1st Grade - Gateway 3
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Usability
| Score | |
|---|---|
Gateway 3 - Meets Expectations | 96% |
Criterion 3.1: Teacher Supports | 9 / 9 |
Criterion 3.2: Assessment | 10 / 10 |
Criterion 3.3: Student Supports | 5 / 6 |
Criterion 3.4: Intentional Design |
Materials include guidance for teachers to support what they should present to students, including mini-lesson details for the Inquiry projects, conferring with students, writing, and introducing text. Materials provide supports for teachers to develop their understanding of grade-level concepts and concepts beyond the grade or course.
Materials provide standards correlation resources at the program, unit, and lesson level. The Benchmark Advance and Benchmark Universe platforms include several components that explain the program’s instructional approaches and research base. Interim Assessments, Weekly Assessments, Unit Assessments, and Performance Assessments contain correlated standards and a rationale for assessment items. The assessments series includes varied item types that build and allow students to demonstrate the full intent of standards. The Program Guide includes a Supports for Exceptional Learners document which provides detailed guidance for teachers when supporting the diverse learning needs of English learners, students with special needs, and high-ability learners. The Program Support Guide includes a one-page Supports for Exceptional Learners document that contains the supports provided for English Learners, Students with Special Needs, and High-Ability Learners. Students have some opportunities to read and view materials and assessments that depict individuals of different genders, races, ethnicities, and other physical characteristics. The provided resources include background information for teachers about other languages, but the resources do not provide teacher guidance on how to incorporate student home language to support students in learning ELA.Materials integrate technology, including interactive tools, such as eBooks and interactive learning games, and virtual manipulatives/objects, such as ePocket charts, in ways that engage students in the grade-level/series standards.The visual design of the materials is not distracting and supports student learning and engagement, and the layout of the materials is consistent across units and grade levels.
Criterion 3.1: Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.
Materials include guidance for teachers to support what they should present to students, including mini-lesson details for the Inquiry projects, conferring with students, writing, and introducing text. Materials provide supports for teachers to develop their understanding of grade-level concepts and concepts beyond the grade or course. The Program Support Guide and the PD Training: Curriculum Resources tab on the Benchmark Universe dashboard include resources to bolster teacher understanding of program-specific instructional components, such as constructive conversations and speaking and writing response protocols, and broader ELA-specific concepts, such as phonics and metacognition. Materials provide standards correlation resources at the program, unit, and lesson level. Unit- and lesson-level standards correlation resources, such as Strategies and Skills to Build Knowledge, Suggested Language Objectives, and Learning Goals, use language from the Common Core State Standards (CCSS) but do not explicitly state the standards to account for end users who may not follow the CCSS. Materials include a Home/School Connections letter for each unit which can be found in the Home-School section of the digital platform. The letter is available in six languages and explains the knowledge building concept and includes activities for families to do, but it does not include information about the ELA skills and strategies students will work on in the unit. The Benchmark Advance and Benchmark Universe platforms include several components that explain the program’s instructional approaches and research base. Materials provide and reference research-based strategies for skilled reading, comprehension, writing, and assessment. Materials provide a comprehensive list of materials from within the curriculum that are needed for instruction in each lesson.
Indicator 3a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials reviewed for Grade 1 meet the criteria for Indicator 3a.
Materials include guidance for teachers to support what they should present to students. They have information around the ancillary materials, including mini-lesson details for the Inquiry projects, conferring with students, writing, and introducing text.
Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include, but are not limited to, the following:
Materials include a Reader’s Theatre Handbook for each unit. This handbook contains an overview document that describes the script synopsis, background building suggestions, and vocabulary for each script. It also outlines the characters and reading levels of the stories.
For example, In Unit 5, Week 1, Day 2, in the Guided Practice section the teacher is prompted to tell students to read pages 41 - 43. Teachers are instructed to, “guide students to name key ideas, and identify details in the photographs and text that support key ideas.” Teachers are given three questions they should ask students.
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:
For example, In Unit 2, Week 3, Day 4, for shared reading there is a section that tells the teacher to, “remind students that they learned the word boy last week.” The teacher then is told to read aloud the vocabulary words with students, and remind them that they learned the words in week 1.
Additionally, In Unit 5, Week 2, Day 3, there is a heading called Engage Thinking. The teacher is told to, “Working with Technology and point out the photographs and captions. Remind students that photographs in an informational text often give information that adds to the details in the text. Then set a purpose for the lesson.”
Indicator 3b
Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
The materials reviewed for Grade 1 meet the criteria for Indicator 3b.
Materials provide supports for teachers to develop their understanding of grade-level concepts and concepts beyond the grade or course. The Program Support Guide and the PD Training: Curriculum Resources tab on the Benchmark Universe dashboard include resources to bolster teacher understanding of program-specific instructional components, such as constructive conversations and speaking and writing response protocols, and broader ELA-specific concepts, such as phonics and metacognition.
Materials contain adult-level explanations and examples of more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
The PD Training: Curriculum Resources includes a number of supports for teachers to develop their understanding of grade-level concepts:
“Maximizing the Quality of Classroom Constructive Conversations” by Jeff Zwiers, Ed.D., an informational resource that explains the two common types of conversations that take place in the classroom and the instructional supports the materials provide to support students with those conversations
Speaking and Writing Response Protocols by Wiley Blevins, Ed.M., which explains speaking or writing frame scaffolds that teachers may use as part of a gradual release model to support students with discussions and writing tasks throughout the year
Instructional Spotlights, which includes training videos on Building and Assessing Fluency, Managing an Independent Reading Program, and Instructional Tips for differentiation and small groups, foundational skills, social-emotional learning, whole group instruction, and writing
Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. Examples include, but are not limited to, the following:
The Program Support Guide includes skills development content to support teachers with improving their foundational skills knowledge:
“Phonics and the Way to Meaning” from Phonics in Motion by Wiley Blevins, Ed.M., a chapter excerpt that explains what brain research tells us, what the research means, explicit and systematic teaching, and an overview of key phonics research
The Essential Role of Metacognition in the Science of Reading by Peter Afflerbach, PhD, an article which defines metacognition and its connection to reading science research
The Teachers’ Professional Learning Library section of the PD Training: Curriculum Resources includes content to support teachers with improving their understanding of interactive writing, phonics and word study, reading assessments, and reading fluency.
Indicator 3c
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
The materials reviewed for Grade 1 meet the criteria for Indicator 3c.
