter. The standards for Literacy in History/Social Studies, Science, and Technical Subjects in grades 6–12 will be addressed in other content-area instruction although there should be supportive materials such as novels, biographies, essays, and assistance on text structure and language in the other disciplines. These standards may be viewed on pages 79-89 in the CA CCSS for ELA/Literacy ().
This document establishes criteria for evaluating instructional materials for the eight-year adoption cycle beginning with the adoption in 2015. These criteria serve as evaluation guidelines for the statewide adoption of ELA and ELD instructional materials for kindergarten through grade eight, as called for in EC Section 60207.
These criteria in this section draw from criteria used for past instructional materials adoptions and from the Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K–2 (Revised 5/16/2012) () [Preceding link is no longer valid] and Grades 3–12 (Revised 4/12/2012) () [Preceding link is no longer valid]. There are a number of supportive and advisory documents that are available for publishers and producers of instructional materials that define the depth and shifts of instruction. These documents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter Balanced Assessment Consortium Web site () and the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). In addition, publishers should recognize how the structure of the ELA/ELD Framework organizes the topic of curriculum and instruction into a discussion of the standards for ELA and ELD around five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The framework supports content which can be delivered to build the skills of creativity and innovation, critical thinking and problem solving, collaboration, communication, and construction and new understanding of knowledge across content areas.
It is the intent of the SBE that these criteria be seen as neutral on the format of instructional materials. Print-based, digital, and interactive online programs may all be submitted for adoption as long as they are aligned to the evaluation criteria. Any gross inaccuracies or deliberate falsification revealed during the review process may result in disqualification, and any found during the adoption cycle may subject the program to removal from the list of state-adopted textbooks. Gross inaccuracies and deliberate falsifications are defined as those requiring changes in content. All authors listed in the instructional program are held responsible for the content. Beyond the title and publishing company’s name, the only name to appear on a cover and title page shall be the actual author or authors.
Types of Programs
This adoption process will consider five types of programs. Publishers may submit programs in any or all of the five types of programs:
• Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight (Program 1 Basic ELA);
• Program 2: English Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 2 Basic ELA/ELD);
• Program 3: Biliteracy Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 3 Basic Biliteracy);
• Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight (Program 4 Intensive Intervention ELA); and
• Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight (Program 5 Specialized ELD). [1]
For Programs 2, 3, and 5, designated English language development (ELD) instruction is defined as a protected time during the regular school day where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English. During designated ELD—and only during designated ELD—English learners should be grouped at similar English language proficiency levels so that teachers can strategically target their language learning needs. Designated ELD instruction time is intended to be used as a protected time where English learners receive the type of instruction that will accelerate their English language and literacy development. Designated ELD instruction is for those students making progress in English language acquisition through the basic program’s curriculum. For this framework, integrated ELD refers to ELD instruction throughout the day and across the disciplines. All teachers with English learners in their classrooms should use the CA ELD Standards in addition to their focal ELA/Literacy and other content standards to support the linguistic and academic progress of English learners. (See Chapter 2, Essential Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment, for more detailed descriptions of designated and integrated ELD.)
Specialized ELD instruction in Program 5 is defined as instruction that is recommended for those students in grades four through eight who are at risk of becoming or are long-term English learners. In grades four through eight, specialized ELD instructional materials will support instruction that serves as the designated ELD curriculum.
Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight (Program 1 Basic ELA)
This basic grade-level program is the comprehensive curriculum in English language arts for kindergarten through grade eight. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA adopted by the SBE August 2010, and modified March 2013. It addresses the needs of students working at or near grade level. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 2: English Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 2 Basic ELA/ELD)
This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 3: Biliteracy Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 3 Basic Biliteracy)
This basic grade-level biliteracy language program provides instructional materials in English and in a language other than English, is consistent with the content of the CA CCSS for ELA, and includes linguistic modifications for the non-English language.[2] These materials are designed to ensure that students are successful in developing literacy in English and another language. The materials also provide instruction consistent with the CA ELD Standards. English language development instruction should assist students acquiring English as quickly and efficiently as possible. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight (Program 4 Intensive Intervention ELA)
This program supports a basic program and provides an accelerated, intensive intervention pathway that supports the needs of students in grades four through eight whose academic performance, including proficiency in English language arts and literacy in reading and writing, is two or more years below grade level.This program could be used as a temporary replacement core where students are non-readers in the first- or second grade-level as evidenced in a broad set of measures. The materials are not intended to be a substitute for English language development instruction.The materials in this program are designed for students to gain two grade levels for each year of instruction while providing a rich curriculum supporting the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The materials are designed to accelerate students’ successful reentry into a basic program and include clear instructional plans and tools for entering and exiting the program.
Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight (Program 5 Specialized ELD)
This program for a specialized designated ELD instructional period provides an intensive, accelerated pathway that supports the needs of English learners, including those at risk of becoming or who are long-term English learners[3], whose academic performance is below grade level, are making minimal progress towards English proficiency, and whose lack of language proficiency precludes them from performing at grade level. The materials in this program are designed to support students in their movement to grade-level proficiency in English within 12–18 months and include clear instructional plans and tools for entering and exiting the program.
Criteria for Instructional Materials Aligned to the Standards
The criteria for the evaluation of English language arts and English language development instructional resources for kindergarten through grade eight are organized into five categories:
1. English Language Arts and English Language Development Content/ Alignment with the Standards. Instructional materials include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type. Programs must meet all identified standards fully for the appropriate program type to be eligible for adoption.
2. Program Organization. Instructional materials support instruction and learning of the standards and include such features as the organization and design of the programs and standards; chapter, unit, and lesson overviews; and glossaries.
3. Assessment. Instructional materials include assessments for measuring what students know and are able to do and provide guidance for teachers on how to use assessment results to guide instruction.
4. Universal Access. Instructional materials provide access to the standards-based curriculum for all students, including English learners, students with disabilities, advanced learners, students below grade level in any strands of English language arts, and students who speak African American English (AAE).
5. Instructional Planning and Teacher Support. Information and materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction.
Materials that fail to meet the criteria in Category 1: English Language Arts and English Language Development Content/Alignment with the Standards will not be considered suitable for adoption. All criteria statements in Category 1 that are appropriate for that program type must be met for a program to be adopted. The criteria for Category 1 must be met in the core materials or via the primary means of instruction, rather than in ancillary components. In addition, programs must have strengths in each of categories 2 through 5 to be suitable for adoption.
Category 1: English Language Arts and English Language Development Content/Alignment with the Standards
All programs must include the following features, as appropriate for program type.
1. Instructional materials as defined in Education Code Section 60010(h) are designed to ensure that all students master each of the CA CCSS for ELA, as adopted by the State Board of Education August 2, 2010, and modified March 13, 2013. Submissions for Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy must demonstrate alignment with all CA CCSS for ELA. Program 4 Intensive Intervention ELA and Program 5 Specialized ELD must demonstrate coverage of those standards that are included on the standards maps based on Appendix 12-B: Matrix 1 for Program 4 Intensive Intervention ELA and Appendix 12-B: Matrix 2 for Program 5 Specialized ELD submissions.
2. Instructional materials for Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD are aligned to the CA ELD Standards, as adopted by the State Board of Education November 7, 2012. Submissions must demonstrate alignment with all of the CA ELD Standards indicated on the appropriate standards maps.
3. Instructional materials reflect and incorporate the content of the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). Several key themes and practices typify effective curriculum and instruction and appear as organizers demonstrating the integrated nature of the CA CCSS for ELA/Literacy and the CA ELD Standards in the ELA/ELD Framework. These key themes of ELA/Literacy and ELD instruction are: meaning making, language development, effective expression, content knowledge, and foundational skills.
4. Program 3 Basic Biliteracy programs are aligned with the CA CCSS for ELA and the CA ELD Standards with appropriate modifications for the non-English language.
