About This Report
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Report Overview
Summary of Alignment & Usability: Benchmark Advance | ELA
ELA K-2
The instructional materials for grades K, 1, and 2 meet the expectations of alignment, building knowledge, and usability. Most texts are of high quality and include rigorous reading, writing, speaking and listening, and language practice. Students have opportunities to engage with texts and tasks that promote knowledge building. Supports for teachers to implement the materials with fidelity are clear and include guidance for differentiation to authentically grow students’ skills.
Kindergarten
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
1st Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
2nd Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for Kindergarten
Alignment Summary
The Benchmark Kindergarten materials meet the expectations of alignment to the Common Core ELA Standards. Materials include instruction, practice, and authentic application of reading, writing, speaking and listening, and language work that is engaging and at an appropriate level of rigor for the grade.
Kindergarten
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Text Quality & Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence
Some of anchor texts used in the Benchmark program are well-crafted, content-rich, and engage students at their grade level; however, some texts are low-quality. The mentor read-aloud texts, shared readings, and poetry texts have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Materials include standards-aligned, text-specific and text-dependent questions, tasks, and assignments that support students in making meaning of the core understandings of the text being studied and require students to engage with the text directly. Materials provide opportunities for students to engage in partner discussions, after listening to or rereading texts. On-demand writing opportunities occur as students respond to text-based prompts and complete short, focused projects, such as writing an opinion piece about their favorite character from the text, and materials include opportunities for students to engage in process and evidence-based writing during every unit. Materials include systematic and explicit instruction in phonological awareness and phonics, including a scope and sequence based on the expected hierarchy to build toward students’ application of foundational skills. Materials provide a range of foundational skills assessments, including formal and informal assessments, weekly and unit assessments, interim assessments, Quick Checks, and foundational skills screeners.
Criterion 1.1: Text Quality and Complexity
Texts are worthy of students’ time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students’ advancing toward independent reading.
Some anchor texts are well-crafted, content-rich, and engage students at their grade level; however, some texts are low-quality. Anchor texts include Mentor Read-Alouds and Extended Read-Alouds, some of which are published works by well-known authors. While materials meet the distribution of text types/genres required by the grade-level standards, materials do not reflect the 50/50 balance of informational and literary texts. The mentor read-aloud texts, shared readings, and poetry texts have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. The complexity of anchor texts students engage with provides some opportunities for students’ literacy skills to increase across the year. Tasks related to the texts do not always show progression in complexity, and some tasks are based on comprehension strategies rather than the standards. Materials include Interactive Read-Alouds, Shared Readings, Reading Mini-Lessons with Mentor Read-Alouds or Extended Reads, and Small Group Readings.
Indicator 1A
Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests. *This does not include decodables. Those are identified in Criterion 3.
The materials reviewed for Kindergarten partially meet the expectations for Indicator 1a.
Some anchor texts are well-crafted, content-rich, and engage students at their grade level; however, some texts are low-quality. Anchor texts include Mentor Read-Alouds and Extended Read-Alouds, some of which are published works by well-known authors. Academic vocabulary within many mentor reads directly relates to the unit's topic. Some Mentor Read-Aloud and Extended Read-Aloud books contain vibrant illustrations and topics students can identify. At times, shared reading texts include rich vocabulary and provide opportunities for the teacher to engage students in the text. Anchor texts of low-quality include Mentor Read-Alouds that minimally relate to the topic and are not worthy of repeated readings for closer study. Additionally, low-quality anchor texts do not provide opportunities for students to grow their vocabulary on the unit's topic.
Some anchor texts are high-quality and consider a range of student interests, are well-crafted, content-rich, and engage students at their grade level. Examples include, but are not limited to, the following:
In Unit 1, Week 1, the Mentor Read-Aloud Lessons from Mama Bear by Regina Alvarado includes vibrant photos of mother bears, cubs, dens, fish, and a stream. Rich academic vocabulary is labeled with the corresponding visual support.
In Unit 4, Week 1, the Mentor Read-Aloud “The Spider and the Deer” by Edgar Fernandez is a timeless, classic story that includes animal characters, rich academic vocabulary, and thought-provoking, vibrant illustrations.
In Unit 5, Week 2, the Mentor Read-Aloud “Technology at Home and School Past and Present” by Barbara Andrews and Cindy Peattie depicts school children over time—including representations of people who are white, African-American, Hispanic/Latinx, and Asian American— in an age-appropriate and high-interest text. The photos explicitly support learning rich academic vocabulary.
In Unit 8, Week 2, the Extended Read-Aloud Weather and Seasons by Margaret McNamara includes images of people of different genders and diverse racial and ethnic backgrounds enjoying the seasons. It is engaging, has strong content, rich academic vocabulary, vibrant illustrations, topics of high interest, age-appropriate, and rich language.
In Unit 9, the Shared Readings and Poetry poem “Covers” by Nikki Giovanni, a famous and highly acclaimed female African-American poet, includes age-appropriate, rich language, vibrant photos, and a topic with which students can relate