Cibcfirnov08item08 Page 5 Of 5 California Department Of Education

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cib-cfir-nov08item08
Page 5 of 5
California Department of Education
Executive Office
SBE-003 (REV. 06/2008)
cib-cfir-nov08item08
ITEM 11

CALIFORNIA STATE BOARD OF EDUCATION
NOVEMBER 2008 AGENDA
SUBJECT
2008 Reading/Language Arts–English-Language Development Primary
Adoption: Curriculum Development and Supplemental Materials Commission
Recommendations.
Action
Information
Public Hearing
RECOMMENDATION
The California Department of Education (CDE) recommends that the State
Board of Education (SBE) hold a public hearing, review, and take
action on the recommendations of the Curriculum Development and
Supplemental Materials Commission (Curriculum Commission) for the 2008
Reading/Language Arts–English-Language Development (RLA/ELD) Primary
Adoption for instructional materials in kindergarten through grade
eight (K–8).
The CDE recommends that the SBE develop and use a Consent List of
Programs to help facilitate the voting process for the 2008 RLA/ELD
Primary Adoption Process. Three separate actions are as follows:
1.
A motion to adopt the programs on the “Consent List: Recommendations
from the Curriculum Commission and the Content Review Panel
(CRP)/Instructional Materials Advisory Panel (IMAP) That Are
Consistent” (See Attachment 1). The consent list includes programs
with recommendations from the Curriculum Commission and the
CRP/IMAP that are consistent. A total of 34 programs are included
on the Consent List.
2.
A motion to adopt Heinle/Cengage, Milestones program for 2008
RLA/ELD Primary Adoption by the SBE. This is the only program in
which the Curriculum Commission does not recommend but the
CRP/IMAP does recommend (See Attachment 2).
3.
A motion to approve Glencoe McGraw-Hill’s request regarding
copyright issues for its program, California Literature,
California Treasures, grade 6. After the publisher had submitted
its materials for review, it learned that it now must make changes
to its instructional materials in two instances:
RECOMMENDATION (Cont.)
First, the estate of Jacqueline Bouvier has denied the publisher
copyright permission to use her poem, Thoughts. The publisher proposes
replacing the poem with another poem with the same title. It claims
that the replacement poem will utilize the same vocabulary and the
same skills that were developed for the original poem.
Second, the author of “The Lark and Her Children” has denied the
publisher permission to use any art with his retelling of the Aesop’s
Fable. Thus there is a need to delete the Van Gough painting,
Wheatfield with Lark, 1887, and replace it with an image that the
publisher has permission to use.
California Code of Regulations (5 CCR), Title 5, Education, Section
9517(k) states: “Except as described in sections 9528 and 9529,
publishers shall not change or modify instructional materials after
the date specified in the Schedule of Significant Events for delivery
of instructional materials….unless the changes or modifications are
approved by the SBE.” The Curriculum Commission recommends that the
SBE exercise its authority granted by 5 CCR Section 9517(k) and
approve the Glencoe McGraw-Hill request.
SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION
November 8, 2007, January 9, 2008, and March 7, 2008: The SBE approved
appointment of IMAP members and CRP experts to review K–8
instructional materials.
November 8, 2007: The SBE approved the timeline for the RLA/ELD
Primary Adoption.
April 16, 2006: The SBE adopted the evaluation criteria for the 2008
RLA/ELD Primary Adoption. The criteria called for five types of
programs to be submitted and reviewed for this adoption: RLA Basic
Program K-8, RLA/ELD Basic Program K-8, Primary Language/ELD Basic
Program K-8, Intensive Intervention Program grades four through eight
(4-8), and Intensive Intervention Program for English Learners 4-8.
SUMMARY OF KEY ISSUES
Statutory Requirements
EC Section 60200(b) (1) calls for adoptions to occur “not less than
two times every six years” for language arts, mathematics, science,
and history–social science and “not less than two times every eight
years” in other subjects. The first instructional materials adoption
following the SBE adoption of new evaluation criteria is termed a
“primary adoption” and creates a new adoption list. The last primary
adoption for RLA/ELD took place in 2002.
SUMMARY OF KEY ISSUES (Cont.)
EC Section 60200(e) Finding: EC Section 60200(e) specifies that the
SBE may adopt fewer than five programs per grade level if either:
*
Fewer than five programs were submitted for adoption, or
*
The SBE specifically finds that fewer than five programs meet the
criteria for adoption and conducts a review of the degree to which
the criteria and procedures for evaluation were consistent with
the SBE-adopted curriculum framework.
In this adoption, more than five programs were submitted and are being
recommended for adoption at all grades (K-8).
Adoption Process and Timeline
*
Invitation to Submit Meeting with Publishers: On January 8, 2008,
the CDE conducted a Publishers Invitation to Submit Meeting which
outlined the EC and regulatory requirements for participation in
the adoption process.
*
Training: The Curriculum Commission, in collaboration with CDE
staff, conducted the 2008 RLA/ELD Primary Adoption. Two sessions
of training were held: April 7-11, 2008, for the Basic programs in
which 36 CRP reviewers participated and 132 IMAP reviewers
participated in twelve panels.
The reviewers were trained to evaluate the three types of submitted
programs: RLA Basic Program K-8, RLA/ELD Basic Program K-8, Primary
Language/ELD Basic Program K-8. On April 21-24, 2008 the training for
the Intensive Intervention programs was held; 28 CRP and 59 IMAP
reviewers were trained to evaluate two types of submitted programs
(Intensive Intervention Program 4-8, and Intensive Intervention
Program for English Learners 4-8) for alignment with the
English-Language Arts Content Standards, the Reading/Language Arts
Framework, the Criteria for Evaluating Instructional Materials:
Kindergarten Through Grade Eight, and for social content (SC).
*
Social Content (SC) Review: CRP and IMAP members received training
in the SC process during the April training and integrated their
SC review into their content review. In addition, the CDE
contracted with five county offices of education to review
materials for SC. On June 25, 2008, two members of the Curriculum
Commission met to review all submitted citations for concurrence
and to avoid duplication. As a result of that meeting, 87
citations for SC were forwarded to publishers. All of the
publishers elected to revise their materials to comply with the SC
standards cited.
SUMMARY OF KEY ISSUES (Cont.)
Deliberations: During deliberations July 14-18, 2008, for Basic
programs and July 28-31, 2008, for Intervention programs; 52 CRP and
162 IMAP members evaluated 35 programs submitted for the 2008 RLA/ELD
Primary Adoption. The number of reviewers changed from the training
sessions due to attrition for various personal reasons. After reaching
consensus on their recommendations, the reviewers developed a CRP/IMAP
Report of Findings for each program. These reports were forwarded to
the Curriculum Commission for action at the September 24-26, 2008,
meeting.
*
Curriculum Commission Meeting: At its meeting on September 24-26,
the Curriculum Commission reviewed the CRP/IMAP Reports of
Findings, conducted public hearings, and took action to forward
adoption recommendations to the SBE on the 35 programs submitted
for adoption (see Attachment 3: 2008 RLA/ELD Primary Adoption
Curriculum Commission Advisory Report).
*
Edits and Corrections: The Curriculum Commission recommendation
for a program may include a list of minor edits and corrections
that are required as a condition of adoption. To develop this
list, the Curriculum Commission considered information in the
CRP/IMAP Reports of Findings and also responses from publishers
about how they plan to make these corrections. A binder with this
information has been forwarded to the SBE Office. Meetings will be
held with adopted publishers to review minor edits and corrections
subsequent to SBE action on November 17, 18, and 19, 2008.
*
Edits and Corrections Submitted by Publishers: The Curriculum
Commission recommendation for a program may also include a review
of publisher-submitted edits and corrections. Commissioners were
assigned to review programs to ensure that these programs adhere
to the Commission’s Policy on Edits and Corrections. Their review
may include any edits and corrections that do not affect content.
Binders with this information have been forwarded to the State
Board Office for your information. Meetings will be held with
adopted publishers to review edits and corrections subsequent to
SBE action in November 17, 18, and 19, 2008.
*
Public Comment: Public comment was received by the Curriculum
Commission, both in writing and in testimony at public hearings on
September 15, 24, 25, and 26, 2008. All public comments received
by the Curriculum Commission were forwarded in a binder to the SBE
office.
*
Final Print Resources: Final print resources reflecting revisions
due to social content citations, edits and corrections to the
CRP/IMAP Report of Findings, and approved publisher edits and
corrections must be submitted to the CDE in January of 2009.
SUMMARY OF KEY ISSUES (Cont.)
Attached is the Consent List, a table that summarizes the 2008 RLA/ELD
Primary Adoption Curriculum Commission Advisory Recommendations and
CRP/IMAP Recommendations that are consistent (Attachment 1). A
complete set of the CRP/IMAP reports (separated by Basic and
Intervention programs) for the 35 programs are available on the CDE
Web page at http://www.cde.ca.gov/ci/rl/im/. Go to “2008 CRP/IMAP
Report of Findings.”
A binder for the 2008 RLA/ELD Primary Adoption Public Comment has been
forwarded to the SBE office as part of this item.
FISCAL ANALYSIS (AS APPROPRIATE)
The Instructional Materials Funding Realignment Program (IMFRP), EC
sections 60420–60424, provides funding for the purchase of
standards-aligned instructional materials, with a priority on the four
core subjects of reading/language arts, mathematics, science, and
history–social science. IMFRP funding for 2008-09 totals
$417.5 million or approximately $69.00 per student.
ATTACHMENTS
Attachment 1: Consent List: Recommendations of the Curriculum
Commission and CRP/IMAP That Are Consistent (2 Pages).
Attachment 2: Curriculum Commission Advisory Report for
Heinle/Cengage’s Milestones and CRP/IMAP Report of Findings for
Heinle/Cengage’s Milestones (7 Pages).
Attachment 3: 2008 RLA/ELD Primary Adoption Curriculum Commission
Advisory Report (211 Pages).
Consent List: Recommendations of the Curriculum Commission and
CRP/IMAP That Are Consistent.
These programs have not been adopted by the State Board of Education
BASIC PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
Curriculum Commission Recommendation
CRP/IMAP Recommendation
Program Type 1 – Basic
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Recommend
Houghton Mifflin Company
HM California Reading (K-6)
Recommend
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Recommend
Macmillan/McGraw-Hill
California Treasures (K-6)
Recommend
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Recommend
Pearson Prentice Hall
Pearson Literature CA Reading and Language (6-8)
Recommend
Recommend
Pearson Scott Foresman
Pearson CA Reading Street (K-5)
Recommend
Recommend
SRA/McGraw-Hill
Imagine It! (K-6)
Recommend
Recommend
Program Type 2 – Basic with English Language Development
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Recommend
Macmillan/McGraw-Hill
California Treasures English Language Development (K-6)
Recommend
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Recommend
Pearson Prentice Hall
Pearson CA Language Central (6-8)
Recommend
Recommend
Pearson Scott Foresman
Pearson CA Language Central (K-5)
Recommend
Recommend
SRA/McGraw-Hill
Imagine It! English Language Development (K-6)
Recommend
Recommend
Program Type 3 – Primary Language with English Language Development
Macmillan/McGraw-Hill
Tesoros de lectura (K-6)
Recommend
Recommend
Pearson Scott Foresman
Pearson Calle de Lectura para California (K-3)
Recommend
Recommend
SRA/McGraw-Hill
Imaginalo! (K-6)
Recommend
Recommend
INTERVENTION PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
Curriculum Commission Recommendation
CRP/IMAP Recommendation
Program Type 4 – Intervention
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Not
Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Recommend
Sopris West Educational Services
Language! The Comprehensive Literacy Curriculum, 4th Edition (4-8)
Recommend
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
Recommend
Program Type 5 – Intervention for English Learners
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Not
Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Recommend
Sopris West Educational Services
Language! Focus on English Learning, 4th Edition (4-8)
Recommend
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
Recommend
Curriculum Commission Advisory Report for Heinle/Cengage’s Milestones
and
CRP/IMAP Report of Findings for Heinle/Cengage’s Milestones
Program Type 5 – Intervention for English Learners
Company
Program Name (Grade-level)
Curriculum Commission Recommendation
CRP/IMAP Recommendation
Heinle/Cengage Learning
Milestones (4-8)
Not Recommend
Recommend
Curriculum Commission Advisory Report for Heinle/Cengage’s Milestones
Publisher: Heinle/Cengage Learning
Title of Program: Milestones
Grade Level: 4-8
Submitted: September 26, 2008
Program Summary:
Milestones (Program 5) includes Teacher’s Edition (TE), Student
Edition (SE), Teacher’s Resource CD-ROM (TR CD-ROM), The Heinle
Phonics and Intervention Kit Teacher’s Guide (HPIK TG), Milestones
Tracker (MT), Workbook (WB), Assessment Book (AB), Teacher’s Resource
Book (TRB), Independent Practice CD-ROM (IP CD-ROM),
Recommendation:
The program is not recommended for adoption because it does not align
with all of the required English-Language Arts Content Standards as
identified in Appendix 9-A, Matrix 2, and does not meet all of the
evaluation criteria in Section I and Section II.
Section I:
Program Description Criteria
The program does not meet all of the criteria in the program
description specific to Program 5: Intensive Intervention Program for
English Learners, Grades Four Through Eight.
Citations:
*
Criterion #49: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi, T xl – T xli; MT; TR
CD-ROM.
*
Criterion #50e: See missing standards citations below.
*
Criterion #56a: See missing standards citations below.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program does not align with all of the required English-Language
Arts Content Standards identified in Appendix 9-A, Matrix 2.
Citations:
*
Criterion #1: Missing Standards: Grade 1 (Phonemic Awareness 1.4)
SE I pp. 10, 1, 13, 25, 99; TE I pp. 50, 62, 90, 92; HPIK TG pp.
52, 53, 54, 55, 56, 57, 58, 59, 60, 63, 64, 80, 81. Grade 1
(Phonemic Awareness 1.6) SE I pp. 158, 180, 198; TE I pp. 25, 50,
62, 77, 79, 92, 159; WB I p. 133. Grade 1 (Phonemic Awareness 1.7)
SE I pp. 93, 109; TE I 159; HPIK 52, 53, 54, 55, 56, 57. Grade 1
(Phonemic Awareness 1.8) TE/SE I p. 25; TE/SE I p. 51; TE/SE I p.
63; SE I pp. 77, 79, 91, 93; TE I pp. 76, 93; HPIK TG pp. 52, 53,
54, 55, 56, 57, 58, 59, 60, 61, 62, 71, 72, 75, 76, 77, 78, 78,
79, 80, 81, 83, 84, 103, 111. Grade 1 (Phonemic Awareness 1.9) SE
I pp. 63, 77; TE I pp. 76, 79, 211; HPIK TG pp. 52, 53, 54, 55,
56, 57, 58, 59, 60, 61, 62, 71, 72, 75, 76, 77, 78, 78, 79, 80,
81, 83, 84, 103, 111.
Criteria Category 2: Program Organization
The program is sequenced and organized to provide structure to what
students should learn and allows teachers to teach reading/language
arts instruction.
Citations:
*
Criterion #1: All TE (Levels I, A-B-C) Scope and Sequence pp.
Txviii-Txx; SE (Level I) pp. 529-544; SE (Level C) pp. 495-509.
*
Criterion #5: TE (Level B) pp. 140-150; SE (Level B) pp. 140-150;
TE (Level C) pp. 102-110; SE (Level C) pp. 102-110.
*
Criterion #7: All TE (Levels I, A-B-C) pp. Txxviii-Txx; SE (Level
C) pp. vii-xvi.
Criteria Category 3: Assessment
The program does not contain exit assessments designed to help
determine the appropriate exit level from the program.
Citations:
*
Criterion #3: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi, T xl – T xli; MT; TR
CD-ROM.
*
Criterion #11a: AB (Level I) pp. Overview v
*
Criterion #13b: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi; MT; TR CD-ROM.
*
Criterion #13c: AB (Level I) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi; MT; TR CD-ROM.
Criteria Category 4: Universal Access
This program provides universal access and instruction for students.
Citations:
*
Criterion #1: TE (Level I) p. 120; TE (Level C) p. 86; HPIK TG pp.
2-49, 208-239; TE (Level I) pp. 8, 137-138; TE (Level A) pp. 176,
182-183; TE (Level B) pp. 10, 68; TE (Level C) pp. 72, 192; TE
(Level C) pp. Txxxvi-Txliii; SE (Level A) p. 196; TE (Level C) p.
122; SE/TE (Level C) pp. 142, 152-153; WB (Level I) p. 123; TE
(Level C) p. 152; SE (Level C) p. 172; WB (Level I) p. 79.
*
Criterion #3: TE (Levels I, A-B-C) p. Txxiii; TE (Level B) p. 2;
TE (Level I) pp. 150, 152; SE (Level I) p. 43; SE (Level A) p. 69.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #4: TE (Level I) pp. 150-173; TE (Level C) pp. 72-101;
SE (Level I) pp. 150-173; SE (Level C) pp. 72-101.
*
Criterion #5: TE (Level C) pp. 6-7, 262-263; TE (Level I)
pp.215-216; SE (Level C) pp. 67, 262-263; SE (Level I) pp.
215-216.
*
Criterion #15: TE (Level A) pp. 26, 152, 253; TE (Level C) pp.
205, 384; SE (Level A) pp. 26, 152, 253; SE (Level C) pp. 285,384.
Edits and Corrections:
1.
3280: TE I, p. 83: Progress Check #4. “Ask them to say the words
in a soft voice so others won’t overhear.” Should be “Ask them to
point to the word and say it in a soft voice so others won’t
overhear.”
2.
3280: SE/TE I, p. 25: Purple box. Remove sentence “Short a can be
an ending sound. comma”.
3.
3280: SE/TE I, p. 99: Letters and Sounds #3 Watch. Both A and B
are correct answers; change choice B.
4.
3280: SE/TE I, pp. 70-71. Please double check these pages for
Social Content Compliance (posters and television screen).
CRP/IMAP Report of Findings for Heinle/Cengage’s Milestones
Publisher: Heinle/Cengage Learning
Title of Program: Milestones
Grade Level: 4-8
Submitted: July 30, 2008
Program Summary:
Milestones (Program 5) includes Teacher’s Edition (TE), Student
Edition (SE), Teacher’s Resource CD-ROM (TR CD-ROM), The Heinle
Phonics and Intervention Kit Teacher’s Guide (HPIK TG), Milestones
Tracker (MT), Workbook (WB), Assessment Book (AB), Teacher’s Resource
Book (TRB), Independent Practice CD-ROM (IP CD-ROM).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 2, and meets the evaluation criteria in Section I
and Section II.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 5: Intensive Intervention Program for English Learners,
Grades Four Through Eight.
Citations:
*
Criterion #47: TE (Level I) pp. 100A-100B; TE (Level B) pp.
136C-136D; TR CD-ROM; SE (Level I) pp. vii-xvi; TE (Level I) p.
Txiii; HPIK TG p. viii.
*
Criterion #49: TR CD-ROM; TE (Level C) pp. 4, 340; AB (Level C) p.
v; TE (Level C) pp. 2A, 72A.
*
Criterion #51: TE (Levels I-A-B-C) Volume 1 p. Txxxviii.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Comprehension
and Analysis of Grade Level Appropriate Text 2.2), SE (Level I)
pp. 26, 80. Grade 2 (Comprehension and Analysis of Grade Level
Appropriate Text 2.5), SE (Level I) p. 236. Grade 4 (Comprehension
and Analysis of Grade Level Appropriate Text 2.6), SE (Level A)
pp. 159, 197. Grade 5 (Narrative Analysis of Grade Level
Appropriate Text 3.2), SE (Level B) p. 7. Grade 6 (Comprehension
and Analysis of Grade Level Appropriate Text 2.3), SE (Level C)
pp. 27, 373.
*
Criterion #6: SE (Level I) pp. 242-243; SE (Level A) pp. 159,
166-167; SE (Level B) pp. 150-151.
*
Criterion #12: TE (Level I) pp. Tx-Txi, 236; TE (Level B) pp.
70C-70D; SE (Level I) pp. 529-544; SE (Level C) pp. 495-509.
*
Criterion #19: TE (Level I) pp. Txxviii-Txxix; TE (Level B) pp.
70A-70B, 310; AB (Level A) pp. 121-124; SE (Level I) pp. 217,
237-239; SE (Level C) p. 119; SE (Level B) p. 182.
*
Criterion #21: HPIK TG Decodable Books 1-66.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: All TE (Levels I, A-B-C) Scope and Sequence pp.
Txviii-Txx; SE (Level I) pp. 529-544; SE (Level C) pp. 495-509.
*
Criterion #5: TE (Level B) pp. 140-150; SE (Level B) pp. 140-150;
TE (Level C) pp. 102-110; SE (Level C) pp. 102-110.
*
Criterion #7: All TE (Levels I, A-B-C) pp. Txxviii-Txx; SE (Level
C) pp. vii-xvi.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #2: SE (Level A) p. 191; SE (Level C) p. 34; MT (Levels
I, A-B-C); AB (Level I) p. 201; AB (Level B) pp. 19, 157; AB
(Level I) pp. v-vi.
*
Criterion #10: HPIK TG pp. 201-203; AB (Levels A, B, C) pp.
R26-R31; TE (Level A) p. 191; TE (Level C) p. 126; SE (Level I)
pp. 190-191; SE (Level C) pp. 126-127.
*
Criterion #12: AB (Level I) pp. 201-208; AB (Level B) pp. 157-164.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: TE (Level I) p. 120; TE (Level C) p. 86; HPIK TG pp.
2-49,
208-239; TE (Level I) pp. 8, 137-138; TE (Level A) pp. 176, 182-183;
TE (Level B) pp. 10, 68; TE (Level C) pp. 72, 192; TE (Level C) pp.
Txxxvi-Txliii; SE (Level A) p. 196; TE (Level C) p. 122; SE/TE (Level
C) pp. 142, 152-153; WB (Level I) p. 123; TE (Level C) p. 152; SE
(Level C) p. 172; WB (Level I) p. 79.
*
Criterion #3: TE (Levels I, A-B-C) p. Txxiii; TE (Level B) p. 2;
TE (Level I) pp. 150, 152; SE (Level I) p. 43; SE (Level A) p. 69.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #1: TE (Levels I, A-B-C) pp. Tvi-Tvii, Txxi-Txliv; TR
CD-ROM.
*
Criterion #4: TE (Level I) pp. 150-173; TE (Level C) pp. 72-101;
SE (Level I) pp. 150-173; SE (Level C) pp. 72-101.
*
Criterion #5: TE (Level C) pp. 6-7, 262-263; TE (Level I)
pp.215-216; SE (Level C) pp. 67, 262-263; SE (Level I) pp.
215-216.
*
Criterion #15: TE (Level A) pp. 26, 152, 253; TE (Level C) pp.
205, 384; SE (Level A) pp. 26, 152, 253; SE (Level C) pp. 285,384.
2008 READING/LANGUAGE ARTS–ENGLISH-LANGUAGE DEVELOPMENT
PRIMARY ADOPTION
CURRICULUM COMMISSION
ADVISORY REPORT
Submitted to the State Board of Education
NOVEMBER 2008
TABLE OF CONTENTS
Page
Introduction 5
Adoption Process 6
Instructional Materials Funding Realignment Program 11
2008 Reading/Language Arts–English-Language Development Adoption Cycle
13
Curriculum Commission
Advisory Recommendations
Basic Programs Summary Chart (Program Types 1-3) 15
Intervention Programs Summary Chart (Program Types 4-5) 16
Content Review Panel/Instructional Materials Advisory Panel
Recommendations
Basic Programs Summary Chart (Program Types 1-3) 17
Intervention Programs Summary Chart (Program Types 4-5) 18
Curriculum Commission Advisory Reports
Basic Programs
Program Types 1 and 2
Glencoe/McGraw-Hill–Glencoe Literature, California Treasures and
Glencoe Literature, California Treasures (6-8) 19
Holt Rinehart & Winston–Holt Literature and Language Arts (6-8) 33
Houghton Mifflin Company–HM California Reading (K-6) 38
Houghton Mifflin Harcourt School Publishers–CA Excursions (K-6) 43
Macmillan/McGraw-Hill–California Treasures and California Treasures
English Language Development (K-6) 54
McDougal Littell–McDougal Littell California Literature © 2009 (6-8)
60
Pearson Prentice Hall–Pearson Literature CA Reading and Language and
Pearson CA Language Central (6-8) 65
Pearson Scott Foresman–Pearson CA Reading Street and Pearson CA
Language Central (K-5) 73
SRA/McGraw-Hill–Imagine It! and Imagine It! English Language
Development (K-6) 80
Program Type 3
Macmillan/McGraw-Hill–Tesoros de lectura (K-6) 86
Pearson Scott Foresman–Pearson Calle de Lectura para California (K-3)
93
SRA/McGraw-Hill–Imaginalo! (K-6) 98
Curriculum Commission Advisory Reports
Intervention Programs
Program Type 4
Houghton Mifflin Company–HM California Portals (4-8) 104
National Geographic/Hampton Brown–Inside Language, Literacy and
Content (4-8) 107
Pearson Longman ELT–Longman Keystone (4-8) 116
Pearson Longman ELT–Longman Cornerstone (4-8) 123
Scholastic, Inc.–Scholastic READ 180 California Enterprise Edition
(4-8) 128
Sopris West Educational Services–Language! The Comprehensive Literacy
Curriculum, 4th Edition (4-8) 132
Steck-Vaughn–California Gateways (4-8) 135
Program Type 5
Heinle/Cengage Learning–Milestones (4-8) 138
Houghton Mifflin Company–HM California Portals (4-8) 141
National Geographic/Hampton Brown–Inside Language, Literacy and
Content (4-8) 144
Pearson Longman ELT–Longman Keystone (4-8) 153
Pearson Longman ELT–Longman Cornerstone (4-8) 160
Scholastic, Inc.–Scholastic READ 180 California Enterprise Edition
(4-8) 164
Sopris West Educational Services–Language! Focus on English Learning,
4th Edition (4-8) 168
Steck-Vaughn–California Gateways (4-8) 172
Appendix A–Criteria for Evaluating Reading/Language
Arts–English-Language tDevelopment Instructional Materials 175
Appendix B–Learning Resource Display Centers 209
Intentionally Blank
INTRODUCTION
The State Board of Education (SBE) adopted the English-Language Arts
Content Standards for California Public Schools, Kindergarten through
Grade Twelve (Content Standards) on November 14, 1997. The Content
Standards represent a strong consensus on the skills, knowledge, and
abilities that all students should be able to master in language arts
at specific grade levels during 13 years in the California public
school system. Each standard describes the content students need to
master by the end of each grade level (kindergarten through grade
eight) or cluster of grade levels (grades nine and ten and grades
eleven and twelve).
On April 17, 2006, the SBE adopted the 2007 edition of the
Reading/Language Arts Framework for California Public Schools,
Kindergarten Through Grade Twelve (Framework) and the criteria for
evaluating instructional materials that were submitted for the 2008
Reading/Language Arts–English-Language Development (RLA/ELD) Primary
Adoption, Kindergarten through Grade Eight (K-8). The criteria are
included in Chapter 9 of the Framework and serve as the evaluation
instrument for determining whether instructional materials align to
the content standards and the Framework. The criteria require that
instructional materials be submitted in one of five program types:
Program 1: Reading/Language Arts Basic Program, Kindergarten Through
Grade Eight
Program 2: Reading/Language Arts–English-Language Development Basic
Program, Kindergarten Through Grade Eight
Program 3: Primary Language/English-Language Development Basic
Program, Kindergarten Through Grade Eight
Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight
Program 5: Intensive Intervention Program for English Learners, Grades
Four Through Eight
All five types must be stand-alone programs and reviewed separately
according to their specific criteria.
The Evaluation Criteria are divided into two sections: Section I,
Program Description, and Section II, Criteria. Section II consists of
the following five categories 1) Alignment with English-Language Arts
Content Standards, 2) Program organization, 3) Assessment, 4)
Universal access, and 5) Instructional planning and support. Both
Sections I & II were applied to all five types of programs.
Materials that failed to meet the criteria for alignment with the
Content Standards were not considered satisfactory for adoption. Only
those programs that met all criteria in Category 1, and all the “must”
criteria in each of categories 2 through 5, are recommended for
adoption.
Standards maps and optional evaluation criteria maps for the program
types were developed by the California Department of Education (CDE)
and approved by SBE to help publishers identify where their
instructional materials were aligned with the content standards and
met the evaluation criteria. Publishers completed the maps and
submitted them with their programs. The SBE-appointed Content Review
Panel (CRP) experts and Instructional Materials Advisory Panel (IMAP)
members used the maps to evaluate a program’s alignment with the
content standards and the evaluation criteria.
ADOPTION PROCESS
ADOPTION TIMELINE
The SBE adopted the timeline for the 2008 Reading/Language
Arts–English-Language Development (RLA/ELD) Primary Adoption on
November 8, 2007. The timeline reflected the requirements of
California Education Code (EC) Section 60200(b)(1) which calls for
adoptions to occur “not less than two times every six years” for
language arts, mathematics, science, and history–social science, and
“not less than two times every eight years” in other subjects. The
first instructional materials adoption following the SBE adoption of
new evaluation criteria is termed a “primary adoption” and creates a
new adoption list. The last primary adoption for reading/language arts
took place in 2002.
PUBLISHERS INVITATION TO SUBMIT MEETING
A Publishers Invitation to Submit (ITS) meeting was held on January 8,
2008. Publishers were invited to attend the ITS meeting to learn about
the process and procedures for submitting K–8 instructional materials
for the 2008 RLA/ELD Primary Adoption. Each publisher received a copy
of the Publishers Invitation to Submit: 2008 Reading/Language
Arts–English-Language Development Primary Adoption, a document that
contains all of the information necessary for a publisher to
participate in an adoption process.
Technical information was provided at the meeting, including an
outline of the schedule of significant events; the publisher’s
responsibilities for participating in the adoption; a review of the
adoption process; an overview of the Content Standards, the Framework,
the evaluation criteria, and the English-Language
Arts/English-Language Development (ELA/ELD) Correlation Matrices; and
the logistics of the submission process.
CRP/IMAP APPOINTMENT AND TRAINING
Based on the recommendations of the Curriculum Development and
Supplemental Materials Commission (Curriculum Commission), in November
2007, January 2008, and March 2008, the SBE appointed a total of 61
CRP experts and 176 IMAP members to evaluate submitted RLA/ELD
programs. A total of 35 programs were submitted (20 basic grade-level
and 15 intervention programs). The CRP experts and IMAP members were
divided into 19 review panels (12 basic program panels and 7
intervention program panels). The CRP experts possess advanced degrees
in reading/language arts or a related field. The IMAP members included
classroom teachers, district coordinators, and administrators with
experience in the field of reading/language arts and English-language
development.
The Curriculum Framework and Instructional Resources Division (CFIR)
staff assisted the Curriculum Commission in its training of reviewers
during two sessions, which were held on April 7-11 and April 21-24,
2008, to prepare them for the 2008 RLA/ELD Primary Adoption
Deliberations. The training included sessions on the framework,
content standards, evaluation criteria, social content standards, and
the adoption process. Publishers made formal presentations on their
programs at the training and answered CRP/IMAP questions.
The training was conducted in accordance with the Bagley-Keene Open
Meeting Act. Various publisher representatives and interested members
of the public attended the training. Each day, at a pre-determined
time, the training would pause to provide an opportunity for public
comment.
CRP/IMAP REVIEW, DELIBERATIONS, AND REPORT OF FINDINGS
In April and May 2008, the CRP and IMAP members received complete sets
of instructional materials that they were assigned to review and
evaluate according to the criteria. Curriculum Commission members had
the option of receiving sets of all submitted programs. Panels were
assigned to review one type of program (either basic or intervention).
The CRP and IMAP members conducted their independent reviews of the
reading/language arts instructional materials during the months of
April, May, June, and the beginning of July.
The CRP and IMAP members met in their assigned review panels in
Sacramento for deliberations in two separate sessions: July 14-18,
2008, for basic programs, and July 28-31, 2008, for intervention
programs. The CRP and IMAP members discussed their individual notes
and the citations they had developed while performing their
independent review. A Curriculum Commissioner or Facilitator was
assigned to facilitate each panel. CFIR Division staff provided
support to the panels. During deliberations, publishers were provided
a formal publisher response time to address three to five questions on
their respective programs posed by the panel members. Publishers
received these questions in advance and could provide written as well
as oral responses.
The CRP and IMAP members worked collaboratively during deliberations
to produce a Report of Findings (Report) for each program. Each Report
contains the following sections: Program Components, Recommendation,
Section I: Program Description Criteria; Section II: Criteria
Categories: 1) Alignment with English-Language Arts Content Standards,
2) Program Organization, 3) Assessment, 4) Universal Access, and 5)
Instructional Planning and Support. The reports include citations that
are exemplary (not exhaustive) of the panels’ findings and
recommendations. In addition, for some programs, the reports list
Edits and Corrections as a final component of the report.
Of the 35 submitted programs, 33 programs were recommended by the
CRP/IMAP members for adoption (20 basic programs, 13 intervention
programs) with recommendations contingent upon satisfactory completion
of specified edits and corrections. Edits and corrections are defined
as inexact language, imprecise definitions, mistaken notations,
mislabeling, misspellings, and grammatical errors. Edits and
corrections do not include complete revision or rewriting of chapters
or programs, or adding new content to a program. Changes such as these
are not allowed during the adoption process from publishers and
members of the public.
Deliberations were conducted in accordance with the Bagley-Keene Open
Meeting Act. Various publisher representatives and interested members
of the public attended the panel deliberations. Each day, at a
pre-determined time, the deliberations process included an opportunity
for public comment.
All CRP/IMAP Reports of Findings from both Deliberations sessions were
posted to the CDE Web site on September 11, 2008.
SOCIAL CONTENT REVIEW
The purpose of the social content (SC) review is to ensure that K–8
instructional materials used in California schools contribute positive
influences, healthy messages, and overall positive images. The State
Legislature established laws and the SBE adopted policies and
guidelines for instructional materials to reflect California’s
diversity and reduce the influence of brand names and corporate logos
in instructional materials. The SC review process was an important
part of the 2008 RLA/ELD Primary Adoption and was an opportunity for
the public to review the social content in the instructional
materials.
The SC review was conducted by two groups; individuals serving as CRP
experts and IMAP members, and five county offices of education. The
CRP/IMAP members received training in SC during the two deliberations
training sessions, April 7-11 and 21-24, 2008.
For the SC reviews, the reviewers used the standards contained in EC
sections 60040-60045, 60048, 60200, and SBE policy as outlined in the
Standards for Evaluating Instructional Materials for Social Content
(2000 Edition). The standards address such areas as the accurate
portrayal of cultural and racial diversity and equitable and positive
roles for males and females, disabled people, ethnic and cultural
groups and the elderly. The standards include the provisions of
Assembly Bill (AB) 116, Mazzoni (Chapter 276, Statutes of 1999), that
prohibit (with certain exceptions) the inclusion of commercial brand
names, specific commercial product references, or corporate or company
logos in adopted instructional materials.
Reviewers completed a citation form with specific information to
report perceived violations of the SC standards. On June 19, 2008, two
Commissioners met to review all the citations for concurrence. As a
result of this review, 87 citations were forwarded to publishers. All
of the publishers elected to revise their materials to comply with the
SC standards.
PUBLIC COMMENT AND REVIEW
Instructional materials submitted for adoption were displayed for
public review and comment, beginning April 29, 2008, at 21 Learning
Resource Display Centers (LRDCs) throughout the state (see Appendix B).
The general public was given a thirty-day opportunity to provide
written comments to the SBE on the Curriculum Commission’s
recommendations throughout October 2008. These public comments will be
presented to the SBE at their November 2008 meeting.
In addition, prior to making its recommendations to the SBE, the
Curriculum Commission held four public hearings, one during each of
the RLA/ELD Subject Matter Committee (SMC) meetings on September 15,
24, and 25, 2008, and one during the full Curriculum Commission
meeting on September 26, 2008. Public comment was received by the
Curriculum Commission, both in writing and in testimony at the public
hearings. All public comments received by the Curriculum Commission
will be forwarded to the SBE for its November agenda item on the 2008
RLA/ELD Primary Adoption.
The SBE will hold a public hearing at its November 2008 meeting prior
to taking action on the Curriculum Commission’s recommendations.
CURRICULUM COMMISSION REVIEW AND DELIBERATIONS
On September 15, and 24-26, 2008, the members of the Curriculum
Commission considered the recommendations from the IMAP members and
CRP experts, public comments and reports from individual Commissioners
to determine whether each program satisfied, or did not satisfy the
SBE-adopted evaluation criteria for this adoption. The criteria
include a requirement that the instructional materials provide
comprehensive teaching of the content standards required for the type
of program (basic grade-level, intervention and algebra readiness
programs) as discussed and prioritized in the framework.
On September 24, 2008, the RLA/ELD SMC held hearings and discussed
in-depth the CRP/IMAP Report of Findings for each program. The
discussion included the CRP/IMAP lists of minor edits and corrections,
publishers’ responses to the lists of minor edits and corrections in
the Reports, publisher submitted edits and corrections, CDE staff
recommendations, and findings from Commissioners’ own independent
review.
After the discussion by the RLA/ELD SMC, a roll-call vote was taken on
the submissions. The RLA/ELD SMC placed nearly all programs on a
consent list and recommended all programs on consent with one
roll-call vote. The remaining programs (those not on a consent list)
received individual roll-call votes. The motion was stated in the
affirmative. A majority vote from the RLA/ELD SMC members present was
required for any program to be recommended to the Curriculum
Commission for adoption.
On September 25, 2008, the RLA/ELD SMC held a hearing and discussed
in-depth the CRP/IMAP Report of Findings for Heinle/Cengage’s
Intervention program 5. The findings of the RLA/ELD SMC differed from
those of the CRP/IMAP reviewers and resulted in a motion to Not
Recommend the program and a motion to forward to the full Curriculum
Commission an Alternate Report of Findings that supported the SMC’s
position.
On September 26, 2008, the full Curriculum Commission also discussed
the programs in-depth. Again, nearly all programs were placed on a
consent list and all programs on consent were recommended with one
roll-call vote. The remaining programs (those not on a consent list)
received individual roll-call votes. The motion was stated in the
affirmative. The recommendation for each program was to recommend the
program for specific grades with edits and corrections and approved
publisher submitted edits and corrections.
The full Curriculum Commission then discussed in-depth the RLA/ELD
SMC’s Alternate Report of Findings for Heinle/Cengage’s Intervention
program 5. The Commission deliberated over the findings in the
Alternate Report which resulted in a motion to Not Recommend the
program and a motion to forward to the SBE the Alternate Report of
Findings as the Commission’s final report on the program. Nine
Commissioners were required to vote in the affirmative to recommend
any program.
The Curriculum Commission recommended 32 of the 35 submitted programs
for adoption (20 Basic programs, 12 Intervention programs). The
Curriculum Commission’s adoption recommendations to the SBE are
included in this report and will be presented to the SBE on November
5–6, 2008, for action.
EDITS AND CORRECTIONS MEETING
Edits and Corrections meetings are scheduled for November 17-19, 2008.
These meetings with publishers will cover the edits and corrections
identified in the IMAP/CRP Report of Findings and approved by the
Curriculum Commission at its September 24–26, 2008, meeting; any
additional edits and corrections identified by the Curriculum
Commission and included in its recommendation to the SBE; and those
edits and corrections that are recommended by the SBE based on the
public comments received at its November 2008 meeting. Publishers
whose programs are adopted by the SBE will be required to complete all
edits and corrections by January 2009.
PUBLISHERS’ RESPONSIBILITIES IF ADOPTED
According to the provisions of EC sections 60061 and 60061.5, and the
provisions of California Code of Regulations, Title 5, Education,
publishers are required to comply with the “most favored nation”
clause. The clause ensures that publishers furnish instructional
materials to every school district in California at the lowest or same
price offered to other districts in this state or any other state in
the nation. A post-adoption meeting for adopted publishers will be
held in January 6, 2009, to cover post-adoption timelines,
requirements regarding sales and marketing, the piloting policy of the
SBE, alternate formats, pricing, and more.
INSTRUCTIONAL MATERIALS FUNDING REALIGNMENT PROGRAM
AB 1781 (Chapter 802, Statutes of 2002) established the Instructional
Materials Funding Realignment Program (IMFRP) starting with the
2002-03 fiscal year. The IMFRP (EC sections 60420-60424) provides that
districts or county offices of education must use these funds to
ensure that each pupil in K–8 is provided with an adopted
standards-aligned textbook or basic instructional materials in
reading/language arts, mathematics, science or history–social science,
by the beginning of the first school term that commences no later than
24 months after those materials were adopted by the SBE.
The 2008 RLA/ELD Primary Adoption is the latest standards-aligned
state primary adoption to take place since the IMFRP was established
in January 2003. Districts and county offices that accept IMFRP funds
are required to provide each pupil in K–8 with instructional materials
from the 2008 RLA/ELD Primary Adoption list no later than the start of
the school term in fall 2010.
For districts and county offices that operate schools for grades 9–12,
the standards-aligned instructional materials must be adopted by the
local governing board. These adoptions must be made by local governing
board resolution.
Once a local governing board certifies that it has provided each pupil
with standards-aligned instructional materials, the district or county
office of education may use 100 percent of any remaining IMFRP funds
for other approved purposes, including the purchase of other
instructional materials consistent with the content and cycles of the
curriculum frameworks. For K–8, the local educational agency may
purchase instructional materials from other state adopted materials
lists.
The funding provided in the 2008-2009 state budget for the IMFRP is
$417.5 million. This amounts to approximately $69 per pupil.
Intentionally Blank
2008 Reading/Language Arts–English-Language Development Adoption Cycle
Intentionally Blank
Curriculum Commission Advisory Recommendations
These programs have not been adopted by the State Board of Education
BASIC PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
Curriculum Commission Recommendation
Program Type 1 – Basic
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Houghton Mifflin Company
HM California Reading (K-6)
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Macmillan/McGraw-Hill
California Treasures (K-6)
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Pearson Prentice Hall
Pearson Literature CA Reading and Language (6-8)
Recommend
Pearson Scott Foresman
Pearson CA Reading Street (K-5)
Recommend
SRA/McGraw-Hill
Imagine It! (K-6)
Recommend
Program Type 2 – Basic with English Language Development
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Macmillan/McGraw-Hill
California Treasures English Language Development (K-6)
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Pearson Prentice Hall
Pearson CA Language Central (6-8)
Recommend
Pearson Scott Foresman
Pearson CA Language Central (K-5)
Recommend
SRA/McGraw-Hill
Imagine It! English Language Development (K-6)
Recommend
Program Type 3 – Primary Language with English Language Development
Macmillan/McGraw-Hill
Tesoros de lectura (K-6)
Recommend
Pearson Scott Foresman
Pearson Calle de Lectura para California (K-3)
Recommend
SRA/McGraw-Hill
Imaginalo! (K-6)
Recommend
Curriculum Commission Advisory Recommendations
These programs have not been adopted by the State Board of Education
INTERVENTION PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
Curriculum Commission Recommendation
Program Type 4 – Intervention
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Sopris West Educational Services
Language! The Comprehensive Literacy Curriculum, 4th Edition (4-8)
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
Program Type 5 – Intervention for English Learners
Heinle/Cengage Learning
Milestones (4-8)
Not Recommend
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Sopris West Educational Services
Language! Focus on English Learning, 4th Edition (4-8)
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
CRP/IMAP Recommendations
These programs have not been adopted by the State Board of Education
BASIC PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
CRP/IMAP Recommendation
Program Type 1 – Basic
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Houghton Mifflin Company
HM California Reading (K-6)
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Macmillan/McGraw-Hill
California Treasures (K-6)
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Pearson Prentice Hall
Pearson Literature CA Reading and Language (6-8)
Recommend
Pearson Scott Foresman
Pearson CA Reading Street (K-5)
Recommend
SRA/McGraw-Hill
Imagine It! (K-6)
Recommend
Program Type 2 – Basic with English Language Development
Glencoe/McGraw-Hill
Glencoe Literature, California Treasures (6-8)
Recommend
Holt Rinehart & Winston
Holt Literature and Language Arts (6-8)
Recommend
Houghton Mifflin Harcourt School Publishers
CA Excursions (K-6)
Recommend
Macmillan/McGraw-Hill
California Treasures English Language Development (K-6)
Recommend
McDougal Littell
McDougal Littell California Literature (6-8)
Recommend
Pearson Prentice Hall
Pearson CA Language Central (6-8)
Recommend
Pearson Scott Foresman
Pearson CA Language Central (K-5)
Recommend
SRA/McGraw-Hill
Imagine It! English Language Development (K-6)
Recommend
Program Type 3 – Primary Language with English Language Development
Macmillan/McGraw-Hill
Tesoros de lectura (K-6)
Recommend
Pearson Scott Foresman
Pearson Calle de Lectura para California (K-3)
Recommend
SRA/McGraw-Hill
Imaginalo! (K-6)
Recommend
CRP/IMAP Recommendations
These programs have not been adopted by the State Board of Education
INTERVENTION PROGRAMS SUMMARY CHART
Company
Program Name (Grade-level)
CRP/IMAP Recommendation
Program Type 4 – Intervention
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Sopris West Educational Services
Language! The Comprehensive Literacy Curriculum, 4th Edition (4-8)
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
Program Type 5 – Intervention for English Learners
Heinle/Cengage Learning
Milestones (4-8)
Recommend
Houghton Mifflin Company
HM California Portals (4-8)
Recommend
National Geographic/Hampton Brown
Inside Language, Literacy and Content (4-8)
Recommend
Pearson Longman ELT
Longman Keystone (4-8)
Recommend
Pearson Longman ELT
Longman Cornerstone (4-8)
Not Recommend
Scholastic, Inc.
Scholastic READ 180 California Enterprise Edition (4-8)
Recommend
Sopris West Educational Services
Language! Focus on English Learning, 4th Edition (4-8)
Recommend
Steck-Vaughn
California Gateways (4-8)
Recommend
Curriculum Commission Advisory Reports
Basic Programs Type 1 and 2
Publisher: Glencoe/McGraw-Hill
Title of Programs: Glencoe Literature, California Treasures
Grade Level: 6-8
Program Summary:
Glencoe Literature, California Treasures (Program 1), Glencoe
Literature, California Treasures (Program 2) includes Teacher’s
Edition (TE); Student Edition (SE); Expressions Practice Book (EPB);
New to English (NtE); Read and Write On-Level (RW); Read and Write
Approaching Level (RW-APP); Read and Write English Learner (RW-EL);
**Page references not distinguished with any code cite the Glencoe
Literature Student Edition. This program also includes Expressions
Teacher’s Edition (TE); Expressions Student’s Edition (SE); Standards
Road Map; Diagnostic Assessments; Assessment Resources; Writing
Resources; Fluency Practice and Assessment; Novel Companion;
Educational Strategies DVD; Educational Strategies Facilitators Guide;
Read Aloud & Think Aloud Transparencies; Expressions Listening
Library.
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English Language Arts Content Standards (ELA) and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The Glencoe Literature, California Treasures (Program 1), meets the
evaluation criteria for the Basic Program I in Section I; and Glencoe
Literature, California Treasures (Program 2), meets the evaluation
criteria for the Basic Program 2 in Section I, including the
additional one hour of English Language Development (ELD) instruction
that demonstrates alignment to the ELA and ELD standards through the
ELA/ELD Standards Correlation Matrices.
Citations:
*
Criterion #6: Grade 6, Standards Road Map, p. 69-71. Grade 6,
Treasures TE pp. 68, 82, 173, 183. Grade 6, Standards Practice,
pp. 150, 152, 154. Grade 6, Expressions TE/SE pp. 10, 46, 52, 122,
178. Grade 7, Treasures TE pp. T65-T67, 90. Grade 8, Treasures TE
pp. 8-10.
*
Criterion #9: Grade 6-8, New to English TE/SE pp. 2-133. Grade 6,
Treasures TE pp. T65-T79, 113. Grade 7, Treasures TE pp. T65-T67,
T69-T73, T74-T77, T78-T79, 8, 38, 178. Grade 8, Treasures TE pp.
T65-T79.
*
Criterion #27: Grade 6, (ELA Reading 1.4, ELD EA 2), Expressions
TE p. 8; Treasures TE pp. 23, 220. Grade 6 (ELA Writing 2.1, ELD
B4, I7), Expressions TE pp. 47-51; Treasures TE p. 356. Grade 7,
(ELA Reading 1.3, ELD B4, I7, EA6), Treasures TE pp. 34, 58, 68,
89, 122, 132; Expressions TE/SE pp. 61, 127, 162, 170. Grade 8,
(ELA Reading 1.3, ELD B1, EI3, EI4, I1, I4, EA1, EA3), Expressions
TE pp. 13, 16, 24; Treasures TE pp. 147, 154, 189, 209.
*
Criterion #30: Grade 6, Expressions TE pp. 12. Grade 6,
Expressions Practice Book, p. 7. Grade 6, New to English TE pp.
66-67. Grade 7, Expressions TE pp. 13-24. Grade 7, Expressions
Practice Book, pp. 6-10. Grade 7, Expressions Listening Library.
Grade 8, Expressions TE pp. 235, 249, 251, R1-R12. Grade 8,
Expressions Practice Book, pp. 27, 39, 45, 57, 61, 70. Grade 8,
Expressions TE/SE pp. 109, 115-120. Grade 8, Treasures TE pp.
78-79.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The programs are aligned to and support comprehensive teaching of the
English Language Arts Content Standards and contain content that is
correct and factually accurate. The instructional materials submitted
ensure that all students master each of the content standards in
English Language Arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 6, (Reading
Comprehension 2.2), Treasures TE/SE pp. 46-51. Grade 6, (WOELC
1.1), Treasures TE/SE pp. 120-121. Grade 6, (Listening and
Speaking 1.7) Treasures TE pp. 338-343, Interactive Read and Write
TE (On-Level) pp. 127-134, Listening Library CD, “I Dream a
World”. Grade 6 (Reading 3.1), Expressions TE/SE pp. 153-162,
Treasures TE/SE pp. 406-413. Grade 7, (Reading Literary Response
and Analysis 3.2), Treasures TE pp. 19, 39. Grade 7, (Writing
Applications 2.1), Treasures TE pp. 154-159. Grade 7, (WOELC 1.3),
Treasures TE pp. 36, 208, 552. Grade 7 (Writing 2.4), Treasures
TE/SE pp. 580-585. Grade 7 (Listening and Speaking 2.4), Treasures
TE/SE pp. 586-587. Grade 7 (Listening and Speaking 1.4), Treasures
SE pp. 160-161. Grade 8, (Reading Literary Response and Analysis
3.6), Treasures TE pp. 218-221, 230-241, 403-409. Grade 8, (WOELC
1.4), Treasures TE pp. 152, 216, 292. Grade 8 (Writing 2.3)
Treasures TE/SE pp. 29, 365, 730-737. Grade 8 (Reading 2.7),
Treasures TE/SE pp. 31, 210, 380-383.
*
Criterion #17: Grade 6, Treasures TE p. 229. Grades 6-8, Fluency
Practice and Assessment, pp. 1-38. Grade 8, Expressions TE pp.
R1-R12.
*
Criterion #33: Grade 6, Treasures TE/SE pp. 24-27. Grade 6, In
Time Teacher’s Guide. Grade 6, In Time SE pp. 1-48. Grade 7,
Treasures TE/SE pp. 384-387. Grade 7, In Time SE pp. 2-48. Grade
8, Treasures TE/SE pp. 87-90, 159-164. Grade 8, In Time Teacher’s
Guide. Grade 8, In Time SE pp. 1-48.
*
Criterion #37: Grade 6, Treasures TE/SE pp. 704-712. Grade 6,
Treasures SE pp. R14-R19. Grade 6, Expressions TE/SE pp. 277-282.
Grade 7, Treasures TE/SE pp. 154-159, 332-337, 448-453, 580-586.
Grade 8, Treasures TE/SE pp. 540-541. Grade 8, Writing Resources,
Persuasive Writing Transparencies 1-12.
Criteria Category 2: Program Organization
The sequence and organization of both Programs 1 and 2 provide
structure to what students should learn and allow teachers to teach
reading-language arts efficiently and effectively. Topical headings
reflect the framework and standards and indicate the content that
follows.
Citations:
*
Criterion #6: Grade 6, Treasures TE/SE pp. 280-285. Grade 7,
Treasures TE/SE pp. 332-337. Grade 8, Read and Write Approaching
TE/SE pp. 109-120. Grade 8, CA Standards Practice pp. 192-197.
*
Criterion #9: Grade 6, Treasures TE pp. 198-199, 262, 306. Grade
7, Treasures TE pp. 134-135, 190, 243. Grade 8, Treasures TE pp.
154-155, 178, 310-311.
*
Criterion #12: Grade 6, Treasures TE pp. 46-51, T50-T55, 1-2.
Grade 6, Treasures SE pp. 44-51, vi-xiii. Grade 7, Treasures TE
pp. 61-70, T50-T55, 1-2. Grade 7, Treasures SE pp. 61-70, vi-xi.
Grade 8, Treasures TE pp. 39-55, T50-T55, 1-2. Grade 8, Treasures
SE pp. vi-xiii, 39-55.
Criteria Category 3: Assessment
Both Programs 1 and 2 contain guidance on the purpose, administration,
scoring and interpretation of assessment using progress monitoring,
summative, and diagnostic screening assessments. Progress monitoring
assessments are based on content taught. Diagnostic screening
assessments are grade-level based.
Citations:
*
Criterion #4: Grade 6, Treasures TE pp. 150-155. Grade 7,
Treasures TE pp. 342-347. Grade 8, Treasures TE pp. 298-303.
*
Criterion #7: Grade 6, Assessment Resources, pp. 1-27. Grades 6,
Diagnostic Assessment. Grades 7, Diagnostic Assessment. Grades 8,
Diagnostic Assessment.
*
Criterion #15: Grade 6, Expressions Progress Monitoring Book.
Grade 7, Expressions Progress Monitoring Book. Grade 8,
Expressions Progress Monitoring Book.
Criteria Category 4: Universal Access
The two programs ensure universal access for high-quality curriculum
and instruction for all students so they can meet or exceed the
state’s English-language arts content standards. Programs 1 and 2
provide options to preteach, reteach, review, and accelerate the pace
of instruction. Background information on key skills and concepts is
provided.
Citations:
*
Criterion #1: Grade 6, Standards Road Map (Introduction) pp.
28-29. Grade 7, Treasures TE pp. 374-375. Grade 6, Treasures TE
pp. 37, 41, 51, 59, 65, 67, 69, 74. Grade 7, Standards Road Map
(Universal Access) pp. 58-73. Grade 7, Treasures TE pp. 31, 33,
38, 51, 67, 69, 97. Grade 8, Standards Roadmap (Lesson Plans) pp.
1-15.
*
Criterion #4: Grade 6, Standards Road Map (Universal Access) pp.
64-65, 72-97. Grade 7, Standards Road Map (Universal Access) pp.
72-97. Grade 8, Standards Road Map (Universal Access) pp. 72-97.
Grade 8, Novel Companion pp. 1-9, 20-25.
Criteria Category 5: Instructional Planning and Support
The programs provide support for the teacher when planning instruction
and implementing the program. Materials from Programs 1 and 2 include
demonstrations of writing strategies, including the writing process.
Instructional objectives are stated and identified throughout the
lessons.
Citations:
*
Criterion #1: Grade 6, Standards Road Map (Introduction) pp.
26-34. Grades 6-8, Educational Strategies DVD. Grades 6-8,
Educational Strategies Facilitator’s Guide pp. 1-89.
*
Criterion #7: Grade 6, Treasures TE pp. 188-189. Grade 6,
Expressions TE pp. 139-146c. Grade 7, Interactive Read & Write
(EL) TE pp. 109-114. Grade 8, Expressions TE pp. 187-192.
*
Criterion #14: Grade 6, Expressions TE pp. T9-T11, R1-R12. Grade
7, Expressions TE pp. R1-R12. Grades 6-8, Fluency Practice and
Assessment Book, pp. 1-38.
*
Criterion #17: Grade 6, Treasures TE/SE pp. 280-285. Grade 7,
Expressions TE pp. 57-61, 243-247. Grade 8, Writing Resources,
Narrative Writing Transparencies pp. 1-13, Expository Writing
Transparencies pp. 1-13.
*
Criterion #19: Grade 6, Treasures TE pp. 69, 335, 401, 582. Grade
7, Treasures TE pp. 107, 127. Grade 8, Treasures TE pp. 33, 94,
144.
*
Criterion #25: Grade 6, Expressions TE pp. 129-146. Grade 6,
Expressions SE pp. 129-146. Grade 7, Novel Companion TE pp. 10-63.
Grade 8, Treasures TE pp. 154-175.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
1.
1300/8280, 2700/9840, 4100/11380: Grades 6-8, Standards Road Map,
the blue lesson plan page references from Standards Road Map books
for grades 6-8 should be revised to include the Program 2
resources and page numbers for the corresponding one hour of ELD
instruction that are provided on the purple lesson plan pages. For
example, Grade 7 Standards Road Map (Lesson Plans), the Program 2
references and page numbers on pages 6 and 8 should be noted on
pages 2, 4, 10, 12, 13, 16, 18, 20, and 22.
2.
320/7300: Grade 6, Treasures TE p. 18, “Finally I went to the
park” should be “Finally, I went to the park”.
3.
320/7300: Grade 6, Treasures TE p. 157, “Douglas later wrote
worked as a consultant to Abraham Lincoln” should be “Douglas
later wrote and worked as a consultant to Abraham Lincoln”.
4.
320/7300: Grade 6, Treasures TE p. 175, “Yet we read the work of
these specialized writers” should be “Yet, we read the work of
these specialized writers”.
5.
320/7300: Grade 6, Treasures TE p. 366, “Princes Ariadne must go
as well” should be “Princess Ariadne must go as well”.
6.
320/7300: Grade 6, Treasures TE p. 375, “Some are filled with
leaping fish, octopuses, and other see life” should be “Some are
filled with leaping fish, octopi, and other sea life”.
7.
320/7300: Grade 6, Treasures TE p. 671, “Finally I saw Armand and
my sisters emerge from…” should be “Finally, I saw Armand and my
sisters emerge from…”.
8.
1720/8860: Grade 7, Treasures TE p. 2, “In this unit, students
consider who it is they count on” should be “In this unit,
students consider on whom they count’.
9.
8480: Grade 6, Expressions TE p. 24b, “ELD LC B19” should be “ELA
WC B9”.
10.
8480: Grade 6, Expressions TE p. 46b, ”ELD LC” citations should be
“ELD LC I11”.
11.
8480: Grade 6, Expressions TE p. 130, “ELD LC RB4t” should be “ELA
WC R B4”.
12.
8480: Grade 6, Expressions TE p. 12, Expressions Practice Book
“page 6” should be “page 7”.
13.