5. Instruction reflects current and confirmed research in English language arts instruction as defined in EC Section 44757.5(j)[4]
6. Instructional materials use proper grammar and spelling (EC Section 60045).
7. Reading selections and suggested texts are of high quality, depth and breadth, and reflect a balance[5] of instructional time for both literary and informational text appropriate to the grade level and consistent with the grade-level standards. Texts should span many genres, cultures, and eras, and, where appropriate, tie into other content-area standards to build a broad range of knowledge and literacy experiences both within and across grade levels. For Program 3 Basic Biliteracy, reading selections are of parallel quality and quantity and include authentic literature of both languages.
8. Materials include read-aloud selections of more complex texts to build knowledge and illustrations or graphics to develop comprehension, as appropriate.
9. Materials are designed to support students’ independent reading of increasingly complex texts as they progress toward college and career readiness. Programs should meet the following, as appropriate to the grade:
a. Provide a progression of texts with increasing complexity within grade-level bands that overlap to a limited degree with earlier bands and align with the complexity requirements outlined in the standards, i.e., Reading Standard 10.
b. Literary and informational text are of an appropriate text complexity, with scaffolds designed to serve a wide range of readers, for the grade level (based on research-based quantitative and qualitative measures or the criteria in Appendix A of the CCSS to measure text complexity and Appendix B of the CCSS for text exemplars, illustrating the complexity, quality, and range of reading appropriate for various grade levels).
c. Allow all students opportunities to encounter grade-level complex text.
d. Include shorter, challenging texts that allow for close reading and re-reading regularly at each grade.
e. Provide novels, plays, poetry, and other extended full-length texts for close reading opportunities and broader and enriching literary opportunities.
f. Provide materials that appeal to students’ interests while developing their knowledge base within and across grade levels.
g. Provide an organized independent reading program as outlined in the ELA/ELD Framework.
10. Materials include effective, research-based instruction for all aspects of foundational reading skills, providing explicit, sequential, linguistically logical, and systematic practice and instruction, assessment opportunities, and diagnostic support in the following Reading Standards for Foundational Skills, kindergarten through grade five of the CA CCSS for ELA: print concepts, phonological awareness, phonics and word recognition, and fluency. Further details are outlined in the ELA/ELD Framework and Appendix A of the CCSS, including but not limited to, the explicit teaching of decoding, including the speech sounds of English orthography, instruction in the nature of the speech sound system, and instruction in letter formation as well as letter naming and alphabetic order.
11. Appropriate to the grade levels, materials provide effective, research-based instruction in reading fluency, including oral reading fluency, and the skills of word recognition, accuracy, pacing, rate, and prosody. Programs offer research-based teaching strategies and varied opportunities to engage with different text types for improving student fluency, including but not limited to decodable text.
12. As part of a complete curriculum that includes a variety of text, instructional materials for foundational skills include sufficient pre-decodable and decodable text at the early stages of reading instruction to allow students to develop automaticity and practice fluency. For greater clarification, see ELA/ELD Framework, Chapter 3, Phonics and Word Recognition section, pages 34-42. (Sufficiency of pre-decodable and decodable texts refers only to available instructional materials and does not define class instruction. Instruction should be based on student needs).
a. Those materials designated as decodable must have text with at least 75-80 percent of the words consisting solely of previously taught letter-sound and spelling-sound correspondences and in which 20-25 percent of the words consist of previously taught high-frequency irregularly spelled words and story or content words. High-frequency words introduced in pre-decodable and decodable texts are taken from a list of the most commonly used words in English, prioritized by their utility. For those sounds with multiple spellings, two sound-spellings may be paired in one decodable book or reading passage.
b. Each decodable text contains at the back a list of all the high-frequency words and sound-spelling correspondences introduced in that text.
c. Sufficient is defined as follows:
1) Kindergarten—At least 15 pre-decodable books (pre-decodable is defined as small books used to teach simple, beginning, high-frequency words usually coupled with a rebus).
2) Kindergarten—Approximately 20 decodable books, integrated with the sequence of instruction.
3) First grade—Two books per sound-spelling, totaling a minimum of 8,000 words of decodable text over the course of a year.
4) Second grade—Approximately 9,000 words of decodable text: two decodable books per sound-spelling determined by the instructional sequence of letter-sound correspondence for students who still need this instruction.
5) Intensive intervention program—Approximately 9,000 words of decodable text: two decodable reading selections/passages per sound-spelling determined by the instructional sequence of letter-sound correspondence for students who still need this instruction. Careful attention must be given to the age group for which these decodables are designed to ensure the content is age-appropriate and engaging for students in grades four through eight.
13. To build a comprehensive language arts program in grades K–2, a sufficiency of materials is needed to cover all aspects of language and literacy development. In addition to decodable texts, K–2 materials shall be aligned to the ELA/ELD Framework’s support for meaning making, language development, effective expression, and acquisition of content knowledge by providing a wide array of text types, as described in Chapters 3 and 4 of the ELA/ELD Framework. Comprehensive instruction with all of these texts and tools, in concert with decodable text, defines a comprehensive language and literacy program to be implemented based on individual student need.
14. Materials include direct, explicit instruction of spelling using research-based developmentally appropriate words for each grade level and, where appropriate, link spelling (encoding) with decoding as reciprocal skills. Spelling tasks are based on the phonemic and morphologic concepts taught at appropriate grade levels as defined in the CA CCSS for ELA.
15. Materials provide direct, explicit, and systematic word-learning strategies and opportunities for student practice and application in key vocabulary connected to reading, writing, listening, and speaking, including academic vocabulary (described in more detail as Tier 2 words in Appendix A of the CCSS), discipline-specific words from content areas, and high frequency words.
16. Materials are aligned with the specific types of writing required by the CA CCSS for ELA, including the specific academic language and structures associated with the different genres of reading and writing. Direct instruction and assignments should provide scaffolding and progress in breadth, depth, and thematic development as specified by the grade-level standards.
17. Materials include a variety of student writing samples with corresponding model rubrics or evaluation tools for use by students and teachers.
18. A variety of writing activities and assignments, addressing the grade-level progressions of all three types of writing, should be provided that integrate reading, speaking, listening, and language instruction, vary in length, highlight different requirements of the writing process, emphasize writing to sources, incorporate research projects, and connect to literature and informational texts that serve as models of writing.
19. A variety of writing activities and assignments should be provided that ask students to draw on their life experience, their imagination, and the texts they encounter through reading or read-alouds.
20. Materials are designed to promote relevant academic discussions around grade-level topics and texts, as specified by the grade-level standards, and include speaking and listening prompts, questions, and evaluation tools to strengthen students’ listening skills and their ability to respond to and challenge follow-up responses and evidence.
21. For Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, materials provide guidance for differentiated instruction by teachers to support success for all students in reading, writing, speaking, listening, and language in the basic program. The differentiated instruction is embedded as part of the basic program and includes the following:
a. Teacher edition and student materials that reinforce and extend the regular classroom curriculum and instruction in all strands.
b. Instruction to increase background knowledge and prerequisite skills.
c. Additional opportunities for the teacher to preteach planned content, to check for students’ understanding, to reteach materials already taught, and for students to practice key skills and strategies.
d. Additional support in areas where students are likely to have difficulty, including phonological based spelling; listening and reading comprehension; organization and delivery of oral communication; speaking and writing applications; academic language; sentence structure and syntax; and the knowledge of language and its conventions.
