Houghton Mifflin Harcourt California Journeys ...
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) |
|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.
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 "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 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.”
California Department of Education
August 17, 2015
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