8460: Grade 6, Expressions Practice Book, “prestentation” should
be “presentation”.
14.
8480: Grade 6, Expressions TE p. 154, “ELD RO” should be ELD R
Intermediate and EA standards.
15.
8480: Grade 6, Expressions TE p. 248b, ELD LAS 1.1 should be
indicate proficiency level.
16.
8480: Grade 6, Expressions TE p. 248b, ELD LC 1.1 should be
indicate proficiency level.
17.
8480: Grade 6, Expressions TE p. 255, ELD R 10 should be ELD R
I10.
18.
8480: Grade 6, Expressions TE p. 273, ELD EI4, EI4 should be
printed only once.
19.
8480: Grade 6, Expressions TE p. 305, ELD R EI4 should be ELD R
EI14.
20.
320/7300: Grade 6, Treasures TE p. 299, “most of the literary
elements listed on page 298 are cognates. Stanza (estrofa) and
diction (lenguaje) are exceptions” should be “most of the literary
elements listed on page 298 are cognates. Stanza (estrofa),
foreshadowing (presagiar or preconizar), and meter (tiempo or
compas) are exceptions”.
21.
8480: Grade 6, Expressions TE p. T20, “Gow to get things done”
should be “How to get things done”.
22.
8480: Grade 6, Expressions TE Table of Contents, p. T62, please
delete “word study on page 60C”.
23.
8480: Grade 6, Expressions TE Table of Contents, p. T62, “writing
and oral presentation on p. 60d” should be “60c”.
24.
8480: Grade 6, Expressions TE Table of Contents, p. T72, please
delete “word study on page 266C”.
25.
8480: Grade 6, Expressions TE Table of Contents, p. T72, “writing
and oral presentation on p. 266d” should be “266c”.
26.
1720/8860: Grade 7, Treasures TE p. 6 “expalin” should be
“explain”.
27.
1440/8580: Grade 7, Treasures SE p. 6 “expalin” should be
“explain”.
28.
10040: Grade 7, Expressions TE 12b, “ELA B 1.3” should be “ELD B
1.3”.
29.
10040: Grade 7, Expressions TE all pages, “LAS” should be “LS”.
30.
10040: Grade 7, Expressions TE Table of Contents, p. T73,
“exposing text” should be “expository text”.
31.
10040: Grade 7, Expressions TE all pages, “ELA LC citations”
should be “ELA WOELC citations”.
32.
10040: Grade 7, Expressions TE p. 115, 117, 119, 121, 123, 124,
“ELA R 1.4” should be removed.
33.
10040: Grade 7, Expressions TE p. 214c, standards are in green
should be in black ink.
34.
10040: Grade 7, Expressions TE p. 314c, standards are in green
should be in black ink.
35.
10040: Grade 7, Expressions TE p. 358, “ELD R 1.3” should be “ELA
R 1.3”.
36.
10040: Grade 7, Expressions TE p. 12, “ELA ELD” should be “ELD”.
37.
10040: Grade 7, Expressions TE p. 62, “ELD E17” should be “ELD (R,
W) E17”.
38.
10040: Grade 7, Expressions TE p. 140b, “ELD C” should be “ELD
WOELC”.
39.
10040: Grade 7, Expressions TE p. 224c, “ELD R E16, E16” should be
“ELD R E 16”.
40.
10040: Grade 7, Expressions TE p. 230c, “ELD R E16, E16” should be
“ELD R E 16”.
41.
10040: Grade 7, Expressions TE p. 242c, “ELD R E16, E16” should be
“ELD R E 16”.
42.
10040: Grade 7, Expressions TE p. 304d, “ELA LAS” should be “ELA
LS”.
43.
10040: Grade 7, Expressions TE p. 327, “ELA LC 1.” should be
removed
44.
320/7300: Grade 6, Treasures TE p. T46, “Reading 3.” should be
“Reading 3.1”.
45.
320/7300: Grade 6, Treasures TE p. 424, “CA ELA R. 3.7” should be
“CA ELA R 2.7 Make reasonable assertions about a text through
accurate supporting citations”.
46.
320/7300: Grade 6, Treasures TE p. 428, “CA ELA W 2.2” should be
“CA ELA W 2.2a”.
47.
T320/7300: Grade 6, Treasures TE p. 696, “CA ELA LS 2.1 a.c.”
should be “CA ELA LS 2.1 a.b.c”.
48.
320/7300: Grade 6, Treasures TE p. 74, Delete reference to
Standard 1.4 is non-applicable to the story.
49.
T320/7300: Grade 6, Treasures TE p. 104, Delete reference to
Standard 1.4 is non-applicable to the story.
50.
Treasures, Grade 7, TE The unit title on every even p. 1-155, T8,
T10, 0, 1, 2, 7, 154, 161 is “Whom can you count on” should be “On
whom can you count?”.
51.
1720/8860: Grade 7, Treasures TE p. 368, “CA Vocabulary 1.3”
should be “CA Reading 1.3”.
52.
1720/8860: Grade 7, Treasures TE p. 509, “CA Vocabulary 1.1”
should be “CA Reading 1.3”.
53.
1720/8860: Grade 7, Treasures TE p. 790, “CA Vocabulary 1.2”
should be “CA Reading 1.3”.
54.
1440/8580: Grade 7, Treasures SE p. 368, “CA Vocabulary 1.3”
should be “CA Reading 1.3”.
55.
1440/8580: Grade 7, Treasures SE p. 509, “CA Vocabulary 1.1”
should be “CA Reading 1.1”.
56.
1440/8580: Grade 7, Treasures SE p. 790, “CA Vocabulary 1.2”
should be “CA Reading 1.2”.
57.
1720/8860: Grade 7, Treasures TE p. 2, “Have students write a
short paragraph describing one person they count on” should be
“Have students write a short paragraph describing one person on
whom they count”.
58.
1720/8860: Grade 7, Treasures TE p. 7, “Why do you enjoy getting
together with family members or friends you can count on” should
be “Why do you enjoy getting together with family members or
friends on whom you can count?”
59.
3210/10400: Grade 8, Treasures TE p. 107, “CA Writing 2.2” should
be “CA Writing 2.2a.b.c.d”.
60.
T3210/10400: Grade 8, Treasures TE p. 296, “CA ELA R 1.5” should
be “CA ELA W 1.5”.
61.
T3210/10400: Grade 8, Treasures TE p. 524, “CA ELA W 2.2” should
be “CA ELA R.2.2”.
62.
2840/10120: Grade 8, Treasures SE p. 107, “CA Writing 2.2 “ should
be “CA Writing 2.2a.b.c.d”.
63.
3600/10880: Grade 8, Read and Write On-level TE spine marked
“Course 2” should be marked “Course 3”.
64.
2160/9300: Grade 7, Read & Write Approaching TE p. T17, Thank You,
M’am “p. 21-48” should be ”p. 49-60”.
65.
2200/9340: Grade 7, Read & Write On-Level TE p. T11, The Voyage of
Endurance and Tending Sir Ernest’s Legacy “p. 115-132, 358” should
be “p. 115-132” (the book only has 350 pages).
66.
3560/10840: Grade 8, Read & Write Approaching TE p. T8, “Using the
Teacher Edition, The Read and Write Teacher Edition presents
comprehensive guidance for teachers in providing effective,
efficient instruction for English Learners” should be “Using the
Teacher Edition, The Read and Write Teacher Edition presents
comprehensive guidance for teachers in providing effective,
efficient instruction for Approaching Learners”.
67.
540/7520; 1940/9080; 3340/10620: Grades 6, 7, and 8, Standards
Practice TE all pages, correct all acronyms for standards. Make
consistent with citation formats shown in the Standards Road Map.
(Note CSP p. T-1, 150 should show R 1.1, W 1.4, WOELC 1.2).
68.
540/7520: Grade 6, Standards Practice TE p.220 Content Standard
header “6WS1.2” uses 1 and 2 replace with b and c.
69.
1300/8280: Grade 6, Standards Road Map, All pages, “ELA LC
citations” should be “ELA WOELC citations”.
70.
3580/10860: Grade 8, Read and Write (EL) TE Missing page 255.
71.
10040: Grade 7, Expressions TE p. 186b, “ELD LC I22” should be
“ELD LC I11”.
72.
Grade 7, Treasures TE & SE p. 7 Title states “WHOM can you count
on” should be “On WHOM can you count?”.
73. 320/7300: Grade 6, Treasures TE pp. T50-T55, Correlation to the
Grade 6 CA ELA Standards, replace pages cited under “citations” for
each standard as follows:
READING: 1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
1.1: 6, 13, 120, 229, 251, 262, 353, 422, 475, 481, 491, 529, 611,
623, 787, 823
1.2: 17, 50, 57, 102, 107, 160, 382, 395, 408, 451, 473, 479, 485,
494, 499, 625, 660, 737, 779, 785, 815
1.3: 23, 55, 129, 141, 487, 531, 761
1.4: 16, 19, 23, 28, 48, 52, 74, 104, 220, 315, 394, 405, 472, 493,
502, 511, 644, 684, 734, 791
1.5: 14, 18, 220, 239, 457, 563, 611, 625, 736, 740, 771, 808
2.0 Reading Comprehension
2.1: 24, 171, 190, 211, 218, 241, 247, 385, 461, 522, 772
2.2: 47, 207, 219, 496
2.3: 24, 36, 48, 179, 190, 232, 341, 384, 407, 464, 484, 506, 530,
536, 604, 608, 627, 650, 660, 686, 732, 757
2.4: 27, 38, 58, 70, 71, 124, 163, 170, 181, 193, 213, 214, 263, 278,
328, 346, 349, 358, 371, 420, 448, 458, 466, 471, 489, 512, 533, 543,
545, 558, 640, 643, 670, 673, 675
2.5: 72, 171, 244
2.6: 429, 461, 514, 567, 732
2.7: 34, 72, 166, 180, 192, 254, 265, 334, 364, 367, 416, 422, 448,
465, 466, 542, 574, 597, 608, 683, 685
2.8: 266, 461, 479, 521, 522
3.0 Literary Response and Analysis
3.1: 44, 53, 103, 142, 222, 227, 344, 382, 406, 503, 525, 736, 740,
763, 776, 802
3.2: 8, 56, 59, 60, 82, 94, 104, 106, 108, 128, 130, 207, 228, 233,
249, 271, 304, 306, 311, 322, 347, 365, 368, 395, 470, 488, 503, 546,
668, 736, 738, 747
3.3: 20, 29, 54, 56, 61, 62, 64, 71, 79, 252,300, 316, 362, 666, 822
3.4: 195, 236, 306, 309, 338, 357, 377, 388, 401, 620, 804
3.5: 11, 200, 320, 345, 362, 416, 456, 487, 588, 627, 658, 668, 692,
726, 750
3.6: 54, 75, 99, 106, 110, 123, 148, 222, 224, 228, 233, 250, 304,
363, 364, 369, 370, 389, 410, 415, 451, 555, 586, 672, 736, 740, 752,
810
3.7: 26, 62, 92, 98, 160, 180, 181, 182, 194, 199, 272, 316, 331, 361,
402, 424, 450, 479, 487, 494, 541, 556, 592, 665, 685, 702, 735, 794,
809 815
3.8: 350
WRITING: 1.0 Writing Strategies
1.1: 22, 116, 234, 255, 282, 287, 357, 390, 464, 468, 529, 573, 710,
713
1.2: 188, 280
1.3: 12, 186, 282, 287, 414, 427, 482, 510
1.4: 212, 396, 490, 606, 628, 646, 694
1.5: R17, R18
1.6: 170, 285, 430, 484, 570, 770, 833, 836
2.0 Writing Applications
2.1: 140, 141, 147, 184, 230, 288, 356, 532, 544, 610, 682, 695, 721,
818
2.2: 135-139, 428, 510, 600, 801, 832
2.3: 43, 218, 256, 326, 652, 704
2.4: 8, 155, 160, 304, 336, 426, 441, 504, 594, 732, 847
2.5: 182, 295, 484, 566, 571, 581, 758, 770
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: 1.0
1.1: 189, 202, 284
1.2: 12, 183
1.3: R38-R39, 120
1.4: R36-R37, 231, 285, 548, 691
1.5: R32-R35, 120, 121, 624, 657, 814
74.
1720/8860: Grade 7, Treasures TE pp. T50-T55, Correlation to the
Grade 7 CA ELA Standards, replace pages cited under “citations”
for each standard as follows:
READING: 1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
1.1: 63, 112, 203, 217, 267, 388, 393, 397, 412, 433, 496, 509, 604,
609, 766, 791, 809, 808, 817, 863
1.2: 38, 66, 90, 177, 194, 226, 262, 293, 297, 325, 379, 419, 561,
608, 700, 733, 790, 797, 865
1.3: 8, 32, 38, 41, 43, 60, 70, 86, 97, 104, 112, 124, 134, 135, 145,
147, 195, 202, 209, 223, 225, 237, 258, 264, 269, 275, 276, 284, 289,
300, 302, 305, 309, 313, 325, 354, 358, 368, 369, 374, 400, 449, 472,
482, 494, 497, 501, 510, 567, 568, 570, 626, 641, 648, 659, 666, 674,
684, 687, 764, 728, 768, 772, 790, 794, 812, 840, 854
2.0 Reading Comprehension
2.1: 144, 211, 223, 240, 243, 250, 291, 303, 384, 527, 543, 562, 712,
764, 857
2.2: 220, 243, 315, 677, 712
2.3: 87, 109, 213, 240, 298, 679, 713, 771, 774, 819, 856
2.4: 98, 146, 475, 537, 554, 562, 636, 826
2.5: 672, 766
2.6: 218, 290, 303, 384, 527, 537, 625
3.0 Literary Response and Analysis
3.1: 16, 50, 61, 84, 86, 107, 195, 249, 277, 363, 369, 375, 401, 420,
495, 524, 534, 554, 627, 636, 649, 666, 672, 675, 685, 701, 717, 769,
792, 795, 841, 855
3.2: 18, 39, 62, 65, 66, 67, 73, 91, 121, 127, 138, 139, 140, 179,
271, 280, 486, 473, 484, 486, 497, 500, 628, 649, 675, 702, 705, 717,
769, 799, 800, 813, 831, 848
3.3: 20, 27, 28, 30, 32, 40, 53, 76, 91, 104, 113, 125, 136, 173, 174,
179, 196, 198, 265, 277, 319, 326, 370, 404, 423, 425, 428, 430, 433,
474, 476, 489, 506, 511, 609, 627, 645, 646, 652, 667, 680, 720, 732,
733, 822, 834, 864
3.4: 45, 84, 100, 135, 150, 358, 402, 439, 495, 570, 604, 701, 728,
862
3.5: 8, 44, 192, 230, 278, 376, 406, 476, 624
3.6: 152, 606
WRITING: 1.0 Writing Strategies
1.1: 413, 450
1.2: 110, 235, 310, 339, 397, 455, 469, 505, 528, 530, 550, 587, 607,
625, 707, 743, 747, 874, 881
1.3: 161, 221, 275, 396, 544, 564, 630, 747, 762
1.4: 108, 224, 234, 318, 394, 406, 527, 554, 631, 638, 686, 724, 869
1.5: 336, 394, 616, 619
1.6: 314, 410, 424, 850
1.7: 24, 190, 390, 452, 584, 661, 741, 744
2.0 Writing Applications
2.1: 12, 123, 154, 698, 773, 806, 889
2.2: 56, 200, 275, 380, 418, 448, 624, 786, 829
2.3: 254, 504, 738
2.4: 10, 148, 410, 542, 580, 853
2.5: 6, 59, 176, 219, 332, 352, 470, 602, 695, 762
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: 1.0
1.1: 706
1.2: 655, 662, 866
1.3: 36, 198, 208, 552, 722, 802, 816
1.4: 36, 280, 335, 668, 734, 838
1.5: 642, 689, 730
1.6: 312, 337, 498
1.7: 567, 569, 656
LISTENING AND SPEAKING STRATEGIES: 1.0
1.1: 54, 306, 880
1.2: 440, 441
1.3: 556
1.4: 95, 161, 244, 354, 539, 587, 747
1.5: 454, 562, 858
1.6: 64, 80, 82, 160, 310, 319, 329, 338, 339, 410, 438, 487, 504,
607, 693, 708, 772, 787, 799, 818
1.7: 454, 566, 746
1.8: 247, 714, 814
2.0 Speaking Applications
2.1: 94, 142, 160
2.2: 381
2.3: 338, 690, 726, 746, 778, 803
2.4: 339, 490, 586, 824, 881
74.
3210/10400: Grade 8, Treasures TE pp. T50-T55, Correlation to the
Grade 8 CA ELA Standards, replace pages cited under “citations”
for each standard as follows:
READING: 1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
1.1: 3, 9, 65, 77, 111, 159, 174, 199, 201, 270, 313, 314, 321, 430,
493, 526, 529, 535, 697
1.2: 23, 287, 606, 866, 875
1.3: 7, 30, 55, 72, 107, 131, 147, 150, 154, 178, 188, 195, 209, 218,
247, 265, 266, 281, 287, 324, 329, 338, 347, 377, 380, 393, 402, 403,
410, 432, 458, 460, 468, 479, 494, 500, 504, 539, 542, 573, 602, 605,
609, 611, 623, 630, 661, 670, 681, 689, 723, 802, 853
2.0 Reading Comprehension
2.1: 199, 533
2.2: 87, 161, 179, 183, 211, 229, 383, 456, 459, 469, 517, 518, 521,
523, 602, 752
2.3: 156, 157, 186, 204, 296, 341, 454, 465, 510, 533, 715
2.4: 6, 159, 196, 497, 522, 533, 625, 698, 740
2.5: 199, 527
2.6: 179, 199, 511, 650
2.7: 31, 164, 183, 184, 186, 203, 206, 210, 380, 465, 469, 473, 505,
540, 561, 563, 568, 632, 671, 677, 871
3.0 Literary Response and Analysis
3.1: 101, 158, 320, 336, 340, 411, 526, 532, 634, 641
3.2: 14, 40, 70, 73, 93, 129, 151, 173, 175, 189, 223, 248, 285, 311,
312, 330, 396, 423, 424, 427, 428, 477, 565, 607, 627, 658, 690, 759,
774, 814, 848
3.3: 107, 242, 263, 361, 394, 417
3.4: 32, 25, 92, 102, 156, 190, 237, 260, 266, 355, 369, 390, 442,
478, 480, 590, 628, 630, 768, 831, 843, 868
3.5: 69, 78, 82, 136, 154, 177, 388, 548, 571, 712, 817
3.6: 8, 53, 57, 148, 218, 231, 248, 271, 307, 324, 327, 339, 348, 366,
385, 389, 394, 403, 426, 455, 459, 477, 507, 529, 542, 555, 565, 571,
575, 577, 610, 624, 641, 649, 662, 671, 716, 787, 820, 828, 840, 854,
876
3.7: 149, 152, 157, 168, 283, 308, 349, 456, 495, 496, 646, 667, 712,
714, 756, 888
WRITING: 1.0 Writing Strategies
1.1: 135, 185, 241, 416, 441, 492, 852, 880
1.2: 54, 436
1.3: 229, 307, 416, 586
1.4: 180, 192, 212, 252, 280, 346, 357, 382, 493, 509, 513, 519, 520,
562, 572, 589, 591, 801, 834, 849, 852, 872, 874
1.5: 160, 169, 297, 320, 466, 498, 523, 589
1.6: 54, 68, 169, 185, 207, 293, 416, 492, 661, 869, 882, 885, 889
2.0 Writing Applications
2.1: 99, 128, 374, 441, 616, 622, 660, 739, 747, 887
2.2: 107, 143, 152, 246, 295, 308, 434, 456, 524, 604, 756
2.3: 29, 365, 730
2.4: 238, 303, 449, 525, 582, 597, 852, 597, 852, 895
2.5: 288
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: 1.0
1.1: 216, 224, 225, 484, 626
1.2: 212, 505, 587
1.3: 60, 80, 96, 98, 220, 398, 460, 566, 718, 869
1.4: 152, 169, 204, 216, 290, 292, 585, 780
1.5: 8, 20, 32, 36, 80, 84, 150, 160, 170, 196, 210, 226, 240, 258,
325, 348, 420, 454, 512, 522, 538, 552, 612, 619, 684
1.6: 21, 158, 182, 221, 228, 323, 684
Basic Programs Type 1 and 2
Publisher: Holt Rinehart & Winston
Title of Programs: Holt Literature and Language Arts © 2010
Grade Level: 6-8
Program Summary:
Holt Literature and Language Arts © 2010 (Program 1), Holt Literature
and Language Arts © 2010 (Program 2) include Holt Literature and
Language Arts Student Edition (SE); Holt Literature and Language Arts
Teacher’s Edition (TE); Chapter Resources (CR); Universal Access:
Differentiating Instruction (DI); UA: Developmental Language &
Sentence Skills Practice (DLSS); UA: Developmental Language & Sentence
Skills Practice Answer Key (DLSSAK); English-Language Conventions
Progress Monitoring Tests and Answer Key (PMT); Family Involvement
Activities in Five Languages (FI); Formal Assessment (FA);
GrammarNotes (GN); Holt Audio Library (HAL); Holt Professional
Learning for Language Arts Videos (HPLV); Holt Pronunciation Resources
(HPR); Implementation Guide for Middle School Administrators (IG); UA:
Interactive Reader (IR); UA: Interactive Writer & Speaker (IWS);
Language & Sentence Skills Practice (LSSP); On Course: Mapping
Instruction (OC); Reader/Writer Notebook (RWN); UA: Resources for
Teaching Advanced Students (RFTAS); Spelling Lessons and Activities
(SP); Spelling Teacher’s Guide (SPTG); UA: Supporting Instruction in
Five Languages (SI); Teacher One Stop (TOS); Transition Pacing Guide
(TPG); Warriner’s Handbook Student Edition (WSE); Warriner’s Handbook
Teacher’s Edition (WTE); WritingNotes (WN). Additional Components:
Focus on Standards (FS); Language Handbook Worksheets (LHW); Language
Handbook Worksheets Answer Key (LHW); Reading and Writing
Transparencies (RWT); Student One Stop (SOS); Weekly Standards Review
Transparencies (WSRT); Recommended diagnostic screening tests:
Diagnostic Assessments of Reading (DAR™), Woodcock-Johnson® III
Diagnostic Reading Battery (WJ III DRB), Iowa Tests of Basic Skills ®
(ITBS), Holt English Language Development Teacher’s Guide (HELDTG),
Holt English Language Development Language Workbook (HELDLW).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English-Language Arts Content Standards and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
Holt Literature and Language Arts meets the program description
criteria for a Basic Program 1 for grades six through eight in Section
I: The Reading/Language Arts Basic Program. The program also meets the
program description criteria for a Basic Program 2 in Section I: The
Reading/Language Arts—English-Language Development Basic Program,
including the additional one hour of English-language development
instructional materials that demonstrate alignment to the ELA and ELD
standards through the ELA/ELD Standards Correlation Matrices.
Citations:
*
Criterion #1: Grade 6, TE pp. 108-109; DI pp. 97-99. Grade 7,
SE/TE pp. 147, 153. Grade 6-8, DI pp. iii-xiv.
*
Criterion #4: Grade 6, SE/TE pp. 344-363. Grade 7, SE/TE pp.
372-379. Grade 8, SE/TE pp. 462-482.
*
Criterion #10: Grade 6, WSE/WTE pp. 18-20. Grade 7, SE/TE pp.
230-231. Grade 8, WSE/WTE pp. 380-392, 436-453.
*
Criterion #27 (Program 2 only): Grade 6, HELDTG pp. 38-43. Grade
7, HELDTG pp. 104-109. Grade 8, HELDTG, pp. 148-153.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The programs are aligned to and support comprehensive teaching of the
English-Language Arts Content Standards and contain content that is
correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 6 (Reading
Comprehension 2.1), SE/TE p. 433; (Literary Response and Analysis
3.1), SE/TE pp. 344-345; (Writing Applications 2.1), SE/TE pp.
78-87. Grade 7 (Writing Strategies 1.3), SE/TE pp. 737-738;
(Written and Oral English Language Conventions 1.2), SE/TE p. 49,
WSE/WTE pp. 200-218. Grade 8 (Word Analysis, Fluency, and
Systematic Vocabulary Development 1.1), SE/TE pp. 462-463;
(Speaking Applications 2.4), SE/TE 448-449; (Expository Critique
2.7), SE/TE 738-743.
*
Criterion #26: Grade 6, SE/TE p. 13. Grade 7, SE/TE p. 145. Grade
8, SE/TE p. 28.
*
Criterion #50: Grade 6, SE/TE pp. 78-86, 87. Grade 7, SE/TE pp.
628-636, 637. Grade 8, SE/TE pp. 438-446, 447.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #6: Grade 6, SE/TE pp. 228-239. Grade 7, SE/TE pp.
348-356. Grade 8, SE/TE pp. 283-293.
*
Criterion #10: Grade 6, SE/TE pp. 782-791. Grade 7, SE/TE pp.
241-251. Grade 8, SE/TE pp. 550-559.
*
Criterion #12: Grades 6-8, SE/TE pp. A30-A35; TE pp. xi-xvii.
Grade 6, SE/TE pp. 98-99. Grade 7, SE/TE p. 499. Grade 8, SE/TE p.
283.
Criteria Category 3: Assessment
Both programs 1 and 2 contain guidance on the purpose, administration,
scoring, and interpretation of assessment using progress monitoring,
summative, and diagnostic screening assessments.
Citations:
*
Criterion #2: Grade 6, SE/TE pp. 220-225. Grade 7, SE/TE pp.
126-131. Grade 8, SE/TE p. 253. Grade 6-8, FA iii-v.
*
Criterion #4: Grade 6, SE/TE pp. 90-95. Grade 7, SE/TE pp.
232-237. Grade 8, SE/TE pp. 270-279.
*
Criterion #6: Grade 6, FA pp. T2-T7. Grade 7, FA pp. T2-T6. Grade
8, FA pp. T2-T9.
*
Criterion #17 (Program 2 only): Grade 6-8, HELDA pp. T22-T27.
Criteria Category 4: Universal Access
Both programs 1 and 2 ensure universal access to high-quality
curriculum and instruction for all students so they can meet or exceed
the state’s English-language arts content standards.
Citations:
*
Criterion #1: Grade 6, SE/TE pp. 35-37, 100-103. Grade 7, SE/TE p.
285. Grade 8, TE pp. 178-181. Grade 6-8 TE pp. T34-T37.
*
Criterion #4: Grade 6, TE pp. 170-171. Grade 7, TE p. 67. Grade
6-8, RFTAS pp. xiv-xv.
*
Criterion #5: Grade 6, SE/TE pp. 412-431. Grade 7, SE/TE pp.
612-627; RFTAS pp. 195-197. Grade 8, SE/TE pp. 514-541.
Criteria Category 5: Instructional Planning and Support
Both programs 1 and 2 provide support for the teacher when planning
instruction and implementing the program.
Citations:
*
Criterion #5: Grade 6, TE p. 133. Grade 7, TE p. 762. Grade 8, TE
p. 181.
*
Criterion #7: Grade 6, SE p. 103; TE p. 104. Grade 7, SE p. 699;
TE pp. 698-699. Grade 8, SE p. 385; TE pp. 384-385.
*
Criterion #11: Grade 6, SE/TE pp. 408, 411. Grade 7, SE/TE pp.
842A-843L; RFTAS pp. 73-75. Grade 8, SE/TE pp. 164, 171.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
1.
240, 3880, 1700, 4700, 2820, 5500 (HELDTG), 300, 3940, 1760, 4760,
2880, 5560 (HELDLW) Grades 6-8: the HELDTGs for all three grade
levels have erroneous references throughout to the HELDLW. The
publisher must correct all of the references. Examples: Grade 8,
HELDTG, p. 107, “Grammar and Conventions,” “Have students turn to
page 16 of the Language Workbook,” should be “Have students turn
to page 91 of the Language Workbook.” HELDTG, p. 108, “Review
Vocabulary,” “Have the students turn to page 17 of the Language
Workbook,” should be “Have the students turn to page 92 of the
Language Workbook.” Grade 8, HELDTG, p. 261, “Speaking and
Listening,” “Direct students to page 12 of the Language Workbook,”
should be “Direct students to page 214 of the Language Workbook.”
2.
120, 3760: Grade 6, p. 223, Question 1, Answer D, and Question 5,
answer C, the answers in the margin do not match the distractors
(Q1D: “an earthquake and a tornado” is matched with, “nor are
there any breakfast foods,” and Q5C: “The spider screams” is
matched with, “The human, not the spider, wants to shower”).
3.
1040, 4460, 2300, 5260, 3540, 5700: Grades 6-8, HPR, “Phoneme
Sounds and Spellings,” Track 7: the /aw/ sound spelled “al,” “aw,”
“au,” “augh,” and “ough,” is enunciated with a strong East Coast
accent. The track should be re-recorded using vowel sounds that
will be familiar to California students.
4.
1580, 4580: Grade 7, TE p. 692, “Resources” box in lower right
references DI p. 177, should be DI p.175.
5.
1700, 4700: Grade 7, HELDTG, the ELA and ELD standards listed on
the day planners in the HELDTG are listed by strand. In the Grade
6 and Grade 8 HELDTGs, the standards are listed by domain. For
consistency the standards listings in the Grade 7 HELDTG should be
changed to match those in Grade 6 and Grade 8, and list all
standards by domain.
6.
1700, 4700: Grade 7, HELDTG, p. 37, last line on the page, “…their
peer review s using the questions to guide them.” Delete the extra
space before the final “s” in “reviews”.
7.
1700, 4700: Grade 7, HELDTG, p. 122, last line says, “CA ELD
Standards:” but no English Language Development standards are
delineated.
8.
1700, 4700: Grade 7, HELDTG, p. 242, the last line says, “CA ELA
Standards; CA ELD Standards: LSEA5.” No ELA standards are
delineated; there is just an empty space.
9.
1720, 4720: Grade 7, Holt English Language Development Interactive
Reader, pp. 101-102, the story “It Just Keeps Going and Going” is
not included in the lesson. It appears that the publisher
erroneously inserted pages 199 and 200 from the SE instead of the
proper pages.
10.
2700, 5380: Grade 8, TE, p. 258, “California Standards” section
(lower left hand corner of the page), “Reading Standards” 1.6 and
2.1; should be “Writing Standards” 1.6 and 2.1.
11.
2820, 5500: Grade 8, HELDTG, p. 10, CA ELA Standards list: R 1.0
is listed twice, and 3.0 should be 3.2.
12.
2820, 5500: Grade 8, HELDTG, p. 44, CA ELA Standards list: R 3.0
should be 3.2.
13.
2820, 5500: Grade 8, HELDTG, p. 132, replace “WAF 1.3” on the CA
ELA Standards list with “LC 1.3.”
14.
2820, 5500: Grade 8, HELDTG, p. 191, delete “ TK>” under “Writing Applications.”
15.
2820, 5500: Grade 8, HELDTG, p. 232, delete “LC 1.2” from the CA
ELA Standards list. This standard is not addressed in the text.
16.
2820, 5500: Grade 8, HELDTG, p. 266, change “WAF 1.0” to “R 1.0”
in the CA ELA Standards list.
17.
2820, 5500: Grade 8, HELDTG, p. 288, delete one “R 1.1” from the
CA ELA Standards list; it is listed twice.
18.
2820, 5500: Grade 8, HELDTG, p. 418, change “LEI 5” to “LSEI 5”
19.
2880, 5560: Grade 8, HELDLW, p. 93, the page is titled “Vocabulary
Development”; the HELDTG p. 108 lists it as a “Literature and
Language Study” (page references are in error, see edit #1 above).
20.
2880, 5560: Grade 8, HELDLW, p. 94, is not referenced in the
HELDTG p. 109 (the teacher instructions for the “Writing an
Autobiographical Narrative” activity appear to have been skipped).
Basic Programs Type 1 and 2
Publisher: Houghton Mifflin Company
Title of Program: HM California Reading
Grade Level: K-6
Program Summary:
HM California Reading (Program 1) includes Teacher Editions (TE),
Student Edition (SE), Flip Charts (FC), Independent Books (IB),
Vocabulary Readers (VR), Novel Units.
Recommendation:
This Program 1 is recommended for adoption because it aligns with the
English-Language Arts Content Standards and meets the evaluation
criteria in Section I and Section II. Edits and corrections required
as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
This program meets all the criteria in program description specific to
Program 1: The Reading/Language Arts Basic Program, Kindergarten
Through Grade Six.
Citations:
*
Criterion #5a: Grade K, TE (Theme 5) Extra Support Box p. 126.
Grade 2, SE/TE (Theme 2) p. 143. Grade 5, TE (Theme 5) p.551; SE
(Theme 5) pp. 551-557.
*
Criterion #5b: Grade K, TE (Theme 5) ELL Support Box p. 116. Grade
2, ELL Handbook. Grade 5, TE (Theme 5) p. 142.
*
Criterion #5c: Grades K-3, Curious About Words. Grade K,
Vocabulary Reader #6.4 My School. Grade 1, Curious About Words Big
Book V1/V2.
*
Criterion #5d: Grades 1-3, Reading Tool Kit: Teacher’s Resource
Book.
*
Criterion #6: Grades K-6, Extra Support Handbook.
*
Criterion #11: Grades K-3, Curious About Words.
*
Criterion #19a and 19c: Grade 1, TE (Theme 3) p. T104. Grade 3, TE
(Theme 2) pp. 159U-178; SE (Theme 2) pp. 160-178. Grade 5, TE
(Theme 2) pp. 182G-201; SE (Theme 2) pp. 182-203.
*
Criterion #20, 21, 22: Reading Tool Kit: Teacher’s Resource Book,
Phonics and Decoding Stage 1 Master 1A, Reading Comprehension
Skills Stage 1 Master 23A.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program is aligned to and supports comprehensive teaching of the
English-Language Arts Content Standards and contains content that is
correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade K (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.15), TE (Theme 8)
p. T155; (Word Analysis, Fluency, and Systematic Vocabulary
Development 1.16), TE (Theme 6) p. T106; (Literary Response and
Analysis 3.3), TE (Theme 6) p. T72. Grade 1 (Literary Response and
Analysis 3.2), TE (Theme 6) p. T58, TE (Theme 8) p. T58, TE (Theme
5) p. T126, Scope and Sequence pp. 8-13; (Word Analysis, Fluency,
and Systematic Vocabulary Development 1.15), TE (Theme 3) p. T30,
TE (Theme 4) p. T867, TE (Theme 6) p. T92, Scope and Sequence pp.
8-13. Grade 2 (Social Science 4.1), TE (Theme 5) pp. 154-177, 154B
Independent Book: The World in Your Kitchen, TE (Theme 1)
Independent Book: Life on the Farm p. 80; (Science 1.g), TE (Theme
6) Vocabulary Flip Chart 28: At the Orchestra p. 328B, TE (Theme
6) pp. 332-363; (Comprehension and Analysis 2.5), TE (Theme 2) p.
143, TE (Theme 4) Phonics Library p. 15B, TE (Theme 6) p. 289B.
Grade 3 (Word Analysis, Fluency, and Systematic Vocabulary
Development 1.8), Practice Book V1 p. 192; (Reading Comprehension
2.2), TE (Theme 4) pp. 37, 39; (Listening and Speaking 1.3), TE
(Theme 5) p. 153. Grade 4 (Reading and Comprehension 2.2), TE
(Theme 5) p. 533C, SE/TE (Theme 6) p. 644; (Literary Response and
Analysis 3.2) SE/TE (Theme 2) pp. 176, 270; (Writing 1.2), Write
Source SE/TE pp. 320-367, Scope and Sequence pp. 22-25. Grade 5
(Word Analysis, Fluency, and Systematic Vocabulary Development
1.1), SE/TE (Theme 5) pp. 468A-469A, Practice Book p. 273,
Transparency #5-1; (Reading Comprehension 2.3), TE (Theme 2) pp.
229A, R16 Reader’s Library: Buck Leonard, Transparency #2-26,
Practice Book p. 114; (Writing Strategies 1.2), TE (Theme 2) pp.
157M, 181M, Transparency #2-6, #2-14. Grade 6 (Reading
Comprehension 2.2), SE/TE (Theme 2) p. 208, TE (Theme 4) p. 421;
(Reading Comprehension 2.4), TE (Theme 1) pp. 32-33, 47A;
(Literary Response and Analysis 3.6), SE/TE (Theme 3) pp. 266,
292.
*
Criterion #24: Grade 1, TE (Theme 10) p. T37; Curious About Words
TE p. T27. Grade 3, TE (Theme 4) pp. V2-V7. Grade 4, Vocabulary
Reader: Eat and Run! Grade 6, TE Novel Unit: Respect and Protect
p. 192.
*
Criterion #37: Grade 2, TE (Theme 4) pp. 115M-115N. Grade 3, TE
(Theme 5) Instruction Transparency Masters and Strategy Posters
#5-15. Grade 5, Small Group Independent Activities Kit: Ready-Made
Small Group Activities, Theme 4, Dear Mr. Henshaw, Selection 4
Packet–Card 27; Write Source TE pp. 138A-147.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #3: Grade K, TE (Theme 10) pp. T90-T91. Grade 3, TE
(Theme 2) pp. 159Q-159R. Grade 4, TE (Theme 5) pp. 560, 581A-581C.
*
Criterion #5: Grade K, TE (Theme 10), pp. T34-T35; Phonics
Library: Ken and Jen p. T35. Grade 3, TE (Theme 6) pp. 277F, R14.
Grade 6, TE (Theme 1) pp. 47A-47B; Practice Book pp. 6-7; Readers
Library p. R10.
*
Criterion #7: Grade 3, TE (Theme 2) pp. 231Q-231R. Grade 4, TE
(Theme 3) pp. 381Q-381R; TE Novel Unit: Paths to Discovery pp.
T212-T213. Grade 5, Handbook for English Language Learners pp.
R13-R14.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1a: Grade 1, Theme Skills Tests pp. 12-15. Grade 3,
Weekly Skills Test pp. T7-T9. Grade 5, Weekly Skills Test pp.
T7-T9.
*
Criterion #1b: Grade 1, CA Summative Tests pp. ii-vii. Grade 3, CA
Summative Tests pp. ii-iii. Grade 5, CA Summative Tests pp. ii-iv.
*
Criterion #1c: Grades 1-6, Diagnostic Assessment pp. 1-21, 28-47.
*
Criterion #4: Grade 1, Integrated Skills Test p. 35. Grade 3,
Weekly Skills Test pp. 85-96. Grade 4, Weekly Skills Test pp.
107-115.
*
Criterion #7a: Grades K-1, Emerging Literacy Survey p. 32.
*
Criterion # 7a-b: Grades 1-6, Diagnostic Assessment pp. 12-25.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the
English-Language Arts Content Standards.
Citations:
*
Criterion #1: Grade K, TE (Theme 4) pp. 5A-5B. Grades 1-2, Reading
Ready Reference pp. 57-73. Grade 5, TE (Theme 2) pp. 130I-130J,
182K, 216.
*
Criterion #3: Grade 1, Write Source TE pp. 182-183; Reading Small
Group Independent Activities Kit: Ready-Made Small Group
Activities, Theme 4, Week 1 Packet. Grade 3, TE (Theme 3) pp.
264-265, 272-278.
*
Criterion #4: Grade K, TE (Theme 1) p. 105. Grade 2, Challenge
Handbook pp. 1-7; TE (Theme 5) pp. R27, R29, R31, R33. Grade 3, TE
(Theme 6) pp. 277J, R15. Grade 5, TE Novel Units: Journey to
Discovery p. T247.
Criteria Category 5: Instructional Planning and Support
This program provides support for the teacher when planning
instruction and implementing the program.
Citations:
*
Criterion #2: Grade 4, TE (Theme 1) pp. 80C-80FF; Reading Ready
Reference: Grades 3-6 pp. 3-7. Grade 5, TE (Theme 2) pp.
131B-133E.
*
Criterion # 11: Grade 1, TE (Theme 1) Theme Resources pp. R3-R24.
Grade 2, TE (Theme 1) Theme Resources pp. R4-R31; Small Group
Independent Activities Guide pp. 8-11. Grade 3, TE (Theme 1) Theme
Resources pp. R2-R29. Grade 4, Challenge Handbook pp. CH3-CH6,
2-3.
*
Criterion #15: Grade 1, Write Source SE/TE p. 19. Grade 2, Write
Source SE/TE p. 145. Grade 3, SE/TE (Theme 5) pp. 138-139. Grade
6, Write Source SE/TE pp. 163-164.
*
Criterion #25: Grade 2, Big Book (Theme 1) Cow’s Can’t Fly. Grade
3, SE/TE (Theme 2) pp. 132-152, 188-202. Grade 6, Theme Paperback
(Theme 4) Aida; (Theme 5) Lincoln: A Photobiography.
*
Criterion #31: Grades K-6, Phonics Library. Grade K, Teacher’s
Resource Blackline Masters p.3. Grades 1-6, Home/Community
Connections. Grade 1, I Love Reading Books Level 1.3-1.5. Grade 3,
Teacher’s Resource Blackline Masters, Newsletters pp. 3-18.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
7860 (Grade K), 13140 (Grades 1-2), 21580 (Grades 3-6): Reading
Ready Reference Manuals p. 4: add reference to “Write Source, A
Book for Writing, Thinking, and Learning” grades K-6.
2.
Numerous Sequence Codes: Add the History–Social Science and
Science Standards at the points they are addressed in the
instructional materials, e.g. 19040: Grade 3, TE (Theme 6) p. 239E
– under the picture Social Studies Flip Chart add the HSS standard
addressed (e.g. HSS 5.0).
3.
Numerous Sequence Codes: Add “Write Source” reference in all the
thematic teacher editions at all grade levels, e.g. in
Kindergarten (Theme 3), add “Write Source” reference to: “Theme at
a Glance,” “Literature for the Week,” and “Daily Lesson Plans.”
4.
18500: Grade 3, Social Studies Flip Chart (SSFC) p. 1: SSFC #1
“Cliff Hanger” is mislabeled – should be labeled “The Waterfall”
and placed third in sequence; SSFC #3 should be labeled “#1” and
placed first in sequence; SSFC #16: “Theme 4” on bottom should be
“Theme 3”; SSFC #21: “Theme 4, Focus on Genre” is not in Theme 4,
it should be moved to “Theme 5, Focus on Genre, p. F237”; SSFC #30
“Monitoring Student Progress” is not referenced in the TE.
5.
18500 and 18960: Grade 3 (Theme 2), SSFC #10: “Monitoring Student
Progress,” is not referenced in the TE – suggested placement on p.
206FF.
6.
19020: Grade 3, TE (Theme 5) pp. F208-F223: add “SSFC # 21 Thomas
Jefferson” to Focus on Genre, p. F237.
7.
21600: Grade 4, TE (Theme 1) p.57M, Column 1, “Connect to the
Genre”, last sentence: “detaisl” should be “details”.
8.
24120: Grade 5, TE (Theme 1) p. 81N, under “Day 4 Revising and
Editing”, “Guided Practice”, “Think Aloud”, first sentence:
“periodn” should be “period”.
9.
23780: Grade 5, Reading Practice Book pp. 29-31, Page Header,
Topic Box: Eye of the Storm, Spelling: “The ” should be “The /ā/,
/ē/, and /ī/ Sounds” (see TE Theme 1 p.81H, side bar picture of
Reading Practice Book p. 29 for correct topic box title).
10.
13682: Reading Tool Kit, Phonics and Decoding Binder, Stage 3 Tab
(back of tab), Lesson 85, Skill Name: “Vowor” should be “Vowel”.
Basic Programs Type 1 and 2
Publisher: Houghton Mifflin Harcourt School Publishers
Title of Programs: California Excursions
Grade Level: K-6
Program Summary:
California Excursions, programs 1 and 2, include Teachers Edition
(TE), Student Edition (SE), Program Overview and Pacing Guide (POPG),
English Learners Extra Support Kit Teachers Guide (ELTG), English
Language Development Teacher Guide (ELD TG), Struggling Readers Extra
Support Kit (SRES), Intensive Vocabulary Kit (IV).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English-Language Arts Content Standards and meet the
evaluation criteria in Sections I and II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
California Excursions, programs 1 and 2, meet the evaluation criteria
for Reading/Language Arts Basic Programs and the evaluation criteria
for a Reading/Language Arts English-Language Development Basic
Programs, including the additional one hour of English-language
development instructional materials that demonstrate alignment to the
ELA and ELD standards through the ELA/ELD Standards Correlation
Matrices.
Citations:
*
Criterion #3: Kindergarten, TE Vol. 1 pp. T18-T19. Grade 1, TE
Book 1-1 pp. T24-T25. Grades 3-6, TE Theme 1 pp. T18-T19.
*
Criterion #4: Grade 2, TE Theme 1 pp. T256-T331.
*
Criterion #6: Grade 3, SRES Teacher Guide p. 224.
*
Criterion #9: Grade 5, ELTG pp. 2-3.
*
Criterion #10: Grade 1, ELTG pp. 23-25, 31. Grade 2, ELTG pp.
354-355, 360.
*
Criterion #14: Kindergarten-grade 3, California Intensive
Vocabulary Teacher Guide pp. T3-T9.
*
Criterion #18: Kindergarten, California Intensive Vocabulary Read
Aloud Anthology pp. 194-195. Grade 2, California Intensive
Vocabulary Teacher Guide Word Watcher p. 114.
*
Criterion #20: Grades 1-3, Reading Intervention Kit, Teacher
Guide, Comprehension Teacher Guide, Vocabulary Teacher Guide,
Fluency Teacher Guide, Phonological/Phonemic Awareness Teacher
Guide.
*
Criterion #24: Kindergarten-grade 6, ELD TG. Kindergarten-grade 6,
ELTG. Kindergarten-grade 6, SRES Kit. Kindergarten-grade 3, IV
Kit. Grades 1-3, Reading Intervention Kit.
*
Criterion #26: Grade 3, English-Language Arts Standards ELTG pp.
146-147. ELD TG p. 447. California English Language
Development/English Language Arts (ELD/ELA) Standards Matrix pp.
R9-R24.
*
Criterion #27: Kindergarten, ELD TG pp. 133, 195, 319, R39-R52.
Grade 1, ELD TG pp. 7, 165, 333, R9-R27. Grade 2, ELD TG pp. 123,
345, 517, R9-R24. Grade 3, ELD TG pp. 97, 251, 395, R9-R25. Grade
4, ELD TG pp. 101, 199, 335, R9-R23. Grade 5, ELD TG pp. 143, 335,
541, R9-R18. Grade 6, ELD TG pp. 127, 299, 631, R9-R21.
*
Criterion #28: Kindergarten, ELD TG pp. 28, 30. Grade 6, ELD TG p.
8. Kindergarten-grade 6, English Language Development Assessment
Handbooks.
*
Criterion #29: Grade 1, ELD TG pp. 181, 193, 320.
*
Criterion #30: Grade 3, ELTG pp. 4-5. Grade 5, ELD TG pp. 6-7,
54-55. Grades 2-6, Phonological/Phonemic Awareness and Phonics
Resource Guide. Grade 4, ELD TG p. 529.
*
Criterion #31: Kindergarten, TE Vol. 1 pp. T41, T56. Vol. 2 p.
T97. TE Vol. 3 p. T237.
*
Criterion #32: Grade 2, ELTG pp. 48-49. Grade 2, ELD TG p. 52.
Grade 3, ELD TG pp. xiv-xix. Grade 4, ELD TG pp. xvii, 18-21, 442.
Grade 5, ELD TG pp. 58-59. Grade 6, ELD TG pp. xiv-xvi, xviii-xix,
330. Grade 6, English Language Development Assessment Handbook pp.
T10-T15.
Section II:
Criteria Category I: Alignment with English-Language Arts Content
Standards
HSP California Excursions, programs 1 and 2, are aligned to and
support comprehensive teaching of the English-Language Arts Content
Standards and contain content that is correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Kindergarten, TE Theme
5 p. T406. Grade 2, TE Theme 2 p. T281. Grade 4, TE Theme 3 p.
T33. Grade 5, TE Theme 1 p. T258. Grade 6, TE Theme 1 pp.
T219-T221.
*
Criterion #17: Grades 1-6, Teacher Resource Kit (Fluency
Builders).
*
Criterion #31(e): Grade 5, TE Theme 5 pp. T207-T209. Grade 4, TE
Theme 2 pp. T211-T213.
*
Criterion #44(c): Grade 6, Theme 3 p. T253.
Criteria Category 2: Program Organization
The sequence of programs 1 and 2 provides structure to what students
should learn and allows teachers to teach the Reading/Language Arts
instruction efficiently and effectively.
Citations:
*
Criterion #1: Kindergarten, TE Vol. 1 pp. R32-R40. Grades K-6,
Scope and Sequence.
*
Criterion #2: Grade 1, POPG pp. 30-33. Grade 3, TE Theme 5 pp.
T18-T19, T104-T105.
*
Criterion #3: Grade 2, TE Theme 3 pp. T282-T283.
*
Criterion #4: Grade 1, TE Book 1-1 pp. T43, T48, T49, and T95.
Grade 2, TE Theme 1 pp. T206, T238-T239.
*
Criterion #5: Grade 5, TE Theme 6 pp. T188, T248, T299. Skill
Trace: Graphic Sources.
*
Criterion #6: Grade 3, TE Theme 4 pp. T94-T101. Grade 3, SE 3-2
pp. 42-45.
*
Criterion #9: Grade 1, TE Book 1-1 pp. T396-T397. Grade 1, TE
Theme 5 pp. T142-T143. Grade 2, TE Theme 2 pp. T278-T279, T134.
Grade 6, TE Theme 5 pp. T154-T155. Grade 6, SE pp. 588-589.
*
Criterion #10: Kindergarten, TE Vol. 2 pp. T94-T95. Grade 1, TE
Book 1-2 pp. T51, T67, T79, T89.
*
Criterion #11: Kindergarten, TE Vol. 2 p. T143. Grade 2, TE Theme
1-1 pp. T14-T93, T104-T181, T332-T401.
Criteria Category 3: Assessment
HSP California Excursions, programs 1 and 2, contain guidance on
purpose, administration, scoring, and interpretation of assessment
using progress monitoring, summative, and diagnostic screening
assessments.
Citations:
*
Criterion #1: Grades 2-6, Timesaver Lesson Resources, Bi-weekly
Assessments and answer keys lessons 1-30.
*
Criterion #2: Kindergarten, Assessments, Copying Masters, Progress
Monitoring Assessments pp. 35-98. Grade 4, Vol. 4 p. T303.
*
Criterion #5: Grade 1, California Theme Progress-Monitoring
Assessments, Student Booklets; Phonics and Word Reading Book 1-1
pp. 9-10, 11-13. Grades 1-6, Think Central: Online Assessment.
*
Criterion #8: Kindergarten, California Intensive Vocabulary,
Assessment Pre-test and Post-test pp. 163-166. Grade 1, pp. 9-16.
Grade 2, pp. 1-4. Grade 3, pp. 1-6.
*
Criterion #9: Reading Intervention Kit (Placement Tests) pp. 4-69
and (Progress-Monitoring) pp. 8-88.
*
Criterion #15: Kindergarten, Themes 1-10, Progress-Monitoring
Assessment for English Language Development Instruction pp. 1-84.
Grade 1, Book 1-1 pp. 1-5. Grade 2, Themes 1-6 pp. 1-240. Grade 3,
Themes 1-6 pp. 1-209. Grade 4, Themes 1-6 pp. 1-199. Grade 5,
Themes 1-6 pp. 1-212. Grade 6, Themes 1-6 pp. 1-205.
Criteria Category 4: Universal Access
HSP California Excursions, programs 1 and 2, meet all evaluation
criteria for Section II, Category 4 to ensure universal access to
quality curriculum and instruction for all students so they can meet
or exceed the state’s English-language arts content standards.
Citations:
*
Criterion #1: Kindergarten, SRES Teacher Guide p. 300.
*
Criterion #2: Grade 1, SE 1-2 p. 67. Grade 2, SE 2-2 p. 124. Grade
3, Gold Pass Reader pp. 46-47. Grade 1, TE Book 1-2 pp. T2-T3.
Grade 5, SRES Teacher Guide pp. ii-v.
*
Criterion #4: Grade 5, TE Theme 1 pp. T20-T21, T27, R2.
*
Criterion #6: Grade 4, TE Theme 6 pp. T26-T27. Grade 5, TE Theme 3
pp. T94-T95, T124-T125.
Criteria Category 5: Instructional Planning and Support
HSP California Excursions, programs 1 and 2, provide support for the
teacher when planning instruction and implementing the programs.
Citations:
*
Criterion #2: Kindergarten-grade 6, Scope and Sequence.
Kindergarten-grade 6, POPG.
*
Criterion #4: Kindergarten-grade 6, English Learner Extra Support
Teacher Guide p. iv. Grades 4-6, Instruction and Routine Card #13.
*
Criterion #8: Grade 6, TE Theme 2 pp. T2-T7.
*
Criterion #10: Grades 2-6, Teacher Resource Book p. 4. Grade 2, TE
Theme 1 p. T22. Grade 4, TE Theme 1 p. T22.
*
Criterion #29: Grade 1, Theme Progress-Monitoring Assessments TE
pp. T31-T45. Grade 1, Practice Book TE pp. 3-67.
*
Criterion #30: Kindergarten, TE Vol. 1 p. T13. Kindergarten,
Excursions Book Collection. Grade 2, TE Theme 1 p. T65. Grade 2,
Excursions Book Collection.
*
Criterion #33: Kindergarten-grade 3, Splash Into Phonics CD.
Grades 3-6, Comprehension Expedition CD.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
13020, 34080: Grade 5, Theme 2 pp. T4-T5, and in the front matter
of all ELD TGs, include the “Differentiated Instructional
Resources” page from the main TE in the front matter of all ELD
TGs.
2.
34741: Grade 5, ELD TG after page xxvi, and for all grade levels,
all ELD TGs.
3.
13160, 34220: Grade 5, POPG p. 51, include “Components” page from
the Program Overview & Pacing Guide in front of each ELD Weekly
Lesson. For example: 34741: Grade 5, ELD TG between pages 128-129.
4.
13020, 34080: Grade 5, Theme 2 T3 and in the front matter of all
ELD TGs, include the “Additional Resources” graphic in the front
matter of all ELD TGs. For example, 34741: Grade 5, ELD TG after
page xxvi, for all grade levels.
5.
13020, 34080: Grade 5, Theme 2 with the “Suggested Lesson Planner”
at the start of each lesson in the ELD TG, include the “Literature
Resources” graphic from every main TE. For example, 34741: Grade
5, ELD TG p. 129. This is for every lesson in every grade level
for the ELD TG.
6.
21001 Kindergarten Sound Spelling Cards: Delete all small green
boxes from the cards. Delete the word “Welcome” on the M Card or
change the picture.
7.
5660, 8360 Sound Spelling cards edits (note – should reflect on
all appropriate sound-spelling cards, Grade 1 cards and Grade 2-3
cards):
*
Add explanation of special devices to the back of cover-card
*
Ff, change green box to black line (_gh)
*
Hh, replace green box with black line (h_)
*
Jj, remove green box on “ge”, keep green box on “dge” (This is
for Grade 2-3 cards, Grade 1 cards need black line added to gi,
should be gi_)
*
Ll, change green box to black line
*
Mm, change picture or remove word “Welcome”
*
Nn, remove green boxes on “gn”; change green box on “kn” to
black line
*
Qq, change green box to black line
*
Rr, change green box to black line
*
Ww, change green box to black line
*
Yy, change green box to black line
*
Ball, make all lines black
*
Thumb, change background color to a color that does not
represent a vowel
*
Whale, change green box to black line
*
Bird, delete initial line on “ear”; keep line after “ear” and
change line to black
*
Corn, delete “_ar”, change line to black on _our.
*
Chair, change red lines to black lines
*
Earring, change red line to black line
*
Aa (long), add single letter a; reposition “a_e” for consistency
on all long vowel cards, make all lines black
*
Ee (long), add e_e for consistency with long vowel card, make
all lines black
*
Ii (long), position of “i” and “i_e” should be consistent with
the long “a and e” cards, make all lines black
*
Oo (long), position of “o” and “o_e” should be consistent with
the long “a, e, i” cards, make all lines black
*
Uu (long), add single letter “u”, reposition “u_e” for
consistency on all long vowel, make all lines black
*
Owl, change red lines to black lines
*
Boy, add black line before “oy”; add black line after “oi” (_oy,
oi_)
*
Book, change red lines to black lines
*
Special devices explanation:
Green color=short vowels
Pink color=long vowels
Blue color=vowel teams/pairs
Yellow color=r-controlled vowels
Black lines=missing sound or Positional Indicator
8.
Grades K-6 (all TE’s), “Support for Differentiated Instruction”
page which appears at the beginning of each lesson (e.g., Grade 1,
Book 1-1 p. T23). Insert a heading which says “Speakers of African
American Vernacular English (AAVE)”. Below the heading draft a
phrase which directs teachers to the Struggling Readers Kit for
instructional scaffolds and support for students who speak AAVE.
The heading should be the same font size and color as the other
headings.
9.
720: Kindergarten, TE p. T331, (720, component of 680): The text
of the 3rd and 4th lines are printed over the top of the picture
insert; reformat text or picture on the page.
10.
320: Kindergarten, CD Disk 1, Track 2 at 5:31 minutes, (320,
component of 40), spellings for the long ‘o’ sound: “oe as in
bone” should be “o- consonant-e as in bone”.
11.
Grade 1, California Excursions [email protected], ebook:
There are no picture icons or drop-down menu for “pick an item” on
several ebooks sampled. In addition, a blue bar (that contains
page numbers) often obscures the text.
12.
21003: Kindergarten, ELD TG p. 141, 2nd bullet under blue bar
labeled REVIEW: “Slide n next ra” should be “Slide n next to ra”.
13.
21003: Kindergarten, ELD TG p. 314, last sentence under blue bar
labeled GUIDED PRACTICE: “Have children to listen for these
words.” Delete the word “to”.
14.
21003: Kindergarten, ELD TG p. 314, 3rd bullet under READ ALOUD:
(Possible response to: “The author wants me to how to dress…”
Should be “The author wants me to know how to dress…”.
15.
24622: Grade 1, ELD TG p. 373. The last sentence under Language
Function Evaluate Events: “Have children describe what good in the
first sentence and bad in the second sentence tells them.” To draw
attention to the words ‘good’ and ‘bad’ it might be best if they
were written in italicized print or identified in some other way.
16.
3186: Level A, Splash into Phonics CD. The directions for the
short vowel ‘e’: The ABC book tells students to stamp on the
picture that is the target sound. The directions do not tell
student to put the picture back in the empty box when they are
through stamping. Until they do this they cannot pick up a new
picture. This means they only get one word with the target sound
if they hit the ‘DONE’ button.
17.
24622: Grade 1, ELD TG pp. 793, 325, and others on Day 5.