22. For Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, materials provide a reading intervention supplement for grades kindergarten through grade six. The instructional strategies should be consistent with those used in the basic program and include the following:
a. Intervention materials for efficient and effective use in tutorial or small-group instructional settings. These materials focus on students who need reteaching and practice in one or more of the four identified key foundational skills that are part of the Reading Standards: Foundational Skills in the CA CCSS for ELA: (1) print concepts; (2) phonological awareness; (3) phonics and word recognition; and (4) fluency.
b. Grade-related foundational skills materials are designed for explicit, sequential, and systematic instruction and include periodic progress-monitoring assessments for determining attainment of the skill or skills taught.
c. For kindergarten through grade three, each grade-related set of materials will be distinct, building on the previous grade-related instruction. As a result, there will be four sets of grade-related supplement reading intervention materials: a. kindergarten; b. first grade with kindergarten materials; c. second grade with first grade and kindergarten materials; and d. third grade with second, first, and kindergarten materials.
d. One set of materials for grades four through six, which includes foundational standards from grades two through five.
23. In Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD, the ELD instructional materials:
a. Should refer to and address the guidance provided in the CA ELD Standards.
b. Should refer to and address the guidance provided in the ELA/ELD Framework, Chapter 2, Essential Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment, Figure 2.23 “Essential Features of Designated ELD Instruction.”
c. Should address differentiation of the Emerging, Expanding, and Bridging levels of proficiency in Programs 2 and 3 to ensure English acquisition as quickly and effectively as possible. For Program 5, the ELD instructional materials should address differentiation of the Expanding and Bridging levels of proficiency to ensure English acquisition as quickly and effectively as possible.
d. Provide guidance for instruction that targets a proficiency level while progressing towards attainment of grade-level ELA standards.
e. Provide explicit linguistic instruction, practice, and skills development including those that are transferable from students’ primary language to the target language.
f. Provide explicit, direct teaching of standard forms of English (e.g., vocabulary, syntax, morphology, functions and conventions, and foundational skills).
g. Include an emphasis on academic language as well as conversational language.
h. Provide opportunities for active engagement with a focus on oral and written language development, emphasizing listening and speaking and incorporating reading and writing.
i. Integrate meaning and communication to support explicit teaching of language and to facilitate and motivate second-language acquisition and use of targeted language forms.
j. Provide guidance on the use of formative assessment strategies to meet ELD learning goals.
24. For Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy, optional supplemental materials may be provided for the needs of newcomers to the English language, including:
a. Explicit instruction in basic interpersonal and social uses of English (e.g., ask and answer survival questions, identify objects, identify school workers, and express likes/dislikes), with an emphasis on oral language.
b. Support for acculturation to U.S. society, school, and the local community.
c. Screening assessments of students’ level of literacy in their home language and English and their schooling history to determine needed support.
d. Instructional support in basic reading foundational skills for those students with low literacy in home language and/or gaps in prior schooling.
e. Guidance for individualized, flexible instruction, which may include the use of technology.
f. Sufficient instructional content and guidance for 120 days of supplemental instruction.
g. Guidance for communications between school and home, including orientation to the school system and expectations of student behavior (e.g., homework, the roles of students, teachers, and school staff).
h. Guidance on maximizing the use of English during instruction, using the primary language strategically.
25. Program 4 Intensive Intervention ELA materials are designed to support an accelerated, intensive intervention pathway to address the needs of students in grades four through eight whose academic performance, which includes proficiency in English language arts and literacy in reading and writing, is two or more years below grade level. The materials include the following:
a. Alignment with the CA CCSS for ELA identified in Appendix 12-B: Matrix 1, “Program 4 – Intensive Intervention Program for English Language Arts, Grades Four Through Eight.”
b. Curriculum-embedded, diagnostic, and progress-monitoring assessments with guidance for teachers that support students to progress rapidly toward successful reentry into the basic program at their appropriate grade level. The design goal is for students to gain two grade levels for each year of instruction.
c. Multiple levels and points of entry and exit to appropriately address the skill levels and ELA content knowledge of students in grades four through eight and assist in transitioning into a basic program.
d. Opportunities for students to increase academic achievement through the integration of all strands: reading, writing, speaking and listening, and language.
e. Teacher and student materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, applications, and support in areas where students are likely to have difficulty, including: concepts of print; the alphabetic principles; phonological awareness; phonics; word analysis skills; oral reading fluency; vocabulary and morphology; the knowledge of language and its conventions; listening and reading comprehension; sentence structure and syntax; and production of the different writing types.
26. Program 5 Specialized ELD materials provide an intensive, accelerated pathway to support the needs of English learners, including those at risk of becoming or are long-term English learners, whose academic performance is below grade level and whose language proficiency precludes them from performing at grade level in English language arts. The program should be used during a designated ELD period of time, and is not intended to serve as ELA instructional time. The program should include clear instructional plans and tools for students entering and transitioning out of the Specialized ELD program. The materials include the following:
a. Alignment with CA CCSS for ELA and CA ELD Standards identified in Appendix 12-B: Matrix 2, Program 5 – Specialized ELD, Grades Four Through Eight.
b. Curriculum-embedded assessments with guidance for teachers that support students who are at risk of becoming or who are long-term English learners to progress rapidly to grade-level proficiency in English literacy within 12–18 months.
c. Multiple levels and points of entry and exit to appropriately address the English proficiency levels of students in grades four through eight.
d. Instruction that integrates all strands: reading, writing, speaking and listening, and language.
e. Teacher and student materials support the needs of students who are at risk of becoming or who are long-term English learners in moving to grade-level proficiency in English literacy and include: development of academic language; organization and delivery of oral communication; development of reading fluency and comprehension; consistent instructional routines; and support of active student engagement.
f. Teacher materials provide instructional guidance for understanding text structure, close reading, and evaluating language choices, utilizing texts from other content areas, consistent with the CA CCSS for Literacy in History/Social Studies, Science and Technical Subjects.
g. Materials can be submitted for a range of at least two consecutive grade levels within the 4–8 grade span (e.g., grades 4–5, 4–6, 6–8, 7–8).
Category 2: Program Organization
Sequential organization and a coherent instructional design of the English language arts program provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively. The program design supports the ELA/ELD Framework's organizational structure of the standards for ELA and ELD around the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The instructional design serves as the scaffold for students with diverse learning needs. Instructional materials must have strengths in these areas to be considered for adoption.
1. The program provides sufficient instructional content for 180 days of instruction to cover both the daily and unit of instructional needs envisioned by the standards and framework, including: a) daily and units of instruction for ELA time; b) designated ELD for programs 2, 3, and 5; c) Supportive materials for the other disciplines such as novels, biographies, essays, and a variety of discipline specific texts such as primary sources and scientific reports; and d) suggestions for integrated and multi-disciplinary lessons, units of instruction, and multi-year strands.
2. Scope and sequence align with the CA CCSS for ELA and CA ELD Standards as appropriate for the program type. Publishers submitting for Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD must provide a scope and sequence for ELD that addresses Parts I, II, and III of the CA ELD Standards, beginning in the program’s first grade level.
3. Publishers indicate in teacher materials all program components necessary to address all of the standards for the appropriate program submission for each grade level.
4. Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy Program instructional materials must provide explicit guidance for designated ELD instruction and support for integrating ELA and ELD.
5. Program 3 Basic Biliteracy includes a list of linguistic augmentations and modifications addressed at each grade level for the target language and appropriate guidance for explicit instruction of cross-linguistic transfer.
6. Materials drawn from other content areas are consistent with the adopted California grade-level standards, and connect to the CA CCSS for Literacy in History/Social Studies, Science, and Technical Subjects, as appropriate. Any standards utilized from other content areas need to be specifically identified.
7. Internal structure of the program within a grade level and across grade levels is consistent with the design and intent of the CA CCSS for ELA to integrate strands and in the teaching routines and procedures used in program components.
8. Materials promote the use of multimedia and technology, as specified in the grade-level standards, to enhance reading, writing, speaking, listening, and language standards and skills by teachers and students.
9. Guidance to teach students skills and strategies and provide multiple opportunities to practice, connect, and apply those skills and strategies in context.
10. Dimensions of complex tasks are analyzed and broken down into component parts; each part is taught in a logical progression.