Materials provide standards correlation resources at the program, unit, and lesson level. Unit- and lesson-level standards correlation resources, such as Strategies and Skills to Build Knowledge, Suggested Language Objectives, and Learning Goals, use language from the Common Core State Standards (CCSS) but do not explicitly state the standards to account for end users who may not follow the CCSS. The Program Scope and Sequence also utilizes language from the CCSS in the Weekly Skills and Strategies section for each unit across the year. The revised Correlation to the Common Core State Standards document explicitly lists the CCSS and the unit in which the standard is taught. This document also indicates primary and secondary citations for each standard, as well as where the standard is addressed in the program’s ancillary materials. The Skills Development section of the Program Support Guide includes an additional scope and sequence document. This document uses language from the CCSS, categorizes the skills and strategies addressed in the program at the unit- and week-level, and indicates when skills and strategies are first introduced and subsequently revisited.
Correlation information is present for the ELA standards addressed throughout the grade level/series. Examples include, but are not limited to, the following:
The Program Support Guide includes a Correlation to the Common Core State Standards document. This document outlines the standards in reading, writing, speaking and listening, fluency, and vocabulary, the teacher resource citations, and where that standard is addressed.
The Program Scope and Sequence includes a visual document that outlines the essential question, unit readings, weekly readings, and weekly skills and strategies across the year. The Weekly Skills and Strategies section uses language from the standards to describe the comprehension and vocabulary strategies and the grammar skills addressed. For example, in Unit 4, Week 2, the vocabulary skill listed is “Define Words by Category and Key Attributes,” which aligns to L.1.5b.
In the Unit Resources section of each Teacher’s Resource System, materials provide a Suggested Language Objective document that lists the connection to state content standards and WIDA language development standards. The document states the objective of what students should know and be able to do using student-friendly language.
Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series. Examples include, but are not limited to, the following:
The Unit Resources section of the Teacher’s Resource System contains a Strategies and Skills to Build Knowledge document that outlines which Metacognitive Strategies, Fix-Up Strategies, and Comprehension to Build Knowledge skills students are working on, as well as the week in which the strategies and skills are taught. The document also outlines whether the skill is introduced, revisited, or assessed on the unit assessment.
Each unit contains a Learning Goals document that outlines the standards-based skills that students are working on in that unit for foundational skills, metacognitive skills, comprehension, vocabulary, writing, grammar, and speaking and listening. For example, in Unit 5, Week 2, one of the Comprehension to Build Knowledge skills listed is “Know and Use Text Features to Locate Key Facts or Information,” which aligns to RI.1.5.
Indicator 3d
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
Materials include a Home/School Connections letter for each unit which can be found in the Home-School section of the digital platform. The letter is available in six languages. The letter explains the knowledge building concept and includes activities for families to do, but it does not include information about the ELA skills and strategies students will work on in the unit. Activities include a Topic Connection, a Vocabulary Connection, a Comprehension Connection, and a Phonics Connection. Materials also include a Parent/Caregiver letter that can be found in the Managing Your Independent Reading Program Reproducible Resources. Guidance indicates that this letter be sent home at the beginning of the school year, as the letter informs parents about reading their child should be doing at home. The letter lists several ways to share the books with their child and it also includes suggestions for talking about the book, reading the book, and writing about the book. The Parent/Caregiver letter is also available in Spanish.
Materials contain strategies for informing students, parents, or caregivers about the ELA program. Examples include, but are not limited to, the following:
Each unit contains a Home School Connection letter that the teacher sends home. It outlines the key ideas, describes how the unit is organized, and lists the texts that the student will be reading.
Materials contain suggestions for how parents or caregivers can help support student progress and achievement. Examples include, but are not limited to, the following:
Materials provide a Supporting Your Student Remotely Module. This resource includes “videos that guide parents on creating a learning environment.”
In Unit 3, the Home/School Connections letter suggests that parents and students practice by discussing problems that different community members solve where they live.
In Unit 5, the Home/School Connections letter suggests that parents and students take a tour of the home, make a list of the various inventions used, such as the refrigerator, washing machine, or computer. For each invention, they should discuss the problem it solves.
The Parent/Caregiver Letter found in the Managing Your Independent Reading Program states, “You can help your child practice reading. Here are several ways to share the books with your child.” Some ways listed include, but are not limited to, “ask your child about the title and author, talk about the pictures on each page, listen as the child reads the book to you, have your child predict what might happen next and explain why, and ask your child to write or draw something about the book.”
Indicator 3e
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Grade 1 meet the criteria for Indicator 3e.
The Benchmark Advance and Benchmark Universe platforms include several components that explain the program’s instructional approaches and research base. Many of the provided components include videos and demos to support teachers with understanding the instructional approaches. Materials provide and reference research-based strategies for skilled reading, comprehension, writing, and assessment.
Materials explain the instructional approaches of the program. Examples include, but are not limited to, the following:
The Benchmark Advance digital platform includes a Reviewer’s Multimedia Guide to Benchmark Advance. This resource includes videos explaining the program’s instructional approaches to reading, vocabulary, writing, speaking and listening, and assessment in Grades K–2 and Grades 3–6.
The PD Training: Curriculum Resources tab in the Benchmark Universe platform includes several components to support teachers with understanding the various instructional approaches of the program:
The Program Overview includes short videos that explain the instructional framework of the unit topic text sets, foundational skills, reading and writing, responsive teaching, and the program’s spiral design of instruction.
The Grades K–1 Program Review includes explanations and demo videos of the instructional design routines; read alouds; whole group, phonics and word study, reading, and writing mini-lessons; small group instruction; independent work time; and assessment.
The Additional Resources tab in each unit includes an Instructional Routines and Strategies document. This document explains the instructional routines for read alouds, retelling, phonological awareness, blending, high-frequeny words, vocabulary, spelling, and fluency.
Materials include and reference research-based strategies.
The PD Training: Curriculum Resources include a Research Foundations module. This module explains the research that supports the program’s approach to word recognition and decoding; language comprehension which includes background knowledge and vocabulary; reading comprehension; writing, including handwriting, spelling, and composition; and assessment.
Indicator 3f
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Grade 1 meet the criteria for Indicator 3f.
Materials provide a comprehensive list of materials from within the curriculum that are needed for instruction in each lesson. If the teacher needs examples of articles, texts, or resources, those items are not called out in the provided materials list; those materials are listed in the lesson details and the modeling script provided for teacher use. The Additional Materials bank for each unit details the items needed for each lesson, including but not limited to, the mentor text, writing prompts, vocabulary charts, note-taking guides, glossaries, and close reading questions. Materials also provide a bank of generic graphic organizers such as T-charts, concept maps, and Frayer Model. The Additional Materials section of the digital platform contains a digital folder that includes all of the supporting materials for each unit.