Scaffolding for Proficiency box, Intermediate level: This sentence
is clumsy. “have them give their reasons for choosing the event
they did to write about.” Suggestion: Use “decided” in place of
“did”.
18.
24622: Grade 1, ELD TG p. 469. 3rd line under Review Description:
“frames to describe a place or an thing:” should be “frames to
describe a place or a thing:”
19.
680 Kindergarten, TE Vol. 4, p. T412: last line: “racall the story
characters” should be “recall the story characters”.
20.
Grade 1, On-line TE Book 1-1, p. T329: only part of the page
appears on screen.
21.
24635: Primary, Grammar Jingles CD p. 8 of accompanying songbook,
2nd line from bottom. Book says “We can choose the ones we want”
but the song on the CD says “We will choose the ones we want”.
22.
Grade 2, All TEs, California Correlations tab, LC1.4 (Reference to
Theme 1) p. T77 is not about commas. Nor is reference to Vol. 1 p.
A39.
23.
Grade 2, All TEs: California Correlations tab: LC1.5 (Reference to
Vol. 5) p. A57 is not about quotations. It is about commas for
phrasing.
24.
Grade 2, on-line TE, Theme 4: p. T50 is missing.
25.
Grade 4, ELD TG, p. 298: First sentence “explanation essay is
longest part;” insert “the” between “is and longest.”
26.
Grade 5, Theme 1, p. T79: missing hyphen 6th line of Apply to
Writing.
27.
Grade 6, ELD TG, p. 10: Practice/Apply page number is “00” and is
uncertain.
28.
Grade 6, ELD TG, p. 524: page number in transparency icon is
“R00,” not a number.
29.
Kindergarten, California Excursions, TE, Vol. 2, p. T388, Blend
Words, 3rd bullet: “Slide a net to c.” should be “Slide a next to
c.”
30.
Grade 1, TEs are not enumerated on the front cover; there needs to
be enumeration on the front, right corner for consistency with the
other grade levels.
31.
Grade 2, Theme 6, p. T418: Homograph ‘chest’ is not underlined.
Underline the word for consistency with other homographs on the
page.
32.
11540: Grade 4, Theme 1 p. T62 and 113020 Grade 5, Theme 3 p. T58:
Routine Card #6 “Have students move their fingers under the words
to focus on the correct pronunciation of every word” should be
corrected to omit or suggest “students use bookmarkers when
practicing accuracy”.
33.
13800: Kindergarten-Grade 6: English Learners Extra Support Kit,
p. iv (13800) table titled “Suggested Pacing Guide,” first line
reads in Excursions main TE:
“Day 5-‘Preteach’ for next week’s Excursions lesson” should read “Day
5 - Preteach English Learners Extra Support Kit ‘Before Day 1’ for
next week’s Excursions lesson”.
34.
800: Kindergarten, Program Overview and Pacing Guide p. 21 “TP”
appears in L21, L24, L27, and L30. (seq. 800 of 20740) “TP” is in
the pacing guide but is not defined in the key. TP needs to be
defined. Kindergarten, Program Overview and Pacing Guide p. PD5
reads: “each point in the lesson. This can be…” should read: “each
point in the lesson. This can be…” extra carriage return needs to
be removed.
35.
800: Kindergarten, Program Overview and Pacing Guide p. PD41
reads: “This approach is recommended so that correctness doesn’t
become the point of the writing, and limit students’ expression.”
should read “This approach is recommended so that correctness
doesn’t become the point of the writing and limit students’
expression.” Delete the comma.
36.
800: Kindergarten, Program Overview and Pacing Guide p. PD49
reads: “Teachers can assess students’ writing, and students can
assess and improve their own writing, through the use of writing
rubrics.” This should read: “Teachers can assess students’
writing, and students can assess and improve their own writing
through the use of writing rubrics.” Delete the comma.
37.
800: Kindergarten, Program Overview and Pacing Guide p. PD51
reads: “In the primary grades, informal assessment of handwriting
may be ongoing, as teachers observe students’ growth in penmanship
in authentic writing assessments.” should read: “In the primary
grades, informal assessment of handwriting may be ongoing as
teachers observe students’ growth in penmanship in authentic
writing assessments.” Delete the comma.
38.
800: Kindergarten, Program Overview and Pacing Guide p. PD86
reads: “HSP California Excursions includes the following types of
assessment to ensure that all students achieve the
English-Language Arts Content Standards.” This should read: “HSP
California Excursions includes the following types of assessment
to ensure that all students achieve the English-Language Arts
Content Standards:”. End with a colon.
39.
3460: Grade 1, Program Overview and Pacing Guide p. 10 reads:
“help, let’s, now,” should read “help, let’s, now” without the
comma after “now”.
40.
6720: Grade 2, Program Overview and Pacing Guide p. 24 reads: “Two
weeks of instruction focus on one key Comprehension Skill”. This
should read: “Two weeks of instruction focused …” or “Two weeks of
instructional focus on …” This needs verb agreement.
41.
6720: Grade 2, Program Overview and Pacing Guide p. 27 reads:
“Scinece, Social studies, and Other Content-Area, Informational
and Functional Texts” should read “Science, Social studies, and
Other Content-Area, Informational and Functional Texts”. “Science”
is misspelled.
42.
9500: Grade 3, Program Overview and Pacing Guide p. 24 reads: “Two
weeks of instruction focus on one key Comprehension Skill”. This
should read: “Two weeks of instruction focused on one key
Comprehension Skill” or “Two weeks of instructional focus on one
key Comprehension Skill”. This needs verb agreement.
43.
31341: Grade 3, ELD TG pp. T394, T418, T466: The left sidebar on
each of the preceding pages reads: “Explain that poetry includes
…” should read “Explain that poetry includes:”. A colon should
follow “includes”.
44.
32880: Grade 4, Program Overview and Pacing Guide p. 10 reads:
“…perpendicular, right angle-” should read: “…perpendicular, right
angle” without the final dash or “…perpendicular, right-angle”.
45.
32880: Grade 4, Program Overview and Pacing Guide p. 12 reads:
“…lumbers, encircle, nuture” should read: “…lumbers, encircle,
nurture”.
46.
32880: Grade 4, Program Overview and Pacing Guide p. 24 reads:
“Two weeks of instruction focus on one key Comprehension Skill”
should read: “Two weeks of instruction focused on one key
Comprehension Skill” or “Two weeks of instructional focus on one
key Comprehension Skill” verb agreement.
47.
11540: Grade 4, TE Theme 5 p. T269 reads “emigrated to…” should
read “emigrated from… or immigrated to…” incorrect preposition
used with the word.
48.
11680: Grade 5, Program Overview and Pacing Guide p. 24 reads:
“Two weeks of instruction focus on one key Comprehension Skill”
should read: “Two weeks of instruction focused on one key
Comprehension Skill” or “Two weeks of instructional focus on one
key Comprehension Skill” verb agreement.
49.
14620, 35560: Grade 6, Program Overview and Pacing Guide p. 24
reads: “Two weeks of instruction focus on one key Comprehension
Skill” should read: “Two weeks of instruction focused on one key
Comprehension Skill” or “Two weeks of instructional focus on one
key Comprehension Skill” verb agreement.
50.
14480, 35420: Grade 6, TE Volume 4, T132 reads “Tell the students
that action verbs…verbs that…” should read “Tell the students
that: action verbs…verbs that…”. A colon should follow “that”.
51.
14480, 35420: Grade 6, TE Volume 4, T149 reads “Remind students
that good readers read smoothly use punctuation marks” should read
“Remind students that good readers: read smoothly, use punctuation
marks”. A colon should follow “readers”.
52.
14480, 35420: Grade 6, TE Volume 4, T184 is missing a colon under
Day 1.
53.
14480, 35420: Grade 6, TE Volume 5, T. 71 reads “Tell students
that a research report.
*
…
*
…
*
…”
should read “Tell students that a research report:
*
…
*
…
*
…”
missing colon
54.
14480, 35420: Grade 6, TE Volume 5, T246 reads “Tell children that
*
the present…
*
sentence 1...”
should read “Tell children that:
*
the present…
*
sentence 1...”
missing colon
55.
14480: Grade 6, TE Volume 6, T258 “Day 1” reads “Tell students
that
*
In sentence 1, the question mark should be placed inside the
quotation marks because the quote is a question...”
should read “Tell students that:
*
In sentence 1…”
missing colon
56.
14480, 35420: Grade 6, TE Volume 1, 297 reads “…they should
*
combine…
*
use commas…”
should read “…they should:
*
combine…
*
use commas…”
missing colon
57.
14480, 35420: Grade 6, TE Volume 6, T307 reads “…they should make
sure
*
adverbs…
*
quotations…
*
correct capitalization…”
should read “…they should make sure:
*
adverbs…
*
quotations…
*
correct capitalization…”
missing colon
58.
14480, 35420: Grade 6, TE Volume 6, T140 reads “…or you can tell
students that
*
a contraction…
*
an apostrophe…
*
in sentence 1…”
should read “…or you can tell students that:
*
a contraction…
*
an apostrophe…
*
in sentence 1…”
missing colon
59.
14480, 35420: Grade 6, TE Volume 1, T90 reads “Explain that poetry
-is usually…
-usually…
-uses…”
Should read “Explain that poetry:
-is usually…
-usually…
-uses…”
missing colon
60.
14480, 35420: Grade 6, TE Volume 1, T97 reads “Tell students good
readers
- let the…
- read slowly…”
should read “Tell students good readers:
*
let the…
*
read slowly…”
missing colon
61.
13020: Grade 5, TE Theme 2 p. T174. EL Language Support reads:
“they are endowed by their Creator with certain unalienable
rights” should read “…they are endowed by their Creator with
certain unalienable rights”. Missing the ellipse to indicate the
citation begins mid-sentence.
Basic Programs Type 1 and 2
Publisher: Macmillan/McGraw-Hill
Title of Programs: California Treasures and California Treasures
English Language Development
Grade Level: K-6
Program Summary:
California Treasures (Program 1), California Treasures English
Language Development (Program 2) include Teacher’s Edition (TE), ELD
Teacher’s Edition (ELD TE), Content Big Book (CBB), Student Book (SB),
Intervention Kit (IK), Instructional Routine Handbook (IRH),
California Progress Monitoring (CPM),California Progress Monitoring
Assessment (CPMA) Practice Book (PB) Intervention Fluency Teacher
Edition (IFTE) Diagnostic Assessment (DA) Teacher’s Resource Book
(TRB) Workstation Flip Chart Reading (WFCR) Beyond Reproducibles (BR)
Approaching Reproducibles (AR) Practice Book (PB) Oral Vocabulary
Cards (OVC) Wonders California Content Reader (WCCR) English Learner
Resource Book (ELRB) Language Transfer Handbook (LTH).
Recommendation:
Both Programs 1 and 2 are recommended for adoption because they align
with the English-Language Arts Content Standards (ELA) and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
California Treasures Reading/Language Arts Basic Program meets the
evaluation criteria for a basic program 1 in section 1 and California
Treasures English Language Development Reading/Language Arts-English
Language Development Basic Program meets the evaluation criteria under
program description for a basic program 2: The Reading/Language
Arts-English Language Development Basic program, Kindergarten through
Grade 6, including one hour of English-Language Development (ELD)
instructional materials that demonstrate alignment to the ELA and ELD
standards through the ELA/ELD standards correlation matrix.
Citations:
*
Criterion #1: Grade K, TE Unit 1 pp. S8, S43. Grade 2, Unit 5 pp.
175H, 201Q, 203D. Grade 5, TE Unit 3 pp. 324N, 327A; AR p. 186.
Grade 6 BR p. 186.
*
Criterion #3: Grade K, TE Unit 1 p. 4. Grade 1 TE Unit 1 p. 6D.
Grade 6, Unit 1 p. 6D.
*
Criterion #5: Grade K-3, Intervention Kit (Fluency, Vocabulary,
Phonemic Awareness, Comprehension, Writing and Grammar,
Phonics/Word Study). Intensive Vocabulary Instructional Support:
K-3 Oral Vocabulary Cards. Extra Support for Struggling Readers:
Grade 4, TE Unit 2 pp. 187I-187R. Grade 5, TE Unit 1 pp. 59I-59R;
Extra Support for English Learners: Grade 5 TE Unit 1 pp.
125AA-125HH. Grade 6, TE Unit 3 pp. 299AA-299HH.
*
Criterion #25: Grade 2, WCCR ELD pp. 6-11. Grade 5, WCCR ELD pp.
6-11 (aligns with appendix 9-B). Grade 3, ELD TE pp. 8, 82. Grade
5, ELD TE pp. 168, 180 (aligns with appendix 9-C).
*
Criterion #27*: Grade K, (ELA 2.4, ELD B11) ELD TE p. 23; TE Unit
1 p. 166. Grade 1, (ELA 2.7 ELD B11) ELD TE p. 211; TE Unit 2
p.141KK Grade 2, (ELA 2.1, ELD I 10) ELD TE p. 44. Grade 3, (ELA
1.6, 2.3, ELD B8, B11) ELD TE p. 196. Grade 4, (ELA R4. 1.1, 1.2,
ELD B1, B2) ELD TE p. 6; Visual Vocabulary Resources pp. 359-364.
Grade 5, (ELA R5.1.1, 2.1, ELD R B1, B2) ELD TE p. 28; Visual
Vocabulary Resources pp. 359-364. Grade 6, (ELA LAS 1.2, ELD EA5)
ELD TE p. 231.
*
Criterion #28: Grade K, ELRB pp. 12-17. Grade 1, ELD TE pp.
x-xiii. Grade 5, TE Unit 2 pp. 201II-201PP.
*
Criterion #32: Grade K, ELD TE pp. x-xiii, pp. 8-9. Grade 2, LTH
pp. 1-16. Grade 2, TE pp. 18-33. Grade 6, ELD TE pp. 6-25, 28-47.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The Program is aligned to and supports comprehensive teaching of the
English Language Arts Content Standards and contains content that is
correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade K (Decoding and
Word Recognition 1.15), IRH pp. 45-46; (Phonemic Awareness 1.7),
TE p. 641; (Literacy, Response and Analysis 3.3), TE p. 739;
(Vocabulary and Concept Development 1.17) Student Practice Book p.
108. Grade 1 (Word Analysis, Fluency, and Systematic Vocabulary
Development 1.10), Unit 2 TE p. 7C; (Listening and Speaking 1.1),
Unit 2 TE pp. 371; (Reading Comprehension 2.7), Unit 4 TE p. 29;
(Word Analysis, Fluency and Systematic Vocabulary Development
1.16) Decodable Reader, Unit 2, pp. 2-6. Grade 2 (Word Analysis,
Fluency and Systematic Vocabulary Development 1.1), TE Unit 1 p.
77H; TE Unit 4 pp. 7C, 115H; (Comprehension and Analysis of Grade
Level Appropriate Text 2.4) TE Unit 2 pp. 189N, 199A, 281G;
(Reading Comprehension 2.5) Intervention Kit: Comprehension pp.
82, 83, 84, 85. Grade 3 (Reading Comprehension 2.1) TE Unit 5 pp.
240, 242, 244; (Writing Strategies 1.2) Handwriting CD-ROM;
(Listening and Speaking Strategies 1.6) TE Unit 1 p. 33KK;
(Literary Response and Analysis 3.3) SE Unit 3, p. 314. Grade 4
(Word Analysis, Fluency and Systematic Vocabulary Development
1.1), Unit 1 TE p. 55; TE Reproducible p. S28; Language
Development Practice Book pp. 2, 8, 14, 20, 26; (Organization and
Delivery 1.8), TE Unit 5, p. 588; TE Unit 2, p. 216; (Speaking
Applications 2.1, 2.2, 2.3, 2.4) TE Unit 1, p. 77J; TE Unit 4, p.
461D; TE Unit 6, p. 741H; TE Unit 2, p. 18; TE Unit 6, p. 770;
(Writing Strategies 1.1), p. S33. Grade 5 (Vocabulary and Concept
Development 1.3), TE pp. 58-59; (Reading Comprehension 2.1) TE pp.
516-517; TE Reproducible pp. S36; (Writing Strategies 1.1) TE pp.
71G-71N, SPB p. 45. Grade 6 (Written and Oral English Language
Conventions 1.5), SPB p. 334; (Writing Applications 2.1), Unit 1
TE pp. 123A-123D.
*
Criterion #4: Grades K-6, IRH pp. R3-R82, pp. 1-23.
*
Criterion #17: Grade 1, TE Unit 1 p. 63G. Grade 3, TE Unit 2 p.
183A. Grades K-3, IFTE pp. 2-3.
*
Criterion #34: Grade 2, SE/TE pp. 200-225. Grade 4, SE/TE pp.
138-151. Grade 5, SE/TE pp. 10-25.
Criteria Category 2: Program Organization
The sequence and organization of both programs 1 and 2 provide
structure to what students should learn and allows teachers to teach
the reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: Grade K, TE pp. T38-T46. Grade 2, TE pp. T38-T46.
*
Criterion #2: Grade 1, TE Unit 1 pp. 6D-6E. Grade 3, TE Unit 1 pp.
6D-6E.
*
Criterion #7: Grade 4, TE Unit 1 pp. 9A, 44. Grade 5, TE Unit 3
pp. 327A, 344. Grade 6, TE Unit 1 pp. 37A, 105.
Criteria Category 3: Assessment
Programs 1 and 2 contain guidance on the purpose, administration,
scoring, and interpretation of assessment using progress monitoring,
summative, and diagnostic screening assessments.
Citations:
*
Criterion #1: Grade 5, CPMA pp. 167-174. Grade 6, DA pp. 65-76.
*
Criterion #4: Grade 2, CPM pp. 2-29. Grade 3, CPM pp. 2-25. Grade
4 CPM pp. 2-24.
*
Criterion #8: Grade K, TRB pp. 213-233. Grade 1, TRB pp. 271-289.
Criteria Category 4: Universal Access
The two programs ensure universal access to high-quality curriculum
and instruction for all students so they can meet or exceed the
English-Language Arts Content Standards.
Citations:
*
Criterion #1: Grade K, TE Unit 1 pp. 12-17, 58-83; TE Unit 2 pp.
264-291, 318-343. Grade 1, TE Unit 1 pp. S4-S95, pp. 33M-33LL; TE
Unit 2 pp. 6D-6K, 6L-35J.
*
Criterion #4: Grade 2, TE Unit 1 pp. 33AA-33DD. Grade 4, TE Unit 1
pp. 37AA-37BB.
*
Criterion #5: Grade 3, WFCR pp. 1-10. Grade 5, WFCW pp. 21-30.
Grade 6, TE p. 332.
Criteria Category 5: Instructional Planning and Support
The programs provide support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #7: Grade K, TE Unit 4 p. 794. Grade 2, BR p. 127. Grade
3, PB p. 13.
*
Criterion #15: Grade 5, TE p. 131H, TRB pp. 175-178. Grade 6, TE
pp. 123H, 175-178.
*
Criterion #19: Grade 3, TE Unit 3 pp. T34-T37. Grade 4, TE Unit 4
pp. 473Q-473PP.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
Sequence Code: Program 1, Program 2 (Note: “-,“ in sequence code
denotes edit does not apply to Program 1):
1.
3140, 23180: Grade 1, TE Unit 1, p. 42/43 in the EL/UA Box : word
is “whiole”, should be “whole”.
2.
3140, 23180: Grade 1, TE Unit 1, p. 630: Spelling error in CA
standard box.
Says: Predication, Should say: Prediction
3.
5900, 25940: Grade 2, TE Unit 3, p. 345T in the blue teacher
directions top of page: “The letter g stand for /j/”, should read:
“the spellings ge and gi stands for /j/”.
4.
8300, 28360: Grade 3, TE Unit 3, p. 328: “He will want to show her
something from his yard what is important to him”, The word “what”
should be “that”.
5.
8300, 28360: Grade 3, TE Unit 3, p. 391KK: “they should use use
props” Should read “they should use props”.
6.
12520, 32640: Grade 5, TE Unit 1, p. S36: Chart is missing slash
lines between cause and effect and problem and solution.
7.
1440, 21440: Instructional Routine Handbook, p. R25 #2 (Model/I
Do) says: “Display large sound-spelling card and tell children the
letter and the name of the picture”, should say: “Display the
large sound-spelling card and tell children the name of the
picture”.
8.
7400, 27420: K-3 Intervention Kit Phonics/Word Study Program: Page
iv, Lesson 55 should start on “page 110” not “page 100”.
9.
9780, 29820: K-3 Intervention Kit Fluency, p. 75 says “Speed
Drill: Short e words”, should be “Speed Drill: Long e words”.
10.
-, 28040: Grade 2, ELD, TE, p. 567, in access content box bullet
#5, In the last sentence the last word “seperate” should be
“separate”.
11.
100, 20100: Grade K, TE Unit 1, p. 104, under “Create a Chart”:
Reads “Write the heads as shown”, should read “Write the headings
as shown”; Reads “Read the heads as you track the print”, should
read “Read the headings as you track the print”.
12.
14580, 34720: Grade 6, TE Unit 6, p. 699D, Day 4 proofread, #3:
word (support should be (support).
13.
-, 30400: Grade 3, ELD TE, Index pages, under letter G for Genre
refers to poetry to “see poetry”, the poetry entry does not exist.
14.
-, 30400: Grade 3, ELD TE, Index p. 708, under H for homographs
states “see vocabulary: homographs. Homographs entry does not
exist.
15.
-, 30400: Grade 3, ELD TE, Index pages under H for homophones
states “see vocabulary or phonics word study”, Homophones entry
does not exist.
16.
-, 32380: Grade 4, ELD TE, p. 710, states “Quotations look under
grammar”, quotation entry does not exist.
17.
100, 20100: Grade K,TE Unit 1 p. 148, Corrective feedback box,
“blendiing” should be “blending”.
18.
100, 20100: Grade K, TE Unit 1 p. 32, intensive vocabulary box, p.
32, Teachers Resource book “reference to page 22” should be
“reference page 214”.
19.
100, 20100: Grade K, TE Unit 1, p. 126, Vocabulary word
“exhausted” should be bolded in think aloud prompt.
20.
-, 25620 Grade 1, ELD, pp. 367, 371, 374, 389, 393, picture of
Wonders is a Kindergarten Wonders Book, should be Wonders Grade 1,
Volume 2.
21.
3140, 23180: Grade 1, TE Unit 1 p. ix, week 4,”spelling word with
R blends”, should be “words with L blends”.
22.
3140, 23180: Grade 1, TE Unit 1 p. S62, in the blue teacher’s
script, in introduction to koala card change word “when” to “we”.
23.
3140, 23180: p. 6E On day three the daily writing prompt refers to
mice in a story, but there are no mice in any story.
24.
3140, 23180: Grade 1, TE Unit 1 p. 7H, “Display the list they
created during oral language” should say “display the list they
created during build background”.
25.
3140, 23180: Grade 1, TE Unit 1 p. 25E, Writing box directs
students to go to pp. 34-35, change to direct to pp. 32-33.
26.
3140, 23180: p. 79M, Change hyphens from before blends to after
blends.
27.
3140, 23180 Grade 1, TE Unit 1 p. 107D, blending word “sing” on
teacher chart should be changed because spelling card #31 with ng
has not yet been taught.
28.
5860, 25900: Grade 2, TE Unit 1 p. 73D, bullet 2 on page directs
children to name animals, no pictures of animals on this page,
change animals to people.
29.
8260, 28320: Grade 3, TE Unit 1 p. 59, Change standards box to
R3.2.2.
30.
8260, 28320: Grade 3, TE Unit 1 p. 59b, states that the HSS 3.2.1
in the content reader box directs students to go to pp. 24-29, but
this is not a correlation to the HSS standard.
31.
8260, 28320: Grade 3, TE Unit 1 p. 115, Change vocabulary title
from “teach words in context” to say “Teach words”.
32.
12520, 28320: Grade 5, TE Unit 1 pp. 9, 75, Change vocabulary
title from “teach words in context” to say “Teach Words”.
33.
14480, 34620: Grade 6, TE Unit 1 p. 73, Change vocabulary title
from “teach words in context” to say “Teach Words”.
34.
Sound-Spelling Cards User’s Guide, K-6: Action Script addition:
“These scripts are to be used in small group instruction for
students needing extra support.”
35.
Sound-Spelling Cards User’s Guide, K-6: Small Group Word Lists:
“Use these cards for phonemic awareness activities, word-building,
and decoding excercises.“ Should be, “Use these words for phonemic
awareness activities. They can also be used for word-building and
decoding exercises with small groups.”
36.
Sound-Spelling Card #4 Dolphin: “…remember that the letter d
sounds for /d/.” Should be “…remember that the letter d stands for
/d/.”
37.
Sound-Spelling Card #5 Egg: “…remember that the letter e sounds
for /e/.” Should be “…remember that the letter e stands for /e/.”
38.
Grade 1, TE, Unit 6, page 43D: “Guided Practice/Practice” modify
the first three bullets to be the following :
*
Lines 1, 2, and 4 contain the /o/ [the o needs an upside down v
over it] sound a when followed by l.
*
Line 4 also contains the /o/ [the o needs an upside down v over
it] sound spelled a when preceded by w.
*
Line 3 contains new words with [the o needs an upside down v over
it] spelled aw and au.
Basic Programs Type 1 and 2
Publisher: McDougal Littell
Title of Programs: McDougal Littell California Literature © 2009
Grade Level: 6-8
Program Summary:
McDougal Littell California Literature © 2009 (Program 1), McDougal
Littell California Literature © 2009 (Program 2) includes Student
Edition (SE), Teacher’s Edition (TE), Resource Manager (RM), Universal
Access Guide (UAG), Standards Lesson File (SLF), Targeted Instruction
for California Standards (TI), Best Practices Toolkit (BPT),
Assessment File: California Standards-Based Assessment (AF:CSBA),
Assessment File: Guide to Assessment (AF:GTA), Assessment File: Unit &
Benchmark Tests (AF:UBT), Assessment File: Grammar Assessment (AF:GA),
Word Wise: Vocabulary and Spelling (WW), Grammar for Writing (GFW),
ELD60 Teacher’s Guide and Copy Masters (ELD60).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English-Language Arts Content Standards and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report.
Section I:
Program Description Criteria
McDougal Littell California Literature © 2009 Program meets the
evaluation criteria for a basic program 1 in Section I and McDougal
Littell California Literature © 2009 meets the evaluation criteria
under the program description of a basic program 2 for grades 6-8.
These materials provide guidance and efficient instruction that are
standards-aligned and assessment-based. Instructional materials for
English learners provide additional time for instruction of
grade-level standards.
Citations:
*
Criterion #3: Grades 6-8, RM (Unit 1) pp. xviii-xxvi. Grade 6
SE/TE p. 295; WW pp. 37-40. Grade 7 SE/TE pp. 534-539; WW pp.
103-106. Grade 8, UAG pp. B3-B4, C21-22.
*
Criterion #5: Grades 6-8, TE p. 21D. Grade 6, TE pp. 306-307
(Differentiated Instruction). Grade 7, SLF (Reading and
Informational Texts) pp. 169-178. Grade 8, RM (Unit) 1 pp.187-188;
UAG pp. B95, C31-32.
*
Criterion #6: Grades 6-8, UAG pp. A14-20; BPT pp. A9, A40. Grade
6, TE p. 283; RM Unit 4 p. 108; UAG p. C29. Grade 7, TE p. 785; RM
(Unit) 5 p. 9; UAG p. D12. Grade 8, TE p.337; RM (Unit) 6 p.91;
UAG p.B69.
*
Criterion #7: Grade 6, UAG p. C21; BPT p. A43-A46. Grade 7, RM
(Unit 1) pp. 25-26. Grade 8, TE p. 171 (Differentiated
Instruction); Audio Anthology, Unit 4.
*
Criterion #26: Grade 6, ELD60 pp. 1, 17, 33, R69-79. Grade 7,
ELD60 pp. 1, 17, 33, R69-79. Grade 8, ELD60 pp. 1, 17, 33, R69-79.
*
Criterion #27: Grade 6, ELD60 pp. iii-xiii, 17, 33, 545-560. Grade
7, ELD60 pp. iii-xiii, 17, 33, 545-560. Grade 8, ELD60 pp.
iii-xiii, 17, 33, 545-560.
*
Criterion #31: Grade 6, ELD60 pp. xxix-xxxv, 42, 52-53, 58, 59-62,
67, 73, 74,122, 123, 137, 138, 156, 169, 214, 224, 240, 246, 250,
256, 272, 304. Grade 7, ELD60 pp. xxix-xxxv, 42, 52-53, 58, 59-62,
67, 73, 74,122, 123, 137, 138, 156, 169, 214, 224, 240, 246, 250,
256, 272, 304. Grade 8, ELD60 pp. xxix-xxxv, 42, 52-53, 58, 59-62,
67, 73, 74,122, 123, 137, 138, 156, 169, 214, 224, 240, 246, 250,
256, 272, 304.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The programs are aligned to and support comprehensive teaching of the
English-Language Arts Content Standards and contain content that is
correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 6 (Listening and
Speaking 2.4), SE/TE pp. 925, R79; SLF (Media Studies, Speaking
and Listening) pp. 229-237; SLF (Targeted Instruction) pp. 99-100;
ELD60 pp. 422, 432. Grade 7 (Writing Applications 2.2, SE/TE pp.
516-523; (Reading 1.2) SLF (Targeted Instruction) pp. 3-4; SLF
(Vocabulary and Spelling) pp. 63-88; ELD60 pp. 162, 172, 174.
Grade 8 (Reading 3.2) SE/TE pp. 24-26; RM (Unit 1) pp. 27-28, 35,
53-54; SLF (Literature) pp. 41-49, 51-59; SLF (Targeted
Instruction) pp. 23-24; ELD60 pp. 21, 30.
*
Criterion #12: Grade 6, TE pp. 413A-413D, T10-T11; ELD60 p. xv,
xvii, xxiii. Grade 7, SE/TE pp. CA12-28; TE pp. T10-T11; ELD60 p.
xv, xvii, xxiii. Grade 8, RM (Unit 1) pp. xii-xxvi; TE pp.
T10-T11; ELD60 p. xv, xvii, xxiii.
*
Criterion #36: Grade 6, SE/TE pp. 74-81, 526-532, 749; RM (Unit 4)
p. 211-222; UAG pp. B103-B104; ELD60 pp. 114, 117. Grade 7, SE/TE
pp. 860-873, 958-975, 991; RM (Unit 8) pp. 13-42; UAG pp.
B159-B162; ELD60 p.518. Grade 8, SE/TE pp. 24-31, 431, 726; RM
(Unit 1) pp. 13-42; UAG pp. B3-B10; ELD60 pp. 21, 52, 146,150.
*
Criterion #50: SE/TE pp. 327, 364. Grade 7, SE/TE pp. 516-522;
(Differentiated Instruction); UAG pp. C97-C98; BPT D23-D34; RM
(Unit 4) p. 188. Grade 8, RM (Unit 8) pp. 154-164; SLF (Targeted
Instruction) pp. 55-56; ELD60 pp. 485-486, 494-496; SE/TE pp. 857,
908-914.
Criteria Category 2: Program Organization
The sequence and organization of both programs 1 and 2 provide
structure to what students should learn and allow teachers to deliver
the reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #2: Grade 6, SE/TE pp. 21-172, ELD60 pp.33-48. Grade 7,
SE/TE pp. 21-172, UAG pp. B123-124, C 111-112. Grade 8, UAG pp.
B121-122, C 33-34, ELD60, pp. 33-48.
*
Criterion #5: Grade 6, SE/TE pp. 542-636, RM (Unit 7) pp. 62-63.
Grade 7, SE/TE pp. 174-300. Grade 8, RM (Unit 2) pp. 18-19, SLF
(Targeted Instruction) pp. 33-34.
*
Criterion #8: Grade 6, WW pp. 57-60, 79-80, 145-146, GFW pp.
120-144, ELD60 pp. R40-41. Grade 7, WW 57-60, 79-80, 145-146,
ELD60 pp. R40-41. Grade 8, GFW pp. 124-148; ELD60 pp. R40-41.
*
Criterion #12: Grade 6, TE pp. CA12-28, CA36-45; ELD60, pp.
R63-67, R69-73. Grade 7, TE pp. CA12-28, CA37-45; ELD60, pp,
R63-67, R69-73. Grade 8, TE pp. CA12-30, 38-47; ELD60, pp. R63-67,
R69-73.
Criteria Category 3: Assessment
Both programs 1 and 2 contain guidance on the purpose, administration,
scoring, and interpretation of assessment using progress monitoring
and summative assessments.
Citations:
*
Criterion #1: Grade 6, TE p. 29 (Assess and Reteach). Grade 7,
CSBA pp. 1-2. Grade 8, AF:GTA pp. iv-vii; ELD60 p. xxi.
*
Criterion #4: Grade 6, AF:UBT pp. 3-26. Grade 7, CSBA pp.149-160.
Grade 8, AF:GA pp. 2-3; ELD60 pp. 81-96.
*
Criterion #6: Grade 6, CSBA pp. 255-314, 315-374. Grade 7, CSBA
pp. 235-296, 297-359. Grade 8, CSBA pp. 245-312, 313-380.
Criteria Category 4: Universal Access
Both programs 1 and 2 ensure universal access to high-quality
curriculum and instruction for all students so they can meet or exceed
the English-Language Arts Content Standards.
Citations:
*
Criterion #3: Grade 6, UAG p. A14; ELD60 p. 322; TE p. 21D, pp.
233-234 (Tiered Discussions, Targeted Passages, Differentiated
Instruction channel). Grade 7, UAG p. A14; ELD60 p. 322; TE p.
21D; TE 314-315 (Tiered Discussions, Targeted Passages,
Differentiated Instruction channel). Grade 8, UAG p. A14; ELD60 p.
322; TE p. 21D, 204-205 (Tiered Discussions, Targeted Passages,
Differentiated Instruction, channel).
*
Criterion #4: Grade 6, TE pp. 21D, 37 (Tiered Discussion Prompts),
39 (Channel “For Advanced Learners/AP”). Grade 7, TE, pp. 21D, 314
(Tiered Discussion Prompts and Channel “For Advanced
Learners/AP”). Grade 8, TE pp. 21D, 211 (Tiered Discussion Prompts
and Channel “For Advanced Learners/AP”).
*
Criterion #5: Grade 6, UAG pp, A23-A24, TE pp. 43 (“Author
On-Line”), and p. 65. (“Background: Venus”). Grade 7, UAG pp,
A23-A24, TE p. 303 (Independent Reading). Grade 8, UAG pp.
A23-A24, RM (Unit 6) p. 22 (Depth in Concept & Analysis).
Criteria Category 5: Instructional Planning and Support
The programs provide support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #9: Grade 6, TE pp. 175, 766; ELD60 pp. 226-230; RM
(Unit 3) pp. 44-45. Grade 7, TE p. 208 (ELA Content Standards);
AF:CSBA pp. 149-152, 407 (Answer Key); ELD60 p. 369; RM (Unit 4)
p. 112. Grade 8, TE p. 161 (ELA Content Standards); ELD60 pp.
225-230; RM (Unit 5) p. 132; AF:CSBA pp. 207-210, 472 (Answer
Key).
*
Criterion #16: Grade 6, TE pp. 158-165 (margins); ELD60 pp. 66,
68-70; SLF (Targeted Instruction) pp. 43-67; SLF (Writing,
Research and Study Skills) pp.129-131. Grade 7, TE pp.421-422
(margins); BPT pp. 43-46; ELD60 pp. 54, 63 (copy master); RM (Unit
7) p. 89 (Writing). Grade 8, UAG, p. C58; RM (Unit 5) pp.167-169;
TE pp. 427-429; ELD60 pp.246, 255 (copy master).
*
Criterion #25: Grade 6, TE/SE pp. 338-344. Grade 7, TE/SE pp.
218-223. Grade 8, TE/SE pp. 802-809.
*
Criterion #27: Grade 6, TE pp. 336-3337 (margin); RM (Unit 6) p.
17 (Why these Selection); ELD60 p. 50. Grade 7, TE p. 183
(Margin); ELD60 pp. 146, 151-152 (copy master); BPT pp. 17-20.
Grade 8, BPT pp. 17-20; RM (Unit 2) p. 43; ELD60 p. 244; TE pp.
64-73 (margin).
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
1.
840: Grade 6, UAG p. A4 (first paragraph, second sentence)
“Englishl” should be “English”.
2.
860: Grade 6, AF:GTA p. v, “The A test written…” should be “The A
test is written”.
3.
40/100: Grade 6, SE/TE p. 306 (Part 1: Topic Versus Theme)
“…duckling is about being diff erent.” should be “…duckling is
about being different”.
4.
840: Grade 6, UAG p. C173 (in beginning column) “Turn the topics
and into…” should be “Turn the topics into…”.
5.
5840: Grade 6, ELD60 p.102 (Day 5: Writing a Paraphrase)
“Materials: Student Copy Masters p. 11” should be “p. 111”.
6.
840; 5780 Grade 6: UAG p. D14 (contrastive analysis chart) “I am
no going” should be “I am not going”.
7.
2080; 5940 Grade 7: UAG p. D14 (contrastive analysis chart) “I am
no going” should be “I am not going”.
8.
1300/1360: Grade 7, SE/TE p. 162 (Reference under #3) “See page
R157: Active and Passive Voice” should be “See page R57: Active
and Passive Voice”.
9.
100, 1360, 2400: Grades 6-8, TE p. T11, remove “Bridges to
Literature” from page because the text is not part of the program.
10.
5600: Grade 7, ELD60 p. R21 (first paragraph) on lines 2 & 6 the
type set is off, should be adjusted.
11.
2100: Grade 7, AF:CSBA p. 21 (#2) “A. A learn how’’…” and “B. B
build a close…” should be “A: Learn how…” and “B. Build a close…”.
12.
1360: Grade 7, TE p. CA24: “Reader’s Workshop: Biography and
Autobiography” add “√ 180” next to the words to indicate part of
180-day path.
13.
5600: Grade 7, ELD60 p. 455 (Question 1) “chesse” should be
“cheese”.
14.
3200; 6120 Grade 8: UAG p. D14 (contrastive analysis chart) “I am
no going” should be “I am not going”.
15.
3200; 6120: Grade 8: UAG p. vi “Raul Revere’s Ride” should be
“Paul Revere’s Ride”. Table of Contents entry for “Paul Revere’s
Ride” should include page number “C37.”
16.
2400/2460: Grade 8, SE/TE p. 609 (in channel on the page, Question
#9) “…conveying the messages poets.” should be “…conveying the
messages of both poets”.
17.
2400/2460: Grade 8, SE/TE p. 615 (Question 6) “…definitions on
page 619” should be “…definitions on page 611”.
18.
Remove all references to “Easy Planner CD,” which was pulled from
the program.
Basic Programs Type 1 and 2
Publisher: Pearson Prentice Hall
Title of Programs: Pearson Literature CA Reading and Language and
Pearson CA Language Central
Grade Level: 6-8
Program Summary:
Pearson Literature CA Reading and Language (Program 1), Pearson CA
Language Central (Program 2) includes: Pearson Literature (P Lit),
Language Central (LC), Student Edition (SE), Teacher Edition (TE),
Unit Resources, Unit # (for example) (URU#), Online resources
(PHLitOnline.com), All-in-One Workbook (AIO), Graphic Organizers on
Transparency (GOT), Classroom Strategies and Teaching Routines (CSTR),
Professional Development Guidebook (PDG), Daily Bellringer Activities
(DBA), Reader’s Notebook (RN), Adapted Reader’s Notebook (ARN),
English Learner’s Reader’s Notebook (ELRN), Reader’s Notebook
Teacher’s Guide (RNTG), Reading Kit (RK), Reality Central: Readings in
the Real World (RC), Word Wall Pocket Chart (WWPC), Word Wall Activity
Book (WWAB), Language Central Review and Assess (LCRA), Language
Central Newcomer (LCN).
Recommendation:
Both program 1, Pearson Literature CA Reading and Language, and
program 2, Pearson CA Language Central and Pearson Literature CA
Reading and Language, are recommended for adoption because they align
with the English-Language Arts Content Standards (ELA) and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the "Edits and
Corrections" section of the report below.
Section I:
Program Description Criteria
Pearson Literature CA Reading and Language meets the evaluation
criteria for a Basic Program 1 in Section I; and Pearson CA Language
Central and Pearson Literature CA Reading and Language meet the
evaluation criteria under program description for a Basic Program 2:
The Reading/Language Arts-English-Language Development Basic Program,
Grade Six through Grade Eight, including the additional one hour of
English-language development (ELD) instructional materials that
demonstrate alignment to the ELA and ELD standards through the ELA/ELD
Standards Correlation Matrices.
Citations:
*
Criterion #5: Grade 6, URU#1 pp. 13-14, 30-31, 44-48; URU#1
(Leveled Selection Tests and Open Book Tests) pp. 21-25, 42-44;
GOT pp. 9-11; TE pp. 2c-2d, p. 12 (Vocabulary Development), p. 22
(Vocabulary), p. 29 (Vocabulary); LC TE p. CA 73, pp. 2-3; URU#1
pp. 13-14, 30-31 (Reading and Vocabulary Warm Up A and B); TE pp.
20, 31, 53, 110, 189. Grade 7, URU#1 pp. 13-14, 48-49 (Reading and
Vocabulary Warm Up); URU#1 pp. 21-25, 42-44 (Leveled Selection
Tests and Open Book Tests); GOT pp. 9-11, 12-14; LC TE p. CA 73;
LC pp. 2-3; RK pp. 13, 14; RN p. vi; ARN pp. vi, 4-5; LC SE/TE p.
30 (Vocabulary review); TE pp. 49, 99, 129,197, 216, 219, 321.
Grade 8, URU#1 pp. 13-14, 30-31, 48-49; URU#1 pp. 21-25, 42-44
(Leveled Selection Tests and Open Book Tests); GOT pp. 9-11; LC TE
p. CA 73; LC pp. 2-3; URU#1 pp. 13-14, 30-31 (Reading and
Vocabulary Warm Up A and B); TE pp. 1, 57, 110, 171, 333.
*
Criterion #6: Grade 6, TE pp. CA 134-137; PDG pp. 115-119; TE p.
68 (Differentiated Instruction for Universal Access); LCRA p. 17
(Vocabulary Extra Practice). Grade 7, TE pp. CA 134-137; PDG pp.
115-119; LC p. 30 (Leveled Support); TE p. 133 (Differentiated
Instruction for Universal Access); p. 142 (Think Aloud); TE p. 98b
(Additional 30 minutes of instruction outlined on charts). Grade
8, TE pp. CA 134-137; PDG pp. 115-119; SE/TE pp. 85, 384a; TE p.
154 (Differentiated Instruction for Universal Access); AIO pp.
3-5, 18, 24.
*
Criterion #8: Grade 6, LC TE pp. 6-7 (Leveled Support). Grade 7,
LC TE pp. 6-7 (Leveled Support); TE pp. 231, 246, 8c-8d
(Differentiated Instruction Box); LC TE pp. 11a-11b, 5a-5b (Weekly
Planner). Grade 8, TE p. 199 (Differentiated Instruction); RNTE
pp. xix, 8d (present audio and written summaries); ELRN p. 26
(Before You Read); RN p. V35 (Word Attack Skills Phonics), p. V37
(Mnemonics), p. V39 (Communication Strategies).
*
Criterion #27: Grade 6 (ELA 1.4, EI4, I7), LC SE/TE pp. 60, 62;
(ELA 2.2, B13, EI14), RC pp. 157-159; LC SE/TE p. 155, 157, 159;
(ELA 1.6, EA11, I10), LC SE/TE p. WP4. Grade 7 (ELA 1.3, EA4, I7),
LC SE/TE p. 60; (ELA 2.3, EI13), RC pp. 168-172; LC SE/TE pp.
177-179; (ELA 1.7, I10, EA11), LC SE/TE p. WP4. Grade 8 (ELA 1.3,
EA6, I7), LC SE/TE p. 88; (ELA 1.6, I10, EA11), LC SE/TE p. WP4.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
Programs 1 and 2 align to and support comprehensive teaching of the
English-Language Arts Content Standards and contain content that is
correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 6 (Word Analysis
1.2), SE/TE pp. 536-537; (Reading Comprehension 2.3), SE/TE pp.
958-961; (Literary Response and Analysis 3.3), SE/TE pp. 301, 304,
306, 315, 329; (Writing Strategies 1.2), SE/TE pp. 86-88, 462-467;
(Writing Applications 2.1), SE/TE pp. 354-360, LC SE/TE p. 23
(Write a Story); (Written and Oral English Language Conventions
1.5), LC SE pp. SP1-SP12; (Listening and Speaking Strategies 1.6),
SE/TE p. 680, LC TE p. 51 (Present Solutions); (Speaking
Applications 2.4), SE/TE p. 538, LC TE p. 51 (Present Solutions).
Grade 7 (Word Analysis 1.2), SE/TE p. 111; (Reading Comprehension
2.1), SE/TE pp. 530-535; (Literary Response and Analysis 3.1),
SE/TE pp. 200-201; (Writing Strategies 1.1), TE pp. 386-387
(Drafting Strategies); (Writing Applications 2.3), SE/TE pp.
1040-1049 (Writing Workshop); (Written and Oral English Language
Conventions 1.3), LC SE/TE pp. 44, 124; (Listening and Speaking
Strategies 1.3), SE/TE p. 560; (Speaking Applications 2.3), SE/TE
p. 1054. Grade 8 (Word Analysis 1.3), SE/TE p. 671 (Reading Skill:
Using Context); (Word Analysis 1.2), LC SE/TE p. 175; (Reading
Comprehension 2.6), SE/TE pp. 82-85; (Literary Response and
Analysis 3.6), SE/TE pp. 671, 677, 679, 685; (Writing Strategies
1.6), SE/TE pp. 549, 782, 1087; (Writing Applications 2.4), SE/TE
pp. 614-621; (Written and Oral English Language Conventions 1.3),
LC SE/TE p. 164; (Listening and Speaking Strategies 1.6), SE/TE p.
669; (Speaking Applications 2.2), SE/TE p. 305.
*
Criterion #6: Grade 6, SE/TE p. 190 (Write About the Big
Question); LC SE/TE pp. 12-14. Grade 7, SE/TE p. 110 (Critical
Thinking Question about the Big Question); LC SE/TE pp. 12-14.
Grade 8, SE/TE p. 66 (Thematic Vocabulary: The Big Question); LC
SE/TE pp. 12-14.
*
Criterion #24: Grade 6, URU#1 pp. 1-3; LC TE pp. 6, 8, 10. Grade
7, SE/TE pp. 258-279; AIO pp. xvi-6. Grade 8, SE/TE pp. 2-3, 6-7,
694 (Vocabulary Development and PHLitOnline.com); URU#1 pp.
134-138.
*
Criterion #25: Grade 6, TE pp. 20a-20b; SE/TE pp. 22-29
(Vocabulary); URU#1 pp. 13-14; AIO p. 15 (Vocabulary); CSTR pp.
13-18; PDG pp. 1-20 (Strategies); LC SE/TE pp. 5a-5b. Grade 7, TE
pp. 22a-22b; SE/TE p. 24, 31 (Vocabulary); URU#1 pp. 13-14; AIO p.
15; CSTR pp. 13-18 (Orange Section on Vocabulary); LC SE/TE pp.
5a-5b. Grade 8, SE/TE pp. 24a-24b; SE/TE pp. 26, 39 (Vocabulary);
URU#1 pp. 13-14; AIO p. 14; CSTR pp. 13-18 (Orange Section on
Vocabulary); LC SE/TE pp. 5a-5b.
*
Criterion #27: Grade 6, SE/TE pp. 93, 109; LC TE pp. 6, 7, 9
(Daily Table Talk); LC TE pp. 6, 7, 8 (Talk About It!);
PHLitOnline.com (Vocabulary Central); WWAB; WWPC. Grade 7, SE/TE
pp. 127, 151; LC TE pp. 6, 7, 9 (Daily Table Talk); LC TE pp. 6,
7, 8 (Talk About It!); WWAB; WWPC. Grade 8, SE/TE pp. 998, 1168;
SE/TE pp. 26 (Vocabulary Development), 51 (Vocabulary Practice),
217 (Big Question Vocabulary); LC TE pp. 6, 7, 9 (Daily Table
Talk); LC TE pp. 6, 7, 8 (Talk About It!); WWAB; WWPC.
*
Criterion #31: Grade 6, SE/TE p. 31 (Vocabulary); LC TE p. 5.
Grade 7, TE pp. CA 78-79. Grade 8, AIO p. 52; SE/TE p. 677.
*
Criterion #33: Grade 6, SE/TE pp. 66-71, 134-139; LC SE/TE pp.
120-121. Grade 7, SE/TE pp. 72-77, 154-159; LC SE/TE pp. 74-75,
182-183. Grade 8, SE/TE pp. 82-85, 182-189; SE/TE pp. 534-547.
*
Criterion #34: Grade 7, SE/TE pp. 264, 347, 514, 566; TE pp.
12-13, 176-177; SE pp. viii-xxx; RC pp. 88-91; LC SE/TE pp. 7, 41.
Grade 8, RC pp. 24-27.
Criteria Category 2: Program Organization
The sequence and organization of both programs 1 and 2 provides
structure as to what students should learn, and it allows teachers to
teach the English-Language Arts Content Standards efficiently and
effectively.
Citations:
*
Criterion #2: Grade 6, TE pp. CA 135-143; LC TE pp. 5a-5b, 6-11.
Grade 7, TE pp. 48a-48b; TE pp. CA 135-143. Grade 8, TE pp.
614-621; TE pp. CA 135-143.
*
Criterion #5: Grade 6, SE/TE pp. 203, 358. Grade 7, SE/TE pp. 913,
931; AIO p. 279, URU#6 p. 28; LC SE/TE p. 178. Grade 8, SE/TE pp.
25, 51.
*
Criterion #11: Grade 6, AIO pp. CA 14-115 (Daily Standards
Review); URU#1 pp. 13-16; LC SE/TE pp. 98-102. Grade 7, AIO pp. CA
14-105 (Daily Standards Review); URU#1 pp. 13-16; LC SE/TE pp.
98-102. Grade 8, AIO pp. CA 11-111 (Daily Standards Review); URU#1
pp. 13-16; LC SE/TE pp. 68-69; LC SE/TE pp. 98-102.
*
Criterion #12: Grade 6, TE pp. CA 54-65; SE pp. 300-301; LC TE pp.
51-57. Grade 7, SE pp. xxxvi-li. Grade 8, SE pp. xi, xv, xix,
xxiii, xxvii, xxxi.
Criteria Category 3: Assessment
Both programs 1 and 2 contain guidance on the purpose, administration,
scoring, and interpretation of assessments using diagnostic screening,
progress monitoring, and summative assessments.
Citations:
*
Criterion #2: Grade 6, URU#1 SE pp. 5-10; SE/TE pp. 64, 66 (Test
Practice: Reading). Grade 7, SE pp. 70-71 (Test Practice:
Reading); URU#2 SE pp. 53-61. Grade 8, TE p. CA 70 (Entry Level
Assessment); SE pp. 80-81 (Test Practice: Reading);
PHLitOnline.com (Teacher Resources, Mid-Year Benchmark Test).
*
Criterion #7: Grade 6, AIO pp. 311-324 (Tips for Improving Your
Reading Fluency; Reading Fluency Assessment Passages); LCRA
(Assess and Monitor Progress CD); URU#1 pp. xi-xii (Guide for
Assessment Fluency). Grade 7, AIO pp. 326-339 (Tips for Improving
Your Reading Fluency; Reading Fluency Assessment Passages ); LCRA
(Assess and Monitor Progress CD); URU#1 pp. xi-xii (Guide for
Assessment Fluency); URU#1 pp. 234-239 (Benchmark Test 2). Grade
8, AIO pp. 323-336 (Tips and Passages); LCRA (Assess and Monitor
Progress CD); URU#1 pp. xi-xii (Guide for Assessment Fluency).
*
Criterion #8: Grade 6, PDG p. 33 (Vocabulary Knowledge Rating
Chart); LCN TE pp. 5, 7 (Critical Reading and Writing); SE/TE pp.
22, 30, 171, 371. Grade 7, PDG p. 33 (Vocabulary Knowledge Rating
Chart); LCN TE pp. 5, 7 (Critical Reading and Writing); SE/TE pp.
193, 401. Grade 8, PDG p. 33 (Vocabulary Knowledge Rating Chart);
LCN TE pp. 5, 7 (Critical Reading and Writing).
*
Criterion #16: Grade 6, LCRA pp. 3, 5, 7, 9, 11; LCRA (Assess and
Monitor Progress CD). Grade 7, LCRA pp. 3, 5, 7, 9, 11; LCRA
(Assess and Monitor Progress CD). Grade 8, LCRA pp. 3, 5, 7, 9,
11; LCRA (Assess and Monitor Progress CD).
Criteria Category 4: Universal Access
Programs 1 and 2 ensure universal access to high-quality curriculum
and instruction so students can meet or exceed the state's ELA content
standards.
Citations:
*
Criterion #1: Grade 6, LC TE pp. 5a-5b (Weekly Planner). Grade 7,
TE pp. 22a-22d; ELRN pp. 27-38; LC TE pp. 5a-5b (Weekly Planner).
Grade 8, TE pp. 24a-24d; TE p. CA 139; LC TE pp. 5a-5b (Weekly
Planner).
*
Criterion #2: Grade 6, SE/TE pp. 245-248; LC SE/TE pp. 53-55; LC
SE/TE pp. 6-8. Grade 7, pp. 463-466; LC SE/TE pp. 6-8. Grade 8,
SE/TE p. 767; LC SE/TE pp. 6-8.
*
Criterion #4: Grade 6, TE p. 577. Grade 7, TE pp. CA 90, 160-161;
URU#5 p. 52; URU#6 p. 49. Grade 8, TE pp. 101, 903, 925, 935, 963;
TE pp. CA 140-141; TE/SE p. 110.
Criteria Category 5: Instructional Planning and Support
Programs 1 and 2 provide support for the teacher when planning
instruction and implementing the program. Ample support is also
provided to meet the needs of a diverse student population (e.g.,
students who use African American vernacular English or who have
special needs).
Citations:
*
Criterion #1: Grade 6, TE pp. CA 114-122; PDG pp. 108-117. Grade
7, PDG pp. 108-117; TE pp. 2c-2d. Grade 8, PDG pp. 108-117; TE pp.
460c-460d.
*
Criterion #3: Grade 6, TE pp. CA 50-53, 138-143, 2a-2b, 92a-92d;
LC TE pp. 5a-5b. Grade 7, TE pp. CA 50-53, CA 138-143, 2a-2b,
48a-48d; LC TE pp. 5a-5b. Grade 8, TE pp. CA 50-53, 138-143,
2a-2b, 474a-474d; LC TE pp. 5a-5b.
*
Criterion #7: Grade 6, SE/TE pp. 110-111, 270; LC TE pp. 2-3,
6-11, 38. Grade 7, SE/TE pp. 48, 69, 72, 98; SE/TE pp. 98-99; LC
TE pp. 6-11. Grade 8, SE/TE pp. 474-475, 554; LC TE pp. 6-11.
*
Criterion #10: Grade 6, PDG pp. 215-218; SE pp. xi, xv, xix,
xxiii, xxvii, xxxi (Standards at a Glance); PHLitonline. Grade 7,
PDG pp. 215-218; SE pp. xi, xv, xix, xxiii, xxvii, xxxi (Standards
at a Glance), xxxvi-li, CA 96-111 (Standards with Explanations);
PHLitonline. Grade 8, PDG pp. 215-218; SE pp. xi, xv, xix, xxiii,
xxvii, xxxi (Standards at a Glance); PHLitOnline.
*
Criterion #12: Grade 6, PDG pp. 6, 47-49, 59-62, 65; TE pp. 20,
110 (Differentiated Instruction for Universal Access); WWAB p. 14
(Activity 10); LC TE p. 6 (Day 1 Dialogue); CSTR p. 6 (Leading a
Classroom Discussion), p. 7 (Setting Up a Literature Circle), p.
24 (Facilitating Small Group/Partner Read Allow), p. 34
(Facilitating a Tea Party). Grade 7, PDG pp. 6, 47-49, 59-62, 65;
TE pp. 197, 216 (Differentiated Instruction for Universal Access);
WWAB p. 14 (Activity 10); LC TE p. 3 (Discuss the Big Question),
p. 7 (Talk About It); CSTR p. 6 (Leading a Classroom Discussion),
p. 7 (Setting Up a Literature Circle), 24 (Facilitating Small
Group/Partner Read Allow), 34 (Facilitating a Tea Party). Grade 8,
PDG pp. 6, 47-49, 59-62, 65; TE pp. 1, 110 (Differentiated
Instruction for Universal Access); WWAB p. 14 (Activity 10); CSTR
p. 6 (Leading a Classroom Discussion), 7 (Setting Up a Literature
Circle), 24 (Facilitating Small Group/Partner Read Allow), 34
(Facilitating a Tea Party).
*
Criterion #19: Grade 6, TE pp. CA 134-137; TE pp. 270, 453; PDG
pp. 115-119. Grade 7, TE pp. CA 134-137; TE pp. 325, 334, 336,
360; PDG pp. 115-119. Grade 8, TE pp. CA 134-137; PDG pp. 479,
115-119; TE p. 21 (Differentiated Instruction).
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
1.
100: Grade 6, TE p. 911 (Assess): Side wrap number 1, change
"student" to "students."
2.
100: Grade 6, SE/TE p. 417 (Research and Technology): Bullet #4,
delete the extra space in the word "questions."
3.
100: Grade 6, SE/TE p. 536 (Words with Multiple Meanings chart):
In third example sentence, change "…tigers are tigers are" to
"…tigers are."
4.
100: Grade 6, TE p. 884 (Comparing Elements of Fantasy, item #3):
Left wrap, change "…no they read" to "…as they read."
5.
40: Grade 6, SE p. 417 (Writing): Line 8, "See R22" should be "See
R26."
6.
40: Grade 6, SE p. 583: "See R23" should be "See R27."
7.
100: Grade 6, TE p. 618: Line 4, "reads" should be "roads."
8.
2820: Grade 6, LC TE p. 165 (Connect to the Big Question): Line 4,
change "ards" to "cards."
9.
240: Grade 6, PDG pp. iii (Section I Classroom Management
Strategies): Change "assisgnments" to "assignments."
10.
100: Grade 6, TE p. CA 70: Under the heading Entry Level
Assessment, last sentence, change "grade test" to "GRADE test."
11.
100: Grade 6, TE CA 70: Under the heading "Summative Assessment"
move bullets 1-3 so they are under heading "Monitoring Progress."
12.
100: Grade 6, TE p. CA 70: Substitute "Other Tests" for
"Norm-Referenced Tests" and instead of "norm-referenced
assessments such as STAR and SAT9 that were administered in the
previous year" substitute "the results of the CST's."
13.
100: Grade 6, TE p. CA 71 (Norm-referenced Tests): Delete the last
sentence "We recommend that you use the results of STAR and SAT9
as you plan instruction."