11. The amount of new information is controlled and connected to prior learning, and students are explicitly assisted in making connections.
12. Instructional materials include directions and, where appropriate, examples for:
a. Embedding formative assessment to guide instruction.
b. Direct teaching and inquiry-based instruction.
c. Teacher and student example texts are used for modeling with the intent of fostering independent student work.
d. Guided and independent practice and application with corrective feedback during all phrases of instruction and practice.
e. Guidance on implementation of units of instruction, curriculum guides, thematic units, or flexible methods for pacing of instruction.
f. Preteaching and reteaching as needed.
g. Students, and student(s) and teachers, to engage in collaborative conversations and discussions, including student language and behaviors.
h. Connecting instruction of standards across the strands.
i. Student interaction and engagement in text.
j. Research and project-based learning.
13. A list of the grade-level standards is included in the teacher’s guide together with page number citations or other references that demonstrate alignment with the content standards.
14. Teacher materials and student materials, as appropriate to the grade-level standards, contain an overview of the chapters, clearly identify the ELA/ELD concepts, and include tables of contents, indexes, and glossaries that contain important ELA/ELD terms.
15. Support materials are an integral part of the instructional program and are clearly aligned with the standards.
16. In Program 1Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy Program, the grade-level CA CCSS for ELA and CA ELD Standards shall be explicitly stated in the student materials as appropriate to the program types.
17. In order to meet the needs of students, Program 4 Intensive Intervention ELA materials shall be flexible enough to be a temporary intensive intervention program or support a basic program.
Criteria Category 3: Assessment
This program provides teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring. Instructional materials must have strengths in these areas to be considered suitable for adoption:
1. All assessments should have content validity to assess all the strands. Assessment should be provided to measure individual student progress over varied durations of time, at regular intervals, and at strategic points of instruction and should include:
a. Multiple methods of assessing what students know and are able to do, such as selected response, constructed responses (short answers, constructed response, and extended constructed response), performance tasks, open-ended questions, and technology-enabled and technology-enhanced questions.
b. Guidance for making decisions about instructional practices and how to modify instruction so that all students are consistently progressing toward meeting or exceeding the content standards.
c. Materials and suggestions to assist the teacher in keeping parents and students informed about student progress.
d. Guidance on developing and using assessment tools that are reflective of the range of oral and written work students produce indicated by the CA CCSS for ELA and the framework, such as (but not limited to) rubrics, technology, valid online assessments, portfolios, exemplars, anchor papers, collaborative conversations, teacher observations, and authentic writing for students to demonstrate grade-level proficiency.
2. Summative assessments should be designed to provide valid, reliable, and fair measures of students’ progress and competency toward and attainment of the knowledge and skills after a period of instruction, for example a chapter or unit test, weekly quiz, or end-of-term test.
3. Guidance on the use of diagnostic screening assessments to identify students’ instructional needs for targeted intervention.
4. Frequent and easily implemented assessment opportunities for grades K–5 that measure progress in the Reading Standards: Foundational Skills, with a system for record keeping and follow-up.
5. Guidance to teachers on how to develop students’ abilities to take responsibility for their own assessment, growth, and goals and how to support students’ development of self-assessment skills.
6. Tools for teachers that facilitate collecting, analyzing, and sharing data on student progress and achievement.
7. For Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD, assessments that measure progress across language proficiency levels.
8. Assessments in the Program 3 Basic Biliteracy measure progress in both languages.
9. Program 4 ELA Intensive Intervention ELA and Program 5 Specialized ELD must provide placement and exit assessments designed to help determine the appropriate instructional level for entry into and exit from the program.
Category 4: Universal Access
The goal of English language arts programs in California is to ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described for in the CA CCSS for ELA and, when appropriate, the CA ELD Standards. To reach the goals of equity and access, instructional materials must provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards. All students including: English learners, long-term English learners, students with disabilities, advanced learners, standard English learners, students who use African American English (AAE), students who are deaf and hard of hearing whose primary language is American Sign Language[6], students with reading difficulties, and students who are falling behind in any strand in English language arts. Materials should incorporate recognized principles, concepts, and strategies to meet the needs of students and provide equal access to learning, which could include Universal Design for Learning, Response to Intervention and Instruction, and Multi-tiered Systems of Supports, as outlined in Chapter 9 on Equity and Access, in this framework.
Instructional materials must have strengths in these areas to be considered for adoption.
1. Alignment of both lessons and teacher’s editions, as appropriate, with ELD Standards, incorporating strategies to address, at every grade level, the needs of all English learners, pursuant to EC Section 60204(b)(1).
2. Incorporation of instructional strategies to address the needs of students with disabilities in both lessons and teacher’s edition, as appropriate, at every grade level, pursuant to EC Section 60204(b)(2).
3. Comprehensive guidance and differentiation strategies, which could include the use of technology, to adapt the curriculum to meet students' identified special needs and to provide effective, efficient instruction for all students. Strategies may include:
a. How to master linguistic and cognitive skills in order to fully engage in intellectually challenging academic tasks.
b. Suggestions for reinforcing or expanding the curriculum, including preteaching, reteaching, and adapting instruction.
c. Additional instructional time and additional practice, including specialized teaching methods or materials and accommodations for students with targeted instructional needs.
d. For students who are below grade level, more explicit explanations with ample and additional differentiated support based on student need, or other assistance that will help to accelerate student performance to grade level.
e. For Program 3 only, how to address learning languages other than English, including cross-linguistic transfer and contrastive analysis of language skills.
4. Materials include support for students who use AAE and may have difficulty with phonological awareness and standard academic English structures of oral and written language, including spelling and grammar.
5. Suggestions on a variety of ways for students with special instructional needs to access the materials and demonstrate their competence (e.g., physically forming letters for students who have dyslexia or who have difficulties writing legibly or spelling words). Examples of such accommodations might be (but are not limited to) student use of computers to complete tasks, including the use of on-screen scanning keyboards, enlarged keyboards, word prediction, and spellcheckers.
6. Materials remind teachers to set high expectations for all students and inform teachers of the progression of skill development and concepts to higher grade levels.
7. In Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, teacher and student editions include suggestions or materials for advanced learners who need an enriched or accelerated program or assignments, such as suggestions to help students study a particular author, theme, or concept in more depth and conduct a more complex analysis of additional independent reading.
Category 5: Instructional Planning and Teacher Support
Instructional materials must present explicit guidance to help teachers plan instruction. Instructional materials should be designed to help teachers provide instruction that ensures opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards. Instructional materials must have strengths in these areas of instructional planning and teacher support to be considered suitable for adoption.
Instructional Planning
1. Program materials include a curriculum guide for the academic instructional year for teachers to follow when planning instruction, such as a teacher planning and pacing guide for 180 days of instruction.
2. The teacher edition provides guidance in daily lessons or units of instruction on appropriate opportunities for checking for understanding and adjusting lessons if necessary.
3. For Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy the teacher edition provides guidance for both daily integrated and designated English language development instruction, as appropriate to the program design.
4. For Program 3 Basic Biliteracy, the teacher edition provides resources and activities in cross-linguistic transfer contrastive analysis, and activities that encourage students to draw upon literacy/language skills they already possess in another language to facilitate biliteracy development.
5. The teacher edition provides support and opportunities for teachers of English language arts to work collaboratively with other content-area teachers to develop student literacy.
6. Lesson plans and the relationships of parts of the lesson and program components are clear.
7. Learning, language, and instructional objectives in the student materials and teacher edition are explicit and clearly identifiable.
8. A list of required materials is provided for each lesson.
9. Terms from the CA CCSS for ELA and the CA ELD Standards are used appropriately in all guidance for teachers.
10. The teacher materials provide background information about each reading selection, including author, context, content, and information about illustrations, if any.
11. Answer keys are provided for all workbooks, assessments, and all related student activities.
12. The teacher edition suggests reading material for students to read outside of class and suggestions for organizing individualized reading goals.