Materials include a comprehensive list of supplies needed to support the instructional activities. Examples include, but are not limited to, the following:
In Unit 3, Week 1, Day 2, the program suggests teachers have the following materials when using the mentor read-aloud Hello Community Garden: Ask Questions anchor chart, self-stick notes, chart paper, markers.
In Unit 4, Week 2, Day 3, the program suggests teachers have the following materials when using the mentor read-aloud Mother Bruce: self-stick notes, model and guided practice text evidence questions.
In Unit 5, Week 3, Day 4, the lesson includes an additional materials section which lists the anchor chart needed, the shared writing document, markers, and the Unit 5 writing mentor text.
Indicator 3g
This is not an assessed indicator in ELA.
Indicator 3h
This is not an assessed indicator in ELA.
Criterion 3.2: Assessment
The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
Interim Assessments, Weekly Assessments, and Unit Assessments contain correlated standards and a rationale for assessment items. The Performance Task Assessments contain a rationale for assessment items and consistently include all standards and practice information for the grade or course level. Materials provide multiple opportunities to assess student learning and include informal and formal assessments which can be administered throughout the year to inform teachers of the learning and progress of their students. The assessments series includes varied item types that build and allow students to demonstrate the full intent of standards. Materials provide Weekly and Unit assessments in print and e-assessment format. While the e-assessments include digital tools that allow students to demonstrate their knowledge and skills without changing the content of the assessments, the print versions do not include assessment accommodations.
Indicator 3i
Assessment information is included in the materials to indicate which standards are assessed.
The materials reviewed for Grade 1 meet the criteria for Indicator 3i.
Interim Assessments, Weekly Assessments, and Unit Assessments contain correlated standards and a rationale for assessment items. The Performance Task Assessments contain a rationale for assessment items and consistently include all standards and practice information for the grade or course level.
Materials consistently identify the standards and practices assessed for formal assessments and include all standards and practices for the grade or course level. Examples include, but are not limited to, the following:
The Interim Assessment is administered four times a year. Interim Assessment 1 is administered twice, once as a pre-test and once as a post-test. Interim Assessment 2 assesses standards taught in Units 1–3. Interim Assessment 3 assesses standards taught in Units 1–6. The Interim Assessment includes an answer key that lists the ELA standards assessed for each item.
Weekly Assessments are administered at the end of each of the three weeks within each unit. The assessments include an item rationale with the standards assessed for each question.
Indicator 3j
Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
The materials reviewed for Grade 1 meet the criteria for Indicator 3j.
Materials provide multiple opportunities to assess student learning. Materials include informal and formal assessments which can be administered throughout the year to inform teachers of the learning and progress of their students. The Interim, Performance Task, Weekly, and Unit Assessments include item rationales for incorrect and correct answers. Materials provide teacher guidance for reteaching and reassessing strategies and skills.
Assessment system provides multiple opportunities to determine students' learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:
The Benchmark Universe materials provide multiple methods for assessment including forms and checklist for informal assessments, Interim Assessments, Quick Checks, Weekly and Unit Assessments, and Performance Tasks.
Each unit includes two weekly assessments and one cumulative unit assessment. Each of these assessments contains an answer key and item rationale that indicates the standard being assessed for each assessment item, as well as explanations of correct and incorrect responses.
Each unit includes a Build Knowledge Evaluation Tool, a rubric designed to help teachers “evaluate students’ demonstration of knowledge gained during the unit.” This assessment tool follows a four-point scale that rates students on their knowledge blueprint, their culminating task, and how they demonstrated knowledge through writing. Each unit also includes an exemplar of student work that meets expectations for demonstration of knowledge gained.
The Language and Comprehension Quick Checks assess students on language and reading skills. Materials include two forms of each assessment, and the assessments may be administered more than once during the year. Guidance notes that the Quick Checks “are intended as formative assessments to help you monitor students’ progress and adapt instruction to individuals’ needs.”
Assessment system provides multiple opportunities to determine students' learning and suggestions to teachers for following up with students. Examples include, but are not limited to, the following:
The Overview section of the Informal Assessments guide outlines the program’s Assessment, Teaching, and Learning cycle: “Meaningful, ongoing, and multifaceted observation is the heart of the evaluation process. Since observations must occur in authentic contexts, utilize your whole-class and small-group reading time to document students’ efforts to: join collaborative conversations; ask and answer questions; react to prompts; contribute ideas for graphic organizers; process texts; problem-solve new words; apply targeted skills and strategies; act out and/or talk, draw, or write about books. Use the information you gain to differentiate instruction by developmental reading behaviors and characteristics, metacognitive and comprehension strategy needs, instructional reading levels, fluency, and vocabulary understandings.”
The Overview section of each Interim Assessments and Performance Task guide includes guidance on how to use the results from each type of assessment. Materials note that the main purpose of the Interim Assessments is “to monitor progress.” Guidance directs teachers to “look for steady progress from the beginning of the year to the end” when evaluating students’ scores. Next steps for Interim Assessments includes general suggestions such as, “Identifying which items the student answered incorrectly can help determine whether more focused instruction on particular standards or skills is needed.” and “Reviewing a student’s assessment with the student may also be helpful. It can provide an opportunity for students to see which questions they answered incorrectly and why their answers were incorrect.” Next steps for Performance Task assessments is as follows: “After scoring a Performance Task, review each student’s results to see how well he or she performed on each part: the selected-response questions and the writing prompt. Some students will perform well on the first part but not the second, and this information can be valuable in planning further instruction. When reviewing students’ responses, you may want to refer to the state standards indicated in the Answer Keys to identify areas that require additional instruction.”
The Weekly and Unit Assessments include a section that describes ways to use the assessment results. Guidance includes suggestions such as, “Identifying which items the student answered incorrectly can help determine whether more focused instruction on particular standards or skills is needed. For example, a student may answer questions about Key Details and Main Idea correctly but have trouble with questions that require Making Inferences or Comparing and Contrasting. Instruction for this student in the next week or following unit may require more focus on these two strategies.”