14.
2840: Grade 6, LCRA, Assess and Monitor Progress CD Units 1-6
Language Proficiency Assessments (teacher.pdf and student.pdf):
Change part 1 heading "Phonics and Phonemic Awareness" to
"Phonics."
15.
Grade 6, PHLitOnline.com (Teacher Resources): GO6_MYTest.pdf,
change "Mid-Year Benchmark Test" to "Mid-Year Summative Test."
16.
Grade 6, PHLitOnline.com (Teacher Resources): GO6_EOYTest.pdf,
change "End-of-Year Benchmark Test" to "End-of-Year Summative
Test."
17.
520: Grade 7, SE/TE p. 345 (Background for the story): Change
"…behavioris" to "behavior is…"
18.
520: Grade 7, SE/TE p. 366: Under green heading "Health and
Fitness Terms" there is an incomplete sentence. Recommend remove
green heading "Health and Fitness Terms" and complete first
sentence to read "Walking is a step outside your door."
19.
520: Grade 7, SE/TE p. 866 (Dramatic Speeches-Dialogue): Line 2,
change "reveal" to "reveals."
20.
520: Grade 7, SE/TE p. 983: Line 18 notes sample of business
letter is on page "R23" but should read "R27".
21.
520: Grade 7, SE/TE p. 1041: Review pages "R32-33" should be
"R34-35."
22.
520: Grade 7, TE p. CA 69: Under "Scaffolding" column on the
table, change "Kit provide" to "Kit provides."
23.
520: Grade 7, TE p. CA 71: Delete "We recommend that you use the
results of STAR and SAT9 as you plan instruction." No alternative
replacement is necessary.
24.
520: Grade 7, SE/TE p. 465: Change "So all the grass-looking, bad
smelling, gray/black/blue gases that come out of a cars' tailpipes
floats up into the air and eventually lands on the …" to "So all
the gross-looking, bad smelling, gray/black/blue gases that come
out of cars' tailpipes float up into the air and eventually land
on the…"
25.
520: Grade 7, TE p.466: Change "avoiding harmful chemicals from
running down storm drains" to "preventing harmful chemicals from
running down storm drains."
26.
520: Grade 7, TE/SE, p. 359 (Word Study Challenge): Change "prefix
-ious" to "suffix -ious."
27.
520: Grade 7, TE p. CA 70: Substitute "Other Tests" for
"Norm-Referenced Tests" and instead of "norm-referenced
assessments such as STAR and SAT9 that were administered in the
previous year" substitute "the results of the CST's."
28.
520: Grade 7, TE p. CA 90: Under the heading Entry Level
Assessment, last sentence, change "grade test" to "GRADE test."
29.
520: Grade 7, TE CA 70: Under the heading "Summative Assessment"
move bullets 1-3 so they are under heading "Monitoring Progress".
30.
2920: Grade 7, LCRA, Assess and Monitor Progress CD Units 1-6
Language Proficiency Assessments (teacher.pdf and student.pdf):
Change part 1 heading "Phonics and Phonemic Awareness" to
"Phonics."
31.
Grade 7, PHLitOnline.com (Teacher Resources): GO7_MYTest.pdf,
change "Mid-Year Benchmark Test" to "Mid-Year Summative Test."
32.
Grade 7, PHLitOnline.com (Teacher Resources): GO7_EOYTest.pdf,
change "End-of-Year Benchmark Test" to "End-of-Year Summative
Test."
33.
700: Grade 7, RN p. T2 (EL Version): Under "La mujer
tricentenaria", change "Se la conoce" to "Se le conoce."
34.
700: Grade 7, RN p. T26 (EL Version): Under "Rikki-tikki-tavi",
change "serpientes" to "cobras venenosas."
35.
920: Grade 8, TE p. CA 70: Substitute "Other Tests" for
"Norm-Referenced Tests" and instead of "norm-referenced
assessments such as STAR and SAT9 that were administered in the
previous year" substitute "the results of the CST's."
36.
920: Grade 8, TE p. CA 71: Substitute "CAT/6" for "STAR and SAT9."
37.
920: Grade 8, TE p. 326 (Connecting to Read-Life Writing): Line 2,
change "reciews" to "review."
38.
920: Grade 8, TE p. CA 48: Standard 2.5 appears twice, change
second one to "2.6."
39.
920: Grade 8, TE p. CA 69: 2nd bullet under heading Scaffolding,
change "Kit provide" to "Kit provides."
40.
920: Grade 8, TE CA 70: Under the heading "Summative Assessment"
move bullets 1-3 so they are under heading "Monitoring Progress".
41.
1280: Grades 6-8, CSTR (Table of Contents): The Table of Contents
lists page numbers. Pages are not numbered; add numbers to pages.
42.
3000: Grade 8, LCRA, Assess and Monitor Progress CD Units 1-6
Language Proficiency Assessments (teacher.pdf and student.pdf):
Change part 1 heading "Phonics and Phonemic Awareness" to
"Phonics."
43.
Grade 8, PHLitOnline.com (Teacher Resources): GO8_MYTest.pdf,
change "Mid-Year Benchmark Test" to "Mid-Year Summative Test."
44.
Grade 8, PHLitOnline.com (Teacher Resources): GO8_EOYTest.pdf,
change "End-of-Year Benchmark Test" to "End-of-Year Summative
Test."
45.
Grades 6-8, PHLitOnline.com: English/Spanish Pronunciation Guide,
Track 30: /r/ incorrectly pronounced.
Basic Programs Type 1 and 2
Publisher: Pearson Scott Foresman
Title of Programs: Pearson CA Reading Street and Pearson CA Language
Central
Grade Level: K-5
Program Summary:
Pearson CA Reading Street (Program 1), Pearson CA Language Central
(Program 2) includes Teacher’s Edition (TE), Student Edition (SE),
Language Central Teacher’s Editions (LCTE), Language Central Student
Edition (LCSE), Advanced Teacher’s Guide (ATG), Practice Book (PB),
Language Central Practice Book (LCPB), History-Social Science Content
Readers (H-SS), Science Content Readers (SCI), Research Transparencies
(RT), Songbook (Song), Newcomer Student Edition (NSE), Welcome Book
(WB), Assessment Teacher’s Manual (ATM), Progress Monitoring
Assessment (PMA), Extra Support Teacher Guide (ESTG), Language Central
ELD Posters (LCELD Posters), Grammar Transparencies (GT), English
Learner Teacher Guide (ELTG), Intensive Vocabulary Teacher Guide
(IVTG), Practice and Review Book (PBR).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English Language Arts Content Standards (ELA) and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
Pearson CA Reading Street meets the evaluation criteria for a Basic
Program in Section 1; and Pearson CA Language Central meets the
evaluation criteria under program description for Program 2: The
Reading/Language Arts-English-Language Development Basic Program,
Kindergarten Through Grade Five, including the additional one hour of
English-language development (ELD) instructional materials that
demonstrate alignment to the ELA and ELD standards through the ELA/ELD
Standards Correlation Matrices.
Citations:
*
Criterion #1: Grade 1, TE Unit 4 pp. 78-82. Grade 3, ATG pp.
78-82. Grade 5, ESG pp. 128-137.
*
Criterion #8: Grade K, ELTG pp. 124-125. Grade 2, Unit 2 p. 190b.
*
Criterion #19: Grade 1, IVTG pp. 192-193. Grade 3, Unit 3 Concept
Wrap Up p. 415u.
*
Criterion #27: Grade K, LCTE p. 22. Grade 1, LCTE p. 115. Grade 2,
LCTE p. 30. Grade 3, TE Unit 3 p. 371c. Grade 4, LCTE (Weekly
Lesson Plan) pp. 24a-24b. Grade 5, LCELD Posters. Grades 3-5 ELD
Transparencies.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
Both programs 1 and 2 are aligned to and support comprehensive
teaching of the English-Language Arts Content Standards and contain
content that is correct and factually accurate.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade K (Reading 1.6),
TE p. 264. Grade 1 (Reading Phonemic Awareness 1.1), TE Unit 1, p.
40c. Grade 1 (Reading Phonemic Awareness 1.8), TE Unit 3, p. 18c.
Grade 2 (Writing Applications 2.1), TE Unit 1 pp. 133c-133d. Grade
3 (Listening & Speaking Comprehension 1.1), TE Unit 2 p. 254r, TE
Unit 3 p.371c. Grade 4 (Reading Comprehension & Analysis 2.3), TE
Unit 6 p. 342, TE Unit 4 p. 117h. Grade 5 (Written and Oral
English Language Conventions 1.4), TE Unit 1 p. 125a, TE Unit 3 p.
380, Grade 5, GT 5.
*
Criterion #8: Grade 5, TE Unit 1 p. 54. Grade 5, Unit 1 PB p. 13.
*
Criterion #12: Grade 2, TE Unit 3 p. 332L. Grade 4, TE Unit 6 p.
264L.
*
Criterion #19: Grade 1, TE Unit 3 p. 16r. Grade 2, TE Unit 3 p.
304r.
Criteria Category 2: Program Organization
The sequence and organization for both programs provides structure to
what students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: Grade K, WB pp. 175-176. Grade 3, WB, p. 206.
*
Criterion #2: Grade 2, TE Unit 3 pp. 414L-415e. Grade 5, LCTE pp.
24a-d.
*
Criterion #5: Grade 1, TE Unit 2, pp. 42p-42q. Grade 1, Unit 1 PB
p. 133. Grade 1, Phonics and Spelling Book p. 29. Grade 4, Unit 5,
TE pp. 212-213. Grade 4, PRB, p. 305.
*
Criterion #7: Grade 3, Unit 3 CR1-CR34. Grade 4, Unit 4 p. CR17.
Grade 4, Grammar and Writing Practice Book, p. 137.
*
Criterion #10: Grade 2, ESTG pp. 248-249. Grade 3, LCTE p. 3.
Criteria Category 3: Assessment
Both programs contain guidance on the purpose, administration,
scoring, and interpretation of assessment using progress monitoring,
summative, and diagnostic screening assessments.
Citations:
*
Criterion #1: Grade K, WB pp. 24-25. Grade 4, WB pp. 18-19.
*
Criterion #2: Grade 3, ATM End-of-Year Test pp. 1-30. Grade 5, ATM
End-of-year test pp. 1-30.
*
Criterion #6: Grade K, ATM End-of-Year Test pp. 1-14. Grade 2, ATM
End-of-Year Test pp. 1-36. Grade 4, ATM End-of-Year Test pp. 1-32.
*
Criterion #17: Grade K, PMA T50 Unit 2 Test, Grade 4, PMA pp.
T16-17.
Criteria Category 4: Universal Access
Both programs ensure universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the
English-language Arts Content Standards.
Citations:
*
Criterion #1: Grade 2, TE Unit 6, pp. CR4-CR7. Grade 3, TE Unit 3,
p. 371a, TE Unit 4 p. 130o.
*
Criterion #2: Grade 2, SE 2.2, pp. 16-21. Grade 4, SE (4.2) pp.
146, 217, 221, 278-279, 303-304.
*
Criterion #3: Grade K, WB pp. 10-11. Grade 3, WB p. 9. Grade 4, WB
p. 9.
*
Criterion #4: Grade 1, TE Unit 2 pp. 16f-16g. Grade 5, ATG pp.
2-187.
*
Criterion #5: Grade 1, TE Unit 2 pp. 15a-15b. Grade 3, SE (3.2)
pp. 448-453.
*
Criterion #6: Grade 1, WB p. 7. Grade 5, WB p. 7.
Criteria Category 5: Instructional Planning and Support
Both programs provide support for the teacher when planning
instruction and implementing the program.
Citations:
*
Criterion #2: Grade K, TE Unit 4 pp. 4-11. Grade 4, TE Unit 5 pp.
142a-143c. Grade 5, LCTE pp. 94a-94b.
*
Criterion #3: Grade 1, TE Unit 1 pp. 12a-14k . Grade 4, LCTE pp.
144a-144d. Grade 5, WB pp. 190-195.
*
Criterion #11: Grade K, TE Unit 1 p. 66. Grade 1, TE Unit R p.
35k. Grade 4, Unit 4, TE p. 117g.
*
Criterion #14: Grade 1, TE Unit 2 p. 35a. Grade 2, TE Unit 1 p.
70f. Grade 3, Unit 4 TE p. 157b.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
Sequence Code: Program 1/Program 2:
1.
2160/21300: Grade K, TE Unit 1, page 116, Adjust on the Fly! Ask
children to name the person who is called “/” in each picture.
Replace “/” with seven subjects of pictures.
2.
19860: Grade K, “X” Need “X” sound word: alphabet card is
“xylophone” should be “X-Ray”.
3.
29080: Grade K, LCTE pp. 50, 56, 62, 68, 74, 80, 88, 100, 106,
112, 118, 126, 132, 138, 144, 150, 156, 164, 170, 176, 182, 188,
194, 202, 208, 214, 220, 226, 232, Consistently labeling of Day 4
“Phonics/Phonemic Awareness/Phonological Lesson.” Should be,
“Phonemic Awareness/Phonics”.
4.
28800: Grade K, LCTE p. 93, In margin, Phonemic Awareness,
“chidlen” should be “children”.
5.
28780: Grade K, LCSE pp. 36, 42, 50, 56, 62, 68, 74, 80, 88, 100,
106, 112, 118, 126, 132, 138, 144, 150, 156, 164, 170, 176, 182,
188, 194, 202, 208, 214, 220, “Color picture with (letter).”
Should be, “Color picture with /_/”.
6.
980/20200: Grade 1, TE Unit 3 p. 95g, “Has no reference to
History/Social Science Content Readers, Find It!, Maps and Globes,
Reading Maps and Globes”. Should have reference to, “Welcome to
First Grade: Meeting Your History-Social Science and Science
Content Standards pp. 294-295” in the margin of TE p. 95g. (This
edit would pertain to grade-levels K-3 only. References to
History-Social Science and Science books in Welcome Books need to
be referenced in proper TE.)
7.
2120/21260: Grade 1, Unit R p. 15j, /s/ spelled s says, “When you
say /s/, the tip of your tongue touches above your top teeth.”
should be “When you say /s/, the tip of your tongue rests behind
your teeth” as per Language Central Introduction to Linguistic.
8.
2120/21260: Grade 1, Unit R p. 18d, “When you say /a/, your jaw
and tongue are done.” Should be “When you say /a/, your jaw and
tongue are down.
9.
2160/21300: Grade 1, TE Unit 2 p. 14b, Skills Overview, Week 4,
Spelling Word: “wake”. “Wake” should be replaced with the word
“woke”.
10.
29400: Grade 2, LCTE p. 61b, Phonics Focus: In paragraph 1, the
word, “town” is used to represent both the /n/ and the /t/ sound.
Change the word “town” to “table” to represent the beginning /t/
sound.
11.
3960/22980: Grade 2, TE Unit 5 p. 225e “day 3” should be “day 2”.
12.
3940/22960: Grade 2, TE Unit 4 p. 86e Model-think aloud “As I look
at page 86” should be “As I look at page 87”.
13.
5720/24620: Grade 3, TE Unit 6 p. 361d, Practice, Under the box,
“Abbreviations would” should be “Abbreviations that would”.
14.
5640/24560: Grade 3, TE Unit 2 p. 225e Model – 4th paragraph – 2nd
sentence – “wish” should be “wished”.
15.
5660/24660: Grade 3, TE Unit 2 p. 430b In Use Amazing Words in
Sentences section: “The Cahuilla Indians appreciate for plants by”
should be “The Cahuilla Indians appreciate plants by”.
16.
5640/24540: Grade 3, TE Unit 2 p. 225n, Guided Practice section, 4th
line: “theh” should be “the”.
17.
5680/24580: Grade 3, TE Unit 4 p. 29d, Under Adjust on the Fly!
“if students oral sentences use is and was with plurals, then say
the sentences modeling the words and have students repeat it”
should be “in oral sentences, if students use is and was with
plurals, say the sentences modeling the correct use of the words.
Have the students repeat you”.
18.
5720/24620: Grade 3, TE Unit 6 p. 335d, “the following names and
date” should be “the following names and dates”.
19.
29400: Grade 3, Read Aloud Anthology p. 118, “pant” should be
“plant”.
20.
24620: Grade 3, TE Unit 6 p. 331t marginalia says “1973” should it
be “1873”.
21.
29720: Grade 3, LCTE p. 113b “/r/ spelled r” should be “spelled r
and wr_”.
22.
5660/24560: Grade 3, TE Unit 3 p. 366n, QuicknoTE delete “the
sound /s/ can be spelled s or ce, ci, or cy”; “The soft sound of
/j/ can be spelled g, j, or dge.” should be “The sound /j/ can be
spelled j, ge, gi, gy or _dge”; “the sound of /s/ can be spelled s
or c.” should be “The sound of /s/ can be spelled s, ce, ci, or
cy”.
23.
5660/24560: Grade 3, TE Unit 3, Blending Strategy Step 2 p. 366n,
“the sound /j/ can be spelled g, j, or _dge” should be “the sound
/j/ can be spelled j, ge, gy, or _dge”.
24.
29720: Grade 3, LCTE p. 153b, Phonics Focus: Long e spelled e,
says, “When two vowels are next to each other in this way, the
first vowel always has a long sound.” Should be, “When two vowels
are next to each other in this way, the first vowel often has a
long sound.” Replace “always” with “often”.
25.
7260/26040: Grade 4, TE Unit 1 p. 26c, Adjust on the Fly, “The
last three words say on at last” should say, “The last three words
say or at last.”
26.
5660/24560: Grade 4, TE Unit 1 p. 44a, Discuss the concept,
missing word in last sentence, “why first came to” “why first
people came to”.
27.
8020/26800: Grade 4, Practice Station Management Handbook, p.
11-third sentence from the end, In the Model paragraph “read
independently or other classwork” should be, “read independently
or do other classwork”.
28.
7300/26080: Grade 4, TE Unit 3 p. 341b Adjust on the fly English
Learners, “point out that your draft contains many word” should be
“point out that your draft contains many words”, “specific to a
winter storm such as bizzard” should be “specific to a winter
storm such as blizzard”, “have students work with partners to
create word webs, a terms” should be “have students work with
partners to create word webs, a term”.
29.
7240/26020: Grade 4, TE Unit 1, pp. 72 – 73 and throughout the
Unit, The binding/trim cuts off the words.
30.
30000: Grade 4, LCTE p. 171b “/s/ is spelled c” should be “/s/ is
spelled ce”.
31.
30000: Grade 4, LCTE p. 153b, Change item #3 and item #6,
“para+graph to another French origin word.
32.
30040: Grade 4, LCPB p. 166, Item #3 says, “para+graph” should be
deleted.
33.
30000: Grade 4, LCTE p. 159b, Phonics Focus: Paragraph 2, “write
the words suit, juice, ruin, nuisance, Buick.” Should be, “write
the words suit, juice, nuisance.” Delete “ruin and Buick”.
34.
30000: Grade 4, LCTE p. 32, The directions read, “When we explain
something, we give more information. We may use certain words to
tell how someone does something.” It should read, “When we explain
something, we give more information. We may use adverbs to tell
how someone does something.”
35.
30000: Grade 4, LCTE p. 46, The directions read, “Compound
sentences use a word called coordinator to join two simple
sentences.” They should read, “Compound sentences use a word
called a coordinating conjunction to join.”
36.
8580/27200: Grade 5, Unit 2, p. 154o Model, “Step sides” should be
“Steep sides”.
37.
30320: Grade 5, LCTE p. 25b, The directions read, “Add the ending
‘-ly’ to the following words to make new words.” They should read,
“Add the ending ‘-ly’ to the following words to make adverbs.”
38.
3360: Grade 5, LCPB p. 6, “Add the ending –ly to the following
words to make new words.” Should say, “Add the suffix –ly to the
following words to make adverbs”.
39.
9900/28400/29200/29941/30260/30320/30580: Sound/Spelling Wall
Chart 10, “y” should be “-y”.
40.
Sound-Spelling Wall Charts – use of dash needs to be applied
consistently as noted below, plus conforming explanations as to
the purpose included in the TEs, and made to the Sound-Spelling
Wall Charts cover sheet and the Teacher Editions.
a.
Sound-Spelling Wall Chart #2: Should be _ay
b.
Sound-Spelling Wall Chart #4: Should be au_
c.
Sound-Spelling Wall Chart #10: Should be _y
d.
Sound-Spelling Wall Chart #14: Should be h_
e.
Sound-Spelling Wall Chart #16: Should be _ie
f.
Sound-Spelling Wall Chart #17: Should be gi_; make the e and i
more contrastive in color
g.
Sound-Spelling Wall Chart #18: Should be _ll
h.
Sound-Spelling Wall Chart #19: Should be _mb
i.
Sound-Spelling Wall Chart #20: Should be kn_
j.
Sound-Spelling Wall Chart #21: Should be _ng
k.
Sound-Spelling Wall Chart #22: Should be _nk
l.
Sound-Spelling Wall Chart #24: Should be oa_
m.
Sound-Spelling Wall Chart #26: Should be oi_ and _oy
n.
Sound-Spelling Wall Chart #27: Should be ou_
o.
Sound-Spelling Wall Chart #29: Should be qu_
p.
Sound-Spelling Wall Chart #30: Should be wr_
q.
Sound-Spelling Wall Chart #31: Should be ci_; make the e, i,
and y more contrastive in color
r.
Sound-Spelling Wall Chart #37: Should be _ew, _ue, add the
spelling u_e
s.
Sound-Spelling Wall Chart #40: Should be w_
t.
Sound-Spelling Wall Chart #41: Should be wh_
u.
Sound-Spelling Wall Chart #42: Should be _x
v.
Sound-Spelling Wall Chart #43: Should be y_
w.
Sound-Spelling Wall Chart #44: Should be _s, _zz
Basic Programs Type 1 and 2
Publisher: SRA/McGraw-Hill
Title of Programs: Imagine It! and Imagine It! English Language
Development
Grade Level: K-6
Program Summary:
Imagine It! (Program 1), Imagine It! English Language Development
(Program 2) includes Teacher Edition (TE), Student Reader (SR),
Student Reader Book 1 (SR1), Student Reader Book 2 (SR2), Big Book
(BB), Curriculum Connections (CC), Science Lap Book (SCLB), Social
Studies Lap Book (SSLB), English Language Development Newcomers
Blackline Masters (ELD NBLM), English Language Development Stories and
Activities (ELD SA), English Language Development Teacher’s Edition
(ELD TE), English Language Development Teacher’s Resource Book (ELD
TRB), Language Arts Handbook (LAH), Skills Practice 1 (SP1), Skills
Practice 2 (SP2) English Language Development Teacher’s Edition (ELD
Units 1–3 TE ELD Units 4–6 TE), Leveled Reader (LR), Leveled Science
Reader (LR-SC), Leveled Social Studies Reader (LR-SS), Strategic
Support Guide (SSG), Reading Intervention Kit Teacher’s Guide (RIKTG),
Professional Development Guides (PDG), English Learner Support Guide
(ELSG), Intensive Vocabulary Teacher’s Resource Book (IVTRB),
Intensive Vocabulary Read Aloud Anthology (IVRAA), Reading
Intervention Kit Decodable Takehome Books (RIKDTB), Reteach Workbook
(RW).
Recommendation:
Both programs 1 and 2 are recommended for adoption because they align
with the English-Language Arts Content Standards and meet the
evaluation criteria in Section I and Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
SRA/McGraw-Hill Imagine It! (K-6) meets the evaluation criteria for a
Reading/Language Arts Basic Program 1 in Section I and SRA/McGraw-Hill
Imagine It! English-Language Development (K-6) meets the evaluation
criteria for a Reading/Language Arts English-Language Development
Basic Program 2, including the additional one hour of English-language
development instructional materials that demonstrate alignment to the
ELA and ELD standards through the ELA/ELD Standards Correlation
Matrices.
Citations:
*
Criterion #4: Grades K-6, all TEs, Program Appendix pp. 1-69.
Grades K-6, all TEs Program Appendix pp. 70-79. Grade 1, Unit 8 TE
pp. T250, T251, T253, T255, T257, T259, T260, T262, T265.
*
Criterion #6: Grade K, SSG pp. 104-106. Grade 3, SSG pp. vii-x, 15
(Decodable Stories, Book 2, Story 11) and 267 (Decodable Stories,
Book 4, Story 25). Grade 5, Unit 2 TE pp. 150O–150R, SSG pp.
144-145.
*
Criterion #7: Grades K-6, ELSG Introduction. Grade 2, ELSG pp.
52-53. Grade 4, ELSG Appendix 1. Grade 6, ELSG pp. 364-366.
*
Criterion #11: Grade 1, IVTRB pp. v-vii, 2-3, 201-202. Grade 2,
IVTRB pp. 24-28. Grade 2, IVRAA pp. 18-21. Levels K-3 Intensive
Vocabulary Picture Cards.
*
Criterion #20: Grades 1-3, RIKTG pp. 1-24. Grades 1-3,
Comprehension Lessons 1-90. Grades 1-3, RIKDTB BLM pp. 8-9. Grades
1-3, Sound/Spelling Cards.
*
Criterion #27: Grades K-6, all ELD TEs Appendix pp. 18-25. Grade
1, ELD Units 1-6 TE Introduction. Grade 3, ELD Units 4-6 TE pp.
T7, T18-19, T45. Grade 5, ELD Units 4-6 TE pp. T4-T5, T250-T251,
T356-T357.
*
Criterion #32: Grades K-6, all ELD TEs Appendix pp. 2-17. Grade K,
ELD Units 1-5 TE pp. T14-16. Grade 2, ELD Units 4-6 TE pp. T179,
T234-T236. Grade 4, ELD Units 1-3 TE p. T6, Routine Card #8. Grade
6, ELD Units 4-6 TE Routine Card #9.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
Both programs 1 and 2 are aligned to and support comprehensive
teaching of the English-Language Arts Content Standards. Programs also
contain sufficient pre-decodable and decodable texts, materials for
grade 3 and beyond that promote language development, high quality
literature and informational texts, and explicit instruction and
practice in writing applications.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Reading
Comprehension 2.7), TE Unit 6 p. T172; (Listening and Speaking
1.2), TE Unit 10 p. T71; (Word Analysis, Fluency, and Systematic
Vocabulary Development 1.4), TE Unit 4 p. T145; SR 1-1 p. 14.
Grade 2 (Word Analysis, Fluency, and Systematic Vocabulary
Development 1.3), TE Unit 1 p. GS66; (Reading Comprehension 2. 3),
TE Unit 2 p. T88; SR 2-1 pp. 461-462. Grade 3 (Writing Strategies
1.3), TE Unit 1 pp. T170, T188; SR 3-1 pp. 171, 191; (Literary
Response and Analysis 3.3), TE Unit 1 pp. T85, T101. Grade 4,
(Reading: Comprehension and Analysis of Grade Level-Appropriate
Text 2.2) SR 4-1 p. 246. Grade 5 (Reading Comprehension and
Analysis 2.3), TE Unit 4 p. 401S; (Writing Applications 2.1), TE
Unit 4 p. 429I; (Reading: Vocabulary and Concept Development 1.2)
SR 5 p. 384. Grade 6, (Comprehension and Analysis 1.4) SR 6 p.
212.
*
Criterion #20: Grade K, Level Appendix, Unit 2 pp. 28-33. Grade 1,
TE Unit 2 pp. T194-T195. Grade 3, Level Appendix, Unit 1 p. 13.
*
Criterion #31: Grade 3, TE Unit 2 pp. T44-T45; Unit 1 pp. T58-T59.
Grade 4, TE Unit 3 pp. 228-229; SR 4-1 pp. 228-229. Grade 5, TE
Unit 3 pp. 226-227. Grade 6, TE Unit 1 pp. 50P-76Q.
*
Criterion #36: Grade 2, TE Unit 5 p. T257. Grade 4, TE Unit 1 p.
33. Grade 6, TE Unit 1 p. 33.
*
Criterion #44: Grade K, TE Unit 6 p. T180. Grade 1, TE Unit 8 pp.
T294-T295. Grades 1-6, Level Appendix, pp. 27-32. Grade 2, TE Unit
2 pp. T448-T449. Grade 4, TE Unit 3 pp. T301G-T301H. Grade 5, TE
Unit 2 pp. T149G-T149J. Grade 6, TE Unit 2 pp. T255G-T255J.
Criteria Category 2: Program Organization
The organization of both programs 1 and 2 feature a coherent and
consistent lesson design, directions for effective instruction,
separation of similar and confusing strategies, and a list of grade
level standards in both teacher as well as student editions.
Citations:
*
Criterion #2: Grade 1, TE Unit 8 pp. T114, T115, T134 (Routine
13), T160 (Routine 18). Grade 3, TE Unit 3 pp. T12, T13, T44
(Routine 11), T215 (Routine 13). Grade 5, TE Unit 3 pp. 254A,
254B, 254 (Routine 3), 256D (Routine 4).
*
Criterion #8: Grade 1, SR 1-2 p. 36. Grade 3, TE Unit 1 pp.
T346-T348; Unit 2 pp. T256-T257. Grade 5, TE Unit 2 pp. 218-219;
Unit 6 p. 615.
*
Criterion #10: Grade 1, TE Unit 1 pp. T10-T11; Unit 10 pp.
T250-T251; SSG pp. 3-5. Grade 3, TE Unit 5 pp. T38-T39, T54, T343.
Grade 5, TE Unit 3 pp. 226A-226B; Unit 6 p. 641N.
*
Criterion #12: Grade 1, SR1-2 pp. 148, 296-297; TE Unit 10 p. T51.
Grade 3, SR3-2 pp. 380, 381; TE Unit 5 pp. CA 42-47. Grade 5, SR
pp. 511, 734-735; TE Unit 6 p. 511.
Criteria Category 3: Assessment
Both programs 1 and 2 contain guidance on the purpose, administration,
scoring, and interpretation of the assessments, using progress
monitoring, summative, and diagnostic screening assessments.
Citations:
*
Criterion #1: Grade K, Lesson and Unit Assessment Book ATE pp.
iv-xv. Grade 2, CA Benchmark Assessment ATE pp. vi-vii. Grade 3,
LAH pp. 304-305. Grade 5, LAH pp. 364-365. Grade 6, CA Standards
Practice ATE pp. xi-xiii.
*
Criterion #5: Grade K, Lesson and Unit Assessment Book ATE pp.
117-120. Grade 1, SR 1-1 pp. 134-135. Grade 2, Lesson and Unit
Assessment Book 2 BLM pp. 32-44; SR 2-1 pp. 428-429. Grade 4,
Lesson and Unit Assessment Book 2 BLM pp. 32-44.
*
Criterion #9: RIKTG, Placement Assessment pp. 32-48. RIKTG,
Individual Assessment Records pp. 49-59. RIKTG, Using Assessment
Results p. 31.
*
Criterion #15: Grade K, TE Unit 1-5 p. T11. Grade 2, ELD TRB p. 8.
Grade 4, ELD TRB p. 107.
Criteria Category 4: Universal Access
Both programs 1 and 2 ensure universal access to high-quality
curriculum and instruction for all students so they can meet or exceed
the state’s English-language arts content standards.
Citations:
*
Criterion #1: Grade 1, TE Unit 2 p. T203. Grade 3, SSG, Unit 1 pp.
11-13; RW, Unit 1 p. 2. Grade 5, TE Unit 1 pp. 20A-20B.
*
Criterion #3: Grade 1, TE Unit 9 pp. T454-T455. Grade 3, TE Unit 2
pp. T206-T207. Grade 5, TE Unit 6 pp. 626Q-626R.
*
Criterion #4: Grade 1, TE Unit 7 pp. T253-T257. Grade 3, TE Unit 1
pp. T205-T209. Grade 5, TE Unit 4 p. 350F.
Criteria Category 5: Instructional Planning and Support
Both programs 1 and 2 provide support for the teacher when planning
instruction and implementing the program.
Citations:
*
Criterion #1: All Grades K-6, PDG, Administrators Guide pp. 1-5,
Comprehension Guide pp. 2-9, Inquiry Guide p. 3, Phonics Guide pp.
1-2, Vocabulary Guide pp. 1-2, Writing Guide pp. 2-3.
*
Criterion #10: Grade K, TE Unit 4 p. T28. Grade 2, TE Unit 2 p.
T67. Grade 4, TE Unit 5 pp. 142D, 227I-227J. Grade 6, Home
Connections p. 27; SR1 pp. 266-267.
*
Criterion #14: Grade K, TE Unit 1 pp. T76-T77; Unit 3 pp. T82-T83.
Grade 2, TE Unit 4 pp. T30-T31, T188. Grade 4, TE Unit 2 pp. 137B,
193B. Grade 6, TE Unit 5 pp. 507B, 533B.
*
Criterion #19: Grade K, TE Unit 3 pp. T45, T185. Grade 2, TE Unit
2 pp. T16-T23, T226-T227. Grade 4, TE Unit 2 pp. 124E-124G,
142E-142G. Grade 6, TE Unit 4 pp. 421N, 455I, 455J.
*
Criterion #33: Grade K, TE Unit 4 pp. T13, T115. Grade 2, TE Unit
2 pp. T168, T223, T225, T337; SR 2-2 p. 77. Grade 4, TE Unit 2 pp.
126F, 197. Grade 6, TE Unit 5 pp. 507B, 553H.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption.
Sequence Code: Program 1, Program 2 (Note: “-,“ in sequence code
denotes edit does not apply to Program 1):
1.
1380, 28860: Grade K, Strategic Support Guide, TE p. 4: Does not
complete sentence at end of page. “Allow” is only part of a
sentence. Please complete it.
2.
- , 29760: Grade K, ELD TE Unit 10 p. T451 (7th bullet): Spelling
error “becuase” should be “because”.
3.
- , 34120: Grade 1, ELD TE Units 7-10 p. T37: Reads “Make copies
from page 453”, should read “Make copies from page 463”.
4.
6300, 34380: Grade 1, SR 1-2 p.114: Vocabulary page is all about
mice, replace picture of a “mole” with a picture of a “mouse”.
5.
2880, 30700: Grade 1, TE Unit 9 p. T425. Vocabulary page is all
about mice, replace picture of a “mole” with a picture of a
“mouse”.
6.
- , 34100: Grade 1, ELD TE Units 1-6 p. T4: Lesson Planner is the
wrong one for the unit, lesson planner on T4 should match the week
of instruction.
7.
- , 34120: Grade 1, ELD 7-10 p. T559: Differentiating Instruction
Early Intermediate states “What do remember about what you read?”,
should state “What do you remember about what you read?”
8.
6400, 34520: Grade 1, Unit 1 p. T139 on Day 3: The “2nd” read icon
should be a “1st” read icon.
9.
- , 34100, 34120: Grade 1, ELD TE Units 1-6 and 7-10 Appendix pp.
18-19: Incorrectly includes Grade 3 standards, replace with Grade
1 standards.
10.
- , 34120: Grade 1, ELD TE Units 7-10 p. T93: The final bullet
refers to p. 454, replace to say p. 464.
11.
- , 38340: Grade 1, ELD TE Unit 1-6 p. T24: Teacher Tip reads,
“name same”, should read “same name”.
12.
7460, 35540: Grade 2, ELD TE Units 1-3 p. T238: The first bullet
should read “Have students look…” it currently says “Have students
loot…”.
13.
7460, 35540: Grade 2, Leveled Reader, Fine Feathered Nests, p. 10:
The bird and nest is not that of a woodpecker as listed in the
text. Change photo to woodpecker to match text.
14.
10400, 38600: Grade 3, ELD TE Unit 4-6, p. T54 and T90: Author’s
Purpose and Compare and Contrast are called strategies and should
be a comprehension skill.
15.
10800, 39000: Grade 3, TE Unit 1 p. T39: “determe” should be
“determine”.
16.
- , 34100: Grade 3, Transparency 45: “Ontline” should be
“Outline”.
17.
10400, 38600: Grade 3, TE Unit 1 p. T262 and T280: Replace “ABC
order” in the lesson heading and in the body of the lesson with
the academic language “alphabetical order”.
18.
19300, 19400, 19420, 19660, 27320, 47740, 47840, 47860, 48100,
56020: Level 5, Potluck Surprise, p. 3: Change “Karen” to “Karin”
in paragraph 2, line 2 (this will match the rest of book and
Leveled Reader Teacher’s Guide so “Karin” is used throughout).
19.
18440, 46880: Grade 5, TE Unit 5 p. 513; SR p. 512: Change
“Northern California” to “northern California”.
20.
18440, 46880: Grade 5, TE Unit 5 p. 513J: Change “ernacular” to
“vernacular”.
21.
- , 55080: Grade 6, ELD TE Units 1-3 p. T69 (standards box at top
of page): The 2nd “ELA” in blue print, should be “ELD”.
22.
- , 55080: Grade 6, ELD TE Units 1-3 p. T478 (orange subheading
box): “Describing a Process” should be “Persuasive Essay”.
23.
Grades K-6, all ELD TEs: Include the explanation of the
Contrastive Analysis Chart that is included on page CA1 in the
Teacher’s Editions in the ELD Guides in the Appendix before the
Contrastive Analysis Charts.
24.
Grades K-6, all Core and ELD TEs: Further clarify the use of the
Contrastive Analysis Chart by adding a key to explain the use of
the chart.
25.
Grades K-6, all TEs: Move the tab for the daily lesson planners in
front or after the daily lesson plans, to avoid interrupting the
flow of the view of the weekly plan, or any other planner.
26.
Grades K-6, all TEs p. 1: Program Appendix Table of Contents reads
that Workshop begins on “65,” it should read “66”.
Basic Programs Type 3
Publisher: Macmillan/McGraw-Hill
Title of Program: Tesoros de lectura
Grade Level: K-6
Program Summary:
Tesoros de lectura (Program 3) includes Teacher’s Edition (TE),
Practice Reader (PR), Content Big Book (CBB), Decodable Reader (DR),
Student Book (SB), Oral Vocabulary Cards (OVC), Intervention Kit (IK)
, Read Aloud Anthology /En voz Alta (RAA),Teacher’s Resource
Book(TRB), Workstation Flipcharts / Rotafolio (FP), Practice Book
(PB), ELD Progress Monitoring Assessment (ELD PMA), Visual Vocabulary
Resources (VVR), Cuaderno de Práctica (CP).
Recommendation:
The program is recommended for adoption because it aligns with the
English-Language Arts Content Standards (ELA) and meets the evaluation
criteria in Section I and Section II. Edits and corrections required
as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 3: The Primary Language/English-Language Development Basic
Program, Kindergarten Through Grade Six, including the additional one
hour of English-Language Development (ELD) instructional materials
that demonstrate alignment to the ELA and ELD standards through the
ELA/ELD Standards Correlation Matrices. Appropriate language
modifications for the primary language were evident in the
instructional materials.
Citations:
*
Criterion #6: Grade 1, TE Unidad 1 p. 37M; DR: “Mimi, Pepe y Popi”
(Photo cards: (hand & monkey, letter card: M). Grade 6, Unidad 1
Week 3, TE pp. 83M-83P, SB (Palabras Poderosas, Retratos del
Hogar).
*
Criterion #8: Kindergarten, TE Unidad 6, Extra Support for English
Learners pp. 1199-1200. ELD Reproducible p. 341. TE, Unidad 1, p.
30; OVC1 (La leona y los pollitos del avestruz). Grade 5, TE
Unidad 5 pp. 577M-577N; ELD TE p. 210; VVR pp. 479-482.
*
Criterion #27*: Grade 1, (R 2.1) ELD TE p. 33, retelling cards
(Unidad 1, “Pat and Sam” PR “Pat and Sam”. Grade 2, (ELA R2.1, ELD
EA9, EA10), PR “Three Heroes;” ELD PB p. 19; ELD TE p. 73. Grade
3, (ELA W 3.2.1, ELD B4, EI 1, I 1, EA 1), ELD TE p. 349. Grade 5
(ELA/ELD Correlation Matrix) pp. 1-13 and Unidad 1 pp. 48D-48E pp.
51A-67; CP p. 23; ELD TE p. 29 (DR: Elephants in Africa). Grade 6
ELD TE p. 9 (ELA R 1.1, ELD: EI6, EI7, I6, EA8) Skill-Based ELD
Practice Reader (The Hometown Homework).
*
Criterion #18: Grade 2, TE Unidad 1 p. 43A, Tarjetas de
vocabulario oral.
*
Criterion #29: Grade 3, ELD TE p. 6, PR The First Day, Unidad 1 TE
pp. viii-ix, SB La abuela Filomena. Grade 4, ELD TE pp. 18-21 CP
p.6 Visual Vocabulary Resources (VVR) p. 365.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program is aligned to and supports the comprehensive teaching of
the English-Language Arts Content Standards and contains content that
is correct and factually accurate with appropriate modifications for
the language.
Citations:
*
Criterion #1: Some Exemplars of Standards: Kindergarten (Standard
K.1.15) Unidad 3, High Frequency Word Cards – Palabras de Uso
Frecuente. Grade 1 (Standard R l.2.7) SB/TE Unidad 5 Vol. 1.5, p.
33. Grade 2, (R 2.2.5) TE Unidad 3 pp. 341H, 342-349. Grade 3
(Standard R3.2.2) SB 3.1 pp. 18-45; CP p. 11, (Leveled Readers:
Nuevos amigos, El chico nuevo, El boletín de nuestra casa); TE
Unidad 1 T42-T51, 49G-49N, 49E-49F. Grade 4 Unidad 1 (Standard R
4.1.2) TE pp. 54-55; SB pp. 54-55; PB pp. 21-22. Grade 5 (Standard
Literary Response and Analysis 3.2) SB/TE pp. 90-103. Grade 6
Unidad 3 TE pp. T40-T52; (Standards correlation) pp. 325M-325T
(differentiated instruction), (R 6.1.1) (Nivel inicial ”Ayudar a
Otros;” (R 6.2.4) “Un verano para morir,” (6R 1.1 Nivel avanzado
“Logros en educación Mary McLeod Bethune;” TE Unidad 2 pp.
163M-163N (Extra support for English learners); Recursos del
maestro (ELD Reproducibles # 6, p. 197).
*
Criterion # 17: Grade 3, TE Unidad 1 p. 45A. Grade 4, TE Unidad 1
p. 20K (Modelar Fluidez).
*
Criterion # 26: Grade 1, TE Unidad 5 p. 125D. Grade 4, TE Unidad 1
p. 20J (Rutina Vocabulario) p. 55 (Enseñar Palabras).
*
Criterion # 33: Grade 5, TE Unidad 2 p. xviii; CCR pp.
54-65,168-185. Grade 6, TE Unidad 5 pp. 518-533 (Main Selection,
Los volcanes); SB pp. 514-533.
*
Criterion # 34: Kindergarten, TE Unidad 6 pp. 1212, 1221-1225; SB
Libros para leer en voz alta “El vecindario de Quinito” (Read
Aloud Package); Superlibro. Grade 2, TE Unidad 2 pp. 276-296; SB
Volume 2.1 pp. 276-296; TE Unidad 4 pp. 132-162; SB Volume 2.2 pp.
132-162.
*
Criterion # 42: Grade 3, TE Unidad 1 pp.C24-C25, C27. Grade 6, TE
Unidad 1 p. 43D (Write-on demand scoring rubric).
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: Kindergarten, TE Unidad 1 pp.T10-T18 and C2-C14.
Grade 1, TE Unidad 1, pp. C2-C14. Grade 2,TE Unidad 1 pp. T46-T53
(Reading & Language Arts California Correlations). Grade 3, TE
Unidad 1 pp. T42-T53. Grade 4, TE Unidad 1 pp. viii-ix. Grade 5,
TE Unidad 1 pp. T4-T12. Grade 6, TE Unidad 3 pp. 314D-314E.
*
Criterion #7: Grade 2, TE Unidad 2 pp. 276-277; CP pp. 114-115.
Grade 4, TE Unidad 2 p. 81B. Grade 5, SB/TE CP pp.120, 278, 339,
364; TE Unidad 1 p. S35. Grade 6, TE Unidad 3 pp. 258A, 285G.
*
Criterion # 10: Grade 2, TE Unidad 4 pp. 125 B-C. Grade 4, TE
Unidad 1 pp. 49E -51B, 20A-51O. Grade 5, TE Unidad I pp. 89-89B.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #4: Grade 5, TE Unidad 4, pp. 417D & 417E; Evaluación
Control de Progreso, pp. 265-273.
*
Criterion # 7: Grade 4, Evaluación Diagnóstico pp. A4, A5, 2.
Grade 6, Evaluación Diagnóstico, pp. 6-7; (Administering Fluency
Assessment); TE Unidad 2, pp.163C-163D (fluency).
*
Criterion # 16: Kindergarten ELD PMA, pp. iii - iv, pp. 177-195;
ELD TE, pp. 718-719. Grade 1, ELD, TE p. 46; ELD PMA p. 27. Grade
3, ELD PMA 1, pp. 7-24. Grade 6, ELD PMA p. 2 (Weekly Oral
Language Assessment Checklist).
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion # 3: Grade 1, TE Unidad 1 pp. 10F-10G, 109N-109P,
(Neno). Grade 2, Unidad 4 TE p. 175J; Unidad 3, pp.314-315, CP 122
(nivel avanzado). Grade 3, TE Unidad 1 p. 163J. Grade 5, TE Unidad
1 p.145J, TE Unidad 3 p. 413J.
*
Criterion #4: Kindergarten, Unidad 4, p. 646 (Lesson Planner
Differentiated Instruction); p. 702 (Suggested lesson Nivel
Avanzado); SB “¿Qué fruta es?”; Big Book DR “Un paso más,” High
Frequency Word Cards Grade 2, Unidad 3 TE p. 447N “Cuentistas del
mundo”. Grade 4, TE Unidad 1 pp. 20-F-20G, 51K – 51L; Skill-Based
ELD Practice Readers (“Jin”). Grade 6, TE Unidad 5, pp. 539K-539L,
“Los volcanes,” “La tierra,” “La tierra dinámica.”
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #5: Grade 1, TE Unidad 1, pp. 26-27, p. 11F. Grade 3, TE
Unidad 1, p. 53B, pp. 55, 57, 59. Grade 5, TE Unidad 3, pp. 407A -
407B.
*
Criterion #7: Kindergarten, TE Unidad 4, pp. 726, 741, 742
(objectives written in margins). Grade 4, TE Unidad 1, pp. 23A-23B
(Instructional Objectives); SB pp. 22-23 (Hacer Predicciones).
Grade 6, TE Unidad 5, p. 543A.
*
Criterion #10: Kindergarten, TE Unidad 6 pp. 1068, 1167; Cuaderno
de actividades pp 17-18, 129-130; TE (Resource Book: Conexión con
el hogar ) pp. 5-8, 119, 231. Grade 1, TE Unidad 1 p. 10C
(Conexión con el hogar), p. 141L. Grade 5, TE Unidad 3 p. 382C
(Conexión con el hogar) pp. 191-204.
*
Criterion # 15: Grade 2, (Recursos del maestro) pp. 193-216, TE
Unidad 6 453A-453H. Grade 4, TE Unidad 1, p. 151H, (Anchor Paper).
Grade 6, TE Unidad 5, pp. 631A-631F; TE pp.199-222 (Anchor Paper).
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
48700, 48720, 48740, 48760, 48780, 48800, 50120, 50140, 50160,
50180, 50200, 50220, 51580, 51600, 51620, 51640, 51660, 51680:
Grades 4, 5, & 6, California Correlations in the TE give
inaccurate page references for the history-social science and
science standards. Example, Grade 6, TE Unidad 1 p. T55 lists
History-Social Science Standard 6.1.1 in the “CCR pp. 110-115”,
should be “CCR, pp. 96-101”. The page references for all the
standards need to be corrected.
2.
42460: Kindergarten – Grade 6, PD K-6 Routine Handbook, p. R60:
second to last bullet has “expect” should be “except.”
3.
43920: Kindergarten – Grade 6, Tarjetas de fonética (cards): Z
card should not have dots around border and spellings “ce” and
“ci” need to be added to the card. R card should not have dots
around the border.
4.
40080: Kindergarten, TE Unidad 1 p. ix: “Week 3” should be “Semana
3.”
5.
40120: Kindergarten, TE Unidad 3, p. 525: poem says “atrásEl”
should say “atras El” with the “El…” moved to the next line. End
of poem needs a period.
6.
40140: Kindergarten, TE Unidad 4 p.688: the standard cited, “R
K.2.2) does not align with the lesson.
7.
40140: Kindergarten, TE Unidad 4, p. 746:“RK1.3” should be “WK1.2.”
8.
40160: Kindergarten, TE Unidad 5, p. 937: “WK1.3” add “RK1.2.”
9.
40180: Kindergarten, TE Unidad 6, pp. 1137-1138: standards not
cited.
10.
40180: Kindergarten, TE Unidad 6, p. 1199: cognates (in Weekly
Words) “resataurant” should be “restaurant”
11.
40200: Kindergarten, TE Unidad 7, pp. 1350-1351: standards not
included in Suggested Lesson Plan pages.
12.
40220: Kindergarten, TE Unidad 8, pp. 1562-1563: standards not
included in Suggested Lesson Plan pages.
13.
40240: Kindergarten, TE Unidad 9, pp. 1775-1776: standards not
included in Suggested Lesson Plan pages.
14.
40240: Kindergarten, TE Unidad 9, p. vii: on Table of Contents
says p. “1737”, should say “1704.”
15.
40260: Kindergarten, TE Unidad 10, pp. 1988-1989: standards not
cited.
16.
40260: Kindergarten, TE Unidad 10 p. 2068: last bullet “ponombres”
should read “pronombres.”
17.
40260: Kindergarten, TE Unidad 10, TE p. 2129: in Language
Transfer Box – “cyclista” should be “ciclista.”
18.
41860: Kindergarten, Cartelón de ensenánza p. 3: “Jose” should be
“José.”
19.
42840: Grade 1, TE Unidad 1 p. C37: Conciencia fonemica – ”/q/ /u/
/e/ /m/ /a/” should be “/k/ /e/ /m/ /a/” and “/q/ /u/ /e/ /s/ /o/”
should be “/k/ /e/ /s/ /o/”.
20.
42840: Grade 1, TE Unidad 1 p. 29H: “Si los niños tienen
dificultades en hacer dibujos para mopa y puma…” should be “Si los
niños tienen dificultades en hacer dibujos para mapa y puma…”
21.
42840: Grade 1, TE Unidad 1, p. 109F: Standards and lesson do not
align, standard listed is 1.1.6 and lesson is “signos de
interrogación.”
22.
42860: Grade 1, TE Unidad 2 p. 39A: this page is numbered
incorrectly and needs to be “37A.”
23.
42860: Grade 1, TE Unidad 2 p. 83A: “tu vencindarioo es un lugar
real” should be “tu vecindario es un lugar real.”
24.
42880: Grade 1, TE Unidad 3 p. 67A: “Conexión con experiencies”
should be “Conexión con experiencias.”
25.
42880: Grade 1, TE Unidad 3 p. 41G: “recoja las trabajos de los
niños” should be “recoja los trabajos de los niños.”
26.
42900: Grade 1, TE Unidad 4 p. 79A: “Julia es una salvavidas de mi
playa.)” should be “Julia es una salvavidas de mi playa.”
27.
42920: Grade 1, TE Unidad 5 p. 41L: page should have picture of
worksheet, but it is blank.
28.
42920: Grade 1, TE Unidad 5 p. 87N: page should have picture of
worksheet, but it is blank.
29.
42920: Grade 1, TE Unidad 5 p. 151H: “page number on the left
side” should be “page number on the right side.”
30.
42920: Grade 1, TE Unidad 5 p. 41T “Reciclemos!-41T” the word
Reciclemos needs to be bold and the red line before page number
should be deleted.
31.
45180: Grade 2, TE Unidad 1, p. 44/45: “Continued from p. 44E”
should be “Continued from p. 43E.”
32.
45500: Grade 2, Evaluación Acumulativa (Benchmark) p. iii: missing
the introductory paragraph. Insert the first paragraph from grade
4, #49000, p. iii into this grade.
33.
47100: Grade 3, TE Unidad 1 p. 44: does not have the picture.
Insert correct graphic.
34.
47100: Grade 3, TE Unidad 1, p. 47c: La “perdliz” should be
“perdiz.”
35.
47120: Grade 3, TE Unidad 2 p. ix: states “use the appropriate
erb” should be “use the appropriate verb.”
36.
47160: Grade 3, TE Unidad 4 p. 46I: “Genre: Folk Tale” should be
“Genre: Folktale”
37.
47180: Grade 3, TE Unidad 5 p. 213:: “…los estudiantes responden
al Incentivo para escribir Escribe sobre…” should be “…los
estudiantes responden al incentivo para escribir. Escribe sobre…”.
38.
47180: Grade 3, TE Unidad 5 p. 213I “Diga que resumir is volver a
contar brevement” should be “Diga que resumir es volver a contar
brevemente”
39.
47180: Grade 3, TE Unidad 5 p. 258I: “Genre: Folk Tale” should be
“Genre: Folktale”.
40.
47180: Grade 3, TE Unidad 5 p. 225U: page number is wrong“225UX”
should be “225U”.
41.
47180: Grade 3, TE Unidad 5 p. 225W: page number is wrong“225WX”
should be “225W”.
42.
47200: Grade 3, TE Unidad 6, page 357H: the standard is cited as
“ox.xxxx” should add correct standard.
43.
47400: Grade 3, Evaluación Acumulativa (Benchmark) p. iii is
missing the introductory paragraph. Insert the first paragraph
from grade 4, #49000, p. iii into this grade.
44.
47480: Grade 3, SB p. 130: “Querida día Betty” should be “Querida
tía Betty.”
45.
48740: Grade 4, TE Unidad 3 p. 395A: “Recuerde a los estudiantes
que algunos autores usan antónimos e la misma oración para mostrar
contraste” should be “Recuerde a los estudiantes que algunos
autores usan antónimos y la misma oración para mostrar contraste”.
46.
48780: Grade 4, TE Unidad 5 p. 629A: Pictures for pp. 628-629
Libro del estudiante are not there.
47.
48780: Grade 4, TE 5 p. 620: Standard description font size is too
small.
48.
50200: Grade 5, TE Unidad 5 p. 635D: “SIdentify and correctly use
verbs that are often misused, modifiers, and pronouns” should be
“Identify and correctly use verbs that are often misused,
modifiers, and pronouns.”
49.
50180: Grade 5, TE Unidad 4 p. 481D: “IUse correct capitalization”
should be “Use correct capitalization.”
50.
51580: Grade 6, TE Unidad 1 p. 71M: left margin under “weekly
words” Academic Language “cmemoir” should be “memoir.”
51.
51660: Grade 6, TE Unidad 5 p. 517: No content standard listed.
Listed as “xxxxxxx.”
52.
51660: Grade 6, TE Unidad 5 p. 596 on the standard 6.3.4 should
not say “figurative language” in bold.
Basic Programs Type 3
Publisher: Pearson Scott Foresman
Title of Program: Pearson Calle de Lectura para California
Grade Level: K-3
Program Summary:
Pearson Calle de Lectura para California (Program 3) includes Student
Edition (SE), Teacher’s Edition (TE), Practice Book (PB),
History-Social Science Content Readers (H-SS), Science Content Readers
(SCI), Research Transparencies, Progress Monitoring Assessment (PMA),
Teacher Manual (TM), Student Book (STB), Transfer (TR)
Recommendation:
The program is recommended for adoption because it aligns with the
English-Language Arts Content Standards (ELA) and meets the evaluation
criteria in Section I and in Section II. Edits and corrections
required as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 3: The Primary Language/English-Language Development Basic
Program, Kindergarten through Grade Three, including the additional
one hour of English-language development (ELD) instructional materials
that demonstrate alignment to the ELA and ELD standards through the
ELA/ELD Standards Correlation Matrices. Appropriate language
modifications for the primary language were evident in the TE and the
SE.
Citations:
*
Criterion #1: Grade K, Avanzado p. 94; Transfer pp. x-xi. Grade 1,
TE 1 pp. 16d-16e (Plan semanal). Grade 2, Language Central pp.
22a-22d. Grade 3, TE 5 pp. 190f-190g (Acceso universal).
*
Criterion #6: Grade K, Apoyo adicional pp. 18-27. Grade 1, Apoyo
adicional pp. 68-127. Grade 2, TE 1 pp. 24l-24t. Grade 3, Apoyo
adicional pp. 78-87.
*
Criterion #12: Grade K, Programa intensivo de vocabulario pp. 2-9
(Rutinas). Grade 1, Programa intensivo de vocabulario pp. 42-49
(Rutinas). Grade 2, Programa intensivo de vocabulario pp. 90-97
(Rutinas). Grade 3, Programa intensivo de vocabulario pp. 222-241
(Rutinas).
*
Criterion #27: Grade K (Word Analysis ELA 1.6, ELD I3), Language
Central SE/TE pp. 9-10; (Word Analysis ELA 1.15, ELD B2), Language
Central SE/TE p. 11. Grade 1 (Reading Comprehension ELA 2.7, ELD
EA6), Language Central 1 SE/TE pp. 44-45. Grade 2 (Word Analysis
ELA 1.3, ELD EA1), Language Central SE/TE pp. 60, 189a. Grade 3
(Literacy Response and Analysis ELA 3.1, ELD EI19), Language
Central TE pp. 49b, 81b.
*
Criterion #33: Grade K, TE 1 pp. 316-317. Grade 1, Bienvenidos p.
11; Libritos de Fonética 1-151. Grade 2, TE 2 pp. 218p-218q. Grade
3, TE 6 p. 314c.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program is aligned to and supports comprehensive teaching of the
English-Language Arts Content Standards and contains content that is
correct and factually accurate.
Citations:
*
Criterion #1: Grade K, TE 3 p. 82 (Reading Comprehension);
Posters: Picture It! “¡Imagínalo!” Poster # 9. Grade 1,
Bienvenidos pp. 270-275 (Contenido y secuencia). Grade 2, TE 2
(Vistazo a las destrezas de la semana, tab lesson 1, Tere y Zuci
las amigas valientes); SE 2.1 pp. 168-185. Grade 3, SE/TE 4 p. 77a
(Word Analysis, Fluency and Systematic Vocabulary); SE 3.2 pp.
74-77.
*
Criterion #12: Grade K, TE 3 pp. 354-355. Grade 1, TE 2 p. 94f; PB
Cuaderno de práctica y repaso 1.2 pp. 156-157. Grade 2, TE 2 pp.
194a-194b; SE 2.1 pp. 194-195. Grade 3, TE 1 pp. xvi-xvii; TE 2
pp. 175a-177; SE 3.1 pp. 176-177.
*
Criterion #18: Grade 2, TE 1 p. 129a. Grade 3, TE 1 p. 81o; TE 3
p. 387b; SE 3.2 pp. 342-343; SE 3.2 pp. 224-225.
*
Criterion #24: Grade 1, TE 3 pp. 100b, 100-101; SE pp. 100-101.