13. Homework, if included, extends and reinforces classroom instruction and provides additional practice of skills that have been taught.
14. The teacher edition includes ample and useful annotations and suggestions on how to present content in the student edition and in the ancillary materials, including differentiation for English learners, students with disabilities, advanced learners, and students performing below grade level.
15. Lists of program lessons in the teacher edition cross-reference the standards covered and provide an estimated instructional time for each lesson, chapter, and unit.
16. All components of the program are user friendly and, in the case of electronic materials, platform neutral.
17. Materials help teachers and students plan collaborative academic discussions based on grade-level topics and texts.
Teacher Support
18. Kindergarten materials include guidance for teachers and administrators to adapt those materials for use in a transitional kindergarten setting, including a combination transitional kindergarten/kindergarten class. Guidance should build on the California preschool learning foundations; address appropriate social and emotional development and language and literacy skills; and the pacing, expectations, and amount of learning that is situated in playful contexts.
19. The program includes suggestions for parents or caregivers on how to support student achievement. The suggestions should be designed so that families receive specific information and support for extending their children’s learning at home. The program should include materials that teachers can use to inform families about the CA CCSS for ELA and the CA ELD Standards, the ELA/ELD Framework, program-embedded assessments, and the degree to which students are mastering the standards.
20. Materials include whole-group, flexible small-group, and individual instructional strategies that promote student responsibility, engagement, and independence.
21. Materials include guidance for teachers to adapt for combination classes of two different grade levels of students.
22. Materials include guidance for teachers in support of students who use AAE and may have difficulty with phonological awareness and standard academic English structures of oral and written language, including spelling and grammar.
23. Using guidance from the Model School Library Standards for California Public Schools, materials provide information for teachers on the effective use of library and media resources that best complement the standards.
24. The materials contain explanations of the instructional approaches of the program and identify the research-based strategies.
25. The program provides cross linguistic transfer and contrastive analysis charts in the teacher edition that shows and explains how new or difficult sounds and features of the English language are taught and reinforced. Comparisons with the five (or more) of the most common languages in California and AAE will be incorporated as appropriate, accentuating transferable and nontransferable skills.
26. Electronic learning resources, when included, are integral parts of the program, support instruction, and connect explicitly to the standards. All audiovisual, multimedia, and information technology resources include technical support and suggestions for appropriate use.
27. The materials are designed to help teachers identify the reason(s) that students may find demonstrating mastery of a particular skill or concept more challenging than another and point to specific remedies.
Guidance for Instructional Materials for Grades Nine Through Twelve
While the Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight (Criteria) as described in the previous section is intended to guide publishers in the development of instructional materials for students in kindergarten through grade eight, it also serves as guidance for selection of instructional materials for students in grades nine through twelve. The five categories in the Criteria are an appropriate lens through which to view any instructional materials a LEA is considering purchasing.
There are also number of supportive and advisory documents that define the depth and shifts of instruction (described below) in the CA CCSS for ELA/Literacy. These documents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter Balanced Assessment Consortium Web site () and the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). The ELA/ELD Framework details the content, instructional practices, and possible curriculum organization in high school classes. In addition, high school educators should recognize how the ELA/ELD Framework's structure organizes the topic of curriculum and instruction in each grade-level chapter into a discussion of the standards for ELA and ELD around five themes: meaning making, language development, effective expression, content knowledge, and foundational skills and supports instruction to build the skills of creativity and innovation, critical thinking and problem solving, collaboration, communication, and construction and new understanding of knowledge across content areas. Materials should also address the needs of students performing significantly below grade level. Lastly, materials should provide organized independent reading programs outside of class.
As part of the process for selecting instructional materials, EC Section 60002 requires the LEA promote substantial teacher involvement, in addition to the involvement of parents and other members of the community, in the selection of instructional materials.
Common Core Shifts for English Language Arts/Literacy
A common thread for all grade levels when implementing the CA CCSS for ELA/Literacy is to understand the need to provide access to all the content in the CA CCSS for ELA/Literacy and the overarching goal to develop the capacities of individuals to be broadly literate and ready for college, career, and citizenship. This includes engaging and motivating students with well-designed, comprehensive, and integrated curriculum that promotes collaboration and inquiry. In addition, the identified shifts for the English language arts and literacy standards should be considered to guide instructional material selection.
1. Building knowledge through content-rich nonfiction
Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In grades 9-12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 9-12, the standards for literacy in history/social studies, science, and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing.
The CA CCSS for ELA/Literacy apply to a broad spectrum of disciplines: English Language Arts, and Literacy in History/Social Studies, Science, and Technical Subjects. By high school, the standards recommend that 70 percent of what students read be informational text, but the bulk of that percentage should be carried by non-ELA disciplines that do not study fictional texts. ELA classrooms should focus on literature (stories, drama, and poetry) as well as literary non-fiction. Literary nonfiction, as described on page 72 of the CA CCSS for ELA/Literacy, includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
The standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defined claims, and clear information. The standards expect students to answer questions that depend on their having read the text or texts with care. They also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and details are essential for effective argumentative and informational writing.
Likewise, the reading standards focus on students’ ability to read carefully and grasp information, arguments, ideas, and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text.
3. Regular practice with complex text and academic language
The CA CCSS for ELA/Literacy highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary words: words that appear in a variety of content areas.
Criteria for Material and Tools Aligned to the Standards
In addition to the shifts noted above, the Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 (Publishers’ Criteria) have identified some major indicators of quality that instructional resources and tools should exhibit. These areas are summarized below without their full explanation. For fuller explanations, see the Publishers’ Criteria at . [Preceding link is no longer valid]
Key Criteria for Text Selection
1. Text Complexity: students read increasingly complex texts with growing independence as they progress toward career- and college-readiness.
a. Texts for each grade align with the complexity requirements outlined in the standards.
b. All students (including those who are behind) have extensive opportunities to encounter grade-level complex text.
c. Novels, plays, poetry, other extended full-length texts, and text in multimedia are also provided for close reading opportunities.
d. Shorter, challenging texts that elicit close reading and re-reading are provided regularly at each grade.
e. Additional materials aim to increase regular independent reading of texts that appeal to students’ interest while developing both their knowledge base and joy in reading.
2. Range and Quality of Text:
a. In grades 6–12, ELA programs shift the balance of texts and instructional time towards reading an increasing amount of literary nonfiction and informational text.
b. Suggested texts exhibit exceptional craft, thought, and/or rich, useful information, providing ample opportunity for close reading.
c. Specific texts or text types named in the standards are included.
d. Texts should span many genres, cultures, and eras, and, where appropriate, tie into other content-area standards to build a broad range of knowledge and literacy experiences.
e. Within a sequence or collection of texts, specific anchor texts are selected for especially careful reading.
Key Criteria for Questions and Tasks
1. High-Quality Text-Dependent Questions and Tasks
a. A significant percentage of tasks and questions are text dependent.
b. High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact.
c. Questions and tasks require the use of textual evidence, including supporting valid inferences from the text.
d. Instructional design cultivates student interest and engagement in reading rich texts carefully.
e. Materials provide opportunities for students to build knowledge through close reading of specific texts.
f. Questions and tasks attend to analyzing the arguments and information at the heart of informational text.
2. Cultivating Students’ Ability to Read Complex Texts Independently
a. Scaffolds enable all students to experience rather than avoid the complexity of the text.
b. Reading strategies support comprehension of specific texts and the focus on building knowledge and insight.
c. Design for whole-group, small-group, and individual instruction cultivates students responsibility and independent.
d. Questions and tasks require careful comprehension of the text before asking for further evaluation or interpretation.
e. Materials make the text the focus of instruction by avoiding features that distract from the text.
f. Materials offer assessment opportunities that genuinely measure progress.
