COMMENTS Category 2 CCSS English Language Arts (ELA) and ...

[Pages:11]COMMENTS Category 2

CCSS English Language Arts (ELA) and Literacy Grades 6-8

Publisher:

Title:

Pearson Common Core Literature

Submission Code: #200 General Comments

There are multiple opportunities for students to perform cross-curricular synthesis and analysis.

Tier 2 and tier 3 vocabulary are clearly evident throughout the program.

Each unit provides scaffolded support that is gradually removed by the end of the unit.

The program is device agnostic; it can be accessed using computers, tablets, phones, etc. All materials are online as well.

Tier 3 vocabulary is listed for all subjects in the text.

Provides Common Core State Standards (CCSS) graphic organizers that apply to the tests (for each standard).

Mini-rubrics are available for mini-assessments (formative assessments).

Each pacing guide has multi-level resources and editable resources.

Targeted re-teaching of new content with practice and modeling.

Text offers scaffolding help for students and focused help for teachers.

Offers CCSS coverage in other content areas for effective multi-disciplinary collaboration.

Teacher edition is easy to use. Information is clearly laid out and easy to understand.

Multiple supports for teachers and students are built in.

Pearson In-service is provided in fall and spring. Delaying technology in-service until spring is concerning.

Robust and rigorous online resources.

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Publisher:

Title:

Houghton Mifflin Harcourt Collections

Submission Code: #201 General Comments

Rigorous and robust selections are extensive.

All readers are presented with selections and strategies that support individual student needs.

Materials are device agnostic.

Selections include fiction, non-fiction, multi-media and graphic texts.

Student friendly language is used for Common Core State Standards (CCSS) at the beginning of every unit clearly stating learning targets.

Reading, writing, speaking, and digital interactive lessons are presented at each grade level.

In every unit, students are asked to analyze a piece of argumentative writing and then produce their own argumentative writing based on the anchor text.

Every selection is online and has audio support.

English is the only language available in both print and digital media.

Difficult reading passages have screencasts available, where adult voices deconstruct the passage.

Performance tasks are modeled by students in the digital lessons.

Training and professional development are included for the length of the adoption.

Partnership with Turnitin? within Write Smart allows teachers to monitor for plagiarism.

Scaffolding for English Language Learners and struggling readers is embedded in lessons and units.

Digital overview for every lesson and unit is included.

Less is more ? only three teacher texts to work with are more manageable.

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 The Close Reader in a stand-alone text for teachers and is also included in the main Teacher Editions.

Students are prompted to use the five academic vocabulary words in the end of unit performance tasks.

Students apply knowledge of tier 3 vocabulary in activities throughout the text. Selections are not static; articles are added and archived over the length of the

adoption. Articles are curated to eliminate dead links. Thirty interactive white board lessons. Print material can stand alone and meet all CCSS.

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Publisher: EMC Publishing LLC

Title:

Mirrors and Windows: Connecting with Literature and Common Core State Standards

Submission Code: #203 General Comments

Does not adequately integrate speaking and listening throughout the text so that students apply and synthesize advancing literacy skills.

Does not adequately require students to read texts closely, examine textual evidence, or discern deep meaning of a central focus.

Does not facilitate rich and rigorous evidence-based discussions and writing about common texts.

Does not adequately expect students to draw evidence from texts to produce clear and coherent writing.

Tier 2 vocabulary is not evident though out the program.

On demand writing is not rigorous and robust.

There was little or no evidence of aligned rubrics or assessment guidelines which provide sufficient guidance to students.

Students do not see Common Core State Standards in their text.

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Publisher: Edgenuity Inc.

Title:

Edgenuity Common Core English Language Arts

Submission Code: #204 General Comments

As online teacher presents lessons, the written text is underlined, starred, highlighted, and circled to help students focus on the critical information.

Provides for discussions within the framework of lessons.

Provides thematic connections between fiction and non-fiction over multiple content areas.

Allows for natural extensions for gifted students.

Students can be placed with appropriate level materials. For example, an eighth grade student could work with sixth grade materials within the district's adoption.

Provides clear delineation between tier 2 and tier 3 vocabularies.

Writing assignments are linked to texts, and longer assignments require students to use evidence from texts.

The rubrics are clear and well organized.

Consistently provides on-demand writing opportunities throughout the program.

Clear and explicit advanced graphic organizer for each lesson.

Teacher's role in blended classroom clearly defined.

The written transcripts of the lessons can be translated into 17 languages. Students can hear the transcripts spoken in seven of those languages. Side by side instruction supports language acquisition.

Teachers are able to diagnose and provide interventions for each student.

Includes protected Google search function.

Teachers can change location, time, and breadth of program that can be accessed.

Program can be modified to meet the requirements of IEP and 504 modifications and accommodations.

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 Program provides for student engagement through the use of sticky notes and high lighting.

Students are taught to use self-assessment of own writing - meta cognitive strategies.

Student/parent portal is easy to access and to understand through color coding.

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Publisher: The College Board

Title:

Springboard English Language Arts

Submission Code: #205 General Comments

Focus standards are listed and written in student friendly language and included in student text.

Tier 2 and 3 vocabulary is clearly delineated and supports academic vocabulary.

Different learning strategies help support struggling readers and writers.

All work connects to Smarter Balance.

There is a variety of text complexity.

Both fiction and non-fiction are included in the units.

Many skills are introduced using less complex texts. Students are asked to apply skills using more complex selections.

Each unit includes multiple writing activities that are aligned with rubrics and state guidelines.

The program provides lists of meaningful and matched independent reading ideas throughout the text.

Springboard provides meaningful scoring guides that allow for clear understanding of rubrics.

There appears to be a lack of differentiated, targeted materials and strategies for struggling readers and writers. However, strategies and lists of suggested materials for this group are included in professional development.

Evidence of backward mapping from College Board and AP programs.

Students know daily learning targets and see connections to embedded formative and summative assessments.

Language usage is taught and reinforced within the text being read and then practiced with students' individual writing.

Digital text is editable on multiple platforms for both students and teachers.

Research skills are embedded and taught throughout the program.

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 Standards are identified in the margin of the teacher's edition and then specifically located within actual texts.

Program allows for teachers to include their favorite selections.

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