2015 Lectura Maravillas - Instructional Materials (CA Dept ...



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 |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.”

California Department of Education

August 17, 2015

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