5th Grade - Gateway 3
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Usability
Gateway 3 - Meets Expectations | 88% |
|---|---|
Criterion 3.1: Use & Design | 8 / 8 |
Criterion 3.2: Teacher Planning | 7 / 8 |
Criterion 3.3: Assessment | 7 / 8 |
Criterion 3.4: Differentiation | 8 / 10 |
Criterion 3.5: Technology Use |
Overall, the materials provide good structural support and consistent routines. Use of technology is encouraged, but supplemental support may be needed for students for whom English is a new language and students or teachers with limited technology skills or adaptive needs. Materials provide evidence of connections between the parts of the program, the assessments, and the college and career-ready standards.
Criterion 3.1: Use & Design
Grade 5 materials are well designed, taking into account effective lesson structure and pacing. The 4 units and 36 weeks of instruction provide flexibility for teachers to adjust lessons as needed while still being able to complete the materials within a normal school year. Materials are well-aligned to the standards and provide documentation for that alignment. Student resources are clear, well-designed, correctly labeled and do not distract from the lessons. There is adequate support for all included resources.
Indicator 3a
Materials are well-designed and take into account effective lesson structure and pacing.
The instructional materials reviewed for Grade 5 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.
The year is divided into 4 Units of Study. The Literacy Lab is a 6 week unit of study, while the 3 Research Labs are 9 week Units. Each lesson is broken up into a suggested 90-120 minute reading blocks.
Each week of the Literacy Lab instruction has weekly goals for standards-based instruction, reading culture, and IRLA coaching. There is a teacher checklist for the week to help measure success. Focus Standards are listed for each week as well as an overview of the daily lesson plans. Each Lesson contains an overview of the key objectives, teacher work, and student work for each part of the literacy block. Daily lesson plans have a two column format. This provides detailed support for how to teach each part of the literacy block. During Week 1 there is a day by day detailed instruction, after that there is a framework in the following weeks. There is a lesson ticker at the top of the pages to show where you are in the lesson. Blackline masters that will be needed for each lesson are found at the end of each lesson. Literacy Lab lessons include a CCSS Mini-Lesson, Read-Discuss Complex Text-Readers’ Workshop, Writing, Read-Aloud, and Reflection. Suggested times are given both at the beginning of the unit in a pacing guide and also in the ticker that runs across lessons.
Each Week of Research Labs instruction includes goals for expertise, reading, writing, vocabulary, art, and final projects. A unit introduction and research questions help to establish the unit. All graphic organizers and blackline masters can be found within the unit’s opening pages of the unit. There are weekly overview calendars and every lesson includes three parts: Read Complex Text, Independent Reading, and Writing. Standards are listed at the beginning of each week, as well as in the daily learning goals. Each daily lesson plan has two columns with teaching notes, suggested answers, and guided tips. Suggested times are given both at the beginning of the unit in a pacing guide and also in the ticker that runs across lessons.
Indicator 3b
The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
The materials reviewed meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.There are 165 lesson provided, broken into four units. This will allow flexibility for teachers to adjust lessons as needed.
The Teacher’s Guide states, “Our curriculum is a FRAMEWORK, not a script. What should students argue about while they study the Civil War? What lessons should they take away from a study of Science Fiction? It depends. It depends on the children in your classroom. It depends on you. There is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.”
Indicator 3c
The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
The instructional materials reviewed for Grade 5 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
Materials provide review and practice resources such as, note catchers, reference charts, anchor charts, checklists, graphic organizers, rubrics, and blackline masters.
Student resources include clear explanations and directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed. Examples include:
- In Unit 2, students are provided with a blackline master for a text-dependent questions note catcher.
- In Unit 4, Week 7, Day 5 students are provided with a Transition Words, Phrases, and Causes linking language list to use while writing.
Indicator 3d
Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
Instructional materials reviewed for Grade 5 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
Each day standards are listed at the beginning of the lesson and often referenced in the daily Learning Goal.
For Example, in Unit 4, Week 7, Day 5 students are refining essays and editing for formal style. The materials list the following standards:
- Common Core Standard W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Common Core Standard L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Common Core Standard
- L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standards are also listed on student facing blackline masters and handouts, organizers, elements of genre cards, common core mini-lessons, rubrics, writing tasks and extended writings.
Indicator 3e
The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
Criterion 3.2: Teacher Planning
Materials support teacher learning and understanding of the Standards.
The Teacher edition contains many useful annotations and suggestions to support teachers who may not be as familiar with the material or content, however there are places in the materials where additional support for the teacher, particularly for students who are not responding to specific aspects of instruction would be helpful.
Abundant educative materials are included in the program to support teachers’ professional learning, including outlines for Professional Learning Communities. Additionally, the materials clearly define the role of research in the development and improvement of the program, and consistently delineates research-based best practices and the source of those practices for teachers who wish to learn more on the topic.