Key Criteria for Academic Vocabulary
1. Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instruction.
Key Criteria for Writing to Sources and Research
1. Materials portray writing to sources as a key task.
2. Materials focus on forming arguments as well as informative writing.
3. Materials make it clear that student writing should be responsive to the needs of the audience and the particulars of the text in question.
4. Students are given extensive practice with short, focused research projects.
Additional Key Criteria for Student Reading, Writing, Listening, and Speaking
1. Materials provide systematic opportunities for students to read complex text with fluency.
2. Materials help teachers plan substantive academic discussions.
3. Materials use multimedia and technology to deepen attention to evidence and texts.
4. Materials embrace the most significant grammar and language conventions.
Process for Selection of Instructional Materials
Prior to beginning the instructional materials selection process, the organization and content of the courses should be determined at the local level. As part of the high school graduation requirements, EC Section 51225.3 requires three years of English. The University of California (UC) and the California State University (CSU) systems require four years of approved courses for students to enroll as freshmen. In order for an English language arts course to be approved, it must following submission procedures. The UC Doorways site at provides access to “a-g” subject area requirements, including the course list site, the “a-g” guide site, and the online update site.
High school English requirements can also be met in English Language Arts courses integrated with Career Technical Education Standards. For example, the UC Curriculum Integration (UCCI) program develops UC-approved model courses that meet “a-g” requirements by bringing together academic and career technical education standards. For more details about California’s Career Technical Education Standards go to . For more information and a list of the currently approved UCCI model classes, go to .
It is the responsibility of the governing board of an LEA to establish courses of study and to choose the instructional materials appropriate to those courses, according to EC Section 60000(c). Once the content of the high school courses have been determined, the process of selecting instructional materials at the district or school level varies. Most districts are guided by a school-board adopted policy or procedure. The process usually begins with the appointment of a committee of educators, including teachers and curriculum specialists and includes a profile of the district’s needs and resources, providing a lens to analyze current practices and assessment data to address and prioritize the instructional needs of the teachers and the literacy needs of the students. The committee determines what instructional materials are needed, develops evaluation criteria and rubrics for reviewing materials, and establishes a review process that involves teachers and content area experts on review committees. After the review committee has developed a list of instructional materials that it is considering for adoption, the next step is piloting the instructional materials. An effective piloting process will help determine if the materials provide teachers with the needed resources to implement a CA CCSS for ELA/Literacy based instructional program. One resource of information on piloting is the SBE Policy document, “Guidelines for Piloting Textbooks and Instructional Materials,” which is available online at .
Selection of instructional materials at the local level is a time-consuming but very important process. High quality instructional materials support effective instruction and student learning.
Guidance for evaluating instructional materials for grades nine through twelve is also provided in the Toolkit for Evaluating Alignment of Instructional and Assessment Materials developed by Achieve, the Council of Chief State School Officers, and Student Achievement Partners located at toolkit includes:
1. Instructional Materials Evaluation Tool – to evaluate materials for alignment with the Common Core standards by analyzing the materials against non-negotiable criteria and criteria that indicate superior quality.
2. EQuIP (Educators Evaluating the Quality of Instructional Products) Rubric for Lessons & Units: ELA/Literacy (Grades 6-12) – rubrics that provide criteria to determine the quality and alignment of lessons and units to the CCSS in order to 1) identify exemplars/models for teachers’ use, 2) provide constructive criteria-based feedback, and 3) review existing instructional materials to determine what revisions are needed.
3. Assessment Evaluation Tool – to evaluate each grade/course’s assessments for alignment with the CCSS by analyzing the assessments against the non-negotiable criteria
4. Additional Resources for Evaluating Alignment of Instructional and Assessment Materials – links to additional resources, including 1) Achieve Open Educational Resources Rubrics at ; 2) Qualitative Measures Rubric for Informational Text and Qualitative Measures Rubric for Literature at ; and 3) CCSS Grade Bands and Quantitative Measures at .
5. Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 – criteria designed to guide publishers and curriculum developers to ensure alignment with the standards.
Social Content Review
To ensure that instructional materials reflect California’s multicultural society, avoid stereotyping, and contribute to a positive learning environment, instructional materials used in California public schools must comply with the state laws and regulations for social content. Instructional materials must meet EC Sections 60040–60045 as well as the SBE guidelines in the Standards for Evaluating Instructional Materials for Social Content, 2013 Edition. Instructional materials that are adopted by the SBE meet the social content requirements. The CDE conducts social content reviews of a range of instructional materials and maintains an online, searchable list of the materials that meet the social content requirements. The list of approved instructional materials is on the CDE Social Content Review Web page at .
If an LEA is not purchasing state-adopted instructional materials or materials from the list of approved instructional materials maintained by the CDE, the LEA must complete its own social content review. Information about the review process can be found on the CDE Social Content Review Web page at .
Supplemental Instructional Materials
The SBE traditionally adopts only basic instructional materials programs[7], but has adopted supplemental instructional materials on occasion. LEAs adopt supplemental materials for local use more frequently. Supplemental instructional materials are defined in California EC section 60010(l). Supplemental instructional materials are generally designed to serve a specific purpose such as providing more complete coverage of a topic or subject, meeting the instructional needs of groups of students, or providing current, relevant technology to support interactive learning.
With the adoption of the CA CCSS for ELA/Literacy, there was a demand from the field for instructional materials to help schools transition from the previous standards in English language arts to the CA CCSS for ELA. In response, the CDE conducted a supplemental instructional materials review (SIMR). The SIMR was a two-phase review of supplemental instructional materials that bridge the gap between programs being used by local educational agencies that were aligned to the previous ELA standards and the CA CCSS for ELA. At the recommendation of the CDE, the SBE approved a total of 13 English language arts supplemental instructional programs in November 2012 and January 2013.
Open-Source Electronic Resources (OERs)
Open-Source Electronic Resources (OERs) are free instructional materials and resources available online for teachers and students—and parents. OERs include a range of offerings, from full courses to quizzes, classroom activities, and games. Students may create OERs to fulfill an assignment. Teachers may work together to develop curriculum, lesson plans, or projects and assignments and make them available for others as an OER. OERs offer the promise of more engaging, relevant instructional content, variety, and up-to-the-minute information. They should, however, be subject to the same type of evaluation as other instructional materials used in the schools and reviewed to determine if they are aligned with the content that students are expected to learn and are at an appropriate level for the intended students. In addition, OERs need to be reviewed with the social content requirements in mind to ensure that students are not inadvertently exposed to name brands, corporate logos, or materials that demean or stereotype.
The California Learning Resources Network (CLRN) reviews supplemental electronic learning resources using review criteria and a process approved by the SBE. A complete explanation of the process can be found in the document title “California Learning Resource Network (CLRN) Supplemental Electronic Learning Resources Review Criteria and Process.” This document was produced before the CA CCSS for ELA/Literacy were adopted and refers to the prior California standards, but it still serves as a general resource to guide selection of supplemental electronic resources. Below is a short check list to consider when reviewing electronic instructional materials.
Minimum Requirements
1. The resource addresses standards as evidenced in the standards match and provides for a systematic approach to the teaching of the standard(s), and contains no material contrary to any of the other California content standards.
2. Instructional activities (sequences) are linked to the stated objectives for this electronic learning resource (ELR).
3. Reading and/or vocabulary levels are commensurate with the skill levels of intended learners.
4. The ELR exhibits correct spelling, punctuation, and grammar, unless a primary source document.
5. Content is current, accurate, and scholarly, including that taken from other subject areas.
6. The presentation of instructional content must be enhanced and clarified by the use of technology through approaches which may include: access to real-work situations (graphics, video, audio); multi-sensory representations (auditory, graphic, text); independent opportunities for skill mastery; collaborative activities and communication; access to concepts through hypertext, interactivity, or customization features; use of the tools of scholarship (research, experimentation, problem solving); simulated laboratory situations.