Grade 2, TE 4 pp. 61b, 64-75; SE 2.2 pp. 64-75. Grade 3, TE 3 pp.
371b, 382-383; SE 3.1 pp. 382-383.
*
Criterion #47: Grade K, TE 5 p. 288; ¡Cartel Imaginalo! 7; Big
Book La familia Numerozzi. Grade 1, TE 4 p. 74a (Pregunta del
día); pp. 75, 78e; SE pp. 54-55. Grade 2, TE 5 p. 296e; SE pp.
296-297; PB Cuaderno de práctica y repaso pp. 117-118.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: Grade K, Bienvenidos pp. 175-187. Grade 1,
Bienvenidos pp. 254-266. Grade 2, Bienvenidos pp. 218-230. Grade
3, Bienvenidos pp. 206-218.
*
Criterion #9: Grade K, TE 4 pp. 12-21. Grade 1, TE 5 pp. 16l-17f.
Grade 2, TE 3 pp. 414l-415f.
*
Criterion #10: Grade K, TE 4 p. 97. Grade 1, TE 1 p.17e; TE 2 pp.
70d-70e. Grade 2, TE 5 p. 174o. Grade 3, TE 5 p. 178c.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: Grades K-3, Exámenes semanales: Guía del maestro pp.
v-vi. Grades K-3, Evaluaciones de las unidades: Guía del maestro
pp. M5-M6. Grades K-3, Bienvenidos, California exámenes
diagnósticos CD-ROM.
*
Criterion #8: Grade K, Programa intensivo de vocabulario: Guía del
maestro pp. 194, 196, 198, 200, 201. Grade 2, Programa intensivo
de vocabulario: Guía del maestro pp. 18, 20, 22, 24-25.
*
Criterion #15: Grade K, PMA p. T146. Grade 1, PMA TM pp. i-xiv.
Grade 2, PMA p. T100. Grade 3, PMA pp. iii-vii.
Criteria Category 4: Universal Access
This program ensures universal access to high quality curriculum and
instruction for all students so they can meet or exceed the
English-Language Arts Content Standards.
Citations:
*
Criterion #1: Grade K, TE 1 p. 18. Grade 1, TE 2 p. 93e. Grade 2,
TE 6 pp. RA4-RA7. Grade 3, TE 4 p. 130l.
*
Criterion #3: Grades K-3, Bienvenidos pp. 8-13; California
exámenes diagnόsticos CD-ROM. Grade K, TE 1 pp. 6-7, 17 (CD de
audio de rimas y canciones de fonética); TE 3 p 163 (Volver a
contar). Grade 1, Programa de intervenciόn: Guía del maestro,
Cuaderno de fonética y decodificaciόn pp. 113-202. Grade 2, Libros
de contenido (leveled). Grade 3, TE 2 p. 188c; Apoyo adicional p.
72.
*
Criterion #4: Grades K-3, TE Avanzado (entire book). Grade K, TE 2
pp. 19, 157, 319. Grade 1, TE 4 pp. 50q, 134f, 156a. Grade 2, TE 4
pp. 24k, 82k, 144k. Grade 3, TE 1 pp. 82c, 100c (Libros de
contenido).
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #3: Grade K, Bienvenidos pp. 192-197; TE 3 pp. 72-73.
Grade 1, Bienvenidos pp. 270-275; TE 4 pp. 132d-132e.
*
Criterion #4: Grade 1, TE 4 pp. 132d-132e. Grade 3, TE 3 pp.
310a-310b, 312d-312e.
*
Criterion #7: Grade 2, TE 6 p. 382n; SE 2.2 p. 384.
*
Criterion #10: Grade K, TE 2 pp. 31-32. Grade 3, Bienvenidos pp.
240-257.
*
Criterion #16: Grade 1, TE 1 pp. 121d, 137c, 139a; Writing
Transparencies pp. 6A, 6B, 6C.
Edits and Corrections:
1.
11000: Grade K, TE K.1 p. 8d: “One or two word” should be changed
to “One or two words”.
2.
11000: Grade K, TE K.1 p. 8d: “My father walk me to school” should
be changed to “My father walks me to school”.
3.
11000: Grade K, TE K.1 p. 34: Spanish word not translated to
English, “This is a pan…”. “ Pan” should be changed to “bread”.
4.
11040: Grade K, TE K.3 p. 160: Standards listed on bottom of page
should be in Spanish (L1.18 and E55.0).
5.
11080: Grade K, TE K.5 p. 51: Standard NE 1.1 “hablaro” should
read “hablar”.
6.
17520: Grade K, Language Central, TE p. 96d: Subheading “American
Heros” should be “American Heroes”
7.
12300: Grade 1, SE pp. 30-31: Translation from English, “We’ll see
what Benito has?” Possible, “Veremos qué vende Benito”.
8.
12300: Grade 1, TE 1.2 pp. 150-151: Change “despertar” to
“trabajar”.
9.
12160: Grade 1, SE p. 150: Change “despertar” to “trabajar”.
10.
14080: Grade 2, TE 2.1 p. 123d: Writing translations do not match.
11.
14100: Grade 2, TE 2.2 p. 214e: Spanish text needs to be deleted
in English translation for “Discuss Text Features”. Delete “Diga a
los niños…”
12.
14100: Grade 2, TE 2.2 p. 215c: The word “Inclaye” should be
“Incluye”.
13.
14100: Grade 2, TE 2.2 p. 215c: The word “eventόs” should be
“eventos”.
14.
14100: Grade 2, TE 2.2 p. 215f: Estándares de Ca. “ordenlogico”
should be “orden lógico”.
15.
14120: Grade 2, TE 2.3 p. 414L: Concept Talk reads “Creative
people could thinks about ways on how to feed a pet from another
city. No one can help you to think about your ideas?” Sentence and
question should be rewritten for clarity and correct grammatical
structure.
16.
14140: Grade 2, TE 2.4 p. 75a: Missing pictures from practice and
review pages.
17.
14160: Grade 2, TE 2.5 p. 251a: Wrong pictures in the margin.
18.
14180: Grade 2, TE 2.6 p. 349f: Add sentence after Guided
Practice, “Ask children to locate on the map where their ancestors
lived telling when the family moved to the local community and how
and why they made the trip.” Also include translation in Spanish
under Práctica.
19.
14180: Grade 2, TE 2.6 p. 339: Story and picture do not match.
20.
14180: Grade 2, TE 2.6 p. 352n: Misspelled word “wods” should be
“word”.
21.
14180: Grade 2, TE 2.6 pp. 362-363: Misspelled word “hlen” should
be “then”.
22.
14180: Grade 2, TE 2.6 p. 376a: “Por que es tan importante?”
should be “¿Por qué es la bandera tan importante?”
23.
15900: Grade 3, TE 3.2 p. 193a: Picture and text do not match.
24.
15940: Grade 3, TE 3.4 p. 129r: Missing subheading.
25.
15960: Grade 3, TE 3.5 p. 178b: Misspelled word “caastañuela” in
English translation should be “castañuela”.
26.
15880: Grade 3, TE 3.1 p. 171d: English and Spanish rubrics are
reversed.
27.
15980: Grade 3, TE 3.6 p. 311c: In standards bar, the word
“politicda” should be “política”.
28.
15880: Grade 3, TE 3.1 p. 29d: Avance del día 2, “Diga a los est.”
should be “Diga a los estudiantes”.
Basic Programs Type 3
Publisher: SRA/McGraw-Hill
Title of Program: ¡Imaginalo!
Grade Level: K-6
Program Summary:
¡Imagínalo! (Program 3) includes Teacher Edition (TE); English
Language Development Teacher Edition (ELD TE); Big Book (BB); Big Book
1 (BB 1); Big Book 2 (BB 2); Curriculum Connections (CC); Science Lap
Book (SCLB); Social Studies Lap Book (SSLB), Language Arts Handbook
(LAH); Leveled Reader (LR); Leveled Science Reader (LR-SC); Leveled
Social Studies Reader (LR-SS); Student Reader Book 1 (SR1); Student
Reader Book 2 (SR2), Skills Practice (SP), First Student Reader (FSR),
English Learner Resource Book (ELRB), Evaluación: Lección y Unidad
(ELU), Evaluación de los Objectivos (EO), Newcomers Blackline Masters
(NBM), Intensive Vocabulary Picture Cards (IVPC), English Learner
Glossary (ELG), Práctica de Destrezas (PD), Guia de Apoyo Estratégico
(GAE), Intensive Vocabulary Read Aloud Anthology (IVRA), Intensive
Vocabulary Teacher’s Resource Book (IVTR).
Recommendation:
¡Imagínalo! is a comprehensive primary language curriculum that
ensures all students master the English-Language Arts Content
Standards (ELA) and that English Learners (ELs) are successful in
acquiring English. The program is recommended for adoption because it
aligns with the ELA Content Standards and meets the evaluation
criteria in Section I and Section II. Edits and corrections required
as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 3: The Primary Language/English-Language Development Basic
Program, Kindergarten through Grade Eight, including the additional
one hour of English-language development instructional materials that
demonstrate alignment to the ELA and ELD standards through the ELA/ELD
Standards Correlation Matrices. Appropriate language modifications for
the primary language were evident in the TE and the SE.
Citations:
*
Criterion #4: Grade K, PD Book 1 and Book 2; SP Book 1 and Book 2.
Grade 3, Unit 1, p. 70. Grade 5, Unit 1, pp. 70-93. Grades K-6,
TE, Units 1-10; Program Appendix, pp. 70-79.
*
Criterion #15: Grade K, TE Unit 10, pp. T118-120; BB1 Unit 10.
Grade K-3, IVRA; IVTR. Grade 1, SEI pp. 138-139, 254-255. Grade 3,
TE Unit 4, pp. T28, T44-45, T66, T91; GAE, pp. 289-290, 292-293;
SEI pp. 134-135, 194-195. Grade 5, SE, pp. 20-21, 60-61, 78-79.
Grade 6, TE Unit 6, pp. 640-641, 640 R, 657B, 660-661.
*
Criterion #27: Grade K (ELA 1.5, ELD B1, E1, I1), ELD TE Units
1-5, p. T196; (ELA 1.0, ELD B2, EI1, I1), ELD TE Units 1-5,
pp.196, T373-T374. Grade 1 (ELA 1.1, ELD B-EI), ELD TE Unit 1-6,
pp. T7, T206; (ELA 1.4, ELD B1, EI1, EI2); ELD TE Units 7-10, pp.
T6, T114; (ELA 2.2, ELD B7); ELD TE Units 1-6, pp. T531-T532; (ELA
2.2, ELD EI8), ELD TE Units 1-6, p. 202. Grade 3 (ELA 1.3, ELD
B,EI, I, EA, A), ELD TE Units 4-6, pp. T26-27. Grade 4 (ELA 2.0,
ELD B8, E18, I9, EA 11, EA 14), ELD TE Units 1-3, pp. T50-52,
T56-T57; (ELA 2.0, ELD B4, B5, EI1), ELD TE Units 1-3, pp.
T33-T34; (ELA 1.0 and 1.1, ELD B1, B2, EI1, EI2, I1, I2, EA1), ELD
TE Units 1-3, pp. T82-T84. Grade 5 (ELA 1.3, ELD EI3, I3,EA1,EA2),
ELD TE Units 1-3, pp. T489-T490, Appendix pp. 18-24; (ELA 1.0 and
1.1, ELD B10, E10, B5), ELD TE Units 4-6, pp. 328-329, Appendix
pp. 18-24. Grade 6 (ELA 1.3, ELD I8, EA8), ELD TE Units 1-3, pp.
T478-T479, Appendix pp. 18-26; (ELA 2.0, ELD EI5, I7, EA6, I14),
ELD TE Units 1-3, pp. T604-T605, Appendix pp. 18-26.
*
Criterion #31: Grades K-6, NBM, IVPC, ELG. Grade K-6, ELD TE,
Appendix pp. 2-17 (Transferring Language Tips).
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program is aligned to and supports comprehensive teaching of the
English-Language Arts Content Standards and contains content that is
correct and factually accurate.
Citations:
*
Criterion #1: Grade K (Word Analysis, Fluency and Systemic
Vocabulary Development 1.3), TE Unit 1, p. VC 36; TE Unit 2, p.
T30. Grade 1 (Reading Comprehension 2.7), TE Unit 3, p. T242; BBI,
pp. 16-17; (Reading Comprehension 2.5), TE Unit 2, p. T066; BBI,
pp.16-17; (Written and Oral English Language Conventions 1.1), TE
Unit 2, p. T102; SP pp. 55, 61-62; (Speaking Applications 2.2), TE
Unit 8, p. T34. Grade 2 (Word Analysis, Fluency and Systemic
Vocabulary Development 1.3), TE Unit 1, p. 136. Grade 3 (Reading
Comprehension 2.5), TE Unit 1, p. 142; TE Unit 3, pp. 31-34; TE
Unit 4, Appendix pp. 31-42. Grade 4 (Word Analysis, Fluency, and
Systemic Vocabulary 1.2), TE Unit 1, pp.14-15. Grade 5 (Word
Analysis, Fluency and Systemic Vocabulary Development 1.3), TE
Unit 1, p. 60. Grade 6 (Word Analysis, Fluency and Systemic
Vocabulary Development 1.1), TE Unit 1, p. 22; (Reading
Comprehension 2.3), TE Unit 1, p. 133S; (Literary Response and
Analysis 3.1), TE Unit 2, p. 166A; (Writing Applications 2.3), TE
Unit 1, pp. 95E-95H.
*
Criterion #6: Grade 1, TE Unit 2, pp.T58-T59, T61, T69, T70; BB1,
pp. 4-17. Grade 2, TE Unit 1, pp. T48, T52, T54. Grade 4, SEI,
p.77.
*
Criterion #24: Grade K, TE Unit 9, pp. T64, T81, T140, T153. Grade
4, SE/TE Unit 4, pp. 14-15.
*
Criterion # 26: Grade 3, TE Unit 2, pp. 46,122,198, 278. Grade 6,
TE Unit 2, pp. 212- 213.
*
Criterion #39: Grade 3, TE Unit 2, pp. T200, T218. Grade 5, SE/TE
Unit 1, pp. 22A, 22, 42A.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #2: Grades K-6, TE, inside back cover (Routine Cards).
Grade 1, TE Unit 5, pp. 10-11, 120-121. Grade 2, TE Unit 3, pp.
T12-T13. Grade 5, TE Unit 1, pp. 40A-40B.
*
Criterion #7: Grade 1, TE Unit 7, pp. T448-T453. Grade 5, TE Unit
3, pp. 321O-321T. Grade 6, TE Unit 1, pp. 133Q-133V.
*
Criterion #9: Grade 1, SE/TE Unit 5, pp. T46- T51. Grade 3, TE
Unit 1, pp. T42-T43. Grade 6, TE Unit 6, p. 598O.
*
Criterion #12: Grades K-6, Unit 1-10, Appendix pp. CA22-CA105.
Grades 2-6, SE, Lecturas del Estudiante (inside back cover).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: Grades K-6, all TE Appendices and Program
Appendices. Grade K, ELU. Grade 2, TE Unit 1, pp. T49, T56; ELU,
pp. iv-xiii. Grade 2, EO pp. iv, v, 2, 10-14, 16.
*
Criterion #4: Grade 5, ELU, Libro 1/Hojas Fotocopiables.
*
Criterion #15: Grade 5, ELD TE Unit 1-3, pp. T8, T12, T14.
*
Criterion #16: Grade K, ELD TE Units 1-5, pp. T98, T104. Grade 3,
ELD TE Unit 1-3, p. T38. Grade 5, ELD TE Units 1-3, pp. T282,
T287, T290.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the
English-Language Arts Content Standards.
Citations:
*
Criterion #1: Grade K, TE Unit 6, pp. T17-T21. Grade 1, TE Unit 5,
pp. T17-T21. Grade 2, TE Unit 1, pp. T19-T23; TE Unit 4, pp.
T211-215. Grade 4, SE/TE Unit 2, p. 170; TE Unit 4, pp. 38A-38B.
Grade 5, SE/TE Unit 4, pp. 361-361B, 384-385. Grade 6, SE/TE Unit
2, pp. 212T, 213; SE/TE Unit 4, pp. 408, 417B, 421O.
*
Criterion #3: Grade K, TE Unit 4, pp. T10-T11, T82-T83. Grade 1,
TE Unit 5, p. T11. Grades K-6, TE Unit 4, pp. 1-10 Differentiating
Instruction boxes. Grade 4, TE Unit 4, pp. 14H-14L. Grade 5, TE
Unit 6, pp. 609G-609H.
*
Criterion #4: Grade K, TE Unit 5, pp.T17-T21. Grade 1, TE Unit 6,
pp.T17-T21. Grade 3, TE Unit 6, Actividades Avanzadas. Grade 4, TE
Unit 1, pp. 14H-14L, 16B, 31B. Grade 5, TE Unit 1, pp. 20H-20L.
*
Criterion #6: Grade K, TE Unit 1, pp.VC6-VC7. Grades K-6, Units
1-10, Program Appendix pp. 66-69; Vamos a Comenzar sections.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #1: Grade K, SE/TE Units 1-10. Grade 2, TE Unit 1, p.
T130. Grades K-6, TE, Program Appendices.
*
Criterion #3: Grade K, TE Unit 9, pp. T10-T11, T156-T157. Grade 2,
TE Unit 6, pp. T12-T13, T96-T97. Grade 3, TE Unit 1, pp. T5-T13.
Grade 6, TE Unit 1, pp. 19A-19H; SE, pp. 6-17.
*
Criterion #5: Grade K, TE Unit 7, pp. T31, T 79; DB12. Grade 4,
SE/TE Unit 2, p. 124. Grade 5, SE/TE Unit 2, p. 168A. Grade 6,
SE/TE Unit 2, pp. 240, 242, 244, 256-257; SE/TE Unit 2, pp.
256-257.
*
Criterion #11: Grade 1, SE/TE Unit 7, pp. 56, 150; TE Unit 7, p.
137. Grade 2, SE/TE Unit 5, pp. T150, T218, T268. Grade 6, SE/TE
Unit 4, pp. 436S-436T, 451B, 453; SE/TE Unit 4, p. 453.
*
Criterion #22: Grades K-6, TE Units 1-6, pp. CA1-CA21.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
56940: Grade K, Unit 1, TE p. T124: “Las palabras de uso frecuente
que se presenta....” should be “Las palabras de uso frecuente que
se presentan...”.
2.
56980: Grade K, Unit 3, TE p. T103: Under Program Monitoring...
“Benchmark....how them...” should be “Benchmark :...show them...”.
3.
56980: Grade K, Unit 3, p. T219: Under Guided Practice, the
adjective should be added after the noun, not before.
4.
57000: Grade K, Unit 4, TE p. T28: “scuchar” should be “escuchar”.
5.
57000: Grade K, Unit 4, TE p. T110: “Life by the sea” should be
“Life in the sea”.
6.
57000: Grade K, Unit 4, TE p. T189: “Libro grande de Abecedaria de
rimas - /d/” should be in English.
7.
57080: Grade K, Unit 8, TE p. T40: “mail” should be “male”.
8.
57100: Grade K, Unit 9, TE p. T53: “estudiantes que un colon...”
should be “estudiantes que los dos puntos nos indican...”.
9.
57100: Grade K, Unit 9, TE p. T73: “to think about is missing”
should be “to think about what is missing”.
10.
57100: Grade K, Unit 9, TE p. T78: “Palabra de uso frecuente”
should be in English.
11.
58100: Grade K, ELD Units 1-6, TE p. T196: “Is it a small letter
or a capital letter?” should be “Is it a lowercase letter or an
uppercase letter?” to maintain consistent terminology.
12.
58900: Grade 1, Unit 1, TE p. T34: “Digals” should be “Dígales”.
13.
58900: Grade 1, Unit 1, TE p. T34: “Activer” should be “Active”.
14.
58900: Grade 1, Unit 1, TE p. T104: “papa” should be “potato”.
15.
58900: Grade 1, Unit 1, TE p. T192: “er” should be “leer”.
16.
58900: Grade 1, Unit 1, TE p. T194: “lo que esta sucedienda”
should be “lo que está sucediendo”.
17.
58920: Grade 1, Unit 2, TE p. T37: “Son ¿ _______ mild” should be
“Son _____ milk”.
18.
58920: Grade 1, Unit 2, TE p. T235: “dig a” should be “diga”.
19.
58960: Grade 1, Unit 4, TE p. T337: 3rd bullet under Género “la”
should be “las”.
20.
59040: Grade 1, Unit 8, TE p. T134: "Objective box: eview the
elements of....” should be.... “Objectives box; “review” the
elements of...”.
21.
59060: Grade 1, Unit 9, TE p. T254: “Then... each these words”
should be “Then... teach these words”.
22.
62180: Grade 1, ELD Units 1-6, TE p. 499: “A p p l y” should be
“Apply”.
23.
62660: Grade 2, Unit 5, TE p. T398: “vuelva a leer el cuento por
lo menos dos veces y pida a los estudiantes lo que lean” should be
“vuelva a leer el cuento por lo menos dos veces y pida a varios
estudiantes que lo lean”.
24.
62440: Grade 2, SE 2-1 p. 259: months of the year should not be
capitalized.
25.
62440: Grade 2, SE 2-1 p. 263: the word “árbol” should not be
capitalized.
26.
66200: Grade 3, SE 3-1 p. 328: “duranzo” should be “durazno” in
graphics.
27.
66340: Grade 3, Unit 1, TE p. GS2: “in” should be “with”.
28.
66340: Grade 3, Unit 1, TE p. GS9: “student” should be “students”.
29.
66340: Grade 3, Unit 1, TE p. T28: The title of Cuento 11
Decodable Stories should be “La gran tarea de Victor”.
30.
66340: Grade 3, Unit 1, TE p. T30: “have” should be “Have”.
31.
66340: Grade 3, Unit 1, TE p. T57: “student” should be “students”.
32.
66340: Grade 3, Unit 1, TE p. T73: “English Learner Support Guide”
is referred to and does not exist in the components of the
program.
33.
66340: Grade 3, Unit 1, TE p. T94: “he” should be “the”.
34.
66340: Grade 3, Unit 1, TE p. T290: “atutomatically” should be
“automatically”.
35.
66360: Grade 3, Unit 2, TE p. T48: “evens” should be “events”.
36.
66360: Grade 3, Unit 2, TE p. T48: “organizad” should be
“organized”.
37.
66380: Grade 3, Unit 3, TE p. T390: “Readign” should be “Reading”.
38.
66400: Grade 3, Unit 4, TE p. T372: “Comprobar la comprensión”
should be in English on the left hand side.
39.
66420: Grade 3, Unit 5, TE p. T74: “details son” should be
“details on”.
40.
66420: Grade 3, Unit 5, TE p. T373: “Predecir” should be in
English on the left-hand side.
41.
69880: Grade 3, ELD Units 4-6, TE p. T453: “penmanship” should be
“Descriptive Narrative” as penmanship is not directly taught.
42.
69880: Grade 3, ELD Units 4-6, TE p. T470: “penmanship” should be
“Descriptive Narrative” as penmanship is not directly taught.
43.
70080: Grade 4, Unit 3, TE pp. 301E, 301F: Yellow boxes need
translation.
44.
70100: Grade 4, Unit 4, TE p. 36O: “Also review that diminutives”
should be “Also review that the diminutives”.
45.
70100: Grade 4, Unit 4, TE p. 14Q: “Explain students” should be
“Explain to students”.
46.
70100: Grade 4, Unit 4, TE p. 51R: “Fluidez” should be in English.
47.
73440: Grade 4, ELD Units 1-3, TE p. 11: in box... “I have
....happiness, fear” awkward English perhaps “I have joys,
fears....”.
48.
73660: Grade 5, Unit 4, TE p. 365Q: “visualizing” should be in
bold.
49.
77200: Grade 6, Unit 3, TE p. 347P: “type of labores” should be
“types of labores”.
Curriculum Commission Advisory Reports of Findings
Intervention Programs Type 4
Publisher: Houghton Mifflin Company
Title of Program: HM California Portals
Grade Level: 4-8
Program Summary:
HM California Portals (Program 4) includes Teacher’s Edition (TE),
Student Edition (SE), Level A (LA), Level B (LB), Level C (LC), Level
D (LD), Level E (LE), Level F (LF), Unit (U), Workbook (Connect), Big
Words Go a Long Way (Big Words).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 1, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight.
Citations:
*
Criterion #38: TE All Levels (Volume 1) pp. iv-lxvii.
*
Criterion #43: TE All Levels (Volume 1) pp. v, x-xi.
*
Criterion #44: TE All Levels (Volume 1) pp. v, x.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English–Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Phonemic
Awareness 1.9), Connect pp. 57, 83-85. Grade 3 (Decoding and Word
Recognition 1.2), Connect pp. 71, 81-82. Grade 4 (Vocabulary and
Concept Development 1.3), BW pp. 97-98. Grade 5 (Reading
Comprehension 2.4), Connect pp. 53, 56, 65; (Writing Strategies
1.1), Connect p. 272. Grade 6 (Literary Response and Analysis
3.1), SE LB pp. 56-57.
*
Criterion #4: TE All Levels pp. xii-xli, xliv-lxiii.
*
Criterion #6: TE LB pp. 14, 29; Connect p. 54; TE LE pp. 18-19,
25; Connect p. 30; SE LA pp. 14-15.
*
Criterion #13: TE LA Start up pp. 3-5; Unit pp. 4-5; TE LB pp. 22;
Connect LA pp. 39-40; SE LB pp. 30-31.
*
Criterion #47: Grade 1 (Reading Comprehension 2.2), TE LA pp.
72-75; SE LA p. 27. Grade 4 (Reading Comprehension 2.1), TE LB pp.
336-337; SE LB pp. 77, 79, 85; SE LD pp. 49, 53; SE LE p. 115.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #5: TE LE pp. 390, 414, 418, Connect p. 208; Connect LC
p. 188; SE LC p. 88; SE LC pp. 104, 105.
*
Criterion #7: TE LE p. 216; BW p. 45; SE LC pp. 44-45, 50-51; SE
LF pp. 64-65.
*
Criterion #10: TE LE pp. 90-95, 140; SE LE p. 59; SE LC pp.
106-107.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #2: Assessment Blackline Masters (LA, LB) subtests
Placement Tests; Summative (Assessment Master) p. 40; SE LA pp.
34-35; SE LC p. 71; SE LD pp. 70-71; SE LF pp. 106-107, 141, 185.
*
Criterion #13: Assessments LD pp. 40, 43, 47, 50, 56, 61.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: TE LA pp. 395, 408-410, 424, 432-433; TE LB pp.
588-591, 691; SE LB pp. 78-79, 94-95; SE LC pp. 226-227; SE LE pp.
84-85.
*
Criterion #3: TE LB pp. lviii-lxiii.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #3: TE All Levels pp. vi-viii; TE LB pp. iv-v, x-xi;
Assessment Blackline Masters LD pp. 2-21.
*
Criterion #6: TE LB pp. 109, 112; Connect LC p. 126.
*
Criterion #12: Connect LE pp. 236-237; Connect LF pp. 32-33.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
260: TE LA, Volume 1, Start-up p. 71: In “I do it” the first sound
“/e/” should be “/ē/”.
2.
1040: TE LC, Volume 2, p. 491: Day 7 “Connect 229” should be
“Connect 234”.
Intervention Programs Type 4
Publisher: National Geographic/Hampton Brown
Title of Program: Inside Language, Literacy and Content
Grade Level: 4-8
Program Summary:
Inside Language, Literacy and Content (Program 4) includes Student
Edition (SE), Teacher’s Edition (TE), Student Edition: Writing (SW),
Grammar and Language Transparencies (GLT), Practice Book Teacher's
Edition (PBTE), Practice Book (PB), Writer's Workout (WW), Writing
Transparencies (WT), Summative Assessment: End of Level Teacher's
Manual (SATM), Summative Assessment: End of Level Test Booklets
(SAET), Summative Assessment: Mid-Level Test Booklets (SAMT),
Placement Test Teacher's Manual (PTTM), Placement Test Booklets (PT),
Assessment Handbook (AH), CD Selection Readings (CDSR), Language
Transparencies (LT), CD Theme Books (CDTB), Online Coach (OC), Inside
Phonics Teacher's Edition (IPTE), Inside Practice Book (IPB), Inside
Phonics Teacher Scripts (IPTS), Inside Phonics Transparencies (IPT),
CD1 and CD2 Inside Phonics Sounds and Songs (CD1-IPSS and CD2-IPSS),
CD1 and CD2 Inside Language Models and Song (CD1-MS and CD2-MS), CD 1
and CD 2 Inside Language Fluency Model (CD1FM and CD2FM), and Inside
NG.com (ING).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 1, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the "Edits and Corrections" section of the
report.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight.
Citations:
*
Criterion #38: ING (Lesson Planning and Pacing Guides); TE (Level
E) pp. 8-38; TE (All Levels) pp. PD 1-32; IPTS; CD1-IPSS;
CD2-IPSS.
*
Criterion #39: TE (All Levels) pp. PD 1-15; TE (All Levels) pp.
SS1-SS18; TE (Level A) pp. F1-F28; TE (Level C) pp. CA 1-16; SE
(Level B) pp. 10-13, 124-133.
*
Criterion #46: TE (Level A) pp T186f-T216a; PB (Level B) pp.
37-52; SE (Level C) pp. 274-347; SW (Level D) pp. 150w-227w; WW
(Level E) pp. 87-118.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 2 (Vocabulary and
Concept Development 1.10), TE (Level B) p. T289. Grade 3 (Word
Analysis Fluency, and Systematic Vocabulary Development 1.3), TE
(Level B) p. T85; CD Track 3. Grade 4 (Comprehension and Analysis
of Grade Level Appropriate Text 2.5) TE (Level C) p. T138. Grade 5
(Structural Features of Literature 3.1), TE (Level D) pp. T84-85.
Grade 6 (Writing Applications Genres and their Characteristics
2.2) TE (Level E) p.114.
*
Criterion #17: TE (Levels A-E) pp.T16-18, PD14-PD15, PD61-PD63; OC
(Levels C-E).
*
Criterion # 24: TE (Level B) pp.T55-64; PB (Level B) pp. 31-32; TE
(Level E) pp. 252, 265; PB (Level E) pp. 86-88.
*
Criterion #50: SE (Level A) pp. 122-123; SE (Level D) pp. 18W-65W;
TE (Level D) pp.148W; TE (Level E) p.106W.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: TE (Levels A-E) pp. SS1-18.
*
Criterion #2: ING (Teaching Resources: Lesson Planning and Pacing
Guides; TE (Level A) pp. T2b-c (Unit Planner); TE (Level C) pp.
T129c-d (Selection Planner); TE pp. PD33-60 (Teaching Routines).
*
Criterion #5: TE (Level A) pp. T101b-d, p. T101; TE (Level C) pp.
34c, T206-219, T276-277, T286-296; TE (Level E) pp. T168-169,
T206, T211, T213, T216, p. 240; PB (Level A) p. 58; PB (Level C)
pp. 122-123; PB (Level E) pp. 88-89.
*
Criterion #10: TE pp. 30-31, PD57; TE (Level C) pp. T350-351; ING
(Teaching Resources: Reteaching Lessons); ING (Teaching Resources:
Planning and Pacing Guides); AH (Levels C-E) pp. T19-26 (Test for
Progress Monitoring).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: AH (Level A) pp. T17-24, T 36-49; AH (Level B) pp.
T17-24; T 36-39; AH (Level C) pp. T19-26; AH (Levels A-B) p. T35;
AH (Levels C-E) p. T37; SATM (All Levels).
*
Criterion #2: AH (Level A) pp. 2-16b, 36-39; AH (Level B) pp.
19-33; AH (Level C) pp. 76a-90b; AH (Level D) pp. 79-92b; AH
(Level E) pp. T38-41; SAET (Level B) pp. 1-12; SAET (Level C) pp.
1-22.
*
Criterion #12: SATM (Levels A-E); SAELT (Level A-B) pp. 1-12;
SAELT (Level C) pp. 1-22; SAMLT (Level D) pp. 1-16; SAMLT (Level
E) pp. 1-16.
*
Criterion #13: PTTM pp. 1-12; PT pp. 1-23; SATM pp. 6, 13, 17, 19,
20, 22, 23, 25, 26, 29 (exit exams); SAET (Level B) p. 4; TE
(Level B) pp. T218a-218d; SAET (Level C) p. 15; TE (Level C) pp.
T162w-165w; SW (Level C) 162w-165w; SAET (Level E) p. 7; TE (Level
E) pp. T550, T551, T559, T569, T570; PB (Level E) pp. 197, 204.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state's
English-language arts content standards.
Citations:
*
Criterion #1: SE (Level D) pp. 88-89; SE (Level B) pp. 31-35; TE
(Level B) pp. 44-45; TE (Level D) p. T64; TE (All Levels) pp.
PD33-PD45; PB (Level B) pp. 14-17, 24-25.
*
Criterion #2: SW (Level C) pp. 46w-93w; TE (Level B) pp. T9c-d,
T22, T42; T90; SE (Level C) pp. 28-29; SE (Level E) pp. 254-262;
Leveled Library (Level E) "A Boy in the Nazi Death Camps" pp. 24,
58, 89; Leveled Library (Level C) "Can You Feel the Thunder" pp.
19, 63, 118.
*
Criterion #3: ING (Teaching Resources: Students with Special
Needs); TE (All Levels) pp. PD1-PD3, PD16-PD17, 7-38.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion # 8: TE (Level A) pp. 156 c-d, 246c-d; TE (Level B) p.
T2b-d; TE (Level C) p. T129 c-d.
*
Criterion # 6: TE (Level A) pp. F8-9, T124c-T155; TE (Level B) pp.
T2b-c, T36c-d; TE (Level C) pp. Txii-Txiii; ING (Teaching
Resources: Lesson Planning and Pacing Guides).
*
Criterion # 11: TE (Level A) pp.T141-143; TE (Level B) p. T104a-e;
TE (Level C) p. T561a-b; TE (Level D) pp. T68-69; OC; ING.
*
Criterion # 14: TE (All levels) pp. PD60; TE (Level A) pp. T17,
T139; TE (Level B) p. T189; TE (Level D) pp. T644-647.
*
Criterion # 16: TE (Level A) p. T275; TE (Level B) pp. T65-69; TE
(Level C) pp. T118w-121w; TE (Level D) pp. T110w-112w; TE (Level
E) pp. T348w-351w.
Programs 4 and 5
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
200/10200: Level A, TE p. F14: Change label from “Lesson 14” to
“Lesson 4” (in top of corner).
2.
200/10200: Level A, TE p. F17: script 5, #2 – Associate sounds &
spelling, /oo/ in this Paragraph should be /ŏ/.
3.
200/10200: Level A, TE p.T 17: the page number on the picture of
the student text should be “17” instead of “15”.
4.
200/10200: Level A, TE p. T74: #2 Review Sound/Spellings; #3
Connect Sounds and Letters: Where vowels have been repeated
(e.g./sheeel/) to indicate blending and the vowel is short, put a
breve to indicate the vowel is short on this page and all like
pages.
5.
200/10200: Level A, TE p. T 166: /k/ / / /k/ should be /k/ /a/ /k/
(long a), /b/ / / /k/ should be /b/ /i/ /k/ (long i).
6.
200/10200: Level A, TE p. R33, Level B Units & Skills: “Unit 2:
R-Controlled Verbs” should be “Unit 2: R-Controlled Vowels”.
7.
200/10200: Level A, TE p.T14f: Read Decodable Text: “Not a Good
Day” (Practice Book p. 155) should be “A Bad Day!”.
8.
520/10520: Level A, Practice Book p. F16: Words with short a and
i: Photos for “map” and “hit” are very hard to see and should be
replaced or enlarged.
9.
520/10520: Level A, Practice Book p. 30, Section B: In two places,
“Kim like hot dogs for lunch.” should be “Kim likes hot dogs for
lunch”.
10.
1640/11640: Level B, TE p. T117, Spelling Practice: Sentences on
SE 117 are numbered 7-11, but TE p.117 dictation sentences should
be numbered 7-11.
11.
1080/11080: Level A, Sounds & Songs CD: Many sounds have /uh/
after them. Track #20 cd states /guh/ should be /g/; Track #23 cd
states /duh/ should be /d/; Track #24 cd states /kuh/ should be
/k/; Track #25 cd states /vuh/ should be /v/; Track #26 cd states
/aw/ should be /Ŏ/; Track #27 cd states /juh/ should be /j/; Track
#28 cd states /buh/ should be /b/; Track #30 cd states /kuh/
should be /k/; Track #31cd states /i/ should be /ĕ/; Track #32 cd
states /zuh/ should be /z/; Track #33 cd states /yuh/ should be
/y/; Track #35 cd states/kwuh/ should be /kw/; Track #40 cd states
/hu/ should be /hw/; Track #41 cd states /inguh/ should be /ng/;
Track #46 cd states /ōō/ should be /ū/.
12.
1080/11080: Level A, Sounds & Songs CD, Track 52: /oi/ - the
speaker says “coin”, the sound spelling card #42 is “oil”. The CD
should match the sound spelling card.
13.
200/10200: Level A, TE p.T14f: “Dog and Cat” should be “A Dog and
a Cat at Last”.
14.
200/10200: Level A, TE p. T14f: Dog and Cat at Last “p. 294”
should be “p. 336”.
15.
200/10200: Level A, TE p. T15: Items “7-11” should be”7-12”.
16.
200/10200: Level A, TE p. T15: Items “12-16” should be “13-16”.
17.
200/10200: Level A, TE p. T15: Copy of student page has double
print near page number.
18.
200/10200: Level A, TE p. T17: Use the “Practice Book” should be
“Practice Book p. 13”.
19.
200/10200: Level A, TE p. T38: “PD 31” should be ”PD 37”.
20.
200/10200: Level A, TE p. T40: “p. T39” should be “p. T37”.
21.
200/10200: Level A, TE p. T40: “kiinds” should be “kinds”.
22.
200/10200: Level A, TE p. T44b: “Practice Book p. 26” should be
“listed on T44c”.
23.
200/10200: Level A, TE p. T44b: “Tim’s Dip” should be “Dip Tips”.
24.
200/10200: Level A, TE p. 44b: Practice Book p. 26 should be on p.
44d.
25.
200/10200: Level A, TE p. T44h: Practice Book p. 28 is repeated.
26.
200/10200: Level A, TE p. T46: Student “page 44” should be “p.
46”.
27.
200/10200: Level A, TE p. T57: “ide ntify” should be “identify”.
28.
200/10200: Level A, TE p. T61: The Differentiate Instruction box
should have one page number for the practice book references
inserted.
29.
200/10200: Level A, TE p. T94c: Handbook page references under
“Review” need to be corrected.
30.
200/10200: Level A, TE p. T94: “cafeteris” should be “cafeteria”.
31.
200/10200: Level A, TE p. T104d: “Work through activities” of
Script 28 should be under “Read Decodable text”.
32.
200/10200: Level A, TE p. T104d, Script 28 under #1: words with
initial “sm” blends missing.
33.
200/10200: Level A, TE p. T104: “Language CD” should be “Sounds
and Song CD1 Track 4” (not Track 13). Track references should be
checked throughout p. T104.
34.
200/10200: Level A, TE p. T111: “review lesson 2 (p. T87)” under
“checking understanding” should refer to “p. T97”.
35.
200/10200: Level A, TE p. T127: student page replicated in TE cuts
off ½ of last line of text. Reprint.
36.
200/10200: Level A, TE p. T129: “Transparency 10” should be
“Transparency 14”.
37.
200/10200: Level A, TE p. T134: “Practice Book p. 776” should be
“Practice Book p. 76”.
38.
200/10200: Level A, TE p. T136e: page heading should be
“multisyllabic words”.
39.
200/10200: Level A, TE p. T136b: “Practice book pages 78” should
be “Practice Book 78-79” and “Practice Book 81” should be
“Practice Book 80-81”.
40.
200/10200: Level A, TE p. T160: “pablo” should be “Pablo” in
writing support: sentences box (Intermediate).
41.
200/10200: Level A, TE p. T162: “author” should be “author’s”
under introduce theme book.
42.
200/10200: Level A, TE p.T163e and f: student replicated pages of
theme book are missing and misnumbered. Change to match theme
book.
43.
200/10200: Level A, TE p. T136: “Practice book page 81” should be
“Practice book, pp. 80, 81”.
44.
200/10200: Level A, TE p. 166e: “Summarizeand” should be
“Summarize and”.
45.
200/10200: Level A, TE p. T166: “/k/ /_/ /k/” should be “/k/ /a/
/k/”.
46.
200/10200: Level A, TE p. T166: “/b/ /_/ /k/” should be “/b/ /i/
/k/”.
47.
200/10200: Level A, TE p. T166: remove “anno” at bottom of page.
48.
200/10200: Level A, TE p. T170: Language Transfer Transparency:
remove reference to transparency #19.
49.
200/10200: Level A, TE p. T173: Lesson 5 “p. 160” should be “p.
162”.
50.
200/10200: Level A, TE p. T183-T185: The replicas of the SE pages
in the TE should match numbering in the SE.
51.
200/10200: Level A, TE p. T189: Student edition “p. 18” should be
”p. 189”.
52.
200/10200: Level A, TE p. T190: Games and Drama, reference to
“PD4” should be ”PD41”.
53.
200/10200: Level A, TE p. T192: review the instruction on p. T189;
should read “refer to student theme book p. 2-3” (No rainforest
exists on p. T189).
54.
200/10200: Level A, TE p. T196d: “PD 46-51” should be “PD 46-47”;
“Six tips before you leave” should be p. 353.
55.
200/10200: Level A, TE p. T196d: “Six Tips Before You Leave”
should be ”Sailing Ships”.
56.
200/10200: Level A, TE p. T196e: “Card 00” should be “Card 32”.
57.
200/10200: Level A, TE p. T226b: “Hiked to the Lake” should be
“They Hiked At a Lake”.
58.
200/10200: Level A, TE p. T226: “Repeat for the following words”:
no words are listed
59.
200/10200: Level A, TE p. T249: “The dancers are standing.” should
be “The dancer is standing.”
60.
200/10200: Level A, TE p. T251: Writing support (beginning):
Change the example sentence to match the pictures. In the picture
there is no one drumming.
61.
200/10200: Level A, TE p. T252: ”quicklymove” should be “quickly
move” (mistake occurs twice) and “jumpup” should be “jump up”.
62.
200/10200: Level A, TE p. T253a: “They are dancing and wearing
clothes are their cultures.” should read “They are dancing and
wearing clothes from their cultures.”
63.
200/10200: Level A, TE p. T253: “for inviting me” should be in the
“accept an invitation column” and “You are invited to” should have
____ at the end”.
64.
200/10200: Level A, TE p. T257: ”Phrase” should be “phrases”
(Multi-level strategies).
65.
200/10200: Level A, TE p. T259: Correct binding to include entire
page including SE pages in the TE.
66.
200/10200: Level A, TE p. T259: Practice Book “p. 147” should be
“p. 148”.
67.
200/10200: Level A, TE p. T260: On replica of transparency #27:
“They are at a ____ luck.” should read “They are at a ____.”
68.
200/10200: Level A, TE p. T260: Write about Celebrations: “last
photo” should be “first photo” (See photos on p. T259).
69.
200/10200: Level A, TE p. T270: “If students have suggesting…”
should be “If students have trouble suggesting…”.
70.
200/10200: Level A, TE p. T273: Refer to “p. 284” should be “p.
290”.
71.
200/10200: Level A, TE p. T276b: Page numbers are needed on “On
the River” PB p. 179 and “About Duke” PB p. 182.
72.
1640/11640: Level B, TE p. T5: Instructions for written practice:
“might” should be “may”.
73.
1640/11640: Level B, TE p. T11: under “practice” SE p. 11 insert
directions to have students alphabetize remaining words.
74.
1640/11640: Level B, TE p. T12b: Practice Book “p. 8” should be
“p. 9”.
75.
1640/11640: Level B, TE p. T12d: Practice Book “p. 9” should be
“p. 10”.
76.
1640/11640: Level B, TE p. T19: “hav e” should be “have” (lower
right).
77.
1640/11640: Level B, TE p.T20: Content connections: “Ask students
to use print and online sources…” should read “Guide students in
using print…”.
78.
1640/11640: Level B, TE p. T27: Before You Move On: “3” should be
“1” (note details) and “4” should be “2” (cause and effect).
79.
1660/11960: Practice Book Level B, pp. 24-25: switch the content
on these pages in order to match the TE lessons on T44 and T45.
80.
1640/11640: Level B, TE p. T46B: Practice Book “p. 30” should be
“p. 26”.
81.
1640/11640: Level B, TE p. T60: “th oughtful” should be
“thoughtful” in the language development box.
82.
1640/11640: Level B, TE p. T80: Directions call for pronouncing
the sound of underlined letters. No underlined letters exist.
Underline the letters needed.
83.
1640/11640: Level B, TE p. T80b On Your Own “Practice Book p. 46”
should read “Practice Book p. 45”.
84.
1640/11640: Level B, TE p. 86, Practice Book p. 48 does not
correspond with this lesson and is assigned on TE p. 89. There is
no Practice page which corresponds with this lesson, so none
should be listed.
85.
1640/11640: Level B, TE p. T101: On the replicated student page
“revise your letter” should be “revise your article”.
86.
1640/11640: Level B, TE p. T109: Practice Book “p. 57” should be
“p. 56”.
87.
1640/11640: Level B, TE p. T112 (left margin, #3): “weband” should
be “web and”.
88.
1640/11640: Level B, TE pp. T113e and 113f: Entry “The Nazis sent
the children away or put them to death.” under Before the Nazis on
p. 113e should be under “After the Nazis”.
89.
1640/11640: Level B, TE p. T116b: Practice Book “p. 61” should be
“p. 60”.
90.
1640/11640: Level B, TE p. T117: Rewrite TE instructions to match
SE.
91.
1640/11640: Level B, TE p. T137, Under Decide What to Change: in
“Ask your partner to tell list” delete one word “tell”.
92.
3280/13280: Level C, TE Vol. 1 p. T103W: “Transparency 00W” should
be “Transparency 19W”.
93.
7460/17460: Level E, TE Vol. 1, Index 8: In index under
prewriting, “organization” pages “52W-89W” are cited, should be
pages “82W-89W”.
94.
4960/14960: Inside Phonics Transparency 85: red line under “mfl”
in the word “harmful” should be moved to be under “ful”.
95.
980/11080: Sound Spelling Card 16 is short /o/; the picture is
“office” on the CD and in speech it is pronounced /aw/ office,
which is not short /o/; To correct either a) change the picture on
the card to octopus or ostrich or record the CD to say office with
/o/ (short o) not /aw/.
96.
5140/15140: TE p. vii, #2i: “encouragae” should be “encourage”.
97.
200/10200: TE Level A, p. F14: “Lesson 14 should be “Level 4, and
“Spellling” should be “Spelling”.
98.
1640/11640: Level B, TE p. T19: Right hand margin reads “If
students “hav e” difficulty differentiating” should read “have
difficulty differentiating”.
99.
5500/15500: Level D, TE p. T327, Standard on bottom: ELA 5.R1.1
“Read aloud narrative and expository text fluently and accurately
with “appropriate spacing” should read “appropriate pacing”.
100.
5500/15500: Level D, p. T203W, SE203W: The second example reads
“er report” should read “her report”.
Intervention Programs Type 4
Publisher: Pearson Longman ELT
Title of Program: Longman Keystone
Grade Level: 4-8
Program Summary:
Longman Keystone (Program 4) includes Student edition (SE), Teacher
Edition (TE), Teacher Resources Book (TRB), Workbook (WB), Reader’s
Companion (RC), Assessment (ASSMT), Transparencies (TRP), Posters
(POS), Audio Program CD (Audio), Video Program DVD (Video), Student
eBook and CD-ROM (CD-ROM), Teacher eBook and test generator (TCD-ROM),
Placement and Exit Test (PLET), Online resources
(LongmanKeystone.com), Phonics and Word Analysis Workbook (PWAWB),
Phonics and Word Analysis Teacher Guide (PWATG), Phonics and Word
Analysis Flashcards (PWAF), Phonics and Word Analysis Decodable
Readers (PWADR)
Recommendation:
Longman Keystone (Program 4) is recommended for adoption because it
aligns with the required English-Language Arts Content Standards as
identified in Appendix 9-A, Matrix 1, and meets the evaluation
criteria in Section I and Section II. Edits and corrections required
as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight.
Citations:
*
Criterion #38: LongmanKeystone.com (Level B) Pacing Guides; TE
(Levels A, B and C) pp. 44-48 (How to Use Keystone); pp. 16-18
(Scope & Sequence); TE (Keys to Learning) pp. 40-46 (How to Use
Keys to Learning); TE (Level B) pp. 5, 51, 55 (Universal Access
Boxes); TCD-ROM (Levels A, B and C) Student eBook, Teacher eBook.
*
Criterion #40: ASSMT (Level A) pp. 3-12, 23-32; ASSMT (Level B)
pp. 3-12, 23-32; ASSMT (Level C) pp. 3-12, 23-32; TE (Keys to
Learning) pp. 18-19; TE (Levels A, B and C) pp. 20-21;
LongmanKeystone.com (Lexile Measurements).
*
Criterion #46: TE/SE (Level B) pp. 372-377 (Read); TE p. 379
(Discussion); TE/SE (Level A) pp. 256-259 (Writing Workshop), p.
239 (Grammar & Writing), p. 243 (Reading Strategy); TE/SE (Level
C) pp. 396-397 (Listening & Speaking Workshop); TE/SE pp. 398-403
(Writing Workshop).
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is designated to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Reading
Comprehension 2.5), SE (Keys to Learning) pp. 83-85; (Reading
1.1), SE (KTL) p. 14. Grade 2 (Listening and Speaking 1.1), SE
(Level A) pp. 140-145. Grade 3 (Written and Oral English Language
Conventions 1.2), SE (Level A) p. 28. Grade 4 (Written and Oral
Language Conventions 1.7), SE (Level B) p. 159. Grade 5 (Listening
and Speaking 1.1), TE/SE (Book A) p. 121 (Listening Tip). Grade 6
(Writing 1.3), SE (Level C) pp. 30-31.
*
Criterion #6: TE/SE (Level A) pp. 6, 8-17, 20, 22-25, 45-46,
48-53; TE/SE (Level B) pp. 18, 21-25, 31-32, 34-41, 47-48, 50-55;
WB (Level B) pp. 33-34, 40-41, 54-55; RC (Level A) pp. 13-21,
27-33, 61-69; SE/TE (Level C) pp. 6, 8-17, 60-61, 270, 272-281;
TRP (Level C) (Daily Language Practice Section).
*
Criterion #15: PWATG pp. 247-252; PWATG pp. 269-270.
*
Criterion #31: TE/SE (Level A) pp. 203, 379 (Word Study Multiple
Meaning); WB p. 184 (Word Study Multiple Meaning); TE/SE (Level B)
p. 331 (Word Study Antonyms); TE/SE (Level A) p. 179 (Word Study
Base and Root Words); TCD-ROM (Level A) (Word Study Base and Root
Words).
*
Criterion #37: SE (Level A) pp. 439-454 (Writing Handbook); TE
(Level C) pp. 445-460 (Writing Handbook); TE pp. 64-67 (Writing
Workshop- Response to Literature); TRP (Keys to Learning) pp.
28-34 (Writing Models); TE (Level B) pp. 29, 45 (Descriptive
Writing); SE (Level C) p. 349 (Research Paragraph).
*
Criterion #45: TE/SE (Level A) pp. 14-15 (Reader’s Theater,
Speaking Tip, Listening Tip); TE/SE (Level B) pp. 92-93 (Grammar
Lesson/Writing Practice); PWATG pp. 115-116 (Read words with CVCe
pattern, dictation and spelling, word work); TE/SE (Keys to
Learning) pp. 134-136; TE/SE (Level C) pp. 258-261.
*
Criterion #50: TE (Keys to Learning) pp. T258-T259; TRP p. 54
(Writing Workshop); TE (Level A) p. T69 (Quick Write); TE (Level
B) pp. T320-T323 (Writing Workshop); ASSMT (Level A) p. 170; ASSMT
(Level C) p. 190; ASSMT (Level B) p. 180.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: TE (Level A) pp. 16-19 (Scope and Sequence); TE
(Level B) pp. 16-19 (Scope and Sequence); TE (Level C) pp. 16-19
(Scope and Sequence); TE (Keys to Learning) pp. 12-17.
*
Criterion #3: TE (Level A) pp. T140-T145 (Standards Focus); TE
(Level B) pp. T240-T245 (Standards Focus); TE (Level C) pp.
T34-T39 (Standards Focus); TE (Keys to Learning) pp. 232-233.
*
Criterion #9: TE (Level B) pp. T132-T133 (Prepare to Read); TE,
(Level B), pp. T94-T95 (Prepare to Read); TE (Level C), pp.
T206-T207 (Prepare to Read).
*
Criterion #10: LongmanKeystone.com teacher area (Pacing Guides);
TE (Level C) p. T284 (Practice); TE (Level C) pp. T288, T290, T292
(Model the Reading Strategy).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic assessments.
Citations:
*
Criterion #1: ASSMT (Levels A-C) pp. iv-x; ASSMT (Keys to
Learning) pp. iv-v, ix-x; TCD-ROM (Levels A-C) Test Generator
(Exam View).
*
Criterion #10: ASSMT (Levels A-C) pp. 133-194; ASSMT (Keys to
Learning) pp. 55-85; TCD-ROM (Levels A-C); ASSMT (Levels A-C) pp.
13-22, 23-32; ASSMT (Keys to Learning) pp. 9-16.
*
Criterion #13: PLET pp. 1-8, pp. 11-18 (Exit Test).
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: TE (Level A) p. 106 and 140 (Pre-teach Highlighted
Words); TE (Level C) p.142 and 146 (Pre-teach Highlighted Words).
*
Criterion #3: TE (Level A) p. 193; TE/SE (Level C) p. 467; TE
(Level C) p. 249.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #7: LongmanKeystone.com (Pacing Guide 1); TE (Level A)
p. 3-4; SE (Level A) pp. 3-4.
*
Criterion #8: TE (Keys to Learning) p.166 (Teaching Resources);
PWAWB pp. 13, 16, 161, 212; LongmanKeystone.com (Keys to Learning)
Teacher Area (Pacing Guide), Unit 1, day 1 (second column of
chart).
*
Criterion #11: TE (Level A) p. 234; TE (Level B) p. 136; TE (Level
C) p. 212.
*
Criterion #12: TE (Level A) p. 305; TE (Level B) p. 141; TRB
(Level C) p. 45.
*
Criterion #20: TRB (All Levels) pp. 3-74; LongmanKeystone.com (All
Levels), Teacher Area (Pacing Guide); LongmanKeystone.com (All
Levels), Teacher Area (Additional Practice and Remediation).
*
Criterion #22: TE (Levels A-C) p. 27; TE (Levels A-C) pp. 28-43;
TE (Keys to Learning) pp. 24-39; TCD-ROM (Levels A-C) (Audio).
*
Criterion #25: SE (Level A) pp. 312-314; SE (Level B) pp. 110-115;
(Level C) pp. 314-321.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
940/2840: Keys to Learning, TE p. 46: first column, subheading
“How to Teach Learning Strategies”, second paragraph, first
sentence, last word reads “conbooks” and should be a real word
like “textbook”.
2.
940/2840: Keys to Learning TE p. 22: first column, fourth
paragraph lists a research citation as “Ivy & Broddus, 2007”, but
in the references on same page these names are spelled differently
as “Ivey & Broddus”. One needs to be changed into the correct
spelling.
3.
940/2840: Keys to Learning, TE inside cover: Reference grades 6th
– 12th should be 4th – 8th (some books are covered with a label).
4.
880/4080: Phonics and Word Analysis, TE p. 8: Elkonin directions
and listening strips are on pp. 253-254 but should say pp.
271-272.
5.
1880/4080: Phonics and Word Analysis, TE p. 240: Under Phonemic
Awareness: Compound Words the directions read “… help students a
word parts” and should say “use word parts”.
6.
1160/3060: Level A, TE p. T73: Word Study box has the word “baby”
twice, possible word choice “lady” or “shady”.
7.
1100/3000: Level A, SE p. 73: Word Study box has the word “baby”
twice, possible word choice “lady” or “shady”.
8.
1160/3060: Level A, TE p. T115: Word Study box has the word
“toast” twice, possible word choice “roast” or “coast”.
9.
1100/3000: Level A, SE p. 115: Word Study box has the word “toast”
twice, possible word choice “roast” or “coast”.
10.
1160/3060: Book A, TE p. T420: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
11.
1100/3000: SE p. 420: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
12.
1400/3400: Book B, TE p. T414: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
13.
1340/3340: SE p. 414: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
14.
1640/3740: Book C, TE p. T42: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
15.
1580/3680: SE p. 426: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
16.
1400/3400: Book B, TE p. T465: In Word Study – Compound Words on
page “393” should read on page “293”.
17.
1340/3340: SE p. 465: Under Word Study – compound words on page
“393” should be page “293”.
18.
1400/3400: Book B, TE p. T135: In Connect Ideas, workbook page
“67” should read page “68”.
19.
1340/3340: SE p. 135: In Connect Ideas, workbook page “67” should
read page “68”.
20.
940/2840: TE p. T118: “Workbook pages 64-68” should read “Workbook
pages 65-68”.
21.
1640/3740: TE p. T477: Compound Nouns on page “112” should be
“111”.
22.
1580/3680: SE p. 477, Compound Nouns on page “112” should be
“111”.
23.
1880: Phonics, TG p. 30: Under “Teach CVC Syllables and Phonograms
– directions ask students to write words below but no word list is
provided with phonogram /an/, a word list should be added with the
phonogram /an/.
24.
1020/2920: Keys, TRP p. 3: Lesson 2 – third bullet: “Use
Transparencies 1-5” should read “11-15”.
25.
1880/4880: PWATG inside cover: “ph” is under “Silent Letters” and
should be under “Consonant Diagraphs”.
26.
1880/4080: PWATG p. 163; “Initial and Final Digraph: ph” is
located in “Chapter 5: R-Controlled Vowels” should be located in
“Chapter 4: Contractions and Consonant Digraphs”.
27.
1860/4060: PWAWB p. 117: “Initial and Final Digraph: ph” is
located in “Chapter 5 R-Controlled Vowels” and should be located
in “Chapter 4 Correction and Consonant Digraphs”.
28.
1160/3060: TE p. T73: Linguistic Note: reads “write some of the
homophones containing the long /i/ sound”, but should be “long /e/
sound”.
29.
1880/4080: PWATG pp. 256-268: “Total Score ____/1” should be
“Total Score ______/10”.
30.
1880/4080: Phonics and Word Analysis CD (sound pronunciations):
Many consonant sounds and blends as well as other pronunciations
are incorrect (e.g. tracks 36-39 and 43) and should be changed to
correct sound pronunciation.
31.
