2018 English Language Arts Textbook and Instructional ...



2018 English Language Arts Textbook and Instructional Materials Committee Rating Sheet for the 2017 English Standards of Learning and Curriculum Framework Grade Three: Into ReadingVirginia Department of Education, 2018Text /Instructional Material Title:___________Into Reading_______________________Publisher: ________Houghton Mifflin Harcourt______________________________________________Committee Member?: ___________Consensus_________________________________Date: __________August 24, 2018________________________________________________Section I?– English Language Arts Standard and Rating ChartDirections: Please mark the following standard correlations as Adequate, Limited, or No EvidenceSection I. English Language Arts StandardRating3.33.3aAdequate3.3bAdequate3.43.4aAdequate3.4bAdequate3.4cAdequate3.4dAdequate3.4eAdequate3.4fAdequate3.4gAdequate3.53.5aAdequate3.5bAdequate3.5cAdequate3.5dAdequate3.5eAdequate3.5fAdequate3.5gAdequate3.5hAdequate3.5iAdequate3.5jAdequate3.5kAdequate3.5lAdequate3.5mAdequate3.63.6aAdequate3.6bAdequate3.6cAdequate3.6dAdequate3.6eAdequate3.6fAdequate3.6gAdequate3.6hAdequate3.6iAdequate3.6jAdequateSection II. Additional Criteria: Instructional Planning and Support. Please mark the following correlations as Adequate, Limited, or No Evidence.Section II. Additional Criteria: Instructional Planning and SupportRating1. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students.Adequate2. Materials are organized appropriately within and among units of study.Adequate3. Format design includes titles, subheadings, and appropriate cross-referencing for ease of use.Adequate4. Writing style, length of sentences, and vocabulary are appropriate.Adequate5. Sufficient instructional strategies are provided to promote depth of understanding.AdequateEnglish Standard 3.3Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence.3.3 The student will apply word-analysis skills when reading.Ratinga)Use knowledge of regular and irregular vowel patterns.Adequateb)Decode regular multisyllabic words.AdequateEnglish Standard 3.4Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence.3.4 The student will expand vocabulary when reading.Ratinga)Use knowledge of homophones.Adequateb)Use knowledge of roots, affixes, synonyms, and antonyms to determine the meaning of new words. Adequatec)Apply meaning clues, language structure, and phonetic strategies to determine the meaning of new words.Adequated)Use context to clarify meaning of unfamiliar words.Adequatee)Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.Adequatef)Use vocabulary from other content areas.Adequateg)Use word-reference resources including the glossary, dictionary, and thesaurus.AdequateEnglish Standard 3.5Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence.3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. Ratinga)Set a purpose for reading.Adequateb)Make connections between reading selections.Adequatec)Make, confirm, and revise predictions.Adequated)Compare and contrast settings, characters, and plot events. Adequatee)Summarize plot events.Adequatef)Identify the narrator of a story.Adequateg)Ask and answer questions about what is read.Adequateh)Draw conclusions using the text for support.Adequatei)Identify the conflict and resolution.Adequatej)Identify the theme. Adequatek)Use reading strategies to monitor comprehension throughout the reading process.Adequatel)Differentiate between fiction and nonfiction.Adequatem)Read with fluency, accuracy, and meaningful expression.AdequateEnglish Standard 3.6Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence.3.6 The student will read and demonstrate comprehension of nonfiction texts.Ratinga)Identify the author’s purpose.Adequateb)Use prior and background knowledge as context for new learning.Adequatec)Preview and use text features including table of contents, headings, pictures, captions, maps, indices, and charts.Adequated)Ask and answer questions about what is read using the text for support. Adequatee)Draw conclusions using the text for support. Adequatef)Summarize information found in nonfiction texts.Adequateg)Identify the main idea.Adequateh)Identify supporting details.Adequatei)Use reading strategies to monitor comprehension throughout the reading process.Adequatej)Read with fluency, accuracy, and meaningful expression.AdequateII. Additional Criteria: Instructional Planning and Support (Reported but not used in correlation and adoption considerations.) Additional Criteria: Instructional Planning and SupportRating1. The textbook is presented in an organized, logical manner and is appropriate for the age, grade, and maturity of the students.Adequate2. The textbook is organized appropriately within and among units of study.Adequate3. The format design includes titles, subheadings, and appropriate cross-referencing for ease of use.Adequate4. The writing style, syntax, and vocabulary are appropriate.Adequate5. Sufficient instructional strategies are provided to promote depth of understanding.Adequate ................
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