4th Grade - Gateway 3
Back to 4th Grade Overview
Note on review tool versions
See the series overview page to confirm the review tool version used to create this report.
- Our current review tool version is 2.0. Learn more
- Reports conducted using earlier review tools (v1.0 and v1.5) contain valuable insights but may not fully align with our current instructional priorities. Read our guide to using earlier reports and review tools
Loading navigation...
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 4 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 4 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 lessons 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 4 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, Week 3, Day 3 students are provided with and complete a final project organizer.
- In Unit 4, Week 4, Day 4 students are provided with an organizer to compare two texts on the same topic.
Indicator 3d
Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
Instructional materials reviewed for Grade 4 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 2, Week 3, Day 2 students are reading and discussing complex text while discussing the difference between Topic and Main Idea and working toward meeting RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. A rubric on page 99 supports the teacher in quickly assessing if students are able to differentiate between the topic and main idea as well as recognizing the key ideas in the passage as taught and practiced throughout the lesson.
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 4 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, in Unit 3, Week 2, Day 4, the teacher is instructed to have the students engage in discussion groups or a whole class literacy debate on the topic: Which supporting character is most important to this novel? Why? The text suggests the following possible structures with additional support:
"Debate Game Structures The following are suggestions, ideas, and resources to help you design a debate experience that will work best for your students. Whatever structure you choose, remember to keep the focus on engaging students in the critical thinking skills of asserting an opinion and justifying that opinion with convincing, credible evidence. Don’t allow the structure to bog down this work.
- I Couldn’t Disagree More A student/group stands and states his/her/ their opinion. Another student stands and disagrees using reasons to support why they disagree. A third student then stands and decides who is more convincing and why. The game then starts over with a new student.
- Alley Debate Organize students into two lines with space, or an “alley,” in between. Assign each line a position on a topic. Alternating lines, students give reasons/evidence to support their side. The teacher stands in the middle of the “alley” and moves one step closer to the side whose reason is more convincing. Whichever side the teacher is closer to by the time the last student speaks is the winning side.
- Four Corners One student presents an argument, piece by piece. Students listen and move based on the strength of each piece of the student’s argument to one of four corners: strongly agree, agree, disagree, strongly disagree. Stationary Variation: Students hold four cards (e.g., green, light green, orange, red) and hold up a card instead of moving
- Fishbowl Debate Debaters sit center stage (in a “fishbowl”); other students observe from outside the fishbowl. They are the judges that keep a running tally of points introduced by each side."
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 1, 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.
During Research Labs, the Teacher Work section gives an overview of what the teacher should be doing, for example, In Unit 4, Week 2, Day 2, the Teacher Edition asks teachers to, “Monitor for Engagement: Ensure all students are on task. Formative Assessment/Writing Coach: Check for Understanding: Observe students as they write. Make sure students are making adequate progress. Share Good Examples: As you locate great examples in students’ work, point them out to the class.” Teachers may need more guidance as to what would constitute adequate progress at that point in the unit as well as what a great example might look like.
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 4 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 3, “Prevent Frustration and Failure: Only topics with enough information in the Research Library should be approved. Don’t assign topics to students. Allowing them to choose is their first step toward real engagement in the materials. Don’t allow students to choose topics that:
- Don’t have enough books at their reading success levels. Although the Research Library is only the start of the research materials students might use (other texts, the internet, etc.), it will be difficult to have a student productively engaged in 15–30 minutes of Independent Reading each day without at least some resources from the Research Library. Also, it is particularly difficult to locate good resources outside the Library which will work for struggling readers. Struggling readers will need to build background knowledge and vocabulary from the easier Research Library books before they will be able to work productively with independent research in the kinds of harder texts most often available in libraries and online.
- Don’t fit the assignment; For example, if the recommended subtopic is a wild animal, don’t let students pick a habitat to research. All of the Research Questions and graphic organizers are structured to provide content and research scaffolds based around the assigned type of research topic. These scaffolds support the success of both whole-group instruction and independent work. If you allow students to select other types of topics, you may end up with a lot more work for yourself.
- Require the student to work exclusively on his/her own."
- In Unit 3, Week 5, Day 3, “Answering Questions: The Parts of an Essay A typical essay contains many different kinds of information, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data, raising counterarguments, concluding. Introductions and conclusions have fixed places, but other parts don’t. It’s helpful to think of the different essay sections as answering a series of questions your reader might ask when encountering your thesis. (Readers should have questions. If they don’t, your thesis is most likely simply an observation of fact, not an arguable claim.) “What?” The first question to anticipate from a reader is “what?”: What evidence shows that the phenomenon described by your thesis is true? To answer the question, you must examine your evidence, thus demonstrating the truth of your claim. This “what” or “demonstration” section comes early in the essay, often directly after the introduction. Since you’re essentially reporting what you’ve observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn’t take up much more than a third (often much less) of your finished essay. If it does, the essay will lack balance and may read as mere summary or description. “How?” A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is “how?”: How does the thesis stand up to the challenge of a counterargument? How does the introduction of new material—a new way of looking at the evidence, another set of sources—affect the claims you’re making? Typically, an essay will include at least one “how” section. (Call it “complication” since you’re responding to a reader’s complicating questions.) This section usually comes after the “what,” but keep in mind that an essay may complicate its argument several times depending on its length, and that counterargument alone may appear just about anywhere in an essay. “Why?” Your reader will also want to know what’s at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering “why,” your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay’s end. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular. —Elizabeth Abrams for the Writing Center at Harvard University, ©2000
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 4 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, “Genre as a Support Student Work: Use genre to predict the content of a new TV show/movie/video game. Teacher Work: Introduce/review how genre is a clue to meaning. Texts within a genre share commonalities in literary elements (e.g., characters, settings, plot, themes), structures, and/or craft (e.g., language choices). These “rules”/consistencies/generalizations, help readers familiar with the genre know what to expect/tolerate and how to make meaning in the genre (e.g., tolerating uncertainty in Fantasy, distinguishing between fact and fiction in Historical Fiction, etc.). Student Work: What genre is our Core Novel? Why does it matter?”
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 4 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 4 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 4 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 R.2 Rubric for a Literature Plot Summary 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 4 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 3, 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 3, Day 1, the Teacher Edition states, “Formative Assessment, Observe as students write/discuss to identify gaps in content knowledge or text comprehension. Use what you learn to inform your instruction. Document, Record evidence and observations for individual students.”
- In Unit 4, Week 3, Day 2, 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 purpose is for writing this book? What makes you think that? 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 4 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 4 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 4 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 4 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 4 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 3, Week 3, the Teacher Edition states, “Partner Share, Each partner takes one minute to share about the physical setting of his/ her book and themes/messages developed through this setting. What is the most important part of the physical setting of your novel? How does the author use this setting to communicate a theme/message ? What generalizations can you make about physical settings in this genre? What makes you think that? Discussion Group, Each group works together to identify one generalization about physical settings they want to share with the whole class. Did anyone find something in the informational books that helped you understand setting in this genre?”
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.).