1420/3420: ASSMT p. 101: #17, C&D are the same answer, one answer
needs to be changed.
32.
1640/3740: TE (Book C) p. 27: “Appling understanding of
synonyms/antonyms” should be “Applying understanding of
synonyms/antonyms”.
33.
1400/3400: TE (Book B) p. 27: “Appling understanding of
synonyms/antonyms ”should be “Applying understanding of
synonyms/antonyms”.
34.
1160/3060: TE (Book A) p. 27: “Appling understanding of
synonyms/antonyms” should be “Applying understanding of
synonyms/antonyms”.
35.
www.longmankeystone.com: TE (front end paper, right hand side) has
a teacher quote, replace quote in blue box with “Go to
www.longmankeystone.com for the following teaching support:
Teacher’s Area
*
Teacher’s eBook
*
Pacing Guides
*
Daily Oral Reading Fluency
*
Daily Writing Fluency Prompts
*
Assessment Audio
*
Additional Practice, Reteaching, and Remediation
*
Lexile™ Information
*
Professional Development Links
*
Program Information
Student Area
*
Project Links
*
Smithsonian Websites
*
Academic Word List
*
Student eBook
36.
www.longmankeystone.com: In Teacher Resource Book (on first page
of the Table of Contents) currently is blank, should add “Go to
www.longmankeystone.com for the following teacher support:
Teacher’s Area:
*
Teacher’s eBook
*
Pacing Guides
*
Daily Oral Reading Fluency
*
Daily Writing Fluency Prompts
*
Assessment Audio
*
Additional Practice, Reteaching, and Remediation
*
Lexile™ Information
*
Professional Development Links
*
Program Information
37.
www.longmankeystone.com: In Teaching Resource Book (on the first
page of Lesson Plans section) the following needs to be added:
“For pacing guides go to www.longmankeystone.com.
Intervention Programs Type 4
Publisher: Pearson Longman ELT
Title of Program: Longman Cornerstone
Grade Level: 4-8
Program Summary:
Longman Cornerstone (Program 4) includes Student edition (SE), Teacher
Edition (TE), Teacher Resources Book (TRB), Practice Book (PB),
Assessment Books (ASSMT), Transparencies (TRP), Posters (POS), Audio
Program CD (Audio), Video Program CD (Video), Student eBook and CD ROM
(CD-ROM), Teacher eBook and test generator (TCD-ROM), Placement and
Exit Test (PLET), Online Resources (LongmanCornerstone.com), Phonics
and Word Analysis Workbook (PWAWB), Phonics and Word Analysis Teacher
Guide (PWATG), Phonics and Word Analysis Flashcards (PWAF), Phonics
and Word Analysis Decodable Readers (PWADR).
Recommendation:
The program is not recommended for adoption because it does not align
with the required English-Language Arts content standards as
identified in Appendix 9-A, Matrix 1, and does not meet all the
program description criteria in Section I and Section II criteria in
Categories 1, 2, 4, and 5.
Section I:
Program Description Criteria
The program does not meet all the criteria in the program description
specific to Program 4: Intensive Intervention Program in
Reading/Language Arts, Grades Four Through Eight.
Citations:
*
Criterion #41: Standards Not Met: Grade 4 (Writing Strategies,
Organization and Focus 1.2), TE/SE (Level A) pp. 19, 73, 123, 187;
(Level B) pp. 25, 51, 139, 193. Grade 5 (Reading Comprehension,
Narrative Analysis of Grade-Level Appropriate Text 3.4), (Level A)
pp. 7, 59, 176, 181; (Level B) pp. 7, 63, 288, 289; (Level C) pp.
7, 61, 128, 131. Grade 6 (Reading Comprehension, Expository
Critique 2.6), TE/SE (Level B) pp.228, 272, 279; (Level C) pp.
246, 249. Grade 6 (Reading Comprehension, Expository Critique
2.7), TE/SE (Level B) pp. 23, 35, 49, 191, 229, 295; (Level C) pp.
19, 33, 73, 123, 149, 293.
*
Criterion #45: TE/SE (Level A) pp. 32-33, 84-85, 234, 246; (Level
B) pp. 50-51, 120, 134,192-193; (Level C), pp. 180-181, 226, 238.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program does not support comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is not designed to accelerate the progress of students
in reading/language arts.
Citations:
*
Criterion #2: Standards Not Met: Grade 4 (Literary Response and
Analysis, Narrative Analysis of Grade-Level Appropriate Text 3.5),
TE/SE (Level C) p. 238. Grade 4 (Reading Comprehension,
Comprehension and Analysis of Grade-Level Appropriate Text 2.7),
TE/SE (Level B) p. 313. Grade 5 (Writing Applications (Genres and
Their Characteristics) 2.1), TE/SE (Level A) pp. 33, 73, 199;
TE/SE (Level B) pp. 51, 139, 155; TE/SE (Level C) p. 21. Grade 5
(Writing Applications (Genres and Their Characteristics) 2.2),
TE/SE (Level A) pp. 17, 99, 249; TE/SE (Level B) pp. 23, 123, 295;
TE/SE (Level C) pp. 33, 135, 279. Grade 6 (Reading Comprehension,
Narrative Analysis of Grade-Level Appropriate Text 3.2), TE/SE
(Level B) pp. 116, 117; (Level C) pp. 64, 69. Grade 6 (Reading
Comprehension, Narrative Analysis of Grade-Level Appropriate Text
3.4), TE/SE (Level C) p. 238.
*
Criterion #23: TE/SE (Level A) pp. 28,33; PB (Level A) p. 18;
TE/SE (Level B) pp. 86, 91; PB (Level B) p. 44; TE/SE (Level C)
pp. 70, 75; PB (Level C) p. 36.
*
Criterion #37: TE/SE (Level A) p. 19; TE/SE (Level B) p. 37; TE/SE
(Level C) p. 21; LongmanCornerstone.com (Level A)
http://www.pearsonlongman.com/ae/cornerstone/state/ca/pdf/dailywr_CornerstoneA_1.pdf;
(Level B)
http://www.pearsonlongman.com/ae/cornerstone/state/ca/pdf/dailywr_CornerstoneB_2.pdf;
(Level C)
http://www.pearsonlongman.com/ae/cornerstone/state/ca/pdf/dailywr_CornerstoneC_4.pdf
(depth and breadth of writing assignments do not advance in
sophistication at the different levels as specified by grade-level
standards).
*
Criterion #44(b, d): TE/SE (Level A) pp. 199, 321; TE/SE (Level B)
pp. 245, 337; TE/SE (Level C) pp. 243, 339 (instructional
materials in writing applications do not provide explicit or
systematic instruction (as defined by the Framework) for each
writing application).
*
Criterion #44(e, h): TE/SE (Level A) p. 326; TE/SE (Level B) p.
342; TE/SE (Level C) p.344 (there are no grade-appropriate,
standards-aligned rubrics provided for each writing application).
*
Criterion #44(i): ASSMT (Level A) p. 173; ASSMT (Level B) p. 173 ;
ASSMT (Level C) p. 173 (provided assessments do not assess all
aspects of grade level writing application standards; therefore
they do not adequately assess students’ ability to meet
grade-level writing application standards).
*
Criterion #46: TE/SE (Level A) pp. 55, 101, 173, 242, 245, 272,
282; (Level B) pp. 228, 296, 312, 339; (Level C) pp. 19, 246, 249,
339.
Criteria Category 2: Program Organization
The program sequence and organization does not provide structure to
what students should learn and does not allow teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: TE (Level A) pp. 16-19; TE (Level B) pp. 16-19; TE
(Level C) pp. 16-19. ([Standards Not Aligned]: Grade 1 [Word
Analysis 1.1, 1.3]; Grade 4 [Comprehension 2.1]; Grade 5
[Comprehension 2.1]; Grade 3 [Literacy Response and Analysis 3.5];
Grade 4 [Literary Response 3.5]; Grade 4 [Writing 1.2]; Grade 5
[Writing 1.1, 1.2]).
*
Criterion #7: SE (Level A) pp. 104-105, 212-213; SE (Level B) pp.
106-107, 318-319; SE (Level C) pp. 104-105, 262-263.
*
Criterion #10: TE (Level A) p. 101; (Level B) pp. 91, 150,
196-199; (Level C) p. 137 (No direct teaching of task, see
definition of explicit instruction Reading/Language Arts
Framework, pp. 358-359).
*
Criterion #11: PB (Level A) pp. 55-56; (Level B) pp. 79-80; (Level
C) pp. 27-28; ASSMT (Level A) pp. 29-32; (Level B) pp. 53-56;
(Level C) pp. 33-36 (No evidence of distributive or cumulative
review across levels).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening and assessments.
Citations:
*
Criterion #10: ASSMT (Level A) pp. vi-vii, xv, pp. 3-10; ASSMT
(Level B) pp. vi-vii, xv, pp. 3-10; TCD-ROM (Level A); TCD-ROM
(Level B); TCD-ROM (Level C); ASSMT (Level C) pp. vi-vii, xv, pp.
3-10; PWATG pp. 274-290
*
Criterion #11: ASSMT (Level A) pp. 11-18, 19-26, 113-121; ASSMT
(Level B) pp. 11-18, 19-26, 113-121; ASSMT (Level C) pp. 11-18,
19-26, 113-121; TCD-ROM (Level A); TCD-ROM (Level B); TCD-ROM
(Level C).
Criteria Category 4: Universal Access
This program does not ensure universal access to high-quality
curriculum and instruction for all students so they can meet or exceed
the state’s English-language arts content standards.
Citations:
*
Criterion #1(b): TE (Level A) pp. T54A, T54B, T91; (Level B) pp.
T2A, T2B, T14; (Level C) pp. T2A, T2B, T193;
LongmanCornerstone.com (Level A) (http://www.pearsonlongman.com/ae/cornerstone/state/ca/pdf/Pacing_CornerstoneA_1.pdf/Pacing.Cornerstone).
*
Criterion #1(e): TE (Level A) pp. 184-185, 342; SE (Level A) pp.
184-185; PB (Level A) p. 84, 94; TE (Level B) pp. 174, 184-185,
358; TE (Level C) pp. 94, 362; SE (Level C) pp. 49, 94.
*
Criterion #3: TE/SE (Level C) pp. 99, 151; TE (Level B) pp. 22-25.
Criteria Category 5: Instructional Planning and Support
This program does not provide support for the teacher when planning
instruction and implementing the program.
Citations:
*
Criterion #16: TRB (Level A) p. 6; TRB (Level B) p. 6; TRB (Level
C) p. 6; TE (Level A) pp. 198-199; TE (Level B) pp. 204-205; TE
(Level C) pp. 206-207 (Step-by-Step suggestions for teaching of
writing do not meet criteria for explicit teaching (as defined in
the Framework pp. 358-359) of the specific writing applications.)
*
Criterion #18: TE (Level A) pp. 147, 150; TE (Level B) pp. 56,
179; TE (Level C) pp. 151, 262 (does not include strategies for
providing timely teacher feedback about student writing and
specific information about what has been done well, with
suggestions for “next steps”).
Edits and Corrections:
1.
320: TE (Book B) p. T245: Spelling Tip Box “end” should be “ends”.
2.
100: ASSMT p. vii: “Unit Tests and “Test Preparation Pages” is
printed twice on the same page.
3.
800/820: PWAWB/Audio p. 32: WB states “grapes”, audio say “green”;
p. 36: picture looks like “blanket”, print says “blue”, audio says
“blue”; p. 42: print examples 1 and 2 do not match audio, no
picture text for audio examples 3 and 4; p. 113: WB states
“R-controlled/ur/: ear, or”; mixed “ear” and “or” words.
4.
800/820:PWAWB/PWATG: p. 47 “Final Digraphs “ch”, “tch” conflicts
with definition in PWATG of digraph; p. 48: “ng” is listed as a
final blend but is a digraph.
5.
820/792:PWATG/PWADR: p. 147 of PWATG /ar/ does not match storybook
12 of PWADAR /är/, should be referenced to storybook 15.
6.
800/820: PWAWB/PWATG: p.118 of PWAWB and p. 149 and 152 of PWATG
says “vowel team” should be diphthong as defined on p. viii of
PWATG.
7.
800/820: PWAWB/PWATG: p. 121 in PWAWB needs to include “oo”
spelling for /oo/ in order to distinguish the two sounds for “oo”
spelling also in pp. 123 and 154.
8.
820:PWATG/Audio: p. 253 definition of Elkonin as sounds and
phonemes does not match the number of boxes on student practice
pages 256-270.
9.
820: PWATG: p. 274 test “short vowels” but items 11, 12 test
consonant “s”; p. 278 test “long vowels” but items 1, 3, 4, 11, 14
test short vowels; p. 282 test “More vowel patterns” but items 1,
2, test for str-, thr-; p. 286 test “Complex Consonants” but items
5, 6, test for long vowels.
10.
792: PWADR: all sound/spellings practiced are not listed on title
page or back page: books 7-8 and 10-17.
11.
820: PWATG: title says “initial blends” but items 1-4 are
diagraphs.
Intervention Programs Type 4
Publisher: Scholastic, Inc.
Title of Program: Scholastic READ 180 California Enterprise Edition
Grade Level: 4-8
Program Summary:
Scholastic READ 180 California Enterprise Edition (Program 4) includes
44Book (44Book), California Teacher’s Implementation Guide (CA TIG),
Decodable Digest (Decodable Digest), LBook Pupil Edition (LBook),
LBook Teacher’s Guide (LBook TG), Magnetic Board/Tiles (Magnetic
Board/Tiles), Program 4 Description (Program 4 Description), Program 4
Standards Map (Program 4 Standards Map), rBook Pupil’s Edition
(rBook), rBook Teacher’s Edition (rBook TE), READ 180 Anchor Videos
(R180 Anchor Videos), READ 180 Audiobooks Teaching Resources (R180
Audiobooks TR), READ 180 California Planner: Planning & Pacing Guide
(Planning & Pacing Guide), READ 180 Paperbacks Teaching Resources
(R180 Paperbacks TR), READ 180 Placement, Assessment, and Reporting
Guide (PARG), READ 180 Posters (R180 Posters), READ 180 Software
Manual (R180 Software Manual), READ 180 Topic Software (R180 Topic
Software), READ 180 Topic Software Teaching Resources (R180 Topic
Software TR), READ 180 Transparencies (R180 Transparencies), Resources
for Content-Area Reading (Resources for Content-Area Reading),
Resources for Differentiated Instruction 1: Reading Skills and
Strategies (RDI 1), Resources for Differentiated Instruction 2:
Writing and Grammar Strategies (RDI 2), Resources for Differentiated
Instruction 3: Strategies for English-Language Learners (RDI 3),
rSkills Tests (rSkills Tests), Scholastic Achievement Manager (SAM)
Resource (SAM Resource), Scholastic Phonics Inventory (SPI),
Scholastic Reading Counts! (SRC), Scholastic Reading Inventory (SRI),
Scope and Sequence (Scope and Sequence), Sound & Articulation DVD
(Sound & Articulation DVD), System 44 Flip Chart (S44 Flip Chart),
System 44 Library Teaching Resources (S44 Library TR), System 44
Posters (S44 Posters), System 44 Screening, Assessment, and Reporting
Guide (SARG), System 44 Teacher’s Guide (S44 TG), System 44 Topic
Software (S44 Software), System 44 Word Building Kit (Word Building
Kit). This program also includes Dictionary of Idioms (Dictionary of
Idioms), Scholastic Achievement Manager Quick Reference Guide (SAM
Quick Reference Guide) and Compendium of READ 180 Research (CRR).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 1, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four through Eight.
Citations:
*
Criterion #39: Planning and Pacing Guide (Stage A/B) pp. 32-45;
rBook TE (Stage A) pp. 8I, 8J; rBook TE (Stage B) pp. 56K, 56L.
*
Criterion #40: CRR pp. 32-45; SARG pp. 6-12, 64-65; rSkills Tests
(Stage A/B) pp. 10-17; PARG p. 33.
*
Criterion #46: rBook TE (Stage A/B) pp. 8-31, 84-107; LBook (Stage
A/B) pp. 6-23, 60-77.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 4 (Word Analysis,
Fluency and Systematic Vocabulary Development 1.2), S44 TG pp.
536-539, rBook (Stage A) pp. 44, 45, rBook (Stage B) pp. 20, 21,
22, 223. Grade 4 (Reading Comprehension 2.1), rBook TE (Stage A)
pp. 32C, 32D, 164C-164D, rBook TE (Stage B) pp. 32C-32D,
158C-158D, 182C-182D. Grade 5 (Reading Comprehension,
Comprehension and Analysis of Grade-Level-Appropriate Text 2.4),
RDI 1 (Stage A/B) pp. 302, 303, 304, LBook TG (Stage A/B) pp.
150-157. Grade 6 (Literary Response and Analysis 3.2), rBook
(Stage A) pp. 56, 61, 63, rBook (Stage B) pp. 59, 61, 63. Grade 3
(Writing Strategies 1.1), RDI 2 (Stage A/B) pp. 74, 75, 76, rBook
(Stage A/B) pp. 22-27, Resources for Content Area Reading (Stage
A/B) pp. 14, 15, 30, 31, 38, 39.
*
Criterion #18: R180 Topic Software (Stages A/B) CDs 1-12 Reading
Zone and Word Zone; Decodable Digest pp. 14, 123, 197.
*
Criterion #31: S44 Software: Series 11, Topic 5: Direct
Instruction; S44 TG pp. 536, 539; LBook TG (Stage B) pp. 8, 44,
152; LBook (Stage B) pp. 8, 44, 152; rBook TE (Stage A) p. 73; RDI
1 (Stage A) p. 270; 44Book pp. 92-93.
*
Criterion #34: Decodable Digest pp. 208, 209, 217, 221; rBook
(Stage A) pp. 108-131; Resources for Content-Area Reading (Stage
B) pp. 58-59.
*
Criterion #45: LBook TG (Stage B) pp. 6A-23; rBook TE (Stage B)
pp. 8K-31, 56M-83; Resources for Content-Area Reading (Stage B)
pp. 16-19.
Criteria Category 2: Program Organization
The program is organized to provide cumulative spiraled review of
skills to address all the phases of direct instruction. This design
gives students opportunities to practice, connect, and apply skills
and strategies.
Citations:
*
Criterion #5: S44 TG pp. 106-107, 140-141, 378-379; rBook TE
(Stage A/B) pp. 8-31, 56-83, 212-239.
*
Criterion #7: rBook (Stage B) pp. 209, 211, 213, 215, 217, 219;
Planning & Pacing Guide (Stage B) pp. 144-151.
*
Criterion #10: CA TIG pp 41-117; RDI 1(Stage A) pp. 122-123; LBook
TG (Stage A/B) pp. T16-T21.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: SARG pp. 6, 8-11, 46-49, 50-53; PARG pp. 36-39; SAM
Quick Reference Guide.
*
Criterion #11: rSkills Test (Stages A/B) pp. 6-7, 12-13, 39-53.
*
Criterion #13: SARG pp. 62-65, 90-91; rSkills Test pp. 39-53.
Criteria Category 4: Universal Access
The program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards by providing opportunities for
teachers to scaffold instruction and check for understanding.
Citations:
*
Criterion #1: rBook TE (Stage A) pp. 8I-8L, 8-31, 32I-32L, 32-55,
56K-56N, 56-83; rBook TE (Stage B) pp. 132K-132N, 132-157,
158I-158L, 158-181, 206I-206L, 206-233.
*
Criterion #3: 44Book pp. 103, 105, 115, 121, 123, 137, 193, 205,
207, 241, 253, 289, 321, 323, 335, 377, 479, 481-483; rBook TE
(Stages A/B) pp. T24-T25, T34-T35, T40-T41.
Criteria Category 5: Instructional Planning and Support
The program provides support and guidance for the teacher when
planning and implementing instruction
Citations:
*
Criterion #2: CA TIG pp. 145-172, 173-186; LBook TG (Stage A) pp.
T38-T57, 96c, 96d, 150c, 150d; rBook TE (Stage B) pp. 84I-84J,
182I-182J.
*
Criterion #5: LBook TG (Stage B) pp. 6A-23; S44 TG pp. 107, 111,
117; R180 Audiobooks TR (Stage A) pp. 18, 24, 41, 58, 59.
*
Criterion #22: LBook TG (Stage B) pp. T90-T105; S44 TG pp. 109,
446-457; RDI 1 (Stage B) pp. 23, 24, 25.
*
Criterion #25: R180 Audiobooks TR (Stage B) p. 12, 23, 24; rBook
(Stage A) pp. 32-55; rBook TE (Stage A) pp. 32-55; LBook TG (Stage
A) p. 39.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
2340: rBook TE (Stage B) p. 194 (left hand margin): under the
“Ending” column for the word disability, it has “-es” should be
”(i)es”.
2.
240: rBook TE (Stage A) p. 228 (left hand margin) under the
“Ending” column for the word activity, it has “-es” should be
”(i)es”.
3.
340, 2440: RDI 3 (English Learners) p. 9 (Multisensory
Techniques): “Allow students to express ideas using poetry,
dancing, singing, and drawing.” should read “Allow students to
express ideas using poetry and singing.”
Intervention Programs Type 4
Publisher: Sopris West Educational Services
Title of Program: Language! The Comprehensive Literacy Curriculum, 4th
Edition
Grade Level: 4-8
Program Summary:
Language! The Comprehensive Literacy Curriculum, 4th Edition (Program
4) includes: There are 6 books in the program (Bk A-F), Student Text
Book (ST), Sortegories Interactive CD (SI CD), Teachers Edition (TE)
Volume 1 (V1) and Volume 2 (V2), Interactive Text Book (IT), Words for
Teachers CD (WT CD), Teacher Resource Guide (TRG), Interactive
Planning Tools CD (IPT), eReader CD (eR CD), Student Assessment:
Content Mastery (CM), Student Summative Assessment (SA), Homework
(Hw), Assessment – Teacher Edition (TEA), eReader using Kurzwiel 3000
CD (eRK CD), Placement Teacher Edition (TEP).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 1, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
The program meets all of the criteria in the program description
specific to Program 4: Intensive Intervention Program in
Reading/Language Arts, Grades Four Through Eight.
Citations:
*
Criterion #42: Bk A-F TE pp. F1-F38.
*
Criterion #43: TRG pp. 125, 148-149, 267-292; Bk A-F TE pp. F27,
F36.
*
Criterion #44: Bk A-F TEA p. 8.
*
Criterion # 45: Bk A-F TE pp. F8-F9; Bk A TE pp. 2-9; TRG pp.
6-45.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.3), Bk B TE V1
pp. 166, 184, 258, 391; (Literary Response and Analysis 3.1), Bk D
TE V1 pp. 82-85; (Writing Strategies 1.2), Bk B TE V1 p. 82;
(Written and Oral English Language Conventions 1.1), Bk A TE V1
pp. 21-22, 90; Bk F TE V2 pp. 715-716.; (Reading Comprehension
2.2), Bk F ST p. H108. Grade 2 (Writing Applications 2.2), Bk C TE
V2 pp. 488-490; Bk C ST p. H104. Grade 3 (Reading Comprehension
2.1), Bk B TE V1 pp. 50-51; Bk B TE V2 pp. 494, 714; Bk B ST p.
H69; Bk C TE V1 p. 278. Grade 4 (Written and Oral English Language
Conventions 1.1), Bk A TE V1 pp. 210-211; Bk A ST pp. H40-H45; Bk
A IT p. 61; Bk E TE V1 p. 56; Bk E ST pp. H73-H81. Grade 5
(Writing Applications 2.4), Bk E TE V2 pp. 689-690; (Listening and
Speaking 1.3), Bk D TE V2 pp. 754-756; (Writing Strategies 1.2),
Bk E TE V1 pp. 207-209; Bk E TE V2 pp. 622-623; Bk B ST pp.
H88-H89. Grade 6 (Literary Response and Analysis 3.1), Bk E IT p.
40; Bk E ST p. H90; Bk F TE V1 pp. 215-217.
*
Criterion #4: TRG pp. 47-84.
*
Criterion #40: Bk E TE V2 pp. 649-650.
Criteria Category 2: Program Organization
The program sequence and instructional design provide structure for
what students should learn and allow teachers to instruct
reading/language arts efficiently and effectively.
Citations:
*
Criterion #2: Bk A-F all components; TRG pp. 118, 138, 162, 183,
215, 250.
*
Criterion #5: Bk B TE V1 pp. 51-52; Bk B IT p. 20.
*
Criterion #7: Bk A TE V1 pp. 37, 278, 544; Bk B TE V1 pp. 26, 327,
352; Bk C TE V1 pp. 116, 162, 320, 466.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: Bk A-F TEA pp. 5-25.
*
Criterion #2a: TRG pp. 153, 176, 197, 229, 268, 286; Bk A-F TEA
pp. 28-36.
*
Criterion #2b: Bk A-F TEA pp. 37-56.
*
Criterion #2c: Bk A-F TEA pp. 19-21.
*
Criterion #3: Bk A-F TEA pp. 8, 25; Placement TE.
Criteria Category 4: Universal Access
The program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: Bk D IT pp.182-183, 208-210, C24-C29; Bk F ST pp.
3-236.
*
Criterion #1a: Bk D IT pp. C4-C16, C17-C23.
*
Criterion #1b: Bk A-F Differentiated Instruction Icons.
*
Criterion #1d: TRG pp. 125, 148, 170, 201, 239, 260.
*
Criterion #1h: Bk D IT pp. 275, 278.
*
Criterion #2: Bk E ST pp. 68-75; Bk F ST pp. 32-34.
*
Criterion #3: TRG pp. 279-292.
Criteria Category 5: Instructional Planning and Support
The program provides support for teachers when planning instruction
and implementing the program.
Citations:
*
Criterion #1: TRG pp. 47-84.
*
Criterion #3: Bk A-F TE V1, V2 pp. F1-F50; TRG pp. 87-88.
*
Criterion #18: Bk A-F TEA pp. 33, 113-115.
*
Criterion #19: Bk A-F TE V1 pp. F36-F37.
*
Criterion #32: TRG pp. 437-453.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
440: Bk B ST p. H28: “We aren’t supposed to say or write it.” (In
the reference to “ain’t”) Should say: “In academic English, we
don’t say or write ‘ain’t.’”
2.
1500: TRG p. 76: Table for Signal Words and How to Answer. “When”
says “A reason or explanation.” Should say “A specific time, date,
or event.”
3.
1500: TRG p. 76: Table for Signal Words and How to Answer. “Why”
says “A specific time, date, or event.” Should say: “A reason or
explanation.”
4.
Include a listing of the Non-fiction Book Bag titles using the
format of the book list for Independent Reading, TRG p. 437.
Intervention Programs Type 4
Publisher: Steck-Vaughn
Title of Program: California Gateways
Grade Level: 4-8
Program Summary:
California Gateways (Program 4) includes: Teacher’s Guide (TG),
Assessment Handbook (AH), Anthology - Student Reader (ANT), Blackline
Master in TG (BLM), Decodable Reader (DR), Practice Book (PB),
Writer’s Notebook (WN), Diagnostic Screening, Placement, and Exit
Assessments Handbook (DSPE), Implementation Guide for Administrators
(IGA), Implementation Guide for Teachers (IGT), Program Overview (PO),
Pedagogical Research Report (PRR), California Gateways for English
Learners: A Research Perspective (RP), Program Description and
Standards Map (SM), Gates-MacGinitie Reading Tests (GMRT), Guide to
Understanding Media (GUM).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 1, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four through Eight.
Citations:
*
Criterion #38: SM pp. 1-3; PO pp. 8-21; IGT (Level 2) pp. 36-61.
*
Criterion #44: IGA pp. 6-7, 16-31; DSPE pp. 2-10; AH (Levels 1B-4)
pp. 10-11.
*
Criterion #45: TG Unit 4 (Level 1B) pp. 11-15; TG Unit 1 (Level 2)
pp. 131-132; TG Unit 1 (Level 3) pp. 46-48.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
This program provides support for the comprehensive teaching of the
required English-Language Arts Content Standards identified in
Appendix 9-A, Matrix 1. This program is designed to accelerate student
progress in reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Narrative
Analysis and Grade-Level-Appropriate Texts 3.1), TG Unit 1 (Level
1B) pp. 22-25; PB Volume 1 (Level 1B) pp. 47-48. Grade 2
(Structural Features of Informational Materials 2.1), TG Unit 2
(Level 1B) pp. 257-259. Grade 3 (Structural Features of Literature
3.1), TG Unit 2 (Level 2), pp. 20-21. Grade 3 (Narrative Analysis
of Grade-Level Appropriate Texts 3.3), ANT (Level 2) p. 44. Grade
4 (Organization and Focus 1.2), TG Unit 1 (Level 3) pp. 114-118.
Grade 4 (Writing Applications 2.2), WN (Level 4) pp. 86-96. Grade
5 (Research 1.3), TG Unit 4 (Level 3) pp. 61-62. Grade 5 (Written
and Oral English Language Conventions 1.1), PB Volume 2 (Level 4)
pp. 30-31. Grade 6 (Writing Applications 2.5), TG Unit 2 (Level 4)
p. 98.
*
Criterion #8: TG Unit 3 (Level 4) pp. 168, 191-195; PB Volume 2
(Level 4) pp. 64-65; WN (Level 4) pp. 69-71.
*
Criterion #31: PO pp. 12-13, 56-57; IGT (Levels 3-4) pp. 46-47; TG
Unit 3 (Level 2) pp. 42-44; TG Unit 1 (Level 3) pp. 511-515,
582-584; TG Unit 2 (Level 4) pp. 14-16.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: SM; PO pp. 53-57; TG Unit 4 (Level 1B) p. 11; TG
Unit 1 (Level 2) p. 8; TG Unit 1 (Level 3) p. 273; TG Unit 1
(Level 4) p. 5.
*
Criterion #2: TG Unit 1 (Level 1B) pp. 1-5; IGT (Level 3) pp.
37-61; TG Unit 3 (Level 4) pp. 1-5.
*
Criterion #10: TG Unit 1 (Level 1B) p. 14; TG Unit 1 (Level 2) pp.
17-19; TG Unit 1 (Level 4) pp. 104-106, 268-274.
Criteria Category 3: Assessment
This program contains guidance on the purpose, administration,
scoring, and interpretation of assessment using progress monitoring,
summative, and diagnostic screening assessments.
Citations:
*
Criterion #1: AH (Levels 1B-4) pp. 2-5; IGA pp. 12-31; AH (Level
3) pp. 12-16, 59-71, 75-82, 83-98, 99-100, 149-154, 155-156,
177-180, 181-184; DSPE pp. 2-7.
*
Criterion #2: AH (Level 3) pp. 2-5; DSPE pp. 2-7; GMRT.
*
Criterion #13: DSPE pp. 2-5, 8-10, 12-18, 49-50, 52-75; IGA pp.
12-27.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-Language Arts Content Standards.
Citations:
*
Criterion #1: PB Volume 1 (Level 2) pp. 7-9; PB Volume 1 (Level 3)
pp. 79-80; PB Volume 2 (Level 3) pp. 28-29; TG Unit 1 (Level 3)
pp. 287-293; TG Unit 3 (Level 4) pp. 96-99, A-9 to A-11.
*
Criterion #2: DR pp. 48-49; PB Volume 1 (Level 1B) p. 9; ANT
(Level 3) pp. 78-81; ANT (Level 4) p. 3.
*
Criterion #3: TG Unit 3 (Level 1B) p. 1; TG Unit 1 (Level 2) p.
273; TG Unit 2 (Level 3) p. 431.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #4: PO pp. 22-31; IGT (Levels 1B-2) pp. 20-27, 36-59;
IGT (Levels 3-4) pp. 22-29, 32-61; TG Unit 1 (Level 1B) pp. 2-4,
33-64; TG Unit 1 (Level 2) pp. 274-307; TG Unit 2 (Level 3) pp.
2-30; TG Unit 4 (Level 4) pp. 434-464.
*
Criterion #24: TG Units 1-4 (Levels 1B-4) TABs for chapters 1-3;
TG Unit 1 (Level 4) pp. 105-106.
*
Criterion #25: ANT (Level 1B) p. 15; ANT (Level 2) pp. iv-vii; IGT
(Level 3) p. 51; ANT (Level 4) pp. 62-73.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
1120/6040: ANT (Level 1B) p. 41: middle image, for word
“illusion,” replace image of pennies with new image of mirror on
side (image submitted by publisher).
2.
1640/7340: TG Unit 2 (Level 2) p. 191: PB answer key in lower
right, “I was rapt by the stories,” should be “I was held rapt by
the stories.”
Intervention Programs Type 5
Publisher: Heinle/Cengage Learning
Title of Program: Milestones
Grade Level: 4-8
Program Summary:
Milestones (Program 5) includes Teacher’s Edition (TE), Student
Edition (SE), Teacher’s Resource CD-ROM (TR CD-ROM), The Heinle
Phonics and Intervention Kit Teacher’s Guide (HPIK TG), Milestones
Tracker (MT), Workbook (WB), Assessment Book (AB), Teacher’s Resource
Book (TRB), Independent Practice CD-ROM (IP CD-ROM),
Recommendation:
The program is not recommended for adoption because it does not align
with all of the required English-Language Arts Content Standards as
identified in Appendix 9-A, Matrix 2, and does not meet all of the
evaluation criteria in Section I and Section II.
Section I:
Program Description Criteria
The program does not meet all of the criteria in the program
description specific to Program 5: Intensive Intervention Program for
English Learners, Grades Four Through Eight.
Citations:
*
Criterion #49: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi, T xl – T xli; MT; TR
CD-ROM.
*
Criterion #50e: See missing standards citations below.
*
Criterion #56a: See missing standards citations below.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program does not align with all of the required English-Language
Arts Content Standards identified in Appendix 9-A, Matrix 2.
Citations:
*
Criterion #1: Missing Standards: Grade 1 (Phonemic Awareness 1.4)
SE I pp. 10, 1, 13, 25, 99; TE I pp. 50, 62, 90, 92; HPIK TG pp.
52, 53, 54, 55, 56, 57, 58, 59, 60, 63, 64, 80, 81. Grade 1
(Phonemic Awareness 1.6) SE I pp. 158, 180, 198; TE I pp. 25, 50,
62, 77, 79, 92, 159; WB I p. 133. Grade 1 (Phonemic Awareness 1.7)
SE I pp. 93, 109; TE I 159; HPIK 52, 53, 54, 55, 56, 57. Grade 1
(Phonemic Awareness 1.8) TE/SE I p. 25; TE/SE I p. 51; TE/SE I p.
63; SE I pp. 77, 79, 91, 93; TE I pp. 76, 93; HPIK TG pp. 52, 53,
54, 55, 56, 57, 58, 59, 60, 61, 62, 71, 72, 75, 76, 77, 78, 78,
79, 80, 81, 83, 84, 103, 111. Grade 1 (Phonemic Awareness 1.9) SE
I pp. 63, 77; TE I pp. 76, 79, 211; HPIK TG pp. 52, 53, 54, 55,
56, 57, 58, 59, 60, 61, 62, 71, 72, 75, 76, 77, 78, 78, 79, 80,
81, 83, 84, 103, 111.
Criteria Category 2: Program Organization
The program is sequenced and organized to provide structure to what
students should learn and allows teachers to teach reading/language
arts instruction.
Citations:
*
Criterion #1: All TE (Levels I, A-B-C) Scope and Sequence pp.
Txviii-Txx; SE (Level I) pp. 529-544; SE (Level C) pp. 495-509.
*
Criterion #5: TE (Level B) pp. 140-150; SE (Level B) pp. 140-150;
TE (Level C) pp. 102-110; SE (Level C) pp. 102-110.
*
Criterion #7: All TE (Levels I, A-B-C) pp. Txxviii-Txx; SE (Level
C) pp. vii-xvi.
Criteria Category 3: Assessment
The program does not contain exit assessments designed to help
determine the appropriate exit level from the program.
Citations:
*
Criterion #3: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi, T xl – T xli; MT; TR
CD-ROM.
*
Criterion #11a: AB (Level I) pp. Overview v
*
Criterion #13b: AB (All Levels) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi; MT; TR CD-ROM.
*
Criterion #13c: AB (Level I) Table of Contents, pp. Overview
v-viii, TE (All Levels) pp. T vii – T xi; MT; TR CD-ROM.
Criteria Category 4: Universal Access
This program provides universal access and instruction for students.
Citations:
*
Criterion #1: TE (Level I) p. 120; TE (Level C) p. 86; HPIK TG pp.
2-49, 208-239; TE (Level I) pp. 8, 137-138; TE (Level A) pp. 176,
182-183; TE (Level B) pp. 10, 68; TE (Level C) pp. 72, 192; TE
(Level C) pp. Txxxvi-Txliii; SE (Level A) p. 196; TE (Level C) p.
122; SE/TE (Level C) pp. 142, 152-153; WB (Level I) p. 123; TE
(Level C) p. 152; SE (Level C) p. 172; WB (Level I) p. 79.
*
Criterion #3: TE (Levels I, A-B-C) p. Txxiii; TE (Level B) p. 2;
TE (Level I) pp. 150, 152; SE (Level I) p. 43; SE (Level A) p. 69.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #4: TE (Level I) pp. 150-173; TE (Level C) pp. 72-101;
SE (Level I) pp. 150-173; SE (Level C) pp. 72-101.
*
Criterion #5: TE (Level C) pp. 6-7, 262-263; TE (Level I)
pp.215-216; SE (Level C) pp. 67, 262-263; SE (Level I) pp.
215-216.
*
Criterion #15: TE (Level A) pp. 26, 152, 253; TE (Level C) pp.
205, 384; SE (Level A) pp. 26, 152, 253; SE (Level C) pp. 285,384.
Edits and Corrections:
5.
3280: TE I, p. 83: Progress Check #4. “Ask them to say the words
in a soft voice so others won’t overhear.” Should be “Ask them to
point to the word and say it in a soft voice so others won’t
overhear.”
6.
3280: SE/TE I, p. 25: Purple box. Remove sentence “Short a can be
an ending sound. comma”.
7.
3280: SE/TE I, p. 99: Letters and Sounds #3 Watch. Both A and B
are correct answers; change choice B.
8.
3280: SE/TE I, pp. 70-71. Please double check these pages for
Social Content Compliance (posters and television screen).
Intervention Programs Type 5
Publisher: Houghton Mifflin Company
Title of Program: HM California Portals
Grade Level: 4-8
Program Summary:
HM California Portals (Program 5) includes Teacher’s Edition (TE),
Student Edition (SE), Level A (LA), Level B (LB), Level C (LC), Level
D (LD), Level E (LE), Level F (LF), Unit (U), Workbook (Connect), Big
Words Go a Long Way (Big Words), Foundations 1 (F1), Foundations 2 (F
2).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 2, and meets the evaluation criteria in Section I
and Section II.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 5: Intensive Intervention Program for English Learners,
Grades Four Through Eight.
Citations:
*
Criterion #47: TE All Levels (Volume 1) pp. iv-lxiii.
*
Criterion #49: TE All Levels (Volume 1) pp. x-xi; TE LA (U1) pp.
52-55.
*
Criterion #51: TE LI, LA, LB, LC (Volume 1) p. Txxxvi.
*
Criterion #53: Grade 1 (Listening and Speaking 1.1), TE LA p. 230.
Grade 2 (Written and Oral Language Conventions 1.3), TE LA (Start
Up) p. 19; Connect LA p. 17. Grade 3 (Vocabulary and Concept
Development 1.5), TE LC p. 632; BW p. 110; (Listening and Speaking
1.1), TE LA p. 342. Grade 4 (Grammar 1.3), TE LC p. 558,
Transparency pp. 25-26. Grade 6 (Vocabulary and Concept
Development 1.3), TE LB p. 375, BW p. 56.
*
Criterion #54: SE F2 pp. 6-11, 34-36, 83-88; SE F2 Connect pp.
1-90; TE F2 pp. 6-11, 34-36, 83-88; TE F2 pp. R1-R23; Portals A
Phonics Games; TE LA pp. xlii-xliii, 166-167, 520-523; Connect LA
pp. 522-529; SE LA pp. 57-62.
*
Criterion #55: TE F1 pp. CC2-CC5, 4-5; SE Connect p. 1; SE F1 pp.
4-5; TE F1 pp. 82-83; SE F1 pp. 26-27, SE Connect F1 p. 47; TE F1
pp. 150-151; SE F1 pp. 48-49.
*
Criterion #56: TE LD p. 47; Connect LD p. 12; TE LD Unit Plan
(“Big Questions”) p. 3; BW LA p. 1; TE F1 pp. 6-7; TE LA pp.
388-389.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Decoding and
Word Recognition 1.1), Connect LA pp. 99, 133; (Writing
Applications and Genres and Their Characteristics 2.1), Connect LA
pp. 105, 138-139. Grade 2 (Vocabulary and Concept Development
1.7), BW LA p. 10. Grade 3 (Literary Response and Analysis 3.1),
Connect LB p. 39; (Speaking Applications 2.1), Connect LB p. 444,
SB p. 177; (Writing Applications and Genres and Their
Characteristics 2.1), Connect LB p. 162; (Vocabulary and Concept
Development 1.4), BW LA p. 64. Grade 4 (Reading Comprehension
2.1), Connect LA pp. 344, 420, SB pp. 123, 163. Grade 5 (Literary
Response and Analysis 3.1), SE LC pp. 184-185. Grade 6 (Writing
Applications and Genres and Their Characteristics 2.1), Connect LE
pp. 30-31; (Literary Response and Analysis 3.1), SE LE pp. 18-19;
(Vocabulary and Concept Development 1.2), BW pp. 7-8.
*
Criterion #4: TE All Levels pp. xliv-lxiii.
*
Criterion #6: TE LA p. 629, Connect p. 392; SE LA p. 51; TE LB pp.
308-309, Connect p. 189; SE LB pp. 104-105; TE LE pp. 102-103,
Connect p. 48.
*
Criterion #13: TE LA p. xvi; TE LA (U1) pp. 7, 15; TE LB pp. xvi,
xlii.
*
Criterion #47: TE LB pp. 308-309, Connect p. 189; TE LB pp.
442-443, 450-451; SE LB pp. 27-29; TE LB pp. 432-433; SE LB pp.
134-135, Connect p. 238; TE LE pp. 102-103; SE LE pp. 44-45,
Connect p. 48.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #5: TE LA pp. 395, 402-405; Connect p. 292, BW p. 43; TE
LB p. 238 (Skills Trace); TE LE p. 18 (Skills Trace); Connect LD
p. 101.
*
Criterion #7: TE LB pp. xlii-xliii; TE LD pp. 188, 447; TE LE p.
50; BW LC p. 40; SE LD pp. 3-35; Connect LD p. 81.
*
Criterion #10: TE LB pp. 66-67 (Guided Practice); TE LD pp. 90-91
(Unit Plan); TE LE p. 602.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #2: TE LB pp. 100-101; TE LD pp. 170-171; Assessment
Blackline Masters (LA) pp. 2-5; Connect LC pp. 317-323; Connect LF
p. 183.
*
Criterion #11: Assessment Blackline Masters pp. 2-5, 29-30;
Connect LD p. 57; BW LD pp. 2, 55-56; BW LF p. 55.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: TE LC p. 615; TE LD pp. 152, 164; Pronunciation CD
All Levels; SE F2 pp. 120-121.
*
Criterion #3: TE LB pp. lviii, 58, 56-57, PH2; TE LD p. lviii.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #3: TE LA pp. vi-vii; TE LE pp. vi-vii.
*
Criterion #6: TE LE pp. 50-51, 216-217; TE LF pp. 349-350,
550-551; SE LE pp. 114-115, 118-119, 134-135; SE LD pp. 216-217,
220-221, 226-227.
*
Criterion #13: TE LD p. 547; TE LE p. 217; TE LF pp. 490, 546-547;
Connect LC p. 125.
Intervention Programs Type 5
Publisher: National Geographic/Hampton Brown
Title of Program: Inside Language, Literacy and Content
Grade Level: 4-8
Program Summary:
Inside Language, Literacy and Content (Program 5) includes Student
Edition (SE), Teacher’s Edition (TE), Student Edition: Writing (SW),
Grammar and Language Transparencies (GLT), Practice Book Teacher's
Edition (PBTE), Practice Book (PB), Writer's Workout (WW), Writing
Transparencies (WT), Summative Assessment: End of Level Teacher's
Manual (SATM), Summative Assessment: End of Level Test Booklets
(SAET), Summative Assessment: Mid-Level Test Booklets (SAMT),
Placement Test Teacher's Manual (PTTM), Placement Test Booklets (PT),
Assessment Handbook (AH), CD Selection Readings (CDSR), Language
Transparencies (LT), CD Theme Books (CDTB), Online Coach (OC), Inside
Phonics Teacher's Edition (IPTE), Inside Practice Book (IPB), Inside
Phonics Teacher Scripts (IPTS), Inside Phonics Transparencies (IPT),
CD1 and CD2 Inside Phonics Sounds and Songs (CD1-IPSS and CD2-IPSS),
CD1 and CD2 Inside Language Models and Song (CD1-MS and CD2-MS), CD 1
and CD 2 Inside Language Fluency Model (CD1FM and CD2FM), and Inside
NG.com (ING).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 2, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the "Edits and Corrections" section of the
report.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 5: Intensive Intervention Program for English Learners,
Grades Four through Eight.
Citations:
*
Criterion #49: ING (Levels A-E, Lesson Planning and Pacing Guide);
AH (Levels A-D, Overview of the Assessment) pp. T15-T41; PTTM pp.
1-24; TE (Levels A-D) pp. PD25-PD27; TE (Level C) p. T85 (Language
Acquisition Rubric).
*
Criterion #51: TE (Level D) pp. PD16-PD18 (Universal Access
Research for English Learners); TE pp. 11 (Minimal Daily Time),
pp. 14-15 (Universal Access); ING (Lesson Planning and Pacing
Guides).
*
Criterion #52: PTTM pp. 1-12; TE (All Levels) pp. 8-9, 38; AH pp.
T15, T38-41.
*
Criterion #53: TE (Level D) pp. T176-177; TE pp. PD52-PD55; SE
(Level B) p. 283; SE (Level D) pp. 125-136; GLT (Level C #9, 17,
20); PB (Level D) pp. 57, 70.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Structural
Features of Informational Materials 2.1), TE (Level A) pp. 11b-11;
PB (Level A) p. 6; CD (Level A) Track 10. Grade 2 (Vocabulary and
Concept Development 2.1.10), TE (Level B) p. T284; TE (Level B) p.
PD51 (Reading Routines-High Frequency Words-Daily Practice); Grade
1 (Written and Oral Language Conventions 1.8) TE (Level B) p. 149;
SE (Level B) p. 149. Grade 4 (Writing Strategies 1.2), TE (Level
C) pp. 212W-215W; WW C pp. 125-127, SW (Level C) pp. 188W-191W; WT
(Level C) pp. 42W-44W; PB (Level A) p. 116.
*
Criterion #24: TE (Level B) pp. T39-43, TE (Level B) pp. PD35-36;
PB (Level B) p. 21; LT (Level B) p. ALF 3; Academic Language
Frames (all levels).
*
Criterion #31: TE (Level C) p. T323; CD-MS (Level C) 2 Track 5; SE
(Level C) p. 323; PB (Level E) pp. 171, 178, 185; SW (Level C) p.
156w; TE (Level B) p. 143; TE (Level D) pp. 120-121.
*
Criterion #44: TE (Level D) pp. 18w-65w; TE (Level B) pp. T65-T69;
AH (Level D) p. 141; WW (Level C) pp. 33-77; SW (Level D) pp.
228w-2339w.
*
Criterion #48: TE (Level E) pp. T79-T81; SE (Level E) pp. 80-83;
PB (Level E) p. 29, Leveled Library (All Levels); SW (Level C) pp.
334w-346w; PB (Level D) pp. 128-142; Theme Books (All Levels).
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teacher to teach the reading/language
arts instruction efficiently and effectively.
Citations:
*
Criterion #1: TE (All Levels) pp. SS1-SS18.
*
Criterion #2: ING (Teaching Resources: Lesson Planning and Pacing
Guides; TE (Level A) pp. T2b-c (Unit Planner); TE (Level C) pp.
T129c-d (Selection Planner); TE pp. PD33-60 (Teaching Routines).
*
Criterion #5: TE (Level A) pp. T36-39; CD1-MS (Level A Track 5);
PB (Level A) pp. 20-22; TE (Level C) pp. T25-27, T41; CD1 MS
(Level C Track 3); TE (Level E) pp. T397-399, T419; CD2-MS (Level
E Track 4).
*
Criterion #10: TE pp. PD 52-55; TE (Level A) p. T67; TE (Level C)
p. 106; TE (Level E) p. T476; ING (Teaching Resources: Reteaching
Lessons).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: AH (Level A) pp. T17-24, T36-49; AH (Level B) pp.
T17-24; T36-39; AH (Level C) pp. T19-26; AH (Levels A-B) p. T35;
AH (Levels C-E) p. T37; SATM (All Levels).
*
Criterion #2: AH (Level A) pp. 2-16b, 36-39; AH (Level B) pp.
19-33; AH (Level C) pp. 76a-90b; AH (Level D) pp. 79-92b; AH
(Level E) pp. T38-41; SAET (Level B) pp. 1-12; SAET (Level C) pp.
1-22.
*
Criterion #12: SATM (Levels A-E); SAELT (Level A-B) pp. 1-12;
(Level C) pp. 1-22; SAMLT (Level D) pp. 1-16; SAMLT (Level E) pp.
1-16.
*
Criterion #13: PTTM pp. 1-12; PT pp. 1-23; SATM pp. 6, 13, 17, 19,
20, 22, 23, 25, 26, 29 (exit exams); SAET (Level B) p. 4; TE
(Level B) pp. T218a-218d; SAET (Level C) p. 15; TE (Level C) pp.
T162w-165w; SW (Level C) 162w-165w; SAET (Level E) p. 7; TE (Level
E) pp. T550, T551, T559, T569, T570; PB (Level E) pp. 197, 204.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state's
English-language arts content standards.
Citations:
*
Criterion #1: SE (Level D) pp. 88-89; SE (Level B) pp. 31-35; TE
(Level B) pp. 44-45; TE (Level D) p. T64; TE (All Levels) pp.
PD33-PD45; PB (Level B) pp. 14-17, 24-25.
*
Criterion #2: SW (Level C) pp. 46w-93w; TE (Level B) pp. T9c-d,
T22, T42; T90; SE (Level C) pp. 28-29; SE (Level E) pp. 254-262;
Leveled Library (Level E) "A Boy in the Nazi Death Camps" pp. 24,
58, 89; Leveled Library (Level C) "Can You Feel the Thunder" pp.
19, 63, 118.
*
Criterion #3: ING (Teaching Resources: Students with Special
Needs);TE (All Levels) pp. PD1-PD3, PD16-PD17, 7-38.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #2: ING (Teaching Resources: Planning and Pacing); TE p.
PD 74; TE (Level C) pp. T5c-T5d; TE (Level E) pp. 5c-5d.
*
Criterion #10: TE (Level A) p. T186; ING (Home School Connection);
SE (Level E) pp. CA 1-41; AH (Level C) pp 15a; SATM pp. 25-26.
*
Criterion #21: TE (Level A) p. T170; TE (All Levels) pp. PD1-32;
ING (Teaching Resources, All Levels); ING (Teaching Resources:
Students with Special Needs); TE (Level B) pp. T40-43; LTT (Level
C) pp. 27,40.
*
Criterion #22: TE (Level B) pp. R10-19; TE (Level E) p. T330; TE
(Level A) p. 108; TE (Level C) p. 206.
*
Criterion #25: TE (Level A) p. Txviii; TE (Level C) p. T1c; SE
(Level C) p. 561; SE (Level E) pp. 60-70, 206-214, 600-620;
Leveled Library (All Levels); Theme Books (All Levels).
Programs 4 and 5
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
200/10200: Level A, TE p. F14: Change label from “Lesson 14” to
“Lesson 4” (in top of corner).
2.
200/10200: Level A, TE p. F17: script 5, #2 – Associate sounds &
spelling, /oo/ in this Paragraph should be /ŏ/.
3.
200/10200: Level A, TE p.T 17: the page number on the picture of
the student text should be “17” instead of “15”.
4.
200/10200: Level A, TE p. T74: #2 Review Sound/Spellings; #3
Connect Sounds and Letters: Where vowels have been repeated
(e.g./sheeel/) to indicate blending and the vowel is short, put a
breve to indicate the vowel is short on this page and all like
pages.
5.
200/10200: Level A, TE p. T 166: /k/ / / /k/ should be /k/ /a/ /k/
(long a), /b/ / / /k/ should be /b/ /i/ /k/ (long i).
6.
200/10200: Level A, TE p. R33, Level B Units & Skills: “Unit 2:
R-Controlled Verbs” should be “Unit 2: R-Controlled Vowels”.
7.
200/10200: Level A, TE p.T14f: Read Decodable Text: “Not a Good
Day” (Practice Book p. 155) should be “A Bad Day!”.
8.
520/10520: Level A, Practice Book p. F16: Words with short a and
i: Photos for “map” and “hit” are very hard to see and should be
replaced or enlarged.
9.
520/10520: Level A, Practice Book p. 30, Section B: In two places,
“Kim like hot dogs for lunch.” should be “Kim likes hot dogs for
lunch”.
10.
1640/11640: Level B, TE p. T117, Spelling Practice: Sentences on
SE 117 are numbered 7-11, but TE p.117 dictation sentences should
be numbered 7-11.
11.
1080/11080: Level A, Sounds & Songs CD: Many sounds have /uh/
after them. Track #20 cd states /guh/ should be /g/; Track #23 cd
states /duh/ should be /d/; Track #24 cd states /kuh/ should be
/k/; Track #25 cd states /vuh/ should be /v/; Track #26 cd states
/aw/ should be /Ŏ/; Track #27 cd states /juh/ should be /j/; Track
#28 cd states /buh/ should be /b/; Track #30 cd states /kuh/
should be /k/; Track #31cd states /i/ should be /ĕ/; Track #32 cd
states /zuh/ should be /z/; Track #33 cd states /yuh/ should be
/y/; Track #35 cd states/kwuh/ should be /kw/; Track #40 cd states
/hu/ should be /hw/; Track #41 cd states /inguh/ should be /ng/;
Track #46 cd states /ōō/ should be /ū/.
12.
1080/11080: Level A, Sounds & Songs CD, Track 52: /oi/ - the
speaker says “coin”, the sound spelling card #42 is “oil”. The CD
should match the sound spelling card.
13.
200/10200: Level A, TE p.T14f: “Dog and Cat” should be “A Dog and
a Cat at Last”.
14.
200/10200: Level A, TE p. T14f: Dog and Cat at Last “p. 294”
should be “p. 336”.
15.
200/10200: Level A, TE p. T15: Items “7-11” should be”7-12”.
16.
200/10200: Level A, TE p. T15: Items “12-16” should be “13-16”.
17.
200/10200: Level A, TE p. T15: Copy of student page has double
print near page number.
18.
200/10200: Level A, TE p. T17: Use the “Practice Book” should be
“Practice Book p. 13”.
19.
200/10200: Level A, TE p. T38: “PD 31” should be ”PD 37”.
20.
200/10200: Level A, TE p. T40: “p. T39” should be “p. T37”.
21.
200/10200: Level A, TE p. T40: “kiinds” should be “kinds”.
22.
200/10200: Level A, TE p. T44b: “Practice Book p. 26” should be
“listed on T44c”.
23.
200/10200: Level A, TE p. T44b: “Tim’s Dip” should be “Dip Tips”.
24.
200/10200: Level A, TE p. 44b: Practice Book p. 26 should be on p.
44d.
25.
200/10200: Level A, TE p. T44h: Practice Book p. 28 is repeated.
26.
200/10200: Level A, TE p. T46: Student “page 44” should be “p.
46”.
27.
200/10200: Level A, TE p. T57: “ide ntify” should be “identify”.
28.
200/10200: Level A, TE p. T61: The Differentiate Instruction box
should have one page number for the practice book references
inserted.
29.
200/10200: Level A, TE p. T94c: Handbook page references under
“Review” need to be corrected.
30.
200/10200: Level A, TE p. T94: “cafeteris” should be “cafeteria”.
31.
200/10200: Level A, TE p. T104d: “Work through activities” of
Script 28 should be under “Read Decodable text”.
32.
200/10200: Level A, TE p. T104d, Script 28 under #1: words with
initial “sm” blends missing.
33.
200/10200: Level A, TE p. T104: “Language CD” should be “Sounds
and Song CD1 Track 4” (not Track 13). Track references should be
checked throughout p. T104.
34.
200/10200: Level A, TE p. T111: “review lesson 2 (p. T87)” under
“checking understanding” should refer to “p. T97”.
35.
200/10200: Level A, TE p. T127: student page replicated in TE cuts
off ½ of last line of text. Reprint.
36.
200/10200: Level A, TE p. T129: “Transparency 10” should be
“Transparency 14”.
37.
200/10200: Level A, TE p. T134: “Practice Book p. 776” should be
“Practice Book p. 76”.
38.
200/10200: Level A, TE p. T136e: page heading should be
“multisyllabic words”.
39.
200/10200: Level A, TE p. T136b: “Practice book pages 78” should
be “Practice Book 78-79” and “Practice Book 81” should be
“Practice Book 80-81”.
40.
200/10200: Level A, TE p. T160: “pablo” should be “Pablo” in
writing support: sentences box (Intermediate).
41.
200/10200: Level A, TE p. T162: “author” should be “author’s”
under introduce theme book.
42.
200/10200: Level A, TE p.T163e and f: student replicated pages of
theme book are missing and misnumbered. Change to match theme
book.
43.
200/10200: Level A, TE p. T136: “Practice book page 81” should be
“Practice book, pp. 80, 81”.
44.
200/10200: Level A, TE p. 166e: “Summarizeand” should be
“Summarize and”.
45.
200/10200: Level A, TE p. T166: “/k/ /_/ /k/” should be “/k/ /a/
/k/”.
46.
200/10200: Level A, TE p. T166: “/b/ /_/ /k/” should be “/b/ /i/
/k/”.
47.
200/10200: Level A, TE p. T166: remove “anno” at bottom of page.
48.
200/10200: Level A, TE p. T170: Language Transfer Transparency:
remove reference to transparency #19.
49.
200/10200: Level A, TE p. T173: Lesson 5 “p. 160” should be “p.
162”.
50.
200/10200: Level A, TE p. T183-T185: The replicas of the SE pages
in the TE should match numbering in the SE.
51.
200/10200: Level A, TE p. T189: Student edition “p. 18” should be
”p. 189”.
52.
200/10200: Level A, TE p. T190: Games and Drama, reference to
“PD4” should be ”PD41”.
53.
200/10200: Level A, TE p. T192: review the instruction on p. T189;
should read “refer to student theme book p. 2-3” (No rainforest
exists on p. T189).
54.
200/10200: Level A, TE p. T196d: “PD 46-51” should be “PD 46-47”;
“Six tips before you leave” should be p. 353.