The Introduction section of the Language Quick Checks and the Comprehension Quick Checks include guidance on using the scores to provide students support. If students score between 80%–100%, the teacher should “[m]ove on to the next Quick Check or skill.” If students score between 66%–80%, guidance is as follows: “Consider administering the Quick Check again. Continue monitoring the student during future Quick Checks.” If students score below 66%, the teacher should “[u]se additional resources shown in the Resource Map to provide the student with opportunities to remediate skills.” The skills assessed in the Language Quick Checks Resource Map align to the Writing and Language Handbook, and the skills assessed in the Comprehension Quick Checks align to the Benchmark Advance Intervention Reading lessons.
Each unit includes a Small Group Texts for Reteaching Strategies and Skills document. This document lists small group texts that are aligned to the metacognitive strategies and comprehension, vocabulary, and fluency skills for each unit’s scope and sequence. The teacher may use these texts to reteach skills and strategies during small group instruction.
Each unit includes an Intervention and Reteaching Resources document. This document lists specific strategies and skills taught in the unit and guides the teacher to specific resources for reteaching, practice, and assessment of those skills.
Indicator 3k
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.
The materials reviewed for Grade 1 meet the criteria for Indicator 3k.
Materials include assessments that measure the standards. The assessments series includes varied item types that build and allow students to demonstrate the full intent of standards.
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards across the series. Examples include, but are not limited to, the following:
The materials provide a K-6 Informal Assessments resource. This assessment resource includes developmental checklists, independent reading observation checklists, records and checklists to use in small group instruction, retelling assessments and rubrics, and writing rubrics and checklists.
Each unit includes three assessments: a Week 1 Assessment, a Week 2 Assessment, and a Unit Assessment. The Weekly Assessmentsonly include multiple choice questions.
Materials include Interim Assessments and Performance Task assessments. The Overview section of the Interim Assessments and Performance Task guide notes, “All of the reading questions in the Interim Assessments are selected-response items. The Grades K–1 assessments only use multiple-choice items with three answer choices. In Grades 2–6, all of the questions in the Interim Assessments and Performance Tasks consist of several different selected-response item types….Both the Interim Assessments and the Performance Tasks include an extended-response writing prompt.” Grades 2–6 Interim Assessment item types include multiple choice, multiple response, evidence-based selected response, hot text, matching, and drag and drop. The item types for Grades 2–6 Performance Tasks are as follows: “The assessment component for each grade offers three Performance Tasks: one narrative task, one informative/explanatory task, and one opinion/argumentative task. Each task has two parts. Part 1 presents two or three sources (reading passages or videos) for students to read or view and a set of three to four selected-response questions. Part 2 provides an extended-response writing prompt.”
Indicator 3l
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
Materials provide Weekly and Unit assessments in print and e-assessment format. While the e-assessments include digital tools that allow students to demonstrate their knowledge and skills without changing the content of the assessments, the print versions do not include assessment accommodations. Additionally, there was no evidence of teacher guidance regarding the use of accommodations for assessments within the grade-level materials or the program support documents.
Materials offer some accommodations that ensure all students can access the assessment (e.g., text to speech, increased font size) without changing the content of the assessment. Examples include, but are not limited to, the following:
All interim and Unit assessments are offered as eAssessments as well and tools are included for students to magnify the text or image, use a line reader, highlighter, strikethrough, and take notes. Additionally, students can increase and decrease font size and change the contrast.
Materials include some guidance for teachers on the use of provided accommodations. Examples include, but are not limited to, the following:
The Additional Resources section of each unit includes an Access and Equity document that provides teachers with information about teaching Students with Disabilities and English Language Learners; however, this document primarily provides instructional routines and strategies rather than assessment accommodations.
There was no evidence of teacher guidance on the use of the provided assessment accommodations found in the materials.
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
The Program Guide includes a Supports for Exceptional Learners document which provides detailed guidance for teachers when supporting the diverse learning needs of English learners, students with special needs, and high-ability learners. The Program Guide also includes an Access and Equity document with detailed guidance on supporting students with special needs throughout the literacy block. Materials provide some extension opportunities for students who read, write, speak, and/or listen above grade level to engage with literacy content and concepts at a greater depth. Materials provide options for remediation and acceleration in the daily small group instruction block; however, whole group lessons do not include explicit extension activities. Materials contain multi-modal opportunities for students to question, investigate, sense-make, and problem solve using a variety of formats and methods. Materials leverage the use of various formats, including discussions and presentations. Materials provide different grouping structures for students, including independent, partner, and small group structures during reading, writing, Research and Inquiry projects, and the Reader’s Theatre activities; however, materials do not provide guidance on how the teacher should choose partners for collaborative activities. The Program Support Guide includes a one-page Supports for Exceptional Learners document that contains the supports provided for English Learners, Students with Special Needs, and High-Ability Learners. Students have some opportunities to read and view materials and assessments that depict individuals of different genders, races, ethnicities, and other physical characteristics. Materials maintain a balance of positive portrayals in representation to prevent the prevalence of negative stereotypes harmful to students; however, there are some instances where negative stereotypes and biases persist. Materials do not provide sufficient opportunities for teachers to draw upon student home language to facilitate learning. The provided resources include background information for teachers about other languages, but the resources do not provide teacher guidance on how to incorporate student home language to support students in learning ELA.
Indicator 3m
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
The materials reviewed for Grade 1 meet the criteria for Indicator 3m.
The Program Guide includes a Supports for Exceptional Learners document which provides detailed guidance for teachers when supporting the diverse learning needs of English learners, students with special needs, and high-ability learners. The Program Guide also includes an Access and Equity document with detailed guidance on supporting students with special needs throughout the literacy block. Within instructional lessons, materials use a key symbol labeled Access to indicate strategies teachers may use as entry points for students who may need alternative ways to demonstrate their learning within the lessons.
Materials regularly provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
The Benchmark Advance 2022: Supports for Exceptional Learners document includes features of the program that support English Learners, students with special needs, and high-ability learners. Program supports for students with special needs include, but are not limited to, Unit Intervention/Reteaching Resources and Access Features. This support document is the same for K–6.
In the Additional Resources tab of each unit, the Access and Equity document provides general guidance on planning and delivering instruction for students with disabilities. An example of provided guidance includes: “Students may highlight, underline, or circle key parts of text using the consumable or the e-reader version. Annotated notes may be taken electronically in the e-reader version of the text. Notes may take the form of diagrams, visuals, charts, or key phrases.”
The Accommodating Students with Special Needs Throughout the Literacy Block document provides general suggestions to support students with special needs during the literacy block. Suggestions include, but are not limited to:
Provide visual cues such as photos, illustrations, gestures, and facial expressions.
Provide sentence frames.
Allow students to write or draw to express their ideas during discussions.
