2015 Reading Wonders, Program 2 - Instructional Materials ...



This advisory recommendation has not been approved by the State Instructional Quality Commission

or the State Board of Education.

REVIEW PANEL ADVISORY RECOMMENDATION

2015 ELA/ELD ADOPTION OF INSTRUCTIONAL MATERIALS

|Publisher |Program |Grade Level(s) |

|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”.

California Department of Education

August 17, 2015

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