55.
200/10200: Level A, TE p. T196d: “Six Tips Before You Leave”
should be ”Sailing Ships”.
56.
200/10200: Level A, TE p. T196e: “Card 00” should be “Card 32”.
57.
200/10200: Level A, TE p. T226b: “Hiked to the Lake” should be
“They Hiked At a Lake”.
58.
200/10200: Level A, TE p. T226: “Repeat for the following words”:
no words are listed
59.
200/10200: Level A, TE p. T249: “The dancers are standing.” should
be “The dancer is standing.”
60.
200/10200: Level A, TE p. T251: Writing support (beginning):
Change the example sentence to match the pictures. In the picture
there is no one drumming.
61.
200/10200: Level A, TE p. T252: ”quicklymove” should be “quickly
move” (mistake occurs twice) and “jumpup” should be “jump up”.
62.
200/10200: Level A, TE p. T253a: “They are dancing and wearing
clothes are their cultures.” should read “They are dancing and
wearing clothes from their cultures.”
63.
200/10200: Level A, TE p. T253: “for inviting me” should be in the
“accept an invitation column” and “You are invited to” should have
____ at the end”.
64.
200/10200: Level A, TE p. T257: ”Phrase” should be “phrases”
(Multi-level strategies).
65.
200/10200: Level A, TE p. T259: Correct binding to include entire
page including SE pages in the TE.
66.
200/10200: Level A, TE p. T259: Practice Book “p. 147” should be
“p. 148”.
67.
200/10200: Level A, TE p. T260: On replica of transparency #27:
“They are at a ____ luck.” should read “They are at a ____.”
68.
200/10200: Level A, TE p. T260: Write about Celebrations: “last
photo” should be “first photo” (See photos on p. T259).
69.
200/10200: Level A, TE p. T270: “If students have suggesting…”
should be “If students have trouble suggesting…”.
70.
200/10200: Level A, TE p. T273: Refer to “p. 284” should be “p.
290”.
71.
200/10200: Level A, TE p. T276b: Page numbers are needed on “On
the River” PB p. 179 and “About Duke” PB p. 182.
72.
1640/11640: Level B, TE p. T5: Instructions for written practice:
“might” should be “may”.
73.
1640/11640: Level B, TE p. T11: under “practice” SE p. 11 insert
directions to have students alphabetize remaining words.
74.
1640/11640: Level B, TE p. T12b: Practice Book “p. 8” should be
“p. 9”.
75.
1640/11640: Level B, TE p. T12d: Practice Book “p. 9” should be
“p. 10”.
76.
1640/11640: Level B, TE p. T19: “hav e” should be “have” (lower
right).
77.
1640/11640: Level B, TE p.T20: Content connections: “Ask students
to use print and online sources…” should read “Guide students in
using print…”.
78.
1640/11640: Level B, TE p. T27: Before You Move On: “3” should be
“1” (note details) and “4” should be “2” (cause and effect).
79.
1660/11960: Practice Book Level B, pp. 24-25: switch the content
on these pages in order to match the TE lessons on T44 and T45.
80.
1640/11640: Level B, TE p. T46B: Practice Book “p. 30” should be
“p. 26”.
81.
1640/11640: Level B, TE p. T60: “th oughtful” should be
“thoughtful” in the language development box.
82.
1640/11640: Level B, TE p. T80: Directions call for pronouncing
the sound of underlined letters. No underlined letters exist.
Underline the letters needed.
83.
1640/11640: Level B, TE p. T80b On Your Own “Practice Book p. 46”
should read “Practice Book p. 45”.
84.
1640/11640: Level B, TE p. 86, Practice Book p. 48 does not
correspond with this lesson and is assigned on TE p. 89. There is
no Practice page which corresponds with this lesson, so none
should be listed.
85.
1640/11640: Level B, TE p. T101: On the replicated student page
“revise your letter” should be “revise your article”.
86.
1640/11640: Level B, TE p. T109: Practice Book “p. 57” should be
“p. 56”.
87.
1640/11640: Level B, TE p. T112 (left margin, #3): “weband” should
be “web and”.
88.
1640/11640: Level B, TE pp. T113e and 113f: Entry “The Nazis sent
the children away or put them to death.” under Before the Nazis on
p. 113e should be under “After the Nazis”.
89.
1640/11640: Level B, TE p. T116b: Practice Book “p. 61” should be
“p. 60”.
90.
1640/11640: Level B, TE p. T117: Rewrite TE instructions to match
SE.
91.
1640/11640: Level B, TE p. T137, Under Decide What to Change: in
“Ask your partner to tell list” delete one word “tell”.
92.
3280/13280: Level C, TE Vol. 1 p. T103W: “Transparency 00W” should
be “Transparency 19W”.
93.
7460/17460: Level E, TE Vol. 1, Index 8: In index under
prewriting, “organization” pages “52W-89W” are cited, should be
pages “82W-89W”.
94.
4960/14960: Inside Phonics Transparency 85: red line under “mfl”
in the word “harmful” should be moved to be under “ful”.
95.
980/11080: Sound Spelling Card 16 is short /o/; the picture is
“office” on the CD and in speech it is pronounced /aw/ office,
which is not short /o/; To correct either a) change the picture on
the card to octopus or ostrich or record the CD to say office with
/o/ (short o) not /aw/.
96.
5140/15140: TE p. vii, #2i: “encouragae” should be “encourage”.
97.
200/10200: TE Level A, p. F14: “Lesson 14 should be “Level 4, and
“Spellling” should be “Spelling”.
98.
1640/11640: Level B, TE p. T19: Right hand margin reads “If
students “hav e” difficulty differentiating” should read “have
difficulty differentiating”.
99.
5500/15500: Level D, TE p. T327, Standard on bottom: ELA 5.R1.1
“Read aloud narrative and expository text fluently and accurately
with “appropriate spacing” should read “appropriate pacing”.
100.
5500/15500: Level D, p. T203W, SE203W: The second example reads
“er report” should read “her report”.
Intervention Programs Type 5
Publisher: Pearson Longman ELT
Title of Program: Longman Keystone
Grade Level: 4-8
Program Summary:
Longman Keystone (Program 5) includes Student Edition (SE), Teacher
Edition (TE), Teacher Resources Book (TRB), Practice Book (PB),
Assessment (ASSMT), Transparencies (TRP), Posters (POS), Audio Program
CD (Audio), Video Program DVD (Video), Student eBook and CD-ROM
(CD-ROM), Teacher eBook and test generator (TCD-ROM), Placement and
Exit Test (PLET), Online resources (LongmanKeystone.com), Phonics and
Word Analysis Workbook (PWAWB), Phonics and Word Analysis Teacher
Guide (PWATG), Phonics and Word Analysis Flashcards (PWAF), Phonics
and Word Analysis Decodable Readers (PWADR)
Recommendation:
Longman Keystone, Program 5, is recommended for adoption because it
aligns with the required English-Language Arts Content Standards as
identified in Appendix 9-A, Matrix 2, and meets the evaluation
criteria in Section I and Section II. Edits and corrections required
as a condition for adoption are listed under the “Edits and
Corrections” section of the report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 5: Intensive Intervention Program for English Learners,
Grades Four Through Eight.
Citations:
*
Criterion #47: TRB (Keys to Learning) pp. 12-17 (Scope &
Sequence); pp. 40-46 (How to Use Keys to Learning); p. 29
(Universal Access); p. 99 (Accelerated Language Development); p.
263 (Universal Access and Accelerate Language Development); TE
(Level A) pp. 16-19 (Scope & Sequence); pp. 44-48.
*
Criterion #51: TRB (Keys to Learning) pp. 3-74 and 7, 23, 29, 33
(Universal Access); TCD-ROM (Keys to Learning) pp. 20-28; TE
(Level A) pp. T5, T9, T15, T19 (Universal Access); TRB (Level A)
pp. 3-74. LongmanKeystone.com (Keys to Learning Pacing Guide).
*
Criterion #53: LongmanKeystone.com (Student eBook, Academic
Vocabulary); SE/TE (Keys to Learning) pp. 23, 73 (Vocabulary);
SE/TE (Levels A & C) pp. 5-6, 19-20 (Vocabulary); TE/SE (Level B)
pp. 5-6, 17-18; TE/SE (Levels A and C – The Big Question) pp. 2-3,
4, 8, 15, 58, 67; TE/SE (Level B – The Big Question) pp. 2, 4, 8,
13, 58, 67; TE/SE (Level C) pp. 418-435 (Grammar Handbook); TE/SE
(Level A) pp. 412-429 (Grammar Handbook); TE/SE (Level B) pp.
406-423 (Grammar Handbook).
*
Criterion #55: TE (Keys to Learning) pp. 24-39 ; TE (Levels A-C)
pp. 28-43 (Contrastive Analysis); TE (Levels A-C) pp. 28-42;TE
(Keys to Learning) pp. T3, T180; TE (Level A) pp. T65, T73; TE
(Level B) pp. T238, T264; TE (Level C) pp. T183, T243 (Accelerate
Language Development and Linguistic Notes).
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.4), PWAWB p. 39,
159; (Word Analysis, Fluency, and Systematic Vocabulary
Development 1.5) PWAWB p. 101; (Word Analysis, Fluency, and
Systematic Vocabulary Development 1.3 & 1.10), SE (Keys to
Learning) pp. 4-17, TE p. T4-T17. Grade 2 (Word Analysis, Fluency
and Systematic Vocabulary Development 1.6), LongmanKeystone.com
(Keys to Learning) Level Keys to Learning, Daily Oral Reading
Fluency, Activities Unit 5, Lesson 7, 16, 25. Grade 3 (Word
Analysis, Fluency, and Systematic Vocabulary Development 1.6),
TE/SE (Level C) p. T410, TE (Level A) p. T19. Grades 4 and 5
(Listening and Speaking 1.1), TE (Level C) p. T15, SE p. 15. Grade
6 (Reading Comprehension 2.4), TE (Level A) pp. T126-127, SE pp.
126-127.
*
Criterion #6: TE/SE (Level A) pp. 6, 8-17, 20, 22-25, 45-46,
48-53; TE/SE (Level B) pp. 18, 21-25, 31-32, 34-41, 47-48, 50-55;
WB (Level B) pp. 33-34, 40-41, 54-55; RC (Level A) pp. 13-21,
27-33, 61-69; SE/TE (Level C) pp. 6, 8-17, 60-61, 270, 272-281;
TRP (Level C) (Daily Language Practice Section).
*
Criterion #15: PWATG pp. 247-252; PWATG pp. 269-270.
*
Criterion #33: SE/TE (Keys to Learning) p. 246; TE/SE (Level B) p.
382 (Link the Readings); SE/TE (Level C) pp. 257, 398-399; SE/TE
(Level B) p. 282, p. 99 (Reader’s Companion); SE/TE (Level A) p.
343.
*
Criterion #31: TE/SE (Level A) pp. 203, 379 (Word Study Multiple
Meaning); WB p. 184 (Word Study Multiple Meaning); TE/SE (Level B)
p. 331 (Word Study Antonyms); TE/SE (Level A) p. 179 (Word Study
Base and Root Words); TCD-ROM (Level A) (Word Study Base and Root
Words).
*
Criterion #45: TE/SE (Level A) pp. 14-15 (Reader’s Theater,
Speaking Tip, Listening Tip); TE/SE (Level B) pp. 92-93 (Grammar
Lesson/Writing Practice); PWATG pp. 115-116 (Read words with CVCe
pattern, dictation and spelling, word work); TE/SE (Keys to
Learning) pp. 134-136; TE/SE (Level C) pp. 258-261.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to teach the
reading/language arts instruction efficiently and effectively.
Citations:
*
Criterion #1: TE (Level A) pp. 16-19 (Scope and Sequence); TE
(Level B) pp. 16-19 (Scope and Sequence); TE (Level C) pp. 16-19
(Scope and Sequence); TE (Keys to Learning) pp. 12-17.
*
Criterion #3: TE (Level A) pp. T140-T145 (Standards Focus); TE
(Level B) pp. T240-T245 (Standards Focus); TE (Level C) pp.
T34-T39 (Standards Focus); TE (Keys to Learning) pp. 232-233.
*
Criterion #9: TE (Level B) pp. T132-T133 (Prepare to Read); TE,
(Level B), pp. T94-T95 (Prepare to Read); TE (Level C) pp.
T206-T207 (Prepare to Read).
*
Criterion #10: LongmanKeystone.com Teacher Area (Pacing Guides);
TE (Level C) p. T284, practice; TE, (Level C) pp. T288, T290, T292
(Model the Reading Strategy).
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic assessments.
Citations:
*
Criterion #1: ASSMT (Levels A-C) pp. iv-x; ASSMT (Keys to
Learning) pp. iv-v, ix-x; TCD-ROM (Levels A-C) Test Generator
(Exam View).
*
Criterion #10: ASSMT (Levels A-C) pp. 133-194; ASSMT (Keys to
Learning) pp. 55-85; TCD-ROM (Levels A-C); ASSMT (Levels A-C) pp.
13-22, 23-32; ASSMT (Keys to Learning) pp. 9-16.
*
Criterion #13: PLET pp. 1-8, pp. 11-18 Exit Test.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for all students to they can meet or exceed the state’s
English-language arts content.
Citations:
*
Criterion #3: TE (Level A) p. 193; TE/SE (Level C) p. 467; TE
(Level C) p. 249.
*
Criterion #1: TE (Level A) p. 106 and 140 (Pre-teach Highlighted
Words); TE (Level C) p.142 and 146 (Pre-teach Highlighted Words).
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning instruction
and implementing the program.
Citations:
*
Criterion #7: LongmanKeystone.com (Pacing Guide 1); TE (Level A)
p. 3-4; SE (Level A) pp. 3-4.
*
Criterion #8: TE (Keys to Learning) p.166 (Teaching Resources);
PWAWB pp. 13, 16, 161, 212; LongmanKeystone.com (Keys to Learning)
Teacher Area (Pacing Guide) Unit 1, day 1(second column of chart).
*
Criterion #11: TE (Level A) p. 234; TE (Level B) p. 136; TE (Level
C) p. 212.
*
Criterion #12: TE (Level A) p. 305; TE (Level B) p. 141; TRB
(Level C) p. 45.
*
Criterion #20: TRB (All Levels) pp. 3-74; LongmanKeystone.com (All
Levels), Teacher Area (Pacing Guide); LongmanKeystone.com (All
Levels), Teacher Area (Additional Practice and Remediation).
*
Criterion #22: TE, (Levels A-C), p. 27; TE (Levels A-C), pp.
28-43; TE (Keys to Learning) pp. 24-39; TCD-ROM (Levels A-C)
(audio).
*
Criterion #25: SE (Level A) pp. 312-314; SE (Level B) pp. 110-115;
(Level C) pp. 314-321.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
940/2840: Keys to Learning, TE p. 46: first column, subheading
“How to Teach Learning Strategies”, second paragraph, first
sentence, last word reads “conbooks” and should be a real word
like “textbook”.
2.
940/2840: Keys to Learning TE p. 22: first column, fourth
paragraph lists a research citation as “Ivy & Broddus, 2007”, but
in the references on same page these names are spelled differently
as “Ivey & Broddus”. One needs to be changed into the correct
spelling.
3.
940/2840: Keys to Learning, TE inside cover: Reference grades 6th
– 12th should be 4th – 8th (some books are covered with a label).
4.
880/4080: Phonics and Word Analysis, TE p. 8: Elkonin directions
and listening strips are on pp. 253-254 but should say pp.
271-272.
5.
1880/4080: Phonics and Word Analysis, TE p. 240: Under Phonemic
Awareness: Compound Words the directions read “… help students a
word parts” and should say “use word parts”.
6.
1160/3060: Level A, TE p. T73: Word Study box has the word “baby”
twice, possible word choice “lady” or “shady”.
7.
1100/3000: Level A, SE p. 73: Word Study box has the word “baby”
twice, possible word choice “lady” or “shady”.
8.
1160/3060: Level A, TE p. T115: Word Study box has the word
“toast” twice, possible word choice “roast” or “coast”.
9.
1100/3000: Level A, SE p. 115: Word Study box has the word “toast”
twice, possible word choice “roast” or “coast”.
10.
1160/3060: Book A TE p. T420: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
11.
1100/3000: SE p. 420: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
12.
1400/3400: Book B, TE p. T414: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
13.
1340/3340: SE p. 414: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
14.
1640/3740: Book C, TE p. T42: In Clauses, third example reads
“independent clause – independent clause” and should be
“independent clause – dependent clause”.
15.
1580/3680: SE p. 426: In Clauses, third example reads “independent
clause – independent clause” and should be “independent clause –
dependent clause”.
16.
1400/3400: Book B, TE p. T465: In Word Study – Compound Words on
page “393” should read on page “293”.
17.
1340/3340: SE p. 465: Under Word Study – compound words on page
“393” should be page “293”.
18.
1400/3400: Book B, TE p. T135: In Connect Ideas, workbook page
“67” should read page “68”.
19.
1340/3340: SE p. 135: In Connect Ideas, workbook page “67” should
read page “68”.
20.
940/2840: TE p. T118: “Workbook pages 64-68” should read “Workbook
pages 65-68”.
21.
1640/3740: TE p. T477: Compound Nouns on page “112” should be
“111”.
22.
1580/3680: SE p. 477, Compound Nouns on page “112” should be
“111”.
23.
1880: Phonics TG p. 30: Under “Teach CVC Syllables and Phonograms
– directions ask students to write words below but no word list is
provided with phonogram /an/, a word list should be added with the
phonogram /an/.
24.
1020/2920: Keys TRP p. 3: Lesson 2 – third bullet: “Use
Transparencies 1-5” should read 11-15.
25.
1880/4880: PWATG inside cover: “ph” is under “Silent Letters” and
should be under “Consonant Diagraphs”.
26.
1880/4080: PWATG p. 163; “Initial and Final Digraph: ph” is
located in “Chapter 5: R-Controlled Vowels” should be located in
“Chapter 4: Contractions and Consonant Digraphs”.
27.
1860/4060: PWAWB p. 117: “Initial and Final Digraph: ph” is
located in “Chapter 5 R-Controlled Vowels” and should be located
in “Chapter 4 Correction and Consonant Digraphs”.
28.
1160/3060: TE p. T73: Linguistic Note: reads “write some of the
homophones containing the long /i/ sound” should be “write some of
the homophones containing the long /e/ sound”.
29.
1880/4080: PWATG pp. 256-268: “Total Score ____/1” should be
“Total Score ______/10”.
30.
1880/4080: Phonics and Word Analysis CD (sound pronunciations):
Many consonant sounds and blends as well as other pronunciations
are incorrect (e.g. tracks 36-39 and 43) and should be changed to
correct sound pronunciation.
31.
1420/3420: ASSMT p. 101: #17, C&D are the same answer, one answer
needs to be changed.
32.
1640/3740: TE (Book C) p. 27: “Appling understanding of
synonyms/antonyms” should be “Applying understanding of
synonyms/antonyms”.
33.
1400/3400: TE (Book B) p. 27: “Appling understanding of
synonyms/antonyms” should be “Applying understanding of
synonyms/antonyms”.
34.
1160/3060: TE (Book A) p. 27: “Appling understanding of
synonyms/antonyms” should be “
35.
www.longmankeystone.com: TE (front end paper, right hand side) has
a teacher quote, replace quote in blue box with “Go to
www.longmankeystone.com for the following teaching support:
Teacher’s Area
*
Teacher’s eBook
*
Pacing Guides
*
Daily Oral Reading Fluency
*
Daily Writing Fluency Prompts
*
Assessment Audio
*
Additional Practice, Reteaching, and Remediation
*
Lexile™ Information
*
Professional Development Links
*
Program Information
Student Area
*
Project Links
*
Smithsonian Websites
*
Academic Word List
*
Student eBook
36.
www.longmankeystone.com: In Teacher Resource Book (on first page
of the Table of Contents) currently is blank, should add “Go to
www.longmankeystone.com for the following teacher support:
Teacher’s Area:
*
Teacher’s eBook
*
Pacing Guides
*
Daily Oral Reading Fluency
*
Daily Writing Fluency Prompts
*
Assessment Audio
*
Additional Practice, Reteaching, and Remediation
*
Lexile™ Information
*
Professional Development Links
*
Program Information
37.
www.longmankeystone.com: In Teaching Resource Book (on the first
page of Lesson Plans section) the following needs to be added:
“For pacing guides go to www.loongmankeystone.com.
Intervention Programs Type 5
Publisher: Pearson Longman ELT
Title of Program: Longman Cornerstone
Grade Level: 4-8
Program Summary:
Longman Cornerstone (Program 5) includes Student edition (SE), Teacher
Edition (TE), Teacher Resources Book (TRB), Practice Book (PB),
Assessment (ASSMT), Transparencies (TRP), Posters (POS), Audio Program
CD (Audio), Video Program DVD (Video), Student eBook and CD-ROM
(CD-ROM), Teacher eBook and test generator (TCD-ROM), Placement and
Exit Test (PLET), Online resources (LongmanCornerstone.com), Phonics
and Word Analysis Workbook (PWAWB), Phonics and Word Analysis Teacher
Guide (PWATG), Phonics and Word Analysis Flashcards (PWAF), Phonics
and Word Analysis Decodable Readers (PWADR).
Recommendation:
The program is not recommended for adoption because it does not align
with the required English-Language Arts Content Standards as
identified in Appendix 9-A, Matrix 1, and does not meet all the
program description criteria in Section I and Section II criteria in
Categories 1, 2, 4, and 5.
Section I:
Program Description Criteria
The program does not meet all the criteria in the program description
specific to Program 5: Intensive Intervention Program for English
Learners, Grades Four Through Eight.
Citations:
*
Criterion #50: Standards Not Met: Grade 4 (Listening and Speaking,
Organization and Delivery of Oral Communication 1.5), TE/SE (Level
A) pp. 31, 133, 171; TE/SE (Level B) pp. 99, 203. Grade 5
(Listening and Speaking, Analysis and Evaluation of Oral and Media
Communication 1.7), TE/SE (Level B) pp. 228, 231. Grade 5
(Listening and Speaking, Analysis and Evaluation of Oral and Media
Communication 1.8), TE/SE (Level A) pp. 290, 293; TE/SE (Level B)
pp 94-95, 104-105, 196-199; TE/SE (Level C) pp. 50-53, 184-187,
272-275. Grade 6 (Listening and Speaking, Speaking Applications
(Genres and Their Characteristics 2.1), TE/SE (Level B) pp. 75,
97; TE/SE (Level C) p. 97. Grade 6 (Listening and Speaking,
Speaking Applications (Genres and Their Characteristics 2.2),
TE/SE (Level B) p. 99; TE/SE (Level C) pp. 33, 73, 191, 255.
*
Criterion #54: Grade 3 (Analysis and Evaluation of Oral and Media
Communication 1.10), TE/SE (Level A) p. 290-293; TE/SE (Level B)
p. 94-95. Grade 4 (Analysis and Evaluation of Oral and Media
Communication 1.10) TE/SE (Level B) p. 196-199. Grade 5 (Analysis
and Evaluation of Oral and Media Communication 1.7), TE/SE (Level
B) p. 228. Grade 6 (Analysis and Evaluation of Oral and Media
Communication 1.9), TE/SE (Level B) p. 231. Grade 2 (Speaking
Applications 2.2), TE/SE (Level A) p. 31. Grade (Speaking
Applications 2.3), TE/SE (Level C) p. 190. Grade 6 (Speaking
Applications 2.4), TE/SE (Level B), p. 99.
*
Criterion #56 (b): TE (Level A) pp. 246, 251; SE (Level A) pp.
246, 251; PB (Level A) p. 130; TE (Level B) pp. 280, 285; PB
(Level B) p. 140; SE (Level C) pp. 80, 85; PB (Level C) p. 44.
*
Criterion #56 (e): TE (Level A) pp. 199, 321; SE (Level A) pp.
199, 321; TE (Level B) pp. 245, 337; TE (Level C) pp. 243, 339; SE
(Level C) 243, 339 (instructional materials in writing
applications do not provide explicit [as defined by the Framework
pp. 358-359], sequential, linguistically logical, and systematic
instruction [as defined by the Framework pp. 362-363]).
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program does not support comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 1, and is not designed to accelerate the progress of students
in reading/language arts.
Citations:
*
Criterion #1: Standards Not Met: Grade 4 (Listening and Speaking,
Analysis and Evaluation of Oral and Written Communication 1.10),
TE/SE (Level A) pp. 290-293; TE/SE (Level B) pp. 94-95, 104-105,
196-199. Grade 4 (Listening and Speaking, Speaking Applications
(Genres and their Characteristics) 2.4), TE/SE (Level A) p. 99;
(Level B) p. 288; (Level C) p. 241. Grade 5 (Listening and
Speaking, Organization and Delivery of Oral Communication 1.5),
TE/SE (Level A) pp. 31, 133; TE/SE (Level B) pp. 99, 203; TE/SE
(Level C) pp. 71, 99, 187. Grade 6 (Listening and Speaking,
Analysis and Evaluation of Oral and Written Communication 1.8),
TE/SE (Level B) pp. 231, 245, 257. Grade 6 (Listening and
Speaking, Speaking Applications (Genres and Their Characteristics)
2.4), TE/SE (Level B) p. 99; TE/SE (Level C) p. 19, 191.
Criteria Category 2: Program Organization
The program sequence and organization does not provide structure to
what students should learn and does not allow teachers to teach
reading/language arts efficiently and effectively.
Citations:
*
Criterion #1: TE (Level A) pp. 16-19; TE (Level B) pp. 16-19; TE
(Level C) pp. 16-19 ([Standards Not Aligned]: Grade 1 [Word
Analysis 1.1, 1.3]; Grade 4 [Comprehension 2.1]; Grade 5
[Comprehension 2.1]; Grade 3 [Literacy Response and Analysis 3.5];
Grade 4 [Literary Response 3.5]; Grade 4 [Writing 1.2]; Grade 5
[Writing 1.1, 1.2]).
*
Criterion #7: SE (Level A) pp. 104-105, 212-213; SE (Level B) pp.
106-107, 318-319; SE (Level C) pp. 104-105, 262-263.
*
Criterion #10: TE (Level A) p. 101; (Level B) pp. 91, 150,
196-199; (Level C) p. 137. (No direct teaching of task- see
definition of explicit instruction Reading/Language Arts
Framework, pp. 358-359).
*
Criterion #11: PB (Level A) pp. 55-56; (Level B) pp. 79-80; (Level
C) pp. 27-28; ASSMT (Level A) pp. 29-32; (Level B) pp. 53-56;
(Level C) pp. 33-36. (No evidence of distributive or cumulative
review across levels.)
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening and assessments.
Citations:
*
Criterion #10: ASSMT (Level A) pp. vi-vii, xv, pp. 3-10; ASSMT
(Level B) pp. vi-vii, xv, pp. 3-10; TCD-ROM (Level A); TCD-ROM
(Level B); TCD-ROM (Level C); ASSMT (Level C) pp. vi-vii, xv, pp.
3-10; PWATG pp. 274-290.
*
Criterion #11: ASSMT (Level A) pp. 11-18, 19-26, 113-121; ASSMT
(Level B) pp. 11-18, 19-26, 113-121; ASSMT (Level C) pp. 11-18,
19-26, 113-121; TCD-ROM (Level A); TCD-ROM (Level B); TCD-ROM
(Level C).
Criteria Category 4: Universal Access
This program does not ensure universal access to high-quality
curriculum and instruction for all students so they can meet or exceed
the state’s English-language arts content standards.
Citations:
*
Criterion #1(b): TE (Level A) pp. T54A, T54B, T91; (Level B) pp.
T2A, T2B, T14; (Level C) pp. T2A, T2B, T193;
LongmanCornerstone.com (Level A) (http://www.pearsonlongman.com/ae/cornerstone/state/ca/pdf/Pacing_CornerstoneA_1.pdf/Pacing.Cornerstone).
*
Criterion #1(e): TE (Level A) pp. 184-185, 342; SE (Level A) pp.
184-185; PB (Level A) p. 84, 94; TE (Level B) pp. 174, 184-185,
358; TE (Level C) pp. 94, 362; SE (Level C) pp. 49, 94.
*
Criterion #3: TE/SE (Level C) pp. 99, 151; TE (Level B) pp. 22-25.
Criteria Category 5: Instructional Planning and Support
This program does not provide adequate support for the teacher when
planning instruction and implementing the program.
Citations:
*
Criterion #16: TRB (Level A) p. 6; TRB (Level B) p. 6; TRB (Level
C) p. 6; TE (Level A) pp. 198-199; TE (Level B) pp. 204-205; TE
(Level C) pp. 206-207 (Step by Step suggestions for teaching of
writing do not meet criteria for explicit teaching (as defined in
the framework pp. 358-359) of the specific writing applications).
*
Criterion #18: TE (Level A) pp. 147, 150; TE (Level B) pp. 56,
179; TE (Level C) pp. 151, 262 (does not include strategies for
providing timely teacher feedback about student writing and
specific information about what has been done well, with
suggestions for “next steps”).
Edits and Corrections:
1.
320: TE (Book B) p. T245: Spelling Tip Box “end” should be “ends”.
2.
100: ASSMT p. vii: “Unit Tests and “Test Preparation Pages” is
printed twice on the same page.
3.
800/820: PWAWB/Audio p. 32: WB states “grapes”, audio say “green”;
p. 36: picture looks like “blanket”, print says “blue”, audio says
“blue”; p. 42: print examples 1 and 2 do not match audio, no
picture text for audio examples 3 and 4; p. 113: WB states
“R-controlled/ur/: ear, or”; mixed “ear” and “or” words.
4.
800/820:PWAWB/PWATG: p. 47 “Final Digraphs “ch”, “tch” conflicts
with definition in PWATG of digraph; p. 48: “ng” is listed as a
final blend but is a digraph.
5.
820/792:PWATG/PWADR: p. 147 of PWATG /ar/ does not match storybook
12 of PWADAR /är/, should be referenced to storybook 15.
6.
800/820: PWAWB/PWATG: p.118 of PWAWB and p. 149 and 152 of PWATG
says “vowel team” should be diphthong as defined on p. viii of
PWATG.
7.
800/820: PWAWB/PWATG: p. 121 in PWAWB needs to include “oo”
spelling for /oo/in order to distinguish the two sounds for “oo”
spelling also on pp. 123 and 154.
8.
820:PWATG/Audio: p. 253 definition of Elkonin as sounds and
phonemes does not match the number of boxes on student practice
pages 256-270.
9.
820: PWATG: p.274 test “short vowels” but items 11, 12 test
consonant “s”; p. 278 test “long vowels” but items 1, 3, 4, 11, 14
test short vowels; p. 282 test “More vowel patterns” but items 1,
2, test for str-, thr-; p. 286 test “Complex Consonants” but items
5, 6, test for long vowels.
10.
792: PWADR: all sound/spellings practiced are not listed on title
page or back page: books 7-8 and 10-17.
11.
820: PWATG: title says “initial blends” but items 1-4 are
diagraphs.
Intervention Programs Type 5
Publisher: Scholastic, Inc.
Title of Program: Scholastic READ 180 California Enterprise Edition
Grade Level: 4-8
Program Summary:
Scholastic READ 180 California Enterprise Edition (Program 5) includes
44Book (44Book), California Teacher’s Implementation Guide (CA TIG),
Decodable Digest (Decodable Digest), ELD Reference Library (ELD
Reference Library), LBook Pupil Edition (LBook), LBook Teacher’s Guide
(LBook TG), Newcomer Book (Newcomer Book), Magnetic Board/Tiles
(Magnetic Board/Tiles), Program 5 Description (Program 5 Description),
Program 5 Standards Map (Program 5 Standards Map), rBook Pupil’s
Edition (rBook), rBook Teacher’s Edition (rBook TE), READ 180 Anchor
Videos (R180 Anchor Videos), READ 180 Audiobooks Teaching Resources
(R180 Audiobooks TR), READ 180 California Planner: Planning & Pacing
Guide (Planning & Pacing Guide), READ 180 Paperbacks Teaching
Resources (R180 Paperbacks TR), READ 180 Placement, Assessment, and
Reporting Guide (PARG), READ 180 Posters (R180 Posters), READ 180
Software Manual (R180 Software Manual), READ 180 Topic Software (R180
Topic Software), READ 180 Topic Software Teaching Resources (R180
Topic Software TR), READ 180 Transparencies (R180 Transparencies),
Resources for Content-Area Reading (Resources for Content-Area
Reading), Resources for Differentiated Instruction 1: Reading Skills
and Strategies (RDI 1), Resources for Differentiated Instruction 2:
Writing and Grammar Strategies (RDI 2), Resources for Differentiated
Instruction 3: Strategies for English-Language Learners (RDI 3),
rSkills Tests (rSkills Tests), Scholastic Achievement Manager (SAM)
Resource (SAM Resource), Scholastic Phonics Inventory (SPI),
Scholastic Reading Counts! (SRC), Scholastic Reading Inventory (SRI),
Scope and Sequence (Scope and Sequence), Sound & Articulation DVD
(Sound & Articulation DVD), System 44 Flip Chart (S44 Flip Chart),
System 44 Library Teaching Resources (S44 Library TR), System 44
Posters (S44 Posters), System 44 Screening, Assessment, and Reporting
Guide (SARG), System 44 Teacher’s Guide (S44 TG), System 44 Topic
Software (S44 Software), System 44 Word Building Kit (Word Building
Kit), Compendium of READ 180 Research (CRR). This program also
includes Dictionary of Idioms (Dictionary of Idioms) and Scholastic
Achievement Manager Quick Reference Guide (SAM Quick Reference Guide).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 2, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
Scholastic READ 180 California Enterprise Edition meets all of the
criteria in the program description specific to Program 5: Intensive
Intervention Program for English Learners, Grades 4-8.
Citations:
*
Criterion #53: LBook (Stage A) pp. 96, 98, 100, 102, 109, 135,
145; rBook (Stage B) pp. 50, 78, 102; RDI 2 (Stage A/B) p. 210.
*
Criterion #54: LBook (Stages A/B) pp. 6-22, 42-59, 150-167; LBook
TG (Stage A/B) pp. 6-22, 42-59, 150-167.
*
Criterion #55: LBook TG (Stage A) pp. 12, 44; S44 TG pp. 102, 103,
122, 123; rBook (Stage B) p. 57; rBook TE (Stage B) p. 107B; LBook
TG (Stage A/B) pp. T86-T89, T94-T105.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of English
learners in reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 3 (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.8), LBook pp. 44,
46. Grade 4 (Reading Comprehension 2.1), rBook (Stage A) pp. 39,
171, 199; rBook (Stage B) pp. 161, 185, 193. Grade 2 (Word
Analysis, Fluency, and Systematic Vocabulary Development 1.6),
R180 Topic Software (Stage A/B) CDs 1-12 “Reading Zone Fluency
Recording,” “Success Zone Fluency Recording.” Grade 4 (Reading
Comprehension 2.6), rBook (Stage B) pp. 117, 119, 121. Grade 4
(Listening and Speaking Strategies 1.1), LBook (Stage A) pp. 9,
11, 13, 19, 21. Grade 6 (Speaking Applications (Genres and Their
Characteristics) 2.1), Resources for Content-Area Reading (Stage
A) pp. 56, 57, 60. Grade 1 (Listening and Speaking Strategies
1.1), LBook (Stage A) pp. 6, 7, 9.
*
Criterion #6: rBook TE (Stage A) pp. 8B-8J, 8-9; Planning & Pacing
Guide (Stage A) pp. 32-157; LBook TG (Stage A) pp. T18-T19, 6A-23.
*
Criterion #18: rBook (Stage B) pp. 31; RDI 1 p. 160; R180 Topic
Software (Stages A/B) CDs 1-12 Reading Zone.
*
Criterion #26: LBook TG (Stage B) pp. 6A-23, T38-T57; LBook pp.
6-23; rBook TE (Stage B) pp. 8D, 182D; RDI 3 pp. 14-15.
*
Criterion #31: Dictionary of Idioms pp. v-vii, LBook TG (Stage
A/B) pp. T50-T51, 105; R180 Topic Software pp. 16-17, 34-35,
52-53.
Criteria Category 2: Program Organization
The program sequence and organization provide structure for students
to learn and teachers to teach reading/language arts efficiently and
effectively.
Citations:
*
Criterion #6: LBook (Stage B) pp. 6-23, 78-95, 150-167; LBook TG
(Stage B) pp. 6-23, 78-95, 150-167; S44 Software “Smart Zone”,
Direct Instruction and phoneme/grapheme practice, “Word Zone”,
Complex word decoding, “Fluency Zone”, Reading connected text for
meaning.
*
Criterion #9: LBook TG (Stage A) pp. 6-7, 24-25, 96-97, 150-151;
RDI 1 (Stage B) pp. 292-293, 391-392; rBook TE (Stage A) pp.
56M-56N, 56, 132M-132N, 132.
*
Criterion #11: RDI 2 (Stage A) pp. 74-75, 84-85, 89-91, 154-155,
156-257, 202-203; rBook TE (Stage A) pp. 19, 21, 27, 30-31; LBook
TG (Stage B) pp. T44, T45, 22, 23.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: rSkills Test (Stage A) pp. 6, 10; PARG (Stage A/B)
p. 7.
*
Criterion #3: rBook TE (Stages A/B) p.T22; SARG (Stages A/B) p.
31.
*
Criterion #13: SARG pp. 90-91; PARG p. 33.
Criteria Category 4: Universal Access
This program ensures universal access to high-quality curriculum and
instruction for English learners so they can meet or exceed the
state’s English-Language Arts Content Standards.
Citations:
*
Criterion #1: LBook (Stage A) pp. 6-7; LBook (Stage B) pp. 30-31;
R180 Topic Software TR, pp. 7-9; S44 TG pp. 7-9; Planning and
Pacing Guide (Stage A) pp. 60-67; S44 TG pp. 110-111.
*
Criterion #3: S44 TG pp. 137, 193; rBook TE (Stage A/B) pp.
T24-T25, T34-T35, T40-T41.
Criteria Category 5: Instructional Planning and Support
The program provides support for the teacher when planning and
implementing instruction.
Citations:
*
Criterion #16: SAM Resource “Resources for Early Advanced
Students” (Stage A) pp. 3-4; LBook TG (Stage A) pp. 42-59; rBook
TE (Stage A) pp. T50-T55, T70-T73.
*
Criterion #21: S44 TG pp. 109, 113, 134, 147; R180 Software Manual
pp. 129-138; Magnetic Board/Tiles; rBook TE (Stage A/B) pp.
T34-T41.
*
Criterion #22: LBook TG (Stage A/B) T90-T105; RDI 1 (Stage A/B) p.
25; S44 TG pp. 446-457.
*
Criterion #25: Decodable Digest pp. 2-8; rBook TE (Stage B) pp.
4-5, 220-221; R180 Paperbacks TR (Stage A) pp. 2-4.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
6760: rBook TE (Stage B) p. 194 (left hand margin): under the
“Ending” column for the word disability, it has “-es” should be
”(i)es.”
2.
4680: rBook TE (Stage A) p. 228 (left hand margin): under the
“Ending” column for the word activity, it has “-es” should be
”(i)es.”
3.
4780, 6860: RDI 3 (English Learners) p. 9 (Multisensory
Techniques): “Allow students to express ideas using poetry,
dancing, singing, and drawing.” should read “Allow students to
express ideas using poetry and singing”.
Intervention Programs Type 5
Publisher: Sopris West Educational Services
Title of Program: Language! Focus on English Learning, 4th Edition
Grade Level: 4-8
Program Summary:
Language! Focus on English Learning, 4th Edition (Program 5) includes:
There are 6 books in the program (Bk A-F), Student Text Book (ST),
Sortegories Interactive CD (SI CD), Teachers Edition (TE) - Volume 1
(V1) and Volume (V2), Interactive Text Book (IT), Words for Teachers
CD (WT CD), Teacher Resource Guide (TRG), Assessment: Teacher Edition
(TEA), Placement Teacher Edition (TEP), Interactive Planning Tools CD
(IPT), eReader CD (eR CD), eReader using Kurzwiel 3000 CD (eRD CD),
(Student Assessment: Content Mastery (CM), Summative Assessment (SA),
Homework (Hw), Everyday English (EE).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Content Standards as identified in Appendix
9-A, Matrix 2, and meets the evaluation criteria in Section I and
Section II. Edits and corrections required as a condition for adoption
are listed under the “Edits and Corrections” section of the report
below.
Section I:
Program Description Criteria
The program meets all of the criteria in the program description
specific to Program 5: Intensive Intervention Program for English
Learners, Grades Four Through Eight.
Citations:
*
Criterion #47: TRG pp. 86-88; Bk A-F TE pp. F1, F12-F29, F32-F33.
*
Criterion #49: Bk A-F TEA p. 25; TRG pp. 299-305.
*
Criterion #51: TRG pp. 86-88, 309-322; Bk A-F TE pp. F20-F38.
*
Criterion #53: Bk B TE V1 pp. 444-445; Bk C TE V1 pp. 120, 201; Bk
C ST pp. H74, 9-12, 28-32; Bk E TE V1 pp. 212-213; Bk F TE V1 pp.
53-55; IT pp. 22-24.
*
Criterion #54: Bk A-F TE pp. A22-A50; Bk B TE V1 pp. 415-417; Bk B
ST p. 128; Bk B IT p. 144; TRG pp. 392-466.
*
Criterion #55: Bk A ST pp. H3-H67; SI CD A-F; Lettercards,
Morphemes for Meaning Cards.
*
Criterion #56: Bk A-F TE pp. F12-F19, F32-F33; Bk A TE V1 pp. 2-9;
Bk A ST pp. H3-H67; eR CD, Bk A-F.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports comprehensive teaching of the required
English-Language Arts Content Standards identified in Appendix 9-A,
Matrix 2, and is designed to accelerate the progress of students in
reading/language arts.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 1 (Word Analysis,
Fluency, and Systematic Vocabulary Development 1.11), Bk A TE V1
pp. 16-17; (Listening and Speaking Strategies 1.3), Bk B TE V1 pp.
112-113. Grade 2 (Reading Comprehension 2.6), Bk E TE V2 p. 764;
Bk E IT pp. C84-C95; (Written and Oral English Language
Conventions 1.1), Bk A TE V1 p. 107; Bk A IT pp. 33-34. Grade 3
(Word Analysis, Fluency, and Systematic Vocabulary Development
1.4), Bk D TE V1 pp. 14-15, 100; SI CD, Letter Cards, Morphemes
for Meaning Cards; (Speaking Applications 2.2), Bk E TE V1 pp.
108-109. Grade 4 (Writing Applications 2.3), Bk F TE V2 pp. 450,
493; IT p. R16; eR CD; WT CD; Bk C TE V1 pp. 134-137; (Literary
Response and Analysis 3.2), Bk D TE V1 pp. 360-361; Bk D ST pp.
32-38; Bk E TE V1 pp. 350-352. Grade 5 (Word Analysis, Fluency,
and Systematic Vocabulary Development 1.1), Bk D TE V1 pp. 29,
165; (Literary Response and Analysis 3.3), Bk D TE V1 pp. 178-179;
ST pp. 32-38; IT pp. 66-67; (Writing Strategies 1.2), Bk F TE V1
p. 113. Grade 6 (Writing Applications 2.2), Bk B TE V2 pp.
659-661; IT p. 238; (Listening and Speaking Strategies 1.8), Bk D
TE V2 pp. 791-793.
*
Criterion #6: Bk D TE V1 pp. 41-42.
*
Criterion #23: Bk A TE V2 pp. 715-716; Bk B TE V2 pp. 505-506,
550-551.
*
Criterion #35: Bk A-F TE V1 pp. F18-F19; Bk F TE V1 pp. 4-7.
*
Criterion #50: Bk E TE V1 pp. 412, 420; Bk F TE V1 p. 380; Bk F TE
V2 p. 622; Bk F IT p. 93.
Criteria Category 2: Program Organization
The program sequence and instructional design provide structure for
what students should learn and allow teachers to instruct
reading/language arts efficiently and effectively.
Citations:
*
Criterion #1: Bk A-F ST Front of Book California English-Language
Arts Content Standards; Bk A-F TE V1 pp. 1-9; TRG pp. 370-372.
*
Criterion #2: Bk A-F TE V1 pp. 1-9; TRG pp. 148, 168, 192, 213,
245, 280.
*
Criterion #3: Bk A-F TE V1 pp. F12-F19.
*
Criterion #4: Bk A-F ST pp. H4-H76.
*
Criterion #5: Bk C TE V1 pp. 51-53.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: Bk A-F TEA pp. 5-25; Bk E TE V1 pp. 122-123; TRG pp.
17-19.
*
Criterion #2a: TRG pp. 153, 176, 197, 229, 268; Bk A-F TEA pp.
28-36.
*
Criterion #2b: Bk A-F TEA pp. 37-56.
*
Criterion #2c: Bk A-F TEA pp. 19-21.
*
Criterion #3: Bk A-F TEA pp. 8, 25; Placement TEP pp. 3-24.
*
Criterion #14: Bk A-F TEA pp. 19-21.
Criteria Category 4: Universal Access
The program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: Bk A TE V1 pp. 10B, 26B, 37B; BK C TE V1 pp.
228-229, 232, 238, 246; Bk D IT pp. 182-183, 208-210, C24-C29; Bk
F ST pp. 3-236.
*
Criterion #1a: Bk D IT pp. C4-C16, C17-C23.
*
Criterion #1b: Bk A-F Differentiated Instruction Icons.
*
Criterion #1h: Bk D IT pp. 275, 278.
*
Criterion #2: BK E ST pp. 68-75, BK F ST pp. 32-34.
*
Criterion #3: TRG pp. 155, 178, 200, 231, 269; 309-322.
Criteria Category 5: Instructional Planning and Support
The program provides support for teachers when planning instruction
and implementing the program.
Citations:
*
Criterion ##1: TRG pp. 47-84, 139-140, 161-162, 181-183, 203-204.
*
Criterion #2: Bk A-F TE pp. F12-F50.
*
Criterion #3: TRG pp. 85-88.
*
Criterion #11: Bk E TE V1 pp. 122-124, 130-131.
*
Criterion #20: Bk B TE V1 pp. 8-9.
*
Criterion #21: Bk B TE V1 pp. 8-9.
*
Criterion #24: TRG pp. 255-267.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
Universal edit: “Non-English Speakers” should read “Newcomers to
English”.
2.
3040: ST p. H28: “We aren’t supposed to say or write it.” (In the
reference to “ain’t”) Should say: “In academic English, we don’t
say or write ‘ain’t.’”.
3.
4140: TRG p. 76: Table for Signal Words and How to Answer. “When”
says “A reason or explanation.” Should say “A specific time, date,
or event”.
4.
4140: TRG p. 76: Table for Signal Words and How to Answer. “Why”
says “A specific time, date, or event.” Should say: “A reason or
explanation”.
5.
Include a listing of the Non-fiction Book Bag titles using the
format of the book list for Independent Reading, TRG p. 467.
Intervention Programs Type 5
Publisher: Steck-Vaughn
Title of Program: California Gateways
Grade Level: 4-8
Program Summary:
California Gateways (Program 5) includes: Teacher’s Guide (TG),
Assessment Handbook (AH), Anthology - Student Reader (ANT), Blackline
Master in TG (BLM), Decodable Reader (DR), Practice Book (PB),
Writer’s Notebook (WN), Diagnostic Screening, Placement, and Exit
Assessments Handbook (DSPE), Implementation Guide for Administrators
(IGA), Implementation Guide for Teachers (IGT), Program Overview (PO),
Pedagogical Research Report (PRR), California Gateways for English
Learners: A Research Perspective (RP), Program Description and
Standards Map (SM), Gates-MacGinitie Reading Tests (GMRT), Guide to
Understanding Media (GUM).
Recommendation:
The program is recommended for adoption because it aligns with the
required English-Language Arts Content Standards as identified in
Appendix 9-A, Matrix 2, and meets the evaluation criteria in Section I
and Section II. Edits and corrections required as a condition for
adoption are listed under the “Edits and Corrections” section of the
report below.
Section I:
Program Description Criteria
The program meets all the criteria in the program description specific
to Program 5: Intensive Intervention Program for English Learners,
Grades Four through Eight.
Citations:
*
Criterion #49: Student Placement and Exit Test Booklet, pp. 4-9;
DSPE pp. 2-10, 49; PO pp. 11-17; AH (Level 1A) pp. 2-5, 11.
*
Criterion #52: Student Placement and Exit Test Booklet, pp. 4-9,
32-39; DSPE pp. 8-9; PO pp. 8-9, 14-15; AH (Levels 2-4) pp. 10-11.
*
Criterion #53: PB Volume 2 (Level 1A) pp. 26-30; TG Unit 1 (Level
4) pp. 5, 10-11, 21-22; 29-32; IGT (Level 1A) pp. 44-47.
Section II:
Criteria Category 1: Alignment with English-Language Arts Content
Standards
The program supports teaching to the California English-Language Arts
Content Standards as identified in the Reading/Language Arts Framework
for California Public Schools.
Citations:
*
Criterion #1: Some Exemplars of Standards: Grade 2 (Organization
and Delivery of Oral Communication 1.8), TG Unit 3 (Level 1A) p.
49; PB Volume 2 (Level 1A) pp. 11-13. Grade 2 (Decoding and Word
Recognition 1.6), PB Volume 1 (Level 2) pp. 289, 333-334. Grade 3
(Organization and Delivery of Oral Communication 1.6), TG Unit 2
(Level 2) pp. 638-640; WN (Level 2) p. 24. Grade 4 (Analysis and
Evaluation of Oral and Media Communications 1.10), GUM. Grade 4
(Structural Features of Literature 3.1), ANT (Level 1B) pp. 15-17,
22-23; ANT (Level 2) pp. 23-25; ANT (Level 3) pp. 121-123. Grade 5
(Speaking Applications, Genres and their Characteristics 2.2), WN
(Level 4) pp. 115-116. Grade 6 (Speaking Applications, Genres and
their Characteristics 2.5), BLM Unit 2 (Level 4) p. A-34.
*
Criterion #8: TG Unit 2 (Level 1A) pp. 236-241; TG Unit 3 (Level
4) TG pp. 191-195; ANT (Level 4) pp. 196-201.
*
Criterion #25: TG Unit 1 (Level 2) pp. 50-53; TG Unit 1 (Level 4)
pp. 324-326; ANT Unit 1 (Level 4) pp. 46-47.
Criteria Category 2: Program Organization
The program sequence and organization provides structure to what
students should learn and allows teachers to provide reading/language
arts instruction efficiently and effectively, with a focus on English
learners and students with disabilities.
Citations:
*
Criterion #2: TG Unit 3 (Level 1A) pp. 2-5; TG Unit 4 (Level 1A)
pp. 224-227; TG Unit 1 (Level 1B) pp. 1-5.
*
Criterion #5: IGT (Level 1A) pp. 37-61; TG Unit 1 (Level 4) pp.
240-244; PO pp. 28-35.
*
Criterion #11: TG Unit 1 (Level 2) pp. 219-220, 747-758; IGT
(Level 3) pp. 37-61.
Criteria Category 3: Assessment
The program contains guidance on the purpose, administration, scoring,
and interpretation of assessment using progress monitoring, summative,
and diagnostic screening assessments.
Citations:
*
Criterion #1: DSPE pp. 2-7; AH (Level 2) pp. 2-5; AH (Level 3) pp.
12-16, 59-71, 72-74, 75-82, 155-156.
*
Criterion #3: DSPE pp. 2-10, 49-50.
*
Criterion #13: DSPE pp. 2-5, 49-50, 74-75.
Criteria Category 4: Universal Access
The program ensures universal access to high-quality curriculum and
instruction for all students so they can meet or exceed the state’s
English-language arts content standards.
Citations:
*
Criterion #1: TG Unit 4 (Level 1A) pp. 442-445; WN (Level 1A) p.
92; IGT (Level 1A) pp. 35-69; TG Unit 1 (Level 2) pp. 21-28.
*
Criterion #2: ANT (Level 1A) pp. 3, 434-437; ANT (Level 1B) pp.
172-175; ANT (Level 2) p. 11; ANT (Level 4) p. 3.
*
Criterion #3: TG Unit 2 (Level 1A) p. 391; TG Unit 1 (Level 4) p.
1.
Criteria Category 5: Instructional Planning and Support
The program provides support for teachers when planning instruction
and implementing the program.
Citations:
*
Criterion #2: TG Unit 1 (Level 1A) pp. 2-5; TG Unit 4 (Level 1B)
pp. 1-5; IGT (Level 3) pp. 18-19.
*
Criterion #8: PO pp. 50-51; TG Unit 4 (Level 1A) pp. 1-5; IGT
(Level 3) p. 26.
*
Criterion #29: TG Unit 2 (Level 1A) p. 50; TG Unit 4 (Level 1A) p.
345; AH (Level 1B) p. 112.
Edits and Corrections:
The following edits and corrections must be made as a condition for
adoption:
1.
80: ANT Unit 1 (Level 1A) p. 368: End quotation mark is missing,
should read, “That is why it is so useful. Fenugreek wrappers can
be used in places that don’t have refrigerators. It’s a cheap and
natural way to protect food.”
2.
181: TG Unit 1 (Level 1A) p. 51, #13: “wounds” should be “sounds.”
3.
181: TG Unit 1 (Level 1A) p. 106: “Practice High Frequency Words”
Step 8, “Write make on transparency,” should be, “Write she on
transparency.”
4.
181: TG Unit 1 (Level 1A) p. 473, #2: “The letters ok make the
/ok/ sound. /ok,” should read, “The letters ock make the /ok/
sound. /ok/.”
5.
1120/6040: ANT (Level 1B) p. 41, middle image, for word
“illusion,” replace image of pennies with new image of mirror on
side (image submitted by publisher).
6.
1640/7340: TG Unit 2 (Level 2) p.191: PB answer key in lower
right, “I was rapt by the stories,” should be, “I was held rapt by
the stories.”
Criteria for Evaluating Instructional Materials:
Reading/Language Arts–English-Language Development
Kindergarten Through Grade Eight
(Adopted by the State Board of Education, April 16, 2006)
INTRODUCTION
California has been a national leader in adopting standards-aligned
and comprehensive materials to address the needs of all students in
kindergarten through grade eight (K-8). The materials adopted through
the 2002 K–8 Reading/Language Arts/English-Language Development
Adoption Criteria were groundbreaking in their emphasis on the
alignment of the instructional materials to the rigorous content
standards and the curriculum framework, current and confirmed
research, and the needs of all students for instruction in reading and
language arts.
California is committed to the fact that the English–language arts
content standards are adopted for all students. The upward trend in
student achievement in kindergarten through grade eight supports the
continued commitment by the state to evaluation criteria aligned with
the standards and curriculum framework. These criteria include
elements of the 2002 criteria and address current documented
instructional needs of California students. The new criteria are
designed to produce instructional materials that will help teachers to
close the achievement gap that persists despite gains in students’
reading/language arts achievement since the last adoption cycle of
instructional materials. To that end the criteria emphasize increased
vocabulary, oral reading fluency, and writing. There is a deeper focus
on the instructional needs of English learners, students with
disabilities, struggling readers, and students who use African
American vernacular English.
The criteria will provide instructional materials in 2008 to support
all students’ successful mastery of the English–language arts content
standards. Also noteworthy in the new criteria is the requirement for
new and improved types of assessments.
Guide to Program Descriptions
Each instructional program submitted for adoption must meet all
appropriate program descriptions and all required criteria in five
categories: 1) Alignment with English–Language Arts Content Standards;
2) Program Organization; 3) Assessment; 4) Universal Access; and 5)
Instructional Planning and Support. Programs must also meet the
requirements in Appendix 9-A and Appendix 9-B and applicable sections
of Appendix 9-C at the end of this chapter. There are two levels of
features for each program submitted: must be included or should be
included. If must features are omitted, the program cannot be adopted.
Program features listed under should will be evaluated holistically.
For ease of use this document has been organized into two sections.
Section I presents the program description for each of the five types
of programs. Section II presents the evaluation criteria for the five
categories listed above. There are three appendixes to this chapter:
Appendix 9-A, “Reading/Language Arts Matrices,” identifies content
standards that must be addressed for the Intensive Intervention
Program in Reading/Language Arts, Grades Four Through Eight; the
Intensive Intervention Program for English Learners, Grades Four
Through Eight; and the English-Language Development Instruction,
Kindergarten Through Grade Eight. Appendix 9-B, “History–Social
Science and Science Content Standards Matrices,” identifies the
history–social science and science content standards that must be
addressed in kindergarten through grade three. Appendix 9-C,
“Curriculum Content,” lists effective instructional elements that must
be included in kindergarten through grade eight and the intensive
intervention programs, grades four through eight.
The instructional materials should be based on current and confirmed
research in reading/language arts, as defined by Education Code
Section 44757.5(j):
“Research on how reading skills are acquired” means research that is
current and confirmed with generalizable and replicable results.
“Current” research is research that has been conducted and is reported
in a manner consistent with contemporary standards of scientific
investigation. “Confirmed” research is research that has been
replicated and the results duplicated. “Replicable” research is
research with a structure and design that can be reproduced.
“Generalizable” research is research in which samples have been used
so that the results can be said to be true for the population from
which the sample was drawn.
The reviewers will evaluate each program submitted on the basis of the
following sections, appendixes, and publications:
1. Program Descriptions
2. Criteria (five categories)
3. Appendix 9-A, “Reading/Language Arts Matrices” (as referenced in
the Program Description)
4. Appendix 9-B, “History–Social Science and Science Content Standards
Matrices” (as referenced in the Program Descriptions)
5. Appendix 9-C, “Curriculum Content” (as referenced in the Program
Descriptions)
6. English–Language Arts Content Standards for California Public
Schools
7. Reading/Language Arts Framework for California Public Schools
Types of Programs
For the adoption cycle beginning in November 2008 for Reading/Language
Arts–English-Language Development, five types of programs will be
reviewed and adopted: Program 1, Reading/Language Arts Basic Program,
Kindergarten Through Grade Eight; Program 2, Reading/Language
Arts–English-Language Development Basic Program, Kindergarten Through
Grade Eight; Program 3, Primary Language/English-Language Development
Basic Program, Kindergarten Through Grade Eight; Program 4, Intensive
Intervention Program in Reading/Language Arts, Grades Four Through
Eight; and Program 5, Intensive Intervention Program for English
Learners, Grades Four Through Eight. Publishers may submit programs in
any or all of the five types of programs.