Based on your observations, adjust the content and pace of instruction.
Allow partner or buddy reading and discussion while creating annotated notes.
The Apply Understanding section of most lessons includes specific strategies for working with students with special needs. Materials indicate these supports using a key icon with the word Access written on the key. For example, in Unit 5, Week 2, Day 3, Lesson 3, the Access tip states, “If students are unable to write or draw, they may orally present their sentence. Alternatively, they may dictate their ideas to a scribe.”
Indicator 3n
Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.
The materials reviewed for Grade 1 partially meet the criteria for Indicator 3n.
The materials provide some opportunities for advanced students to investigate grade-level content at a higher level of complexity. There are additional words in the lessons to challenge students during phonics instruction. Additionally, teachers have options for remediation and acceleration in the daily small-group instruction block. However, there are no explicit extension activities included within the lesson the teacher could draw from to extend the learning. Lessons do not contain regular extensions to engage in literacy for students who speak, write, read, or listen above grade-level. There is no evidence of students completing tasks different from their peers, but teachers are told to advance the progression to a more challenging skill or shorten the assignment. There are “Extend” Modifications on some of the Research & Inquiry Project, the If/Then Reinforce and Reaffirm, Additional Resources Read-Aloud Extension Activities by Linda Hoyt, and small group instruction.
Materials provide some opportunities for advanced students to investigate the grade-level content at a higher level of complexity. Materials are free of instances of advanced students doing more assignments than their classmates. Examples include, but are not limited to, the following:
In the Benchmark Advance 2022 Program Support Guide the guide provided broad suggestions for teachers where they can find alternative supports to provide for high-ability learners.
In Unit 4, the Research & Inquiry Project investigates how authors use different narrators to tell stories. Students are not given any extended opportunities and no guidance is given to teachers regarding considerations for students performing above grade level.
In Unit 9, Week, 2, Day 2, Lesson 2, there is no guidance for acceleration or remediation.
Teacher small-group resources contain leveled texts aligned to each unit topic. There are Lexile levels beyond grade level that the teacher can use with advanced learners.
Indicator 3o
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.
Materials contain multi-modal opportunities for students to question, investigate, sense-make, and problem solve using a variety of formats and methods. Materials leverage the use of various formats, including discussions and presentations. Students share their thinking with the class, and write and draw in response to their reading and conversations. While materials provide opportunities for students to reflect, self-assess their work, and receive feedback, students do not have opportunities to monitor and move their own learning.
Materials provide multi-modal opportunities for students to question, investigate, sense-make, and problem-solve using a variety of formats and methods. Materials leverage the use of a variety of formats and methods over time to deepen student understanding and ability to explain and apply literacy ideas. Students have opportunities to share their thinking and apply their understanding in new contexts but do not have opportunities to demonstrate changes in their thinking over time. Examples include, but are not limited to, the following:
Each unit contains a Knowledge Building Song. Teachers may access the songs using the Additional Materials link within lessons or through the Sing, Swing, and Learn section of the digital platform. Lesson guidance includes, “Play the unit knowledge building song throughout the unit to help build students' knowledge and oral vocabulary. Have students participate through singing, movement, and dance.”
Each unit also includes a Research & Inquiry Project that is designed to deepen students’ knowledge of the unit topic. Students select a focus and conduct research on their selected focus using various print and digital sources, including unit texts where applicable. Students explore digital tools to produce and publish their final presentations. Students may also select an alternative method for their final presentations. For example, in Unit 7, the Present section of the Research & Inquiry Project includes the following guidance: “Work with groups as needed on their presentations and their projects using a variety of digital tools. Encourage students to think creatively. For example, they might want to write a thank-you letter to a historical figure, do a podcast about their topic, or use a computer to create a slide presentation showing images that have to do with the person or event they studied.”
At the end of each week, students build knowledge of the unit topic as they respond to guiding questions and use information from unit texts to record what they learned about each Enduring Understanding. After completing the Knowledge Blueprint at the end of Week 3, students participate in a culminating task to demonstrate their knowledge. Culminating tasks typically entail a partner or small group Constructive Conversation and an independent writing task.
Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection. Examples include, but are not limited to, the following:
In the My Reading and Writing workbook, students use a self-check rubric to ensure they have met the expectations of the grade-level content during each I Draw and Write activity.
Some writing lessons include an Independent and Small-Group Writing and Conferring inset. This guidance supports teachers with observing students and providing students with support using conferring prompts as needed. For example, in Unit 6, Week 1, Day 4, students continue writing their opinion piece. Sample Conferring Prompts include:
Directive Feedback: Encourage the student to add more reasons and evidence than they think they will need. Look at your planning chart. Think of more evidence to support this reason.
Self‑Monitoring and Reflection: Did you change your plan as you spoke with your partner or as you wrote? How will these changes affect your writing?
Validating and Confirming: This reason you added to the planning chart really supports your opinion and will make your opinion text stronger.
Materials provide a clear path for students to monitor and move their own learning. Examples include, but are not limited to, the following:
No evidence found
Indicator 3p
Materials provide opportunities for teachers to use a variety of grouping strategies.
Materials provide different grouping structures for students, including independent, partner, and small group structures during reading, writing, Research and Inquiry projects, and the Reader’s Theatre activities; however, materials do not provide guidance on how the teacher should choose partners for collaborative activities. Although teachers can create small groups using the Manage Students page in the digital platform, materials do not provide grouping strategies or use weekly or unit assessment data to group students in the management system.
Materials provide for varied types of interaction among students. Examples include, but are not limited to, the following:
In Unit 2, Week 1, Day 5, during the Connect to Knowledge: Turn and Talk portion of the lesson, students work with a partner to answer the following questions about “Little Red Riding Hood” (author not cited): “Compare Hare and the lion. How are their perspectives similar at the beginning of the stories? What most likely causes Hare and the lion to share this perspective?”
In Unit 10, Week 3, Day 4, the teacher displays How Shadows Form (author not cited). The teacher invites a volunteer to place a self-stick note under the word sunny in the big book. Then, students work in partner groups to retell what sunny days look and feel like. During the Apply Understanding to Build Knowledge section of the lesson, students independently write in response to the following questions: “How would your day at school change if there were no sounds? How would it change if there were no lights?”
Materials provide limited guidance for the teacher on grouping students in a variety of grouping formats. Examples include, but are not limited to, the following:
In Unit 2, Week 2, Day 1, during writer’s workshop time or at a writing station during small group reading time, students begin to write and/or draw their diary entries. Students share their work with a partner during the Share and Reflect portion of the lesson. Materials do not provide teacher guidance on how to group students.