The role of the standards in the materials is well-defined and aligned to college and career ready standards.
There is a clear plan for engaging all stakeholders, including students, parents, or caregivers in the goals and work of the program.
Indicator 3f
Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
The instructional materials reviewed for Grade 5 partially meet the expectations that materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.
There are places throughout the materials where explicit teacher directions are present and accompanied by additional support for teachers who may need additional help in presenting the materials. For example, Unit 4, Week 5, Day 5's lesson on writing.
1. Model: Crafting an Introduction
Model writing an introduction that:
- Captures the reader’s interest—start with something that will make the reader care - a provocative statement, a funny quote, a snatch of dialogue.
- Provides the basic background on the two texts you will write about (titles, authors, possibly a brief summary of each text).
- Ends with your opinion statement.
2. Guided/Independent Practice
Now you will craft your introductions.
3. Teacher Work
Monitor for Engagement
- Ensure all students are on task.
Formative Assessment
- One-on-One Conferences
- Make sure each student is making sufficient progress developing his/her introduction.
4. Collaborative Writing
Each partner shares his/her introduction.
Peer evaluates: What do you like about this introduction? Is there an element that could be more effective? Which part? How?
The Teacher Guide provides additional support for the teacher as they teach writing creative openings.
Creative Opening/Hook: the beginning sentences of the introduction that catch the reader’s interest. Ways of beginning creatively include the following [NOTE: the examples provided here are for teacher understanding - have students create/collect opening hooks that are appropriate to your topic/grade level.]:
- A startling fact or bit of information
- Example: Nearly two hundred citizens were arrested as witches during the Salem witch scare of 1692. Eventually nineteen were hanged, and another was pressed to death (Marks 65).
- A snatch of dialogue between two characters
- Example: “It is another thing. You [Frederic Henry] cannot know about it unless you have it.”
- “ Well,” I said. “If I ever get it, I will tell you [priest].” (Hemingway 72).
- With these words, the priest in Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous “it” in his life.
- A meaningful quotation (from the book you are analyzing or another source)
- Example: “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark.
- A universal idea
- Example: The terrifying scenes a soldier experiences on the front probably follow him throughout his life—if he manages to survive the war.
- A rich, vivid description of the setting example: “Sleepy Maycomb, like other Southern towns, suffers considerably during the Great Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and ‘white trash’ Ewells, who live on the outskirts of town.” Harper Lee paints a vivid picture of life in this humid Alabama town where tempers and bigotry explode into conflict. —Christina Cheung, “A Guide to Writing the Literary Analysis Essay”, 2014
Annotations and suggestions are presented within the Literacy Lab and Research Lab Teacher Editions. These annotations and suggestions present the structure of the lesson; however, some teachers may need more support and guidance with presenting material. For example, in Unit 2, Week 2, on Day 3, during a Close Reading of Informational Text, the Teacher’s Edition states, “Select a rich passage from the Central Text that will build students’ knowledge of the key Science or Social Studies concepts at the heart of today’s Research Question. The class will read and re-read this selection over the course of the next two days, so select a passage (or set of passages) that is worth the time and attention. Read the text in appropriate chunks (1–2 pages at most). First Read: Experience Connected Text Read the text without interruptions. Interject with a quick one or two-sentence aside only when necessary to avoid a major misunderstanding.” Teachers may need more guidance on what a rich passage from the Central Text would need to have in order for students to be able to discuss with a partner the main idea of the text. Also, there is no guidance about what types of information teachers should be interjecting in the asides to help students determine what the author is saying.
There is minimal guidance and support for the use of embedded technology. For example, in Unit 3, Week 9, the Teacher Edition gives publishing ideas that include technology, but does not give any other information to support the use and enhance student learning. The Teacher Edition states, “Publishing: Decide how you want your students to publish their short stories. The following ideas are only to get you thinking. Publishing Ideas: Create a book, Blog entry, Class/school website, Submit to relevant periodical/newspaper, Class newspaper/periodical/journal/portfolio, or PowerPoint.”
Indicator 3g
Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
The materials reviewed for Grade 5 meet expectations that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
The Literacy and Research Lab Teacher Editions include notes that give adult-level explanations and examples. Examples include, but are not limited to:
- In Unit 2, Week 1, Day 2, the materials provide suggestions for “Creating a Community of Learners Every day, make sure you post information students are discovering by:
- Adding interesting things to “WOW!” Chart.
- Adding new domain-specific words to the glossary.
- Adding new questions. What are your students wondering about?
- Creating or adding to other graphic organizers as needed."
- There is also a list of recommended Professional Reading for Grade-Level Instruction in the same section as above.
- Campbell, Kimberly Hill. Less Is More: Teaching Literature With Short Texts, Grades 6-12, Stenhouse, 2007.