7. The resource is user friendly as evidenced by the use of features such as: effective help functions; clear instructions; consistent interface; intuitive navigational links.
8. Documentation and instruction on how to install and operate the ELR are provided and are clear and easy to use.
9. The model lesson/unit demonstrates effective use of the ELR in an instructional setting.
A few of the growing number OER Web sites that support instruction and learning of the CA CCSS for ELA/Literacy and offer high quality resources for use in the classroom and for professional learning are:
• Readwritethink, , a site developed by the International Reading Association and the National Council of Teachers of English that includes classroom resources (e.g., lesson plans, student interactives, book lists) and online professional development opportunities and instructional strategy guides.
• EQuIP (Educator Evaluating Quality Instructional Products) , , is an initiative of the America Diploma Project designed to build the capacity of educators to evaluate and improve the quality of instructional materials and increase the supply of lessons and units aligned to the Common Core State Standards.
• Edutopia, , supported by the George Lucas Foundation to help disseminate replicable, innovative, and evidence based strategies through supportive resources and connections to other educators.
• Teaching Channel, [Preceding link is no longer valid], a library of high-quality videos to help teachers learn new instructional strategies for their own classrooms and reflect on their practices.
Accessible Instructional Materials
The CDE Clearinghouse for Specialized Media and Translations (CSMT) provides instructional resources in accessible and meaningful formats to students with disabilities, including students who are deaf and hard of hearing, students with vision impairments, severe orthopedic impairments, or other print disabilities. The CSMT produces accessible versions of textbooks, workbooks, literature books, and assessment books. Specialized instructional materials include braille, large print, audio recordings, digital talking books, electronic files, and American Sign Language Video-books. Local assistance funds finance the conversion and production of specialized instructional materials, which are free to schools. The distribution of various specialized media to public schools provides general education curricular to students with disabilities. Information about accessible instructional materials and other instructional resources, including what is available and how to order them, can be found on the CDE CSMT Media Ordering Web page at
.
Appendix 12-A: Optional Criteria
Program 3 Basic Biliteracy: Spanish/English Language Development Program
Instructional materials for a Biliteracy Spanish/English Language Development Program may include:
1. Content that meets all identified standards as specified in the Common Core en Español, the CA ELD Standards, and the CA CCSS for ELA.
2. Sufficient teacher and student materials for the flexible implementation for a range of two-way immersion program models, e.g., 90-10, 80-20, 50-50.
3. Teacher materials that provide explicit instruction and guidance on addressing the linguistic differences of Spanish, including:
a. Cross-linguistic transfer
b. Contrastive analysis in phonemic awareness, phonics, cognates, vocabulary, comprehension skills, and writing
c. Research on ELD and Two Way Immersion instruction
4. Reading intervention materials at appropriate grade levels for differentiating instruction and addressing the linguistic augmentations as specified in the Common Core en Español.
5. Content that reflects the diversity of English- and Spanish-speaking cultures, including the arts and music.
6. Resources that promote additional practice in oral language development and foundational skills in English and Spanish. These materials should be designed to encourage parental/guardian involvement in student learning at home.
Appendix 12-B: Matrix 1
Program 4: Intensive Intervention English Language Arts,
Grades Four Through Eight
This program supports a basic program and provides an accelerated, intensive intervention pathway that supports the needs of students in grades four through eight whose academic performance, including proficiency in English language arts and literacy in reading and writing, is two or more years below grade level. This program could be used as a temporary replacement core where students are non-readers in the first- or second grade-level as evidenced in a broad set of measures. The materials are not intended to be a substitute for English language development instruction. The materials in this program are designed for students to gain two grade levels for each year of instruction while providing a rich curriculum supporting the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The materials are designed to accelerate students’ successful reentry into a basic program and include clear instructional plans and tools for entering and exiting the program.
| |Key to Symbols: c = Complete Standard Addressed |
| |p = Partial Standard Addressed |
| |NA = Not Applicable |
| |Standard/Number |Grade 1 |Grade 2 |Grade 3 |Grade 4 |
Part I. A. Collaborative |1
|Exchanging Information/Ideas |PI.4.1.Ex
PI.4.1.Br |PI.5.1.Ex
PI.5.1.Br |PI.6.1.Ex
PI.6.1.Br |PI.7.1.Ex
PI.7.1.Br |PI.8.1.Ex
PI.8.1.Br | | | |Corresponding CA CCSS for ELA |SL.4.1a-d |SL.5.1a-d |SL.6.1a-d |SL.7.1a-d |SL.8.1a-d | | |2
|Interacting via written English |PI.4.2.Ex
PI.4.2.Br |PI.5.2.Ex
PI.5.2.Br |PI.6.2.Ex
PI.6.2.Br |PI.7.2.Ex
PI.7.2.Br |PI.8.2.Ex
PI.8.2.Br | | | |Corresponding CA CCSS for ELA |W.4.6
L.4.1,3,6 |W.5.6
L.5.1,3,6 |W.6.6
L.6.3a,b
L.6.6 |W.7.6
L.7.3a
L.7.6 |W.8.6
L.8.3a
L.8.6 | | |3
|Offering Opinions (gr. 4-5)
Supporting opinions and persuading others (gr. 6-8) |PI.4.3.Ex
PI.4.3.Br |PI.5.3.Ex
PI.5.3.Br |PI.6.3.Ex
PI.6.3.Br |PI.7.3.Ex
PI.7.3.Br |PI.8.3.Ex
PI.8.3.Br | | | |Corresponding CA CCSS for ELA |SL.4.1,6
L.4.1,3,6 |SL.5.1,6
L.5.1,3,6 |W.6.1a,b,
SL.6.1d,4 |W.7.1a,b,
SL.7.1d,4 |W.8.1a-c
SL.8.1d,4 | | |6
|Reading/viewing closely |PI.4.6.Ex
PI.4.6.Br |PI.5.6.Ex
PI.5.6.Br |PI.6.6.Ex
PI.6.6.Br |PI.7.6.Ex
PI.7.6.Br |PI.8.6.Ex
PI.8.6.Br | | | |Corresponding CA CCSS for ELA |RL.4.1-4,7,9
RI.4.1-4,7,9
SL.2
L.4.4,6 |RL.5.1-5,7,9
RI.5.1-5,7,9
SL.5.2,3
L.5.4,6
|RL.6.1-4,7,9
RI.6.1-4,7,9
L.6.4,6 |RL.7.1-4,7,9