In Unit 3, Week 1, Day 2, students participate in a Turn and Talk and discuss the following prompt: “When people exhibit the qualities of good citizenship, communities become safer and more enjoyable. In What ways do neighbors show good citizenship? Use key details from the text in your response.” Materials do not provide teacher guidance on how to partner students.
Indicator 3q
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
The materials reviewed for Grade 1 meet the criteria for Indicator 3q.
The Program Support Guide includes a one-page Supports for Exceptional Learners document. This document contains a three column list that identifies the supports provided for English Learners, Students with Special Needs, and High-Ability Learners. The resources listed for English Learners include supplemental materials or supports that also apply to all students, such as Suggested Language Objectives, Think-Speak-Listen Bookmarks which include sentence stems for Constructive Conversations, Language Transfer Supports, and a Multilingual Glossary. Materials include Integrated English Language Development (iELD) strategies, instructional supports that are specifically designed to help students meet or exceed grade-level standards, in the margins of the teacher-facing lesson materials for teachers. These supports include lesson-specific, multi-level strategies, sentence stems, and prompts for multilingual learners. The program provides additional multilingual learner supports beginning in Grade 2.
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy. Examples include, but are not limited to, the following:
In Unit 5, Week 2, Day 3, while reading Working with Technology by Barbara Andrews and Cindy Peattie, students use illustrations and key details to describe key ideas. The iELD supports for this lesson include vocabulary support, partner reading, sentence frames, and the use of visuals and gestures. For example, Moderate Support recommendations are as follows: “Make sure that students understand key words such as masks and breathe. Help partners take turns reading each sentence, pausing after each to retell and discuss what they learned. Help students use complete sentences. Display the frames for partners to respond: The smoke in the picture tells me that ____. Smoke makes it difficult for ____.”
In Unit 9, Week 3, Day 3, students begin research report writing. The iELD supports for this lesson include sentence frames, oral presentation with the teacher extending using complete sentences, and questioning. For example, the Light Support recommendation is “Display sentence frames for partners to respond. My report is about ___, so I will draw/find ___.”
Indicator 3r
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Students have some opportunities to read and view materials and assessments that depict individuals of different genders, races, ethnicities, and other physical characteristics. Materials maintain a balance of positive portrayals in representation to prevent the prevalence of negative stereotypes harmful to students; however, there are some instances where negative stereotypes and biases persist. Students do not consistently have the opportunity to see themselves succeed based on the representation of characters in the text they read throughout the units. Some texts have a balance of gender and at least two races, but often one of the two races are white characters. While some images enhance stereotypes, others proudly celebrate the non-stereotypical roles of people based on their gender.
Materials and assessments sometimes depict different individuals of different genders, races, ethnicities, and other physical characteristics. Examples include, but are not limited to, the following:
In Unit 1, Week 1, Day 1, the Unit Opener video includes racially diverse females.
In Unit 2, Week 3, Day 1, Abuelita’s Secret by Alma Flor Ada depicts a family of Cuban and Mexican ethnicity. The main character, Gabriel, is nervous about going to school and sharing about himself, but he shares about his family, including his Cuban and Mexican heritage and is well-received by classmates.
In Unit 4, Week 1, Day 4, “A Quiet Camping Trip” (author not cited) portrays a family with the last name Blake camping. The daughter’s name is Rosa, and the family is a family of color.
In Unit 7, Week 1, Day 1, “School Days” the text is about students in schools long ago, but only identifies White Students. This story does not describe why other students of diverse backgrounds are not included in the initial photo.
Materials and assessments balance positive portrayals of demographics or physical characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:
In Unit 3, Week 2, Day 1, students read Being a Responsible Citizen by Margaret McNamara is used. On pages 6–7, the text and images show two diverse children and one white child being honest. Page 11 includes an image of an African-American child at school raising his hand with the caption, “These citizens are being responsible…” Page 15 includes an image of a child in a wheelchair interacting with another child who is helping them.
In Unit 8, Week 3, Day 1, students listen to the read-aloud Night Sky by Joseph Bruchac. It depicts a Native American grandfather and grandson as the grandfather shares the stories the native peoples told about the constellations.
Materials sometimes provide representations that show students that they can succeed in the subject, going beyond just showing photos of diverse students not engaged in work related to the context of the learning. Examples include, but are not limited to, the following:
In Unit 6, Week 3, Day 1, students listen to the read-aloud Tall and Small Play Ball written and illustrated by Jerry Craft. The two main characters are a tall, unathletic white female and a short, athletic black male. The story depicts how a strengths-based approach, a great plan, and teamwork solve their problems and allow them to beat the best team.
In Unit 7, Week 3, Day 1, the text Statues and Monuments by Sarah Albee celebrates accomplishments of a diverse group of people including Cesar Chavez, Dr. Martin Luther King Jr., Hariett Tubman, Abraham Lincoln, Native Americans, Paul Revere, and Crazy Horse.
In Unit 9, Week1, Day 1, when introducing the topic “We Use Goods and Services” and the essential question “Why do people trade with each other?”, the big book includes photographs depicting goods and services. One of the photographs that depicts services is an African-American, female pediatrician examining an African-American patient.
In Unit 6, Week 2 Day 1, in the poem “When I Hurry” the character depicted is a cartoon of a White Child. There was opportunity to include diversity in other ways that would have showed diversity of successful students (i.e. an exceptional learner.)
Indicator 3s
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Materials do not provide sufficient opportunities for teachers to draw upon student home language to facilitate learning. The provided resources include background information for teachers about other languages, but the resources do not provide teacher guidance on how to incorporate student home language to support students in learning ELA. The Teacher Resource System includes a Social-Emotional Learning & Culturally Responsive Perspectives document; however, this document is not embedded within the daily lessons nor does it reference student home language. While the Integrated English Language Development (iELD) box within applicable lessons includes suggestions for differentiation and support, this resource does not address ways to help students incorporate their home language into their ELA learning. Although materials provide Home/School Connections letters in six different translations, the letter provides families with limited information such as the unit, vocabulary, and text students will engage with for the week; it does not present multilingualism as an assessment in reading. The Access and Equity resource does not offer guidance on leveraging home language, cultural knowledge, communities, and diversity as assets. Additionally, the suggested language objectives do not advise using a student's home language to facilitate literacy learning.