- Duffy, Gerald G. Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies, Guilford Press, 2003.
- Fisher, Douglas, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision & Curriculum Development, ASCD, 2008.
- Jackson, Robyn R. Never Work Harder Than Your Students, Association for Supervision & Curriculum Development, ASCD, 2009.
- Schmoker, Mike. Focus: Elevating the Essentials to Radically Improve Student Learning, ASCD, 2011.
- Wiggins, Grant, and Jay McTighe. Understanding by Design, ASCD, 2005.
- In Unit 2, the front matter includes an article by Jeffrey Wilhelm, Distinguished Professor of English Education at Boise State University: "What is inquiry through apprenticeship and why should we teach this way?" The article describes the approaches, why it work, and how to establish it within the classroom." This framework undergirds a great deal of how the program is structured, and provides an overall view of why and how the materials are arranged with the students driving pieces of the daily work.
Indicator 3h
Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
The materials reviewed for Grade 5 meet the expectations that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Standards are addressed throughout the front material of each Literacy and Research lab. The Teacher Editions explain the role of the specific ELA/Literacy standards and how they shaped the reviewed curriculum.
For example, in Unit 3, Week 1, Day 1, the Teacher Edition states, “The books in the Research Lab Libraries are leveled and organized by IRLA (Independent Reading Level Assessment) levels. The IRLA is a color-coded Developmental Reading Taxonomy that integrates Common Core State Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, grades PreK through 12. Each book’s IRLA level is a result of multiple reading experts independently assessing the specific combination of quantitative, qualitative, and reader/task challenges presented by that title.”
The Teacher Edition also include Standards Mini Lessons which give explanations of what the teacher work looks like based on the standard being taught. For example, in Unit 1, Week 1, Day 5 the Teacher Edition states, “Teacher Work: Introduce/Review Author’s Theme Teacher Work: Clarify Topic (the issue, idea, question the book explores) vs. Theme (the author’s perspective, position, lesson, or moral on a topic/issue/idea/question).”
In Unit 4, the Teacher Edition states, “The Research Lab Units of Study integrate the 3 Shifts and the CCSS into teacher's’ daily practice. Teachers provide grade-level rigor through the use of complex text, grade-level ELA CCSS and Science/Social Studies content, and academic vocabulary. Leveled libraries of informational text and a carefully structured project-based learning format provide the differentiated support needed to ensure that every student is successful. Phase I: Content Area Research includes,
- 1. Teachers use close reading of complex text to teach the core content of a Science or Social Studies Unit, national/state content area standards, and gradelevel Common Core State Standards.
- 2. Students develop expertise on a specific Research Topic within the Science or Social Studies Unit through daily research in informational texts.
- 3. Students practice reading, writing, and speaking grounded in evidence in order to produce a final written product demonstrating their expertise in both the Unit and their individual Research Topics.
Indicator 3i
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
The instructional materials reviewed for Grade 5 meet the expectations that Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.The front material of each Research Lab includes multiple citations and explanations of instructional approaches. Research based strategies are included throughout the program in lesson sidebars. There are also a Research Lab works Cited/Consulted pages that lists all research materials cited or consulted for the program.
Indicator 3j
Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
Criterion 3.3: Assessment
Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
The materials use the IRLA Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences to consistently assess student progress. Most assessments clearly denote their alignment to the standards. Further, the materials provide good guidance for teachers to determine student performance and implications for instruction. Independent reading is clearly a strong and present focus throughout the materials, with emphasis on helping students to select books of interest and to engage in experiences that build stamina, confidence, and motivation. Students are accountable for their independent reading, supported by strong communication with their families or caregivers for supporting students in their independent reading.
Indicator 3k
Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
The instructional materials reviewed for Grade 5 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
The materials use the IRLA Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences to consistently assess student progress. The Teacher Edition states, “The IRLA is used to determine, monitor, and research the full continuum of each student’s reading spectrum, from independent to instructional to frustration levels. Teachers’ careful research of their students’ reading competencies, by means of the IRLA, allows them to determine just what skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using the full range of instructional formats (e.g., whole-group, small-group, one-on-one), documenting success and progress in the IRLA. The skills/strategies taught may be essential for enhancement of the student’s current reading level, or they may prepare him for the next. The goal of all reading instruction is to produce successful independent readers; therefore, all of this work is designed to advance the students’ independent levels.”
Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.
Indicator 3l
The purpose/use of each assessment is clear:
Indicator 3l.i
Assessments clearly denote which standards are being emphasized.
The materials reviewed for Grade 5 partially meet the expectations that assessments clearly denote which standards are being emphasized. Daily formative assessments are connected to the daily lessons include the standards being emphasized for the day's lessons at the beginning of the lesson. Some rubrics, such as the CCSS W.3 Rubric for a Proficient Informational writing piece include the standard being addressed. However during the Research Lab Pre and Post Assessments there are no standards denoted. There are also rubrics such as the Final Project Rubrics that do not denote the standards being emphasized.