RI.7.1-4,7,9
L.7.4,6 |RL.8.1-4,7,9
RI.8.1-4,7,9
L.8.4,6 | | |7
|Evaluating language choices |PI.4.7.Ex
PI.4.7.Br |PI.5.7.Ex
PI.5.7.Br |PI.6.7.Ex
PI.6.7.Br |PI.7.7.Ex
PI.7.7.Br |PI.8.7.Ex
PI.8.7.Br | | | |Corresponding CA CCSS for ELA |RL.4.4
RI.4.2,8
SL.4.3
L.4.3,6 |RL.5.3,4
RI.5. 2,8
SL.5.3
L.5.3,5,6 |RL.6.4
RI.6.4,8
SL.6.3
L.6.4,6 |RL.7.4
RI.7.4,8
SL.7.3
L.7.4,6 |RL.8.4
RI.8.4,8
SL.8.3
L.8.4,6 | | |8
|Analyzing language choices |PI.4.8.Ex
PI.4.8.Br |PI.5.8.Ex
PI.5.8.Br |PI.6.8.Ex
PI.6.8.Br |PI.7.8.Ex
PI.7.8.Br |PI.8.8.Ex
PI.8.8.Br | | | |Corresponding CA CCSS for ELA |RL.4.4
RI.4.4
L.4.5,6 |RL.5.4
RI.5.4
L.5.5,6 |RL.6.4
RI.6.4,
L.6.5b,c,6 |RL.7.4
RI.7.4,
L.7.5b,c,6 |RL.8.4
RI.8.4,
L.8.5b,c,6 | |
Part I. C. Productive
|9
|Presenting |PI.4.9.Ex
PI.4.9.Br |PI.5.9.Ex
PI.5.9.Br |PI.6.9.Ex
PI.6.9.Br |PI.7.9.Ex
PI.7.9.Br |PI.8.9.Ex
PI.8.9.Br | | | |Corresponding CA CCSS for ELA
|SL.4.4,6
L.4.1,6 |SL.5.4,6
L.5.1,6 |SL.6.4,6
L.6.1,6 |SL.7.4,6
L.7.1,6 |SL.8.4-6
L.8.3,6 | | |10
|Writing |PI.4.10.Ex
PI.4.10.Br |PI.5.10.Ex
PI.5.10.Br |PI.6.10.Ex
PI.6.10.Br |PI.7.10.Ex
PI.7.10.Br |PI.8.10.Ex
PI.8.10.Br | | | |Corresponding CA CCSS for ELA |W.4.1,2a,b,e,4
L.4.1,3a,c, 6 |W.5.1,2a,b,e,4
L.5.1,3a,b, 6 |W.6.1,2.a,b,e,4
L.6.3a,b, 6 |W.7.1, 2.a,b,e, 4
L.7.3a, 6 |W.8.1, 2a,b,e, 4
L.8.3a, 6 | | |11
|Supporting Opinions (gr. 4-5)
Justifying/arguing (gr. 6-8) |PI.4.11.Ex
PI.4.11.Br |PI.5.11.Ex
PI.5.11.Br |PI.6.11.Ex
PI.6.11.Br |PI.7.11.Ex
PI.7.11.Br |PI.8.11.Ex
PI.8.11.Br | | | |Corresponding CA CCSS for ELA |W.4.1,4,9-10
SL.4.4, 6
L.4.3, 6 |W.5.1,4,9-10
SL.5.4, 6
L.5.3, 6 |W.6.1,4,8-10
SL.6.3 |W.7.1,4,8-10
SL.7.3 |W.8.1,4,8-10
SL.8.3 | | |12
|Selecting language resources |PI.4.12.Ex
PI.4.12.Br |PI.5.12.Ex
PI.5.12.Br |PI.6.12.Ex
PI.6.12.Br |PI.7.12.Ex
PI.7.12.Br |PI.8.12.Ex
PI.8.12.Br | | | |Corresponding CA CCSS for ELA |SL.4.4,6
L.4.4-6 |SL.5.4,6
L.5.4-6 |RL.6.4
RI.6.4
L.6.4a-d,
5a-c,6 |RL.7.4
RI.7.4
L.7.4a-d,
5a-c,6 |RL.8.4
RI.8.4
L.8.4a-d,
5a-c,6 | |
Part II. A. Structuring Cohesive Text
|1
|Understanding text structure |PII.4.1.Ex
PII.4.1.Br |PII.5.1.Ex
PII.5.1.Br |PII.6.1.Ex
PII.6.1.Br |PII.7.1.Ex
PII.7.1.Br |PII.8.1.Ex
PII.8.1.Br | | | |Corresponding CA CCSS for ELA |RL.4.5
RI.4.5
W.4.1-5,10 |RL.5.5
RI.5.5
W.5.1-5,10
|RL.6.5
RI.6.5
W.6.1-5,10 |RL.7.5
RI.7.5
W.7.1-5,10 |RL.8.5
RI.8.5
W.8.1-5,10 | | |2
|Understanding cohesion |PII.4.2.Ex
PII.4.2.Br |PII.5.2.Ex
PII.5.2.Br |PII.6.2.Ex
PII.6.2.Br |PII.7.2.Ex
PII.7.2.Br |PII.8.2.Ex
PII.8.2.Br | | | |
Corresponding CA CCSS for ELA |RI.4.5
W.4.2c,3c |RL.5.5
RI.5.5
W.5.2c,3c
L.5.1a,e |RI.6.5
W.6.2c,3c
|RI.7.5
W.7.2c,3c
|RI.8.5
W.8.2c,3c
| |Part II. C. Connecting & Condensing Ideas |6
|Connecting ideas |PII.4.6.Ex
PII.4.6.Br |PII.5.6.Ex
PII.5.6.Br |PII.6.6.Ex
PII.6.6.Br |PII.7.6.Ex
PII.7.6.Br |PII.8.6.Ex
PII.8.6.Br | | | |Corresponding CA CCSS for ELA |W.4.1c,2c,3c |W.5.1c,2c,3c
L.5.1a,e
|W.6.1c,2c,3c
|W.7.1c,2c,
3c
|W.8.1c,2c,3c
| | |7
|Condensing Ideas |PII.4.7.Ex
PII.4.7.Br |PII.5.7.Ex
PII.5.7.Br |PII.6.7.Ex
PII.6.7.Br |PII.7.7.Ex
PII.7.7.Br |PII.8.7.Ex
PII.8.7.Br | | | |Corresponding CA CCSS for ELA |L.4.3a,6 |W.5.1c,2c,
3c,d
L.5.3a, 6 |W.6.1.c, 2.d,3.c-d
L6.3a,6 |W.7.1.c, 2.d,3c-d
L7.3a,6 |W.8.1c, 2d,3c-d
L8.3a,6 | |
Appendix B: Learning Resources Display Centers (LRDCs)
Learning Resource Display Centers (LRDCs) are sites where instructional materials programs submitted for the 2015 ELA/ELD Adoption are on public display. A list of LRDCs is available on the CDE’s LRDC Web page at . Please call for hours, as staffing varies.
California Department of Education
Posted October 21, 2015
-----------------------
[1] For the purpose of assessing publisher fees, publishers participating in the 2015 ELA/ELD Adoption should note that Program 4 and Program 5 instructional materials are considered equivalent to two grade levels.
[2] Spanish translations of the CCSS for ELA/Literacy are posted at [Invalid link removed October 10, 2017]. Linguistic augmentations for Spanish are indicated in the document in blue text. Also see the Optional Criteria for developing a Program 3 Basic Biliteracy: Spanish/English Language Development Program in Appendix 12-A.
[3] See California Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of becoming a long-term English learner.
[4] Definition of current and confirmed research: “Research on how reading skills are acquired” means research that is current and confirmed with generalizable and replicable results. “Current” research is research that has been conducted and is reported in a manner consistent with contemporary standards of scientific investigation. “Confirmed” research is research that has been replicated and the results duplicated. “Replicable” research is research with a structure and design that can be reproduced. “Generalizable” research is research in which samples have been used so that the results can be said to be true for the population from which the sample was drawn.
[5] For additional guidance on providing a balance of literary and informational text appropriate to the grade-level and consistent with the grade-level standards, see the CA CCSS for ELA/Literacy, pages 42-43 and 78, .
[6] As noted throughout this framework, speaking and listening should be broadly interpreted. Speaking and listening should include students who are deaf and hard of hearing using American Sign Language (ASL) as their primary language. Students who do not use ASL as their primary language but use amplification, residual hearing, listening and spoken language, cued speech and sign supported speech, access general education curriculum with varying modes of communication.
[7] Programs that are designed for use by students and their teachers as a principal learning resource and that meet in organization and content the basic requirements of a full course of study (generally, one school year in length.)
[8] See California [9] |:DEF[ghwxyz{|}~¨Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of becoming a long-term English learner.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- rescue dogs available for adoption near me
- ifrs 16 adoption deloitte
- baby puppies for adoption free
- small dogs for adoption near me
- adoption caseworker job description
- aspca adoption dogs
- available small dogs for adoption near me
- dog adoption eastern ct
- dogs for adoption under 200
- dog adoption stories happy endings
- adoption centers near me
- adoption centers near me children