Materials provide limited suggestions and strategies to use the home language to support students in learning ELA. Examples include, but are not limited to, the following:
The Informal Assessments manual includes developmental and individual reading behavior checklists, one of which is the Observation Checklist of First-Language Reading Behaviors and Experiences. This developmental checklist includes a list of six observable Literacy Behaviors and Experiences. Guidance directs the teacher to “[u]se this checklist to help you identify the level of support each of your new ELs may need.” The teacher rates each behavior or experience as yes, no, or do not know. Materials provide the following guidance to inform next steps: “If the student does not exhibit age-appropriate reading behaviors in his or her first language, you will need to provide intensive support and instruction in both English language and literacy. If the student demonstrates age-appropriate reading behaviors in his or her first language, the student is likely to make rapid literacy progress directly correlated with English-language development.” Although three of the observable behaviors and experiences address students’ home language, materials do not provide guidance or suggestions for teachers to use the home language to support students with their ELA learning. The Literacy Behaviors and Experiences are as follows:
Student has attended school on a regular basis.
Student can show how a book is read.
Student recognizes familiar illustrations and photographs from literature.
Student can read in his or her first language.
Student can write in his or her first language.
Student can find first-language cognates in English texts.
Materials present multilingualism as an asset in reading, and students are explicitly encouraged to develop home language literacy and to use their home language strategically for learning how to negotiate texts in the target language. Teacher materials include guidance on how to garner information that will aid in learning, including the family’s preferred language of communication, schooling experiences in other languages, literacy abilities in other languages, and previous exposure to academic or everyday English. Examples include, but are not limited to, the following:
No evidence found
Indicator 3t
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
Materials provide limited guidance to encourage teachers to draw upon students' cultural and social backgrounds to facilitate learning and miss opportunities to capitalize on students' diverse cultural and social backgrounds. Some phonics lessons include Language Transfer Supports. Materials also provide a Contrastive Analysis of English and Nine World Languages document; however, the use of this resource within lessons is limited. Materials contain a Social-Emotional Learning & Culturally Responsive Perspective document; however, most of the questions and guidance miss opportunities to draw upon students’ linguistic or ethnic backgrounds. Materials include some prompts during which students talk about themselves and things they like to do with friends or at home. The Access and Equity resource does not offer guidance on drawing upon students' cultural and social backgrounds to facilitate learning. Rather, it offers general strategies such as the use of visuals (photos, diagrams with labels, illustrations), manipulatives, realia (real objects), hands-on activities, total physical response (TPR), gestures, graphic organizers, sentence frames, and other accommodations that minimize language barriers and maximize comprehension of the concepts. Sections of the materials provided in multiple languages are limited to a Multilingual Glossary and Home/School Connections letters that are offered in multiple languages. Opportunities for students to feel acknowledged during tasks based on customs of other cultures or sections of the materials provided in multiple languages are limited and lacking.
Materials make some connections to the linguistic, cultural, and conventions used in learning ELA. Materials make some connections to the linguistic and cultural diversity to facilitate learning. Examples include, but are not limited to, the following:
Materials include Language Transfer Supports in some phonics lessons. These supports are intended “to identify transfer issues some Els may have.” For example, in Unit 7, Week 2, Day 1, students learn about the long e sound and spelling patterns. The Language Transfer Support is as follows: “There is transfer of the long e sound in Spanish and other languages. However, the spellings e, ea, ee, and ie for long e do not occur in Spanish and other languages. Begin with minimal pair exercises for words that only vary the first letter of a long e word, such as: me/he, mean/bean, seek/peek, chief/thief. Continue with a mixture of long e words for students to sound out and read, such as: field, cream, deep, she, niece, and real.”
Materials provide a Contrastive Analysis of English and Nine World Languages document which identifies similarities and differences between English and nine other languages. This is an optional resource for teacher use to inform instruction to support students’ understanding of how English works in ways that are similar to or different from usages in their home language. The document can also serve as a scaffolding support for students. The document encourages teachers to “identify and capitalize on students’ existing language skills.” At times, the Language Transfer Supports in phonics lessons direct the teacher to “[c]heck for transferability of phonemes and graphemes using the Constrastive Analysis.”
Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Examples include, but are not limited to, the following:
No evidence found
Materials include some equity guidance and opportunities. Examples include, but are not limited to, the following:
The Additional Resources tab of the Teacher Resource System includes an Access and Equity document. This document includes the following guidance: “Remember to think about the many aspects of the individual (culture, age, first language, socioeconomic level, and more). For example, wait time is both a common accommodation for students with disabilities who need additional time to process information and for English Learners who require additional time to process the second language.”
Materials include some opportunities for students to feel “acknowledged,” such as tasks based on customs of other cultures; sections provided in multiple languages such as the glossary, digital materials, family letters; etc. Examples include, but are not limited to, the following:
Each unit contains a Multilingual Glossary that contains the vocabulary for the unit and the option to view the word in ten other languages. Additionally, students can hear the word, definition, and a sample sentence read aloud to them by clicking on the icon.
Materials provide Home/School Connections letters in each unit. The letters are available in six different languages: English, Haitian Creole, Mandarin, Portuguese, Spanish, and Arabic.
Materials include some prompts where students are encouraged to share how they (or their parents) do things at home or use information to create personal problems, etc. Examples include, but are not limited to, the following:
In Unit 6, Week 2, Day 1, the Culturally Responsive Perspectives section of the Social-Emotional Learning & Culturally Responsive Perspectives document addresses bonding, as students read When Turtle Grew Feathers by Tim Tingle. The document includes the following guidance: “Encourage students to think about how their family history and culture have shaped them. Many cultures, like the Choctaw, have oral traditions. Invite students to share oral traditions from their own families and culture.” The instructional lesson includes an inset directing teachers to “[u]se the discussion prompts on pages 164–165 to engage students and make connections to their experiences and perspectives.”
In Unit 8, Week 1, Day 3, the Social-Emotional Learning section of the Social-Emotional Learning & Culturally Responsive Perspectives document addresses teamwork, as students read “A Walk on the Moon” (author not cited). Teacher guidance includes, “Discuss with the class that some teams are for fun, while others are for work. Have students name kinds of teams they have been on and whether they were for fun or for school.” The instructional lesson includes an inset directing teachers to “[u]se the discussion prompts on pages 164–165 to engage students and make connections to their experiences and perspectives.”
Indicator 3u
This is not an assessed indicator in ELA.
Indicator 3v
This is not an assessed indicator in ELA.