Indicator 3l.ii
Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
The materials reviewed for Grade 5 meet the expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Teachers are often directed to conference with students during small group time.
The Independent Reading Level Assessment ( IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance.
Teachers are prompted to use the formative assessment protocol and questions throughout daily lessons, examples include, but are not limited to,
- In Unit 2, Week 2, Day 2, the Teacher Edition states, “Formative Assessment, One-on-One Conferences, Once students are making adequate progress in their research, check individual students to assess their current proficiency with R.2. Look for patterns in students’ misconceptions. Where should you (re) teach to everyone? Pull a small group?”
- In Unit 3, Week 2, Day 3, the Teacher Edition states, “Formative Assessment Check for Understanding Once students are making adequate progress in their reading, check individual students to assess their current proficiency with R.3. ,Who is the antagonist in your book? ,Why do you think the author chose/created this character?, How does the author use the antagonist to communicate a theme/ message? What quote best supports your thinking? Look for patterns in students’ misconceptions. Where should you (re) teach to everyone? Pull a small group?.”
- In Unit 4, Week 3, Day 4, the Teacher Edition states, “Formative Assessment, 1-on-1 Conferences, Once students are making adequate progress in their research, check individual students to assess their current proficiency with RI.6. What do you think is the author’s perspective in this book? What makes you think that? How does it compare to other authors you’ve read? Look for patterns in students’ misconceptions. Where should you (re)teach to everyone? Pull a small group?”
Indicator 3m
Materials should include routines and guidance that point out opportunities to monitor student progress.
The instructional materials reviewed for Grade 5 meet the expectation that materials should include routines and guidance that point out opportunities to monitor student progress. The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily.
Indicator 3n
Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
Criterion 3.4: Differentiation
Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
Materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards, including opportunities for extensions and advanced learning. There are some explicit support within the materials for English Language Learners, however the bulk of instructional strategies falling into the same strategies applied for all students with the use of the IRLA.Flexible grouping strategies are used throughout the materials to facilitate student processing and discussion.
Indicator 3o
Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
The instructional materials reviewed for Grade 5 meet the expectation that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.
The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards, while allowing those who need more time with at-level texts to reach grade-level standards.
Indicator 3p
Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
The instructional materials reviewed for Grade 5 partially meet the expectation that materials provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards,while allowing those who need more time with at-level texts to reach grade-level standards.
Support for Language Learners can be found in lesson annotations, for example, in Unit 1, the Teacher Edition states, “Support for Language Learners, Find opportunities to support beginning English Language Learners with partners who speak the same native language. Encourage students to use their home language as a support for learning the new language. Speaking, reading, and writing in another language, even during ELA time, will only help, not hurt, students’ English language growth. If this is not possible, try to find these students partners who have previously had the experience of having to learn English or other students who are sensitive to the challenge of trying to learn new content in a new language.” Another example can be found in Unit 1, Week 3, Day 3 the Teacher Edition states, “Accommodating ELLs and Remedial Readers, Ideally all students do Independent Reading in the genre. However, it is paramount that students experience success-level reading: reading where their own skill base is self-extending (i.e., learning to be better readers by reading). When faced with the choice between having a student do his/her Independent Reading with success level books or with books in the genre that are too hard for her/him, choose success level first. “
Indicator 3q
Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
The instructional materials reviewed for Grade 5 meet requirements for regularly, including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Extension activities are provided throughout the materials.
Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student’s level. There is guidance for teachers to assist students in reaching the goal set. Both small group and writing protocols and action plan documents are provided.. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels. Students who complete a task early are often instructed to work with a peer to better help the peer understand the process.
Indicator 3r
Materials provide opportunities for teachers to use a variety of grouping strategies.
The instructional materials reviewed for Grade 5 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Students work in pairs, small groups, as a whole group, and one on one with the teacher during Reading Workshop.
For example in Unit 2, Week 8, the Teacher Edition states, “Partner Share, What kinds of visuals did you find while you were reading? Students pick one visual and both describe what information this visual communicates and evaluate the visual’s effectiveness. Group Share, Who found a particularly informative visual? Select 1-3 students to share out their visuals findings. Continue to share out information to add to the posted classroom organizers”
Criterion 3.5: Technology Use
Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
Materials are compatible with multiple internet browsers. While there are regular suggestions that students use digital technologies for research or publication, there is little explicit guidance for teachers to scaffold these activities. Adaptive technology considerations were not found in the materials.Materials are easily customizable for local use and a broad variety of topics and texts are available.
Indicator 3s
Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
Indicator 3t
Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
Indicator 3u
Materials can be easily customized for individual learners.
Indicator 3u.i
Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
Indicator 3u.ii
Materials can be easily customized for local use.
Indicator 3v
Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).