Kindergarten - Gateway 3

The instructional materials reviewed for Kindergarten meet the expectations that materials are well-designed and take into account effective lesson structure and pacing. There are four units in Kindergarten: the Literacy Lab and three Research Labs- Zoology, Ecology, and Entomology. The materials contain daily opportunities for whole and small-group instruction, including flexible grouping based on learning needs as determined by the IRLA assessments. The materials emphasize their daily routine as including a basic structure and multiple opportunities for self-directed learning, including opportunities to have personalized instruction to meet their specific needs, read books that are appropriate for their reading skills/level as well as books that are self-selected (from within a teacher-directed menu of choices), work with other students, and spend time researching and writing on topics of interest, for multiple purposes and audiences.

The materials list four weekly literacy goals for students:

• Students listen to at least 25 above-level read-alouds and discuss both the content and the vocabulary.
• Teacher meets with a minimum of 10 students 1:1 or in small groups to focus on their Power Goals.
• Students spend 2.5 hours a week in school reading and enjoying books independently or with a partner/buddy.
• Students spend 2.5 hours a week enjoying reading and listening to books at home.

The materials clearly list the components of each day (Morning Meeting, Interactive Read-Aloud, Science Lab, Phonological Awareness, Phonics/Word Work, Readers’ Workshop, Centers, Writing, Music/Drama, and Read-Aloud) for a 120 minute reading block and offer flexibility for the order in which the components are completed. Each day’s lesson plans have a clear set of directions and are supported by educative materials within the lesson plans that explain why certain practices are supported or not supported by research and recommendations for carrying out the evidence-based practices.

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. Each unit comes complete with a pacing guide. There are four units designed for 36 weeks of instruction. 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.”

The instructional materials reviewed for Kindergarten 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 1, Week 2, Materials include: “Words We Love” Chart, One-to-One Correspondence Tools: blocks, sentence strips cut up, magic pointer fingers • Songs/Rhymes you are using this week on chart paper (See lesson for sample songs/rhymes.)”
• In Unit 2, Week 4, “Return to the Reptile Stages Chart. Yesterday, we identified the stages in a reptile’s life. Today, we will look at how a reptile grows and changes. Graphic Organizer: Reptile Life Cycle Chart As you discuss this with the children, use Interactive Writing to draw and write a basic reptile life cycle on a large chart.”
• In Unit 3, Week 1, “Think aloud as you set up a two-column chart to record students’ observations. Label the columns: Living and Non-Living.”
• Unit 4, Week 2, “Graphic Organizer: Insect Physical Adaptations Chart On a large chart paper, write the title: Insect Physical Adaptations. Draw three columns and label them Insect, Body Parts, Use. Start recording insects and their interesting body parts. Model distinguishing between known facts and speculation by putting question marks to note the things that you aren’t yet sure are true.”

Instructional materials reviewed for Kindergarten meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The Unit 1 Teacher’s Guide contains a chart listing the Common Core State Standards Scope & Sequence for every unit broken down by unit theme and the weeks in which they are addressed. It includes Reading, Foundational Skills, Writing, Speaking/Listening and Language.

Each Unit also contains a Unit Overview that lists Best Practices and Focus Standards. The Pacing Guide includes the Week and the CCSS Focus of that week and each week begins with a “Daily Framework” that also lists the standards being addressed in the learning that week.

• Unit 1, Week 3, “RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.”
• Unit 2, Week 5, “• Retell the story to me. Include the title, main character, problem and solution. (Prompt for key details of story if necessary.) CCSS RL.K.2”
• Unit 3, Week 2, “Main Topic/Key Details (RI.K.2) What do you think is the main topic of the book we just read? Solicit answers. Clarify as needed.”
• Unit 4, Week 2, “Discuss (RI.K.1, RI.K.2) • What did you learn from this book about the body parts of a __(insect)___? How do you know this is true?”

The materials reviewed for Kindergarten 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:

• Unit 2, Week 2, “At this stage of K, students should write lots of words with an initial letter and a magic line. The initial letter might not be correct, but it should make sense (“s” instead of a soft “c,” “j” instead of “g,” a letter that actually represents the second sound in the word, etc.).”
• Unit 3, Week 2, an aside in this lesson is titled, “Associative Learning” and explains the meaning to teachers; “Associative learning, like sandwiching (see Power Word Action Plans in IRLA), uses low-meaning, high-frequency words in association with concrete things the children like to help store the words in long-term memory.”
• Unit 4, provides “Background Information” for the Research Unit; “The six most common invertebrate groups are: arthropods (e.g., insects, crustaceans, and arachnids), mollusks (e.g., snails, octopuses, and clams), cnidaria (e.g., jellyfish, sea anemones, and corals), sponges (porifera), worms, and echinoderms (e.g., starfish and sea urchins).” (p23)

The materials reviewed for Kindergarten 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.

The beginning of each unit also contains a table detailing the specific standard for the grade (Kindergarten) and which unit or units (literacy, zoology, ecology and entomology) it is measured in. There is also a Common Core Scope and Sequence Chart that lists the standards that are related to specific weeks of instruction.