Criterion 3.4: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
Materials integrate technology, including interactive tools, such as eBooks and interactive learning games, and virtual manipulatives/objects, such as ePocket charts, in ways that engage students in the grade-level/series standards. Materials do not include or reference digital technology that provides teachers and/or students opportunities to collaborate. The visual design of the materials is not distracting and supports student learning and engagement. The layout of the materials is consistent across units and grade levels. Where appropriate, materials include guidance on locating texts in the student-facing materials and provide reminders for accessing other resources to support learning. The Benchmark Universe Dashboard homepage includes a Benchmark Academy section with PD about the curriculum resources. The training tab includes Benchmark Universe How to Videos, such as Tech Talks and e-Assessment Teacher and Administrator Modules on assigning, previewing, and grading assessments as well as navigating the reports.
Indicator 3w
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
Materials integrate technology, including interactive tools, such as eBooks and interactive learning games, and virtual manipulatives/objects, such as ePocket charts, in ways that engage students in the grade-level/series standards. Digital tools allow students to annotate texts and work collaboratively in a remote setting. Some eAssessments and reports support data collection and inform instruction. The assignments portal and teacher ePlanner integrate technology to support teachers in engaging students with grade-level standards.
Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools are available to students. Examples include, but are not limited to, the following:
Each unit contains a Unit Video and Unit Song to introduce the unit and to reinforce key vocabulary throughout the unit.
Materials include a digital ePocket Chart. This resource aligns to the foundational skills instruction students receive each week.
Materials provide an array of Interactive Learning Games. Students practice identifying sounds and high frequency words through games such as Word Builder, Balloon Pop, Matching, and Sorting.
Digital tools support student engagement in ELA. Examples include, but are not limited to, the following:
Materials include a student-facing My Reading and Writing eBook for each unit. When using this resource, students can annotate text; text can be read aloud; and responses can be saved.
All texts can be assigned to students to read digitally. Students have the option to listen to texts being read aloud (if allowed by the teacher), annotate texts, and use tools like annotations, auto play, audio speed, insert text box, bookmark, link, notes, and zoom.
Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:
The ePocket Chart is customizable.
Indicator 3x
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
Materials do not include or reference digital technology that provides teachers and/or students opportunities to collaborate. Teachers and students do not collaborate using digital tools.
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. Examples include, but are not limited to, the following:
No evidence found
Indicator 3y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
The visual design of the materials is not distracting and supports student learning and engagement. The layout of the materials is consistent across units and grade levels. Where appropriate, materials include guidance on locating texts in the student-facing materials and provide reminders for accessing other resources to support learning. The student-facing materials and Teacher Resource System clearly communicate information. The Teacher Resource System consistently includes headings that signal when support is available for a specific purpose, as seen in the following section headers: Engage, Model, Guided Practice, Connect to Knowledge Turn & Talk, and Apply to Understand Build Knowledge. The My Reading and Writing eBook supports student understanding of topics, texts, and concepts. Materials are mostly free of errors.
Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:
Materials balance the use of blank space on home and landing pages in the Teacher Resource Guide, as well as in the student My Reading and Writing eBook.
Materials consistently use the same icons throughout each grade and unit, including student-facing instructional activities.
Teacher support and guidance is clearly and consistently labeled throughout units and includes Access suggestions, Integrated English Language supports, sample student responses, and sample anchor charts.
Each unit includes a Unit Opener video that supports student learning and engagement for the upcoming unit.
Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:
The Benchmark Advance homepage contains links to program resources, the Teacher’s Resource System, and instructional resources. Resources can be filtered by grade level and unit.
Each unit homepage contains the following tabs:
Overview, Unit Resources, Week 1, Week 2, Week 3, and Additional Resources
Each unit section contains a drop down menu with more tabs.
The Overview section includes the following tabs: Content Knowledge Alignment, Vertical Progression of Knowledge-Building Unit Topics and Essential Questions, Author & Consultant Team, About the Program, Pacing Options and Sample Literacy Block, and Digital and Print Components.
The Unit Resources section includes the following tabs: Unit Opener, Strategies and Skills, Unit Components at a Glance, Intervention and Reteaching Resources, Guide to Text Complexity, Social-Emotional Learning & Culturally Responsive Perspectives, Vocabulary Development, Pathways to Knowledge, Research and Inquiry Project, and Suggested Language Objectives.
Each Week contains a Weekly Resources tab and daily lesson tabs. Each Day contains 4–5 instructional components. The layout to access lessons is consistent within and across units.
The Additional Resources section includes the following tabs: Instructional Routines and Strategies, Differentiated Phonological Awareness Routines, Constructive Conversation, Managing an Independent Reading Program, Recommended Trade Books, K–2 Phonics Scope and Sequence, Above-Level Student Supports for Phonics, Phonics Cumulative Assessments, Small Group Texts for Reteaching Strategies and Skills, Guide to Text Complexity, Access & Equity, and Contrastive Analysis.
Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:
Materials are typically free of errors; however, materials contain some labeling and typographical errors. For example, the Year Long Writing Plan lists Unit 9 as an Opinion Process Writing opportunity; however the Teacher’s Resource System guides students to complete a three-week informative research report process writing task. The word digital is misspelled in the Present section of the Unit 9 Research and Inquiry Project.
Indicator 3z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The Benchmark Universe Dashboard homepage includes a Benchmark Academy section. This section includes a PD Training: Curriculum Resources tab. The training tab includes Benchmark Universe How to Videos, such as Tech Talks and e-Assessment Teacher and Administrator Modules on assigning, previewing, and grading assessments as well as navigating the reports. The Benchmark Advance homepage includes student how-to videos on accessing assignments, navigating the digital platform, and using eBook tools and distance learning resources.
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:
The PD Training: Curriculum Resources support teachers with understanding the program and its associated resources. The Tech Talks support teachers with navigating eBook tools and features, customizing resources, sharing and accessing customizations, assigning resources, and managing assignments.
The PD Training: Curriculum Resources and the Benchmark Advance landing pages house student how-to videos. These videos support students with accessing assignments, navigating Benchmark Universe, and using eBook tools and distance learning resources.
The Benchmark Advance homepage includes a Distance Learning Printable Packet Options section. This section includes resources to support student and parent engagement and offers educators strategies to support online student learning. Materials include a three-part video series designed to help parents support their students with the program at home. Materials also include a three-part video series for teachers to support them with starting distance learning, engaging asynchronous and synchronous small group and whole group lessons, and providing and monitoring feedback to students.
Within each unit, the Overview section includes a Digital & Print Components tab. This document outlines which items are digital and which items are print. Additionally, the document explains how the teacher can use the components to support student learning.