Program 1: Reading/Language Arts Basic Program, Kindergarten Through
Grade Eight
This program provides instructional materials aligned with the
English–Language Arts Content Standards and provides instructional
content for 180 days of instruction for the following minimal daily
time periods:
*
1 hour in kindergarten
*
2.5 hours in grades one through three
*
2 hours in grades four, five, and six
*
At least 1 and up to 2 hours in grades six, seven, and eight
Instructional elements that reinforce and extend the basic program:
*
30 minutes of extra support for English learners in kindergarten
through grade eight
*
30 minutes of extra support for struggling readers in kindergarten
through grade eight
*
15 to 20 minutes of intensive vocabulary instructional support in
kindergarten through grade three
*
A minimum of 90 lessons, each one lasting 15 minutes, for each of
the five sets of technical skills in a primary classroom reading
intervention kit for grades one through three (the same classroom
kit for all three grade levels)
Program 2: Reading/Language Arts–English-Language Development Basic
Program, Kindergarten Through Grade Eight
This program includes all content and the four instructional elements
required in the Reading/Language Arts Basic Program plus additional
required daily English-language development (ELD) instruction. The
additional ELD instruction includes one hour of daily instruction that
is consistent with the English–Language Arts Content Standards and the
Reading/Language Arts Framework and assists students in acquiring
English as quickly and efficiently as possible. The Reading/Language
Arts–English-Language Development Basic Program materials must provide
instructional content for 180 days of instruction for the following
minimal daily time periods:
*
1 hour in kindergarten
*
2.5 hours in grades one through three
*
2 hours in grades four, five, and six
*
At least 1 and up to 2 hours in grades six, seven, and eight
*
1 hour of English-language development instruction, kindergarten
through grade eight
Program 3: Primary Language/English-Language Development Basic
Program, Kindergarten Through Grade Eight
The primary language program parallels the content of Program 2.
Instructional materials are in a language other than English and are
consistent with the content of the English–Language Arts Content
Standards and the Reading/Language Arts Framework. There are
appropriate modifications for the primary language. These materials
are intended for students on waiver and are designed to ensure
students are successful in acquiring English. The materials also
provide additional required daily ELD instruction consistent with the
English–Language Arts Content Standards and the Reading/Language Arts
Framework. ELD instruction assists students in acquiring English as
quickly and efficiently as possible. Materials must provide
instructional content for 180 days of instruction for the following
minimal daily time periods:
*
1 hour in kindergarten
*
2.5 hours in grades one through three
*
2 hours in grades four, five, and six
*
At least 1 hour and up to 2 hours in grades six, seven, and eight
*
1 hour of English-language development instruction, kindergarten
through grade eight
Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight
This program provides a stand-alone, intensive, accelerated
reading/language arts program designed specifically for students in
grades four through eight whose reading achievement is two or more
years below grade level. This program is designed to accelerate
students’ successful reentry into a basic program at grade level.
Materials must provide instructional content for 180 days of
instruction for the following minimal daily time period:
*
2.5 to 3 hours in grades four through eight
Program 5: Intensive Intervention Program for English Learners, Grades
Four Through Eight
This program for English learners provides a stand-alone, intensive,
accelerated reading/language arts program designed specifically for
English learners in grades four through eight whose academic
performance is two or more years below grade level. This program is
designed to accelerate the learning of English and successful reentry
into a basic program at grade level. Materials must provide
instructional content for 180 days of instruction for the following
minimal daily time period:
*
2.5 to 3 hours in grades four through eight
SECTION I: PROGRAM DESCRIPTIONS
All submissions must meet the requirements of this section and
criteria categories 1 through 5 in Section II. Publishers may submit
any of the five types of programs described below. Where applicable,
programs must also meet the requirements in Appendix 9-A, Appendix
9-B, and Appendix 9-C. The five types of programs are as follows:
Program 1: The Reading/Language Arts Basic Program, Kindergarten
Through Grade Eight
(For additional guidance, see Chapter 7, “Universal Access to the
Language Arts Curriculum”, and the “Universal Access” sections for
each grade in Chapters 3 and 4 of the Reading/Language Arts Framework.)
1. The criteria call for basic programs to be designed for use by the
classroom teacher as the comprehensive curriculum that will ensure
that all students, including English learners, master the
English–language arts content standards. The basic program must
provide instructional materials that are designed to foster universal
access, which means the basic program curriculum is accessible to all
students.
2. The Reading/Language Arts Basic Program shall be evaluated for
alignment with the following materials:
a. Educational content review based on this program description
b. Criteria (all categories) in Section II
c. Appendix 9-B, “History–Social Science and Science Content
Standards, Kindergarten through Grade Three”
d. Appendix 9-C, Table 1, “Curriculum Content: Kindergarten Through
Grade Three,” and Table 2, “Curriculum Content: Grades Four Through
Eight.”
e. English–Language Arts Content Standards for California Public
Schools
f. Reading/Language Arts Framework for California Public Schools
3. This basic program, including required additional supporting
instructional elements, may not be submitted as a partial or
supplemental resource. It must incorporate the principles of universal
access described in the Reading/Language Arts Framework, be based on
research (as defined in Education Code Section 44757.5[j]), and
provide instructional content for 180 days of instruction for minimal
daily time periods:
a. 1 hour in kindergarten
b. 2.5 hours in grades one through three
c. 2 hours in grades four, five, and six
d. At least 1 and up to 2 hours in grades six, seven, and eight
4. The basic program curriculum in kindergarten through grade eight
provides comprehensive guidance for teachers in providing effective,
efficient, explicit, sequential, linguistically logical, and
systematic instruction, practice, application, and diagnostic support
in all skills and strategies at the appropriate grade levels as
defined in the English–Language Arts Content Standards, the
Reading/Language Arts Framework, and the criteria in this chapter.
Additional Required Instructional Elements in the Basic Programs
5. Basic programs must include four additional elements:
a. Extra Support for Struggling Readers
b. Extra Support for English Learners
c. Intensive Vocabulary Instructional Support
d. Reading Intervention Kit
Extra Support for Struggling Readers, Kindergarten Through Grade Eight
6. The purpose of these materials is to provide guidance for teachers
and support for students to allow them to successfully participate in
and progress through the daily lessons from the basic program with
their peers. Instructional materials provide comprehensive guidance
for teachers and effective, efficient, and explicit instruction for
struggling readers (any student experiencing difficulty learning to
read; may include students who use African American vernacular
English, English learners, and students with disabilities).
Instructional materials for struggling readers must be
standards-aligned, assessment-based programs that lead to mastery of
all the English–language arts content standards. These materials can
be used to ensure that students will be successful in the basic
program curriculum.
Support materials for struggling readers must provide:
a. Thirty minutes of additional instructional materials daily
b. Teacher edition and student materials that reinforce and extend the
regular classroom/basic program daily lessons
c. Additional opportunities for checking students’ understanding
d. Instruction to increase background knowledge, prerequisite skills,
and concepts
e. Additional opportunities for vocabulary development
f. Additional practice in the key skills and strategies taught in the
lesson
g. Opportunities to reteach material already taught in the lesson
h. Opportunities to preteach material that will be taught in the
lesson
i. Additional instructional support for students who use African
American vernacular English and who may also have difficulty with
phonological awareness and standard academic English structures of
oral and written language, including spelling and grammar
Extra Support for English Learners, Kindergarten Through Grade Eight
7. Instructional materials for English learners provide support for
students to allow them to successfully participate in and progress
through the daily lessons from the basic program with their peers.
Instructional materials provide comprehensive guidance for teachers
and effective, efficient, and explicit instruction for English
learners. Instructional materials must be standards-aligned,
assessment-based programs leading to mastery of all the
English–language arts content standards. These extra-support
instructional materials are specifically designed daily lessons to
preteach concepts and for teachers to help students to develop
background knowledge, build academic vocabulary, and develop critical
technical skills. It is essential for students who are simultaneously
learning English and reading/language arts content to have additional
time for instruction and for practice to master grade-level content
standards.
8. Support materials for English learners must provide:
a.
Materials that address the Beginning, Early Intermediate,
Intermediate, and Early Advanced levels of English-language
proficiency at appropriate grade levels
b.
Thirty minutes of additional instructional materials daily
c.
Teacher edition and student materials that are designed to
reinforce and extend the regular classroom/basic program daily
lessons
d.
Materials that help teachers teach English learners to master
the English–language arts content standards so learners can
read, write, comprehend, and speak English for personal use
and at the proficient level for academic schoolwork.
9. Support materials provide additional explicit linguistic
instruction in areas of difficulty for students, including:
a.
Survival vocabulary and language, including but not limited
to language for obtaining necessities, making requests, and
understanding instructions (essential for newcomers)
b.
Language skills that are transferable from students’ primary
language to English and nontransferable skills
c.
Acquisition of academic vocabulary
d.
Phonological, morphological, syntactical, and semantic
structures of English
10. The materials provide additional support in areas in which
students are likely to have difficulty—primarily the following strands
and substrands of the English–language arts content standards:
a. Phonologically based spelling
b. Listening and speaking comprehension
c. Organization and delivery of oral communication
d. Speaking applications
e. Academic language
f. Vocabulary and concept development
g. Sentence structure
h. Grammar
Intensive Vocabulary Instructional Support, Kindergarten Through Grade
Three
11. Support materials provide additional vocabulary development
(beyond vocabulary instruction in the basic program) for students in
kindergarten through grade three who require extra support in this
area. These instructional materials are intended to be an addition to
the regular vocabulary lessons described in the basic program
descriptions and Criteria Category 1. The purpose of these materials
is to increase the oral vocabulary of students with limited
vocabulary, which may include English learners, students with
disabilities, struggling readers, and students who use African
American vernacular English.
12. These materials must build students’ oral vocabulary by providing
instruction in a wide range of meaningful vocabulary, explaining the
meanings of unfamiliar words (beyond students’ reading vocabulary),
and allowing ample opportunities for students to discuss word meanings
and use new words.
13. For each grade level, programs provide a list of logically
sequenced vocabulary words that will be taught and are beyond
grade-level reading.
14. Programs must establish a list of vocabulary words for each grade
level and support/defend the lists with research.
15. Teacher editions and student materials provide instructional
resources and strategies for developing vocabulary through multiple
readings by the teacher of narrative and engaging expository texts,
followed by explicit and systematic instruction in oral discourse of
the selected vocabulary.
16. Intensive vocabulary instruction is research-based, direct,
explicit, and systematic and includes:
a. Weekly lesson plans for daily lessons
b. Weekly lesson plans that include instruction in eight to ten words
per week in kindergarten, ten to 12 words per week in grades one and
two, and 15 to 18 words per week in grade three
17. Narratives and expository texts provided in the intensive
vocabulary materials link to unit or themes in the basic program.
18. Intensive vocabulary lessons must include the following:
a. Development of students’ listening and speaking vocabulary
b. Instruction in words that are beyond students’ reading vocabulary
c. Fifteen to 20 minutes of additional daily vocabulary instruction
19. Materials contain weekly lesson plans that include:
a. Multiple readings by the teacher of one or two narrative or
interesting expository texts with emphasis on developing oral
vocabulary and opportunities for students to hear, use, reflect on,
and discuss the meanings of the target words
b. Weekly oral pre- and post-assessments on new words
c. Narrative/expository text readings, during which teachers provide
simple definitions of target vocabulary words using language that is
known by students
d. Opportunities for students to use words in individual and group
responses over time and in different contexts
e. Suggestions for periodic review and extended use of the words
beyond the instructional time.
Reading Intervention Kit, Grades One Through Three
20. The reading intervention kit is a classroom kit that provides sets
of strategic intervention materials, one set for each of the five key
technical skill domains of beginning reading, for efficient and
effective use in tutorial or small-group instructional settings. These
materials focus on students in grades one through three who need
reteaching and practice in one or more of the technical skill domains.
In particular, the lessons in the kit provide targeted instruction in
one or more of the English–language arts content standards taught in a
previous grade(s) that may not have been mastered. The instructional
strategies incorporated in these sets of materials should be
consistent with those used in the basic program.
21. The kit includes teacher and student editions that provide
materials for instruction in the following beginning technical skills
in reading as defined by the English–language arts content standards
in kindergarten through grade three:
a.
Phonemic awareness and phonological awareness
b.
Phonics and decoding
c.
Oral reading fluency
d.
Vocabulary (including those words taught in grades one through
three of the basic program)
e.
Reading comprehension skills
22. The kit contains five sets of technical skills materials. Each set
of materials includes a minimum of 90 lessons, each lasting 15
minutes, that are designed for explicit, sequential, and systematic
instruction. Each set also provides a periodic progress-monitoring
assessment for determining attainment of the skill or skills taught.
23. The same classroom kit for grades one through three is acceptable.
Program 2: The Reading/Language Arts–English-Language Development
Basic Program, Kindergarten Through Grade Eight
(For additional guidance, see the “Universal Access” sections under
“English Learners” for each grade in Chapters 3 and 4 of the
Reading/Language Arts Framework.)
24. The Reading/Language Arts–English-Language Development Basic
Program includes all content and the four additional instructional
elements required in the Reading/Language Arts Basic Program as well
as the additional required one hour of daily English-language
development instruction.
25. The Reading/Language Arts–English-Language Development Basic
Program shall be evaluated for alignment with the following materials:
a. Educational content review based on this program description
b. Criteria (all categories) in Section II
c. Appendix 9-B, “History–Social Science and Science Content
Standards, Kindergarten through Grade Three”
d. Appendix 9-C, Table 1, “Curriculum Content: Kindergarten Through
Grade Three,” and Table 2, “Curriculum Content: Grades Four Through
Eight”
e. English–Language Arts Content Standards for California Public
Schools
f. Reading/Language Arts Framework for California Public Schools
26. The additional one hour of English-language development
instruction, kindergarten through grade eight, shall be evaluated for
alignment with the following materials:
a.
English–Language Arts Content Standards
b.
English-Language Development Standards
c.
Appendix 9-A, Matrix 3, “English-Language Development Instruction,
Kindergarten Through Grade Eight”
27. The English-language development (ELD) instructional materials are
consistent with and connected to the basic program and are aligned to
the English–Language Arts (ELA) Content Standards, English-Language
Development Standards, and Reading/Language Arts Framework. Materials
shall demonstrate alignment to the ELA and ELD standards through the
State Board of Education-approved correlation matrices developed under
Senate Bill 1113. (See also the ELA/ELD Standards Correlation Matrices
on the CDE Web site at
http://www.cde.ca.gov/ci/rl/im/elaeldmatrixlinks.asp). For additional
guidance, see the “Universal Access” sections under “English Learners”
for each grade in Chapters 3 and 4 of the Reading/Language Arts
Framework.
28. ELD instructional materials must include the following features:
a. Lessons address the Beginning, Early Intermediate, Intermediate,
and Early Advanced levels of English-language proficiency at
appropriate grade levels.
b. Teacher edition and student materials are focused and efficient to
ensure English learners acquire proficiency in English as quickly and
effectively as possible.
c. Additional ELD instructional support is given to English learners
(beyond the basic program) for one hour daily.
d. The one hour of daily instruction may be presented in smaller
segments or lessons. For example, programs may provide daily
instruction that includes two to four lessons that total one hour per
day.
29. The ELD materials are designed to ensure students’ mastery of the
English–language arts content standards and include the following
features:
a. Instructional materials are connected to, and consistent with, the
unit or theme of the basic program.
b. Materials include instruction, practice, review, and application
that lead to students’ acquisition of English.
c. Instructional materials will allow opportunities for students to
read, write, and discuss expository text.
30. These ELD materials must provide explicit, sequential,
linguistically logical, and systematic instruction, practice,
application, and diagnostic support in areas in which students are
likely to have difficulty, including:
a. Phonemic awareness and phonics
b. Oral reading fluency
c. Word recognition and spelling
d. Vocabulary and morphology
e. Grammar and usage
f. Listening and reading comprehension
g. Sentence structure (aligned with narratives, reading passages, and
writing assignments)
h. Speaking and writing
31. ELD materials provide formal linguistic instruction, practice, and
opportunities for application, including:
a. Survival vocabulary and language, including, but not limited to,
obtaining necessities, making requests, and understanding instructions
(essential for newcomers)
b. Skills that are transferable from students’ primary language to
English and nontransferable skills
c. Acquisition of academic vocabulary
d. Phonological, morphological, syntactical, and semantic structures
of English
e. Oral language development
32. The ELD teacher’s guide shall include the following:
a.
Background information for teachers regarding the various
profiles of English learners, including but not limited to
newly arrived, long term, older learners.
b.
Flexible grouping options
c.
Language transfer issues
d.
Appropriate strategies for English learners
Program 3: Primary Language/English-Language Development Basic
Program, Kindergarten Through Grade Eight
(For additional guidance, see the “Universal Access” sections under
“English Learners” for each grade in Chapters 3 and 4 of the
Reading/Language Arts Framework.)
Publishers may develop comprehensive reading/language arts programs in
the key languages of the state for students in kindergarten through
grade eight on waiver as defined by Proposition 227.
33. The Primary Language/English-Language Development Basic Program
parallels the Reading/Language Arts–English-Language Development Basic
Program (RLA/ELD) described in Program 2 and is aligned with the
English–Language Arts Content Standards and the Reading/Language Arts
Framework, with appropriate modifications for the primary language.
34. The Primary Language/English-Language Development Program shall be
evaluated for alignment with the following materials:
a. Educational content review based on this program description
b. Criteria (all categories) in Section II
c. Appendix 9-B, “History–Social Science and Science Content
Standards, Kindergarten through Grade Three”
d. Appendix 9-C, Table 1, “Curriculum Content: Kindergarten Through
Grade Three” and Table 2, “Curriculum Content: Grades Four Through
Eight.”
e. English–Language Arts Content Standards for California Public
Schools
f. Reading/Language Arts Framework for California Public Schools
35. The additional one hour of English-language development
instruction, kindergarten through grade eight, shall be evaluated for
alignment with the following materials:
a. English–Language Arts Content Standards
b. English-Language Development Standards
c. Appendix 9-A, Matrix 3, “English-Language Development Instruction,
Kindergarten Through Grade Eight”
36. This primary language program may not be submitted without ELD
instructional materials or as a partial or a supplemental resource.
This primary language program may not be submitted as part of the
basic program. This program stands alone and will be submitted and
evaluated separately.
37. ELD instruction is consistent with the English–Language Arts
Content Standards, English-Language Development Standards, and
Reading/Language Arts Framework; provides one hour of daily
instruction to assist English learners in acquiring proficiency in
English; and ensures student mastery of the standards.
Program 4: Intensive Intervention Program in Reading/Language Arts,
Grades Four Through Eight
(For additional guidance, see the “Universal Access” sections under
“Reading Difficulties” for each grade in Chapters 3 and 4 of the
Reading/Language Arts Framework.)
38. The Intensive Intervention Program in Reading/Language Arts is
designed to be a stand-alone, intensive, accelerated reading/language
arts program. This program provides two and one-half hours to three
hours of daily instruction designed to address the instructional needs
of students in grades four through eight whose reading achievement is
two or more years below grade level (including students who use
African American vernacular English, English learners, struggling
readers, and students with disabilities).
39. There are two purposes of intervention instruction for students in
grades four and above who are two or more years below grade level in
reading achievement: (1) to teach students to read; and (2) to teach
students those grade-level English–language arts content standards
they have not previously mastered.
40. Based on curriculum-embedded diagnostic assessment, this program
should position students to progress rapidly toward successful reentry
into the basic program at their appropriate grade level. The
instructional design of the program should assume that students can
gain two grade levels for each year of instruction.
41. The Intensive Intervention Program in Reading/Language Arts shall
be evaluated for alignment with the following materials:
a. Educational content review based on this program description
b. Criteria (all categories) in Section II
c. Appendix 9-A, Matrix 1, “Intensive Intervention in Reading/Language
Arts, Grades Four Through Eight”
d. Appendix 9-C, Table 3, “Curriculum Content, Intensive Intervention,
Grades Four Through Eight”
e. English–Language Arts Content Standards for California Public
Schools
f. Reading/Language Arts Framework for California Public Schools
42. The program may not be submitted as part of the basic program.
This program is designed to accelerate student reentry into the basic
program within two years or less. Students who are two or more years
below grade level will not benefit from grade-level instruction in the
basic program because grade-level reading and instructional materials
in the basic program are beyond the students’ reading comprehension
level. Publishers choosing to submit an Intensive Intervention Program
in Reading/Language Arts must submit it as a stand-alone program that
will be evaluated separately.
43. This curriculum must incorporate the principles of universal
access described in the Reading/Language Arts Framework, be based on
research as defined in Education Code Section 44757.5(j), and provide
instructional content for 180 days of instruction for minimal daily
time periods of 2.5 to 3 hours.
44. The program must have multiple levels and points of entry to
appropriately address the skill levels of students in grades four
through eight.
45. The curriculum for Intensive Intervention Program in
Reading/Language Arts provides guidance to teachers in efficient and
effective instruction. Teacher and student editions provide explicit,
sequential, linguistically logical, and systematic instruction,
practice, application, and diagnostic support in areas in which
students (including students who use African American vernacular
English) are likely to have difficulty—primarily the following strands
and substrands of the English–language arts content standards, grades
one through six:
a. Phonemic awareness and phonics
b. Word recognition and spelling
c. Oral reading fluency
d. Vocabulary and morphology
e. Grammar and usage
f. Listening and reading comprehension
g. Sentence structure (consistent with narratives, reading passages,
and writing assignments)
h. Writing
46. Instructional materials will provide opportunities for students to
read, write, and discuss expository text.
Program 5: Intensive Intervention Program for English Learners, Grades
Four Through Eight
(For additional guidance, see the “Universal Access” sections under
“English Learners” for each grade in Chapters 3 and 4 in the
Reading/Language Arts Framework.)
47. The Intensive Intervention Program for English Learners is
designed to be a stand-alone intensive reading/language arts program.
This program provides two and one-half hours to three hours of daily
instruction developed specifically for English learners in grades four
through eight whose academic achievement is two or more years below
grade level. This stand-alone reading/language arts intervention
program addresses literacy and language development. The materials
incorporate the elements of English-language development described
below and are designed to provide intensive, accelerated, and
extensive English-language development that complements and supports
reading/language arts instruction.
48. This program may not be submitted as part of the basic program.
This program is designed to accelerate student reentry into the basic
program within two years or less. Publishers choosing to submit an
Intensive Intervention Program for English Learners must submit it as
a stand-alone program that will be evaluated separately.
49. By incorporating a curriculum-embedded diagnostic assessment, this
program positions students to progress rapidly toward reentry into the
basic program at their appropriate grade level. The instructional
design of the program should assume that students can gain two grade
levels for each year of instruction.
50. The Intensive Intervention Program for English Learners shall be
evaluated for alignment with the following materials:
a. Educational content review based on this program description
b. Criteria (all categories) in Section II
c. Appendix 9-A, Matrix 2, “Intensive Intervention for English
Learners, Grades Four Through Eight”
d. Appendix 9-C, Table 3, “Curriculum Content, Intensive Intervention,
Grades Four Through Eight.”
e. English–Language Arts Content Standards for California Public
Schools
f. Reading/Language Arts Framework for California Public Schools
51. This curriculum must incorporate the principles of universal
access, be based on research as defined in Education Code Section
44757.5(j), and provide instructional content for 180 days of
instruction for minimal daily time periods of 2.5 to 3 hours.
52. The program must have multiple levels and points of entry in order
to appropriately address the skill levels of students in grades four
through eight.
53. This program must emphasize academic language, vocabulary and
concept development, sentence structure, grammar, organization and
delivery of oral communication, and speaking applications.
54. Materials guide the teacher on how to instruct English learners to
master the English–language arts content standards so learners can
read, write, comprehend, and speak English for personal use and at the
proficient level for academic schoolwork.
55. The program must include teacher and student editions and focus on
instruction to assist English learners in developing proficiency in
the English language and the concepts and skills contained in the
English–Language Arts Content Standards. Emphasis is placed on:
a.
Instruction in the skills that are transferable from
students’ primary language to English and nontransferable
skills
b.
Acquisition of academic vocabulary
c.
Phonological, morphological, syntactical, and semantic
structures of English.
56. These materials must provide explicit, sequential, linguistically
logical, and systematic instruction, practice, application, and
diagnostic support in areas in which students are likely to have
difficulty—primarily the following strands and substrands of the
English–language arts content standards, grades one through six:
a. Phonemic awareness and phonics
b. Word recognition and spelling
c. Oral reading fluency
d. Vocabulary and morphology
e. Grammar and usage
f. Listening and reading comprehension
g. Sentence structure (consistent with narratives, reading passages,
and writing assignments)
h. Speaking and writing
SECTION II: CRITERIA
Category 1: Alignment with English–Language Arts Content Standards
All programs must include the following features:
1.
Instructional materials as defined in Education Code Section
60010(h) are designed to ensure that all students master each of
the English–language arts content standards.
2.
Instructional materials reflect and incorporate the content of
the Reading/Language Arts Framework for California Public
Schools.
3.
Instructional materials incorporate the content described in
Appendix 9-A, Appendix 9-B, and Appendix 9-C (as referenced in
Section I, Program Descriptions).
4.
Instruction reflects current and confirmed research in
reading/language arts instruction as defined in Education Code
Section 44757.5(j).
5.
Sufficient instructional time is allotted to content standards
that require extensive teaching and are clear prerequisites for
later content standards.
6.
The program demonstrates an explicit relationship between
academic language development, reading selections, and written
and oral expression (see Number 45 below, under “Writing”).
7.
The English–Language Arts Content Standards and Reading/Language
Arts Framework form the basis of the instructional materials.
Extraneous materials not aligned to these content standards must
be minimal and not detract from instruction.
8.
Instructional materials include activities that relate directly
to the learning objectives. Extraneous material is kept to a
minimum.
9.
Instructional materials use proper grammar and spelling (Education
Code Section 60045).
10.
Any gross inaccuracies or deliberate falsification revealed
during the review process will result in disqualification, and
any found during the adoption cycle will subject the program to
removal from the list of state-adopted textbooks. Gross
inaccuracies and deliberate falsifications are defined as those
requiring changes in content.
11.
All authors listed in the instructional program are held
responsible for the content. If requested, the authors must be
willing to supply proof of authorship. Beyond the title and
publishing company’s name, the only name to appear on a cover
and title page shall be the actual author or authors.
12.
Publishers must indicate in teacher materials all program
components necessary to address all the English–language arts
content standards for each grade level.
Curriculum must provide explicit, sequential, linguistically logical,
and systematic instruction, practice, application, and diagnostic
support in the following program areas:
Phonemic Awareness
13. Instructional materials for kindergarten through grade two must be
taught comprehensively and as a sequence of skills in the grade levels
as described in the English–language arts content standards.
Phonics and Decoding
14. Phonics instruction includes all sound-spelling correspondences
and is taught in a sequential and logical design.
15. Publishers will include, for those students who need them,
learning tools for phonemic awareness (such as phoneme phones and
letter tiles).
16. Publishers will include, for those students who need them,
learning tools for phonics (such as Elkonin boxes).
Oral Reading Fluency and Word Attack Skills
17. Instructional materials emphasize oral reading decoding fluency
and the skills of word recognition, reading accuracy, and prosody.
Programs offer strategies for increasing oral fluency rates with
adequate daily materials of increasing difficulty.
18. Oral reading materials include instruction in word reading,
practice on increasingly difficult passages, and assessments on this
instruction and practice in grades one through six and grades six
through eight (as needed).
19. Student materials include opportunities for daily oral reading
fluency practice.
Decodable Books
20. Sufficient pre-decodable and decodable texts are included at the
early stages of reading instruction to allow students to develop
automaticity and practice fluency. Those materials in the program
designated as decodable must have text with at least 75 percent of the
words consisting solely of previously taught sound-spelling
correspondences and from 15 percent to 20 percent of the words
consisting of previously taught high-frequency words and story words.
High-frequency words introduced in pre-decodable and decodable texts
are taken from a list of the most commonly used words in English,
prioritized by their utility. For those sounds with multiple
spellings, two sound-spellings may be paired in one decodable book or
reading passage.
21. Each decodable text contains at the back a list of all the
high-frequency words and sound-spelling correspondences introduced in
that text.
22. Sufficient is defined as follows:
a.
Kindergarten–At least 15 pre-decodable books (pre-decodable
is defined as small books used to teach simple, beginning,
high-frequency words usually coupled with a rebus).
b.
Kindergarten–Approximately 20 decodable books, integrated
with the sequence of instruction.
c.
First grade–Two books per sound-spelling totaling a minimum
of 8,000 words of decodable text over the course of a year.
d.
Second grade–Approximately 9,000 words of decodable text,
two decodable books per sound-spelling determined by the
instructional sequence of letter-sound correspondence for
students who still need this instruction.
e.
Intensive Intervention Programs–Approximately 9,000 words of
decodable text: two decodable reading selections/passages
per sound-spelling determined by the instructional sequence
of letter-sound correspondence for students who still need
this instruction. Careful attention must be given to the age
group for which these decodables are designed to ensure the
content is age-appropriate and engaging for students in
grades four through eight.
Spelling
23. Instructional materials link spelling with decoding as reciprocal
skills. Spelling lessons are based on the phonemic and morphologic
concepts taught at appropriate grade levels as defined in the
English–language arts content standards. Spelling rules are explicitly
taught with practice focused on patterns of words and sound-letter
associations.
Vocabulary
24. Program provides direct, explicit, and systematic instruction and
opportunities for student practice and application in key vocabulary
connected to reading and writing instruction, including academic
vocabulary from the history–social science and science content
standards that are addressed in the basic or intervention programs.
25. The program includes weekly lesson plans for daily vocabulary
lessons and lists of target vocabulary words that will be taught each
week.
26. Instructional resources provide strategies for teachers and
materials for students to use in developing academic language (i.e.,
the more difficult, abstract, technical, and specialized vocabulary
and concepts used in texts and tests).
27. Materials provide opportunities for students to use and apply
words in individual and group responses, over time, and in different
contexts.
28. Materials include suggestions for periodic review and extended use
of the words beyond the instructional time.
29. The program provides instruction designed to foster students’ word
consciousness and self-monitoring in attending to unknown words.
30. To promote language development, instructional materials in
kindergarten through grade two include direct, explicit, and
systematic instruction and opportunities for practice and application
in the following areas:
a.
Classification of grade-appropriate words into categories
b.
Word-learning strategies
c.
Word meaning, including the relationship and association of words
to other words
In addition, in grade two, the materials provide instruction in common
antonyms and synonyms; knowledge of individual words in unknown
compound words to predict their meaning; the meaning of simple
prefixes and suffixes; and identification of simple multiple-meaning
words.
31. To promote language development, instructional materials in grades
three and beyond include direct, explicit, and systematic instruction
and opportunities for student practice and application in the
following areas:
a.
Word structure/analysis of prefixes, suffixes, base and root
words, derivatives, and continuing practice in antonyms and
synonyms as well as identification and usage of
multiple-meaning words with grade-level expectations
b.
Word meaning including the relationship and association of
words to other words
c.
Phonological, morphological, syntactical, and semantic
structures of English
d.
Identification of origins and meanings of foreign words
frequently used in English, beginning in grade six; in use
of Greek, Latin, and Anglo-Saxon word roots and affixes
related to content-area words, beginning in grade seven; and
in analyzing idioms, analogies, metaphors, and similes to
infer literal and figurative meanings of phrases, beginning
in grade eight
e.
Key academic vocabulary with grade-level expectations
f.
Use of new and previously taught academic vocabulary in
reading, writing, listening, and speaking activities and
multiple exposures to key academic vocabulary through
periodic review and distributed practice of previously
taught academic words through guided practice, independent
practice, and application (with teacher feedback)
g.
Word-learning strategies and skills
Expository Texts and Reading Selections
32. In the interest of promoting the efficiency of instruction for
kindergarten through grade three, content standards in history–social
science and science (See Appendix 9-B) that can be covered in
text-based instruction must be incorporated into the instruction in
the reading/language arts program materials during the language arts
time period, particularly in the selection of expository texts that
are read to students or that students read.
33. Informational text to support standards in reading comprehension,
vocabulary, and writing applications is included for all grades. When
included, informational text addressing topics in history–social
science, science, and mathematics is accurate and consistent with
grade-level standards and the unit/theme design. When appropriate,
informational texts in grades four through eight will include content
that incorporates education principles and concepts for the
environment that are consistent with grade-level standards and the
unit/ theme design, as required in Public Resources Code Section
71301(d)(1).
34. Reading selections, both those read to students and those that
students read, are of high quality and are interesting, motivational,
multicultural, and age-appropriate for students.
Writing
35. The program includes daily explicit instruction in writing with
additional time for practice and application during independent work
time.
36. Instructional materials include high-quality literature and
informational text at all grade levels that serve as strong models of
writing and reinforce the reciprocal relationship between reading,
vocabulary, and writing as well as listening and speaking.
37. Teacher editions and student materials are aligned with the
specific types of writing required in the standards at each grade
level, including descriptive writing, narratives, responses to
literature, persuasive compositions, research reports, technical
documents, and documents related to career development as appropriate
to grade level. When specific genres appear at multiple grade levels,
the expectations, direct instruction, and assignments progress in
breadth, depth, and sophistication as specified by grade-level
standards.
38. Instructional materials provide strategies for teachers to develop
students’ academic language, including more difficult, abstract,
technical, and specialized vocabulary and concepts.
39. The teacher editions and student materials provide instruction and
practice opportunities to ensure that students learn the specific
academic language associated with all genres of reading and writing,
including but not limited to terms such as narrative, exposition, and
persuasion. Instruction in academic vocabulary will also include
literary terms such as summary, plot, theme, main idea, evidence,
coherence, cause/effect, and proposition/support.
40. Teacher editions suggest and provide daily explicit instruction in
writing assignments that are connected to and consistent with the
genre presented in the reading selections and passages of the lesson.
Materials include instruction in the language patterns and structures
present in the genre studied. The materials provide discussion
prompts, related to these two reciprocal reading and writing elements
of lessons, that support students as they actively use the academic
language associated with the genre being studied.
41. Materials provide guidance to teachers about when and how in the
instruction process to give feedback to students on their writing.
42. Materials include instruction and practice in writing on demand,
including the skills necessary to read and correctly interpret writing
prompts, organize quickly, edit, and revise.
43. Instructional materials in writing skills and strategies provide
direct, explicit, and systematic instruction, practice, and
application appropriate to grade-level content standards and include:
a.
Sentence fluency
b.
Sentence variety
c.
Paragraph and essay structure, organization, and coherence
d.
Word choice
44. Instructional materials in writing applications provide direct,
explicit, and systematic instruction, practice, and application
appropriate to grade-level content standards and include:
a. Instruction in a full range of text structures including writing to
describe and explain objects, events, and experiences
b. Instruction and practice in writing narratives, biographies and
autobiographies, expository compositions, responses to literature,
research reports, persuasive compositions, and summaries of reading
material
c. Instruction and practice in writing technical documents and
documents related to career development as appropriate to grade level
d. Instruction in the components and unique features of each writing
application
e. Instruction in the use of grade-appropriate, standards-aligned
rubrics for each application
f. Models of the production of each application through teacher
write-aloud opportunities or opportunities to analyze writing models
provided in the materials
g. Scaffolding that leads students into independent grade-level
writing through timely and explicit feedback
h. Guidance for students through frequent opportunities to review
progress using application-specific rubrics
i. Assessment of students' ability to meet the grade-level writing
application standards using application-specific prompts
45. Instructional content reflects the reciprocal and related
processes of reading, writing conventions, and listening and speaking.
46. Instructional materials include direct, explicit, and systematic
instruction and opportunities for student practice of the written and
oral English language conventions, comprehension skills, and literary
response and analysis at the appropriate grade levels as defined in
the English–Language Arts Content Standards.
47. Instructional materials include direct, explicit, and systematic
instruction, student practice, and application on identifying and
using comprehension skills at the appropriate grade level as defined
in the English–Language Arts Content Standards.
48. Instructional materials include direct, explicit, and systematic
instruction; student practice; and identification of the structural
features of literature and expository materials and use of literary
elements of text at the appropriate grade levels as defined in the
English–Language Arts Content Standards.
49. The program provides a consistent set of editing marks that are
taught and used throughout the program.
50. The program provides opportunities for both full process writing
assignments and on-demand, prompt-driven assignments that must be
completed within a specified time limit.
51. The program provides daily opportunities for writing to practice
newly acquired skills and applications and review previously learned
skills and strategies.
Category 2: Program Organization
Sequential organization and a coherent instructional design of the
reading/language arts program provide structure for what students
should learn each year and allow teachers to teach the
reading/language arts instruction efficiently and effectively. English
learners, students with disabilities, students who use African
American vernacular English, struggling readers, and other students at
risk of not mastering grade-level academic content need to be clearly
and directly taught. They need to be able to anticipate what comes
next in the instructional sequence and what is expected of them so
they can focus all their attention on learning the new academic
content, skills, and strategies presented in the lessons. The
instructional design described below serves as the scaffold for
students with diverse learning needs.
All programs must include the following features:
1.
Scope and sequence align with English–language arts content
standards and strands, although within each grade level the
standards and the strands do not have to be addressed in a
particular order.
2.
Internal structure of the program within a grade level and
across grade levels is coherent and consistent in the design of
weekly and daily lesson planners and in the teaching routines
and procedures used in program components.
3.
Instructional materials group related standards and address them
simultaneously for purposes of coherence and utility.
4.
The instructional design enhances student retention and
generalization of what is learned.
5.
Students are taught skills and strategies and then given
activities to practice them, including opportunities to connect
and apply those skills and strategies.
6.
Dimensions of complex tasks are analyzed and broken down into
component parts; each part is taught in a logical progression.
7.
Materials are organized to provide cumulative or spiraled review
of skills or both.
8.
Similar and confusing content and strategies are separated.
9.
The amount of new information is controlled and connected to
prior learning, and students are explicitly assisted in making
connections through direct instruction.
10.
Instructional materials include directions for:
a.
Direct teaching
b.
Teacher modeling and demonstration
c.
Guided and independent practice and application with
corrective feedback during all phases of instruction and
practice
d.
Appropriate pacing of lessons
e.
Preteaching and reteaching as needed
11.
Instructional materials include adequate practice and review
(distributed review, cumulative review, and varied review).
12.
A list of the grade-level standards is provided in both the
teacher and student editions. Topical headings reflect the
framework and standards and clearly indicate the content that
follows.
Criteria Category 3: Assessment
(For additional guidance, see the progress-monitoring assessment
schedules in Chapter 6 of the Reading/Language Arts Framework.)
All programs must provide the following features:
1.
Guidance on the purpose, administration, scoring, and
interpretation of assessments includes:
a.
Progress monitoring (curriculum-embedded,
criterion-referenced to lessons)
b.
Summative (curriculum-embedded, criterion-referenced to
lessons at trimester or semester)
c.
Diagnostic screening (usually norm-referenced) for specific
technical skills of reading and language arts
1.
Teacher editions and student materials provide the following
assessments:
a.
Progress-monitoring assessments (curriculum-embedded,
criterion-referenced to lessons) to measure instructional
effectiveness and to monitor student progress at a minimum
of every six to eight weeks (See the progress-monitoring
assessment schedules in Chapter 6 for details.)
b.
Summative assessments (curriculum-embedded,
criterion-referenced to lessons at trimester or semester
intervals) as required in each type of program
c.
Diagnostic screening assessments (usually norm-referenced)
in the six technical skill areas for use with selected
students in addressing instructional needs (The diagnostic
screening assessments either are listed as recommended or
are provided under licensed agreements with test
publisher[s].)
2.
In addition, intensive intervention programs, which must have
multiple levels and points of entry, also provide placement
and exit assessments designed to help determine the
appropriate instructional level for entry into and exit from
the program.
The basic programs must provide these features:
4. Progress-monitoring assessments (curriculum-embedded,
criterion-referenced) are designed to inform teachers of the
effectiveness of instruction and of student progress.
Progress-monitoring assessments are based on content taught in the
unit or theme and, when appropriate, previously taught skills and
strategies. (See the progress-monitoring assessment schedules in
Chapter 6 for details.)
5.
The progress-monitoring assessments must include subtests of a
minimum of ten items, including:
a.
Kindergarten–Phoneme awareness (which includes phoneme
deletion and substitution and phoneme segmentation),
beginning phonics, rapid letter and word naming, upper- and
lowercase letter naming, rhyming, matching consonants and
sounds, matching short vowel and sounds, high-frequency word
reading, and consonant-vowel-consonant (CVC) words.
b.
Grade one–Phonics and word reading, oral reading fluency
(starting in the 18th week of instruction and measured in
words correct per minute), reading comprehension,
vocabulary, spelling, usage/conventions, and writing
c.
Grades two through six–Oral reading fluency (measured in
words correct per minute), reading comprehension,
vocabulary, spelling, usage/conventions, and writing
d.
Grades seven through eight–Oral reading fluency (only as
needed, measured in words correct per minute), reading
comprehension, vocabulary, spelling, usage/conventions, and
writing.
6.
Summative assessments (once a year for kindergarten and grade
one and twice a year for grades two through eight) must be
designed to measure whether students have mastered the
previously taught content related to the following strands of
the English–language arts content standards. The summative
assessments must include subtests of a minimum of ten items for
the appropriate grade-level strands:
a.
Word analysis, fluency, and systematic vocabulary
development
b.
Reading comprehension
c.
Literary response and analysis
d.
Writing strategies
e.
Writing application
f.
Written and oral language conventions
7. Diagnostic screening assessments must be designed to identify
student instructional needs and inform instruction in the technical
skill areas listed below. In most cases these assessments should be
normed for age-based or grade-level-based performance. These
assessments must be appropriate for use with an individual or small
group. The content of the diagnostic screening assessments include:
a.
Phonemic awareness
b.
Phonics and decoding
c.
Oral reading fluency
d.
Spelling
e.
Vocabulary
f.
Reading comprehension
8. Intensive vocabulary support materials must include weekly oral
pre- and post-assessments on new words.
9. The reading intervention kit for grades one through three includes:
a.
Placement assessments for grades one through three designed to
help determine the appropriate instructional level for beginning
instruction in each of the technical skill areas
b.
Progress-monitoring assessments for every ten lessons
The Intensive Intervention Program in Reading/Language Arts and the
Intensive Intervention Program for English Learners must provide:
10. Progress-monitoring assessments designed to provide teachers with
information on instructional effectiveness and to monitor student
progress at the end of each set of lessons every six to eight weeks.
Progress-monitoring assessments are based on content taught in the set
of lessons and, when appropriate, previously taught skills and
strategies.
11. The progress-monitoring assessments must include a minimum of five
subtests, each subtest having a minimum of ten items aligned to the
following reading/language arts skills taught:
a.
Phonemic awareness and phonics
b.
Word recognition and spelling
c.
Oral reading fluency
d.
Vocabulary and morphology
e.
Listening and reading comprehension
f.
Sentence structure aligned with narratives, reading passages, and
writing assignments
g.
Writing
12. Summative assessments must be designed to measure whether students
have mastered the content of previously taught lessons and be
administered at the end of each level of the program. Summative
assessments must include a minimum of five subtests, each subtest
having a minimum of ten items that are aligned to the technical
reading/language arts skills taught (listed above in item 11).
13. Placement and exit assessments must be designed to help determine
the appropriate instructional level for entry in and exit out of the
program.
a. The placement assessments must provide an accurate and precise
measure of student performance to place students at the appropriate
instructional level in the program.
b. The exit assessments must provide an accurate and precise measure
of student mastery of skills necessary to exit the program.
c. Placement and exit assessment content must accurately reflect the
skills taught in the program.
13.
Diagnostic screening assessments must be designed to identify
student instructional needs in technical reading/language arts
skills. In most cases, these assessments should be norm-referenced
and must be appropriate for use with an individual and a small
group.
The English-language development instruction, kindergarten through
grade eight, must provide these features:
15. Progress-monitoring assessments for English-language development
Instruction in Programs 2 and 3 must be designed to provide teachers
with information on instructional effectiveness and to monitor student
progress at the end of each unit or theme or set of lessons every six
to eight weeks. Progress-monitoring assessments are based on content
taught in the unit or theme or set of lessons and, when appropriate,
previously taught skills and strategies.
16. Progress-monitoring assessments for English-language development
Instruction measure progress in reading, writing, listening, and
speaking in English as described in Appendix 9-A, Matrix 3,
“English-Language Development Instruction, Kindergarten Through Grade
Eight.”
17. The progress-monitoring assessments must include a minimum of five
subtests, each subtest having a minimum of ten items that are aligned
with structured lessons focused on the following reading/language arts
skills:
a. Phonemic awareness and phonics
b. Oral reading fluency
c. Word recognition and spelling
d. Vocabulary and morphology
e. Grammar and usage
f. Sentence structure aligned with narratives, reading passages, and
writing assignments
g. Listening and reading comprehension
h. Writing
Criteria Category 4: Universal Access
(For additional guidance, see Chapter 7, “Universal Access to the
Language Arts Curriculum,” and the “Universal Access” sections for
each grade in Chapters 3 and 4 of the Reading/Language Arts Framework.)
The goal of reading/language arts programs in California is to ensure
universal access to high-quality curriculum and instruction for all
students so they can meet or exceed the state's English–language arts
content standards. To reach that goal instructional materials must
provide teachers with the necessary content and pedagogical tools to
teach all students to master the English–language arts content
standards.
Teachers need assistance in using assessments for planning
instruction, determining effective grouping strategies, implementing
other strategies for meeting the instructional needs of students, and
measuring the effectiveness of instruction. Specifically,
instructional strategies must meet the needs of (1) struggling readers
(all students experiencing difficulty learning to read; these students
may include English learners, students with disabilities, and students
who use African American vernacular English); (2) students in grades
four through eight who are two or more years below grade level in
academic achievement; (3) advanced learners; and (4) English learners.
The basic program curriculum must encompass a range of materials for
teacher and student editions sufficient to meet the instructional
needs of students at various advanced, benchmark, strategic, and
intensive levels of performance. Intensive intervention program
materials must encompass a range of materials for teacher and student
editions sufficient to meet the instructional needs of students at
various levels of performance.
Basic program instructional materials present comprehensive guidance
for teachers in providing effective, efficient instruction for all
students. Materials must be constructed to meet the instructional
needs of those who enter school at or above grade levels or one or
more grade levels below the content standards taught for a particular
grade, and therefore, are adaptable to each student’s point of entry.
Such instruction must focus on the English–language arts content
standards. All suggestions and procedures for meeting the
instructional needs of students are not to be added as superficial
afterthoughts to the main focus of instruction. Rather, the
instructional materials are constructed so that the teacher does not
need to create extensive modifications in order to meet the learning
needs of a full range of students.
The following design principles are guidelines for publishers to use
in creating materials that will allow access for all students,
including English learners, students with disabilities, struggling
readers, and students who use African American vernacular English, to
ensure they master the English–language arts content standards.
Universal Access Design Principles
All programs must include the following features:
1.
Instructional materials incorporate:
a.
Optimal opportunities for teachers to scaffold instruction
and check for understanding
b.
Guidance on the use of preteach, reteach, and review and an
accelerated pace of program options
c.
Coherence and consistency in the design of the weekly and
daily lesson planner and the teaching routines and
procedures for program components within a grade and across
grade levels, as appropriate
d.
Ample background information on key skills and concepts
e.
Sufficient practice for all skills and strategies taught,
with additional practice for those who require it
f.
Corrective feedback during all phases of instruction,
practice, and application
g.
Emphasis on ample opportunities for practice and use of
vocabulary words to support vocabulary acquisition and
language development
h.
Assistance with organizing and sorting words and concepts to
support vocabulary acquisition and language development
All programs should include the following features:
2.
Instructional materials use "considerate text" design principles
that are consistent by grade and across grade levels:
a.
Adequate titles for each selection
b.
Introductory subheadings for chapter sections
c.
Introductory paragraphs
d.
Concluding or summary paragraphs
e.
Complete paragraphs, including clear topic sentence, relevant
support, and transitional words and expressions (e.g.,
furthermore, similarly)
f.
Effective use of typographical aids (e.g., boldface print,
italics)
g.
Adequate, relevant visual aids connected to the print:
illustrations, photos, graphs, charts, maps
h.
Manageable, not overwhelming, visual and print stimuli
i.
Identification and highlighting of important terms
j.
List of reading objectives or focus questions at the beginning
of each reading selection
k.
List of follow-up comprehension and application questions
Design Principles for Means of Expression
All programs must include the following features:
2.
An explanation in the teacher edition that there is a variety of
ways for students with special instructional needs to use the
materials and demonstrate their competence (e.g., physically
forming letters for students who have dyslexia or who have
difficulties writing legibly or spelling words). The teacher
edition may suggest modifications so that students have access to
the materials and can demonstrate their competence. Examples of
such modifications might be (but are not limited to) student use
of computers to complete pencil and paper tasks, including the use
of on-screen scanning keyboards, enlarged keyboards, word
prediction, and spellcheckers.
Design Principles for Advanced Learners
Basic and primary language programs must include the following
features:
4.
Teacher and student editions include suggestions or materials
for advanced learners who need an enriched or accelerated
program or assignments that are consistent with the guidance
described in the “Universal Access” sections of each grade level
in Chapters 3 and 4.
5.
Materials provide suggestions to help students study a
particular author, theme, or concept in more depth and conduct a
more complex analysis of additional independent reading.
6.
Materials remind teachers to set high expectations for all
students and inform teachers of the connection of skill
development and concepts to higher grade levels.
Criteria Category 5: Instructional Planning and Support
(For additional guidance, see Chapter 7, “Universal Access to the
Language Arts Curriculum” and the “Universal Access” sections for each
grade in Chapters 3 and 4 of the Reading/Language Arts Framework.)
Teacher editions must include the following features:
1.
Instructional routines and procedures are based on current and
confirmed research, as defined in Education Code Section
44757.5(j).
2.
Instructional materials provide a clear road map for teachers to
follow when planning instruction.
3.
Instructional materials include a teacher planning and pacing
guide for 180 days of instruction that describes how to use all
program components, the relationships between the components and
parts of the lesson, and the minimum daily time requirements.
4.
The teacher edition provides guidance on what to teach, how to
teach the material, and when to teach it.
5.
The teacher edition provides guidance in the daily lesson on
appropriate opportunities for checking for understanding.
6.
Lesson plans and the relationships of parts of the lesson and
program components are clear.
7.
Learning and instructional objectives in the student materials
and teacher edition are explicit and clearly identifiable.
8.
A list of required materials is provided for each lesson.
9.
Terms from the English–Language Arts Content Standards are used
appropriately in all guidance for teachers.
10.
The program includes suggestions for parents or caregivers on
how to support student achievement. The suggestions should be
designed so that families receive specific information and
support for extending their children’s learning at home. The
program should include materials that teachers can use to inform
families about the English–Language Arts Content Standards, the
Reading/Language Arts Framework, program-embedded assessments,
and the degree to which students are mastering the standards.
11.
Preteaching, reteaching, extension, and acceleration activities
are clearly labeled.
12.
Materials describe grouping strategies for flexible small-group
instruction.
13. The teacher edition includes guidance for teachers on implementing
reading activities that build oral reading fluency.
14. The teacher edition indicates how oral reading fluency passages
will be used to build fluency (accuracy, rate, and expression) and to
assess automaticity (i.e., accuracy and rate).
15. The teacher edition provides samples of student writing that
demonstrate end-of-grade-level sophistication of writing genres.
16. Teacher support materials provide directions for explicit teaching
of writing strategies, conventions, and specific writing applications.
17. Teacher support materials include demonstrations of writing
strategies, including the writing process.
18. The teacher edition includes strategies for providing timely
teacher feedback about student writing and specific information about
what has been done well with suggestions for “next steps.”
19. The teacher edition clearly references, explains, and provides the
location of additional instructional materials and program components
designed to provide extra support for students who require it (e.g.,
English learners, students who use African American vernacular
English, struggling readers, and students with disabilities).
20. Teacher editions for additional instructional materials provide
daily lesson guidance regarding the use of instructional materials to
develop and provide additional instruction and sufficient practice of
key concepts, skills, and strategies for English learners and
struggling readers.
21. All suggestions and procedures for meeting the instructional needs
of all students are ready to use with minimum modifications to
facilitate the program supporting scaffolded instruction for English
learners, students with disabilities, struggling readers, and students
who use African American vernacular English and providing teachers
with guidance on scaffolded instruction.
22. The program provides a linguistic, contrastive analysis chart in
the teacher edition that shows and explains how new or difficult
sounds and features of the English language are taught and reinforced.
Comparisons with the five (or more) of the most common languages in
California and African American vernacular English will be
incorporated as appropriate, accentuating transferable and
nontransferable skills.
23. The program provides teachers with a cassette, CD-ROM, other audio
recording, or video that demonstrates the correct pronunciation of all
the sounds taught.
24. The teacher resource materials provide background information
about each reading selection, including author, context, content, and
information about illustrations, if any.
25. High-quality literature, including but not limited to selections
reflective of California’s diverse cultural population, is an integral
part of language arts instruction at every grade level.
26. Materials provide teachers with guidance on the effective use of
library resources that best complement the English–Language Arts
Content Standards.
27. Materials include instructions for the teacher on salient features
of the reading material and suggestions on how to use each reading
selection in the lesson or lessons.
28. Teacher and student editions have correlating page numbers.
29. Answer keys are provided for all workbooks and other related
student activities.
Instructional materials should include the following features:
30. The teacher edition includes a list of books for independent
reading that spans at least three grade levels and matches the topics
of the units.
31. Reading materials used for in-class work and homework as students
progress through the grades are suggested or included to ensure that
students read the amount of text specified in the standards at various
grade levels.
32. Teacher editions suggest reading material for students to read
outside of class at least 20 minutes a day in grade one and 30 minutes
a day in grades two and beyond.
33. Electronic learning resources, when included, are integral parts
of the program, support instruction, and connect explicitly to the
standards.
34. All informational technology resources include technical support
and suggestions for appropriate use.
35. Black-line masters are accessible in print and in digitized
formats and are easily reproduced. Black areas shall be minimal to
require less toner when printing or photocopying.
36. Homework extends and reinforces classroom instruction and provides
additional practice of skills that have been taught.
Intentionally Blank
Appendix B
Learning Resources Display Centers
(LRDCs)
Locations for Reviewing Both Submitted and
Adopted Instructional Materials and Resources for Grades K–8
LRDC #1
Peg Gardner
Humboldt County Office Of Education
Humboldt Educational Resource Center
901 Myrtle Ave.
Eureka, CA 95501
707-445-7077
LRDC #6
Hector Garcia
Alameda County Office of Education
Educational Services
313 West Winton Ave.
Hayward, CA 94544
510-670-4235
LRDC #2
Bob Benoit
Butte County Office of Education
Instructional Resource Center
5 County Center Drive
Oroville, CA 95965
530-532-5803
LRDC #7
Rita Yee
College of Education
San Francisco State University
Cahill Learning Resources & Media Lab.
1600 Holloway Ave., Burk Hall 319
San Francisco, CA 94132
415-338-3423
LRDC # 3
Jennifer Duckhorn
Sonoma County Office of Education
Instructional Resource Center
5340 Skylane Blvd.
Santa Rosa, CA 95403
707-524-2837
LRDC #8
Bob Gausman
Stanislaus County Office of Education
Technology Learning Resources
1100 H Street
Modesto, CA 95354
209-525-4988
LRDC # 4
Ben Anderson
Sacramento County Office of Education
Instructional Technology and Learning Resources
10474 Mather Blvd.
Mather, CA 95655
916-228-2351
LRDC #9
Diane Perry and Peter Doering
Santa Clara County Office of Education
Library Service #232
1290 Ridder Park Drive
San Jose, CA 95131-2304
408-453-6800
LRDC #5
Rovina Salinas
Contra Costa County Office of Education
Curriculum & Instruction Department
77 Santa Barbara Road
Pleasant Hill, CA 94523
925-942-5332
LRDC #10
John Magneson
Merced County Office of Education
Instructional Services
632 W. 13th Street
Merced, CA 95340
209-381-6632
LRDCs, continued
LRDC #11
Janie Rocheford
Fresno County Office of Education
School Library and Media Services
1111 Van Ness
Fresno, CA 93721
559-265-3094
LRDC #17 is now LRDC #A8 (see below)
LRDC #12
Elainea Scott and Steven Woods
Tulare County Office of Education
Educational Resource Services
7000 Doe Avenue, Suite A
Visalia, CA 93291
559-651-3077
LRDC #18
Sharon McNeil
Los Angeles County Office of Education
Library Services
12757 Bellflower Blvd.
Downey, CA 90242
562-922-6359
LRDC #13
Kathy Hall
Kern County Superintendent of Schools Office
The Learning Center
2020 K Street
Bakersfield, CA 93301
661-636-4640
LRDC #19
Esther Sinofsky
Los Angeles Unified School District
Textbook Services
1545 Wilshire Blvd. Suite 200
Los Angeles, CA 90017
213-207-2271
LRDC #14 is now LRDC #A4 (see below)
LRDC #20
Sandra Lapham
Orange County Department of Education
200 Kalmus. Dr.
Costa Mesa, CA 92626
714-966-4000
LRDC #15
Lorna Lueck
University of California
Davidson Library, Curriculum Lab
Santa Barbara, CA 93106-9010
805-893-7111
LRDC #21
Christina Cicchetti
University of California, Riverside
Rivera Library
P.O. Box 5900
Riverside, CA 92517-5900
951-827-3715
LRDC #16
Patti Johnson
Ventura County Office of Education
5100 Adolfo Road
Camarillo, CA 93102
805-437-1340
LRDC #22
Barbara Takashima
San Diego County Office of Education
Learning Resource Display Center
6401 Linda Vista Rd., Room 201
San Diego, CA 92111
858-292-3557
LRDCs, continued
The following LRDCs display adopted instructional materials and
resources for grades K–8 only. They do not review submitted materials
and resources prior to adoption.
LRDC #A1
Karol Thomas
San Mateo County Office of Education
101 Twin Dolphin Drive
Redwood City, CA 94065-1064
650-802-5651
LRDC #A5
Ron Rodriguez
California State University, Fullerton
Pollack Library, Curriculum Materials Center
800 N. State College Blvd.
Fullerton, CA 92834
714-278-7544 or
Reference Desk at 714-278-3743
LRDC #A2
Susan Kendall
San Jose State University
King Library
One Washington Square
San Jose, CA 95192-0028
408-808-2039
LRDC #A6
Harry Powell
Monterey County Office of Education
Instructional Resources and Technology Department
901 Blanco Circle/P.O. Box 80851
Salinas, CA 93912-0851
831-755-0388
LRDC #A3
Rosalind Van Auker
Sacramento State University
Library, Reference Department
2000 State University Drive East
Sacramento, CA 95819-6039
916-278-5673
LRDC #A7
John Roina
Yolo County Office of Education
Learning Resources Display Center
1280 Santa Anita Court, Suite 100
Woodland, CA 95776
530-668-3757
LRDC #A4
Dr. Jose Montelongo
California Polytechnic State University
Kennedy Library
Information and Instructional Services
1 Grand Avenue
San Luis Obispo, CA 93407
805-756-7492
LRDC #A8
Alicia Gonzalez , LRDC #A8
San Bernardino County Superintendent of Schools
Curriculum and Instruction
4549 Hallmark Parkway
San Bernardino, CA 92407-1834
909-887-7506
12/30/2021 2:47 AM