1st Grade - Gateway 3

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.”

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.

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

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.

 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.) 

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

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.”

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.

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

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.

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.