The materials state, “The books in the Literacy/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:

• Unit 1, Week 6, “Asking students to think, share, and write about opinions/preferences supports their ability to do CCSS W.K.1.”
• Unit 2, Week 2, “Today, as you walk around, notice who is able to use the cover, title page, and/or other parts of the book to find books about mammals. (RI.K.5)
• Unit 3, Week 1, “Review RI.K.5, RL.K.5 and/or RI.K.9 as necessary. Make note of students who might need small group interventions with these Focus Standards. • RI.K.5: Review the front cover, back cover, and title page of the book. • RL.K.5: Discuss what type of text you are reading (informational, story, poem, etc.) and how you know.”
• Unit 4, Week 1, “Review the Focus Standards from Ecology as necessary: CCSS RI.K.2, RL.K.2 RI.K.8, and RI.K.1 Make note of students who might need small group interventions with these Focus Standards.”

The instructional materials reviewed for Kindergarten 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.

• Unit 1, Core Overview, “Research Labs: Standards-Based Thematic Instruction Teachers use the Research Labs structure to orchestrate highly engaging, content rich inquiry units in which students are the drivers of their own learning, preparing them for 21st century success.”
• Unit 3, Week 3, Lesson Sidebar, “As you work with individuals and facilitate the discussion, use the Focus Reading Standards Assessment Record to note observations about proficiency with RI.K.2: topic/key details.”

The instructional materials reviewed for Kindergarten 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.

The materials reviewed for Kindergarten 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 1, Week 5, “Formative Assessment/Underwriting: Check for Understanding; Observe students as they write. Make sure students are making adequate progress.”
• In Unit 2, Week 2, “Reading Standards Assessment and Record-Keeping: As you work with individuals and facilitate Independent Research/ Reading Practice, use the Focus Reading Standards Assessment Record, located at the end of Topic 1, Lesson 1, to note observations about proficiency.”
• In Unit 3, Week 2, “Assessment and Record-Keeping: Do a quick and informal scan to see if everyone can name a few living organisms and non-living things found on a savanna. Make a quick record of who has it and who doesn’t on your Status of the Class Chart.”
• In Unit 4, Week 1, “Power Word Assessment Continue collecting information about how many Power Words each child knows.”

The instructional materials reviewed for Kindergarten meet the expectations that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Independent Reading is built into every daily lesson during Reading Workshop. Students build stamina in early units to read 15-30 minutes daily. Students are held accountable in many ways, including reading logs, accountability talks with partner, groups, and whole class, as well as individual check-ins with the teacher. Rules for independent reading are presented on a class chart and posted in the classroom.

• In Unit 1, Week 1, the Teacher Edition states, “Your goal this week is to get in as much eye-on-page Independent Reading each day as possible, in as many short sessions as it takes to reach 30+ minutes. Ultimately, students should be able to achieve 30 minutes of in-school Independent Reading daily. Provide time as needed (e.g., at the end of the literacy block, after lunch, etc.) to ensure every student reaches this goal.”
• Unit 2, Week 1, Reading Logs “If you are tracking Steps, have students record one book on each line of their Reading Logs for every 15 minutes of reading they completed today.”
• Across the Units, “Organize systems for Home Reading to ensure all students get to practice at home each night. Give each child a folder and have children place the books and their Reading Log in their folders.”

Students are given a focus to think about as they read independently:

• Unit 2, Week 2, the students are instructed, “As you read today, practice getting your mouth ready to make the sound of the first letter in the new word and THEN look at the picture for something that matches that sound and makes sense.” The Teacher Edition then states, “Have students read as many Yellow books as their attention spans allow. Have them read beside their partners or to stuffed animals or plants (living organisms or non-living objects). Have them try to read the titles. “

The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read whatever they want. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone.

Teachers are given specific instruction on how to monitor, encourage, and redirect students.

Teachers document student status daily, as engaged, compliant, resistant, or challenged. The Teacher Edition gives suggestions and follow up to keep students engaged during independent reading time.

The instructional materials reviewed for Kindergarten 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. The Teacher uses evidence from students’ work to decide if/what to clarify or reteach on the spot, and to plan for next day’s instruction through, “Embedded Formative Assessment.”

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.

The instructional materials reviewed for Kindergarten 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 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.

Student who complete a task early are often instructed to work with a peer to better help the peer understand the process.

The instructional materials reviewed for Kindergarten 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.

Partner work is embedded as part of the Literacy Lab Routine across the Units:

• “Accountable Talk: Students share with a partner and a few share out to class. Teacher coaches appropriate Speaking & Listening skills. Teacher uses Accountable Talk as feedback loop for assessing success of literacy block instruction.”
• “Partner Share: Model the partner share routine you expect students to participate in every day. Spend extra time establishing this now. Explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important for making this run smoothly.”

Reader’s Workshop also includes partner work across the Units:

• “Partner and Independent Reading: Side-by-Side and Back-to-Back Model and practice partner reading routines: • Side-by-Side: Sit beside your partner. Students take turns as reader and coach. • Back-to-Back: Sit with backs touching. Students read independently.”

Students also work and share with peers in collaborative writing and discussion groups across the Units.

• “Collaborative Writing Students share their work with a partner. Author: • Describe your lesson/message. • What I like most about my story is ___. Partner: • What I like about your story is ___. • A question I have is ___.”
• “Discussion Groups: Genre Have students share with partners and then work as a small group. Use this time to teach/reinforce sharing and discussion group routines. The content of students’ conversation today is less important than that everyone understands HOW to do pair share/discussion groups so that later days the focus can be on the content of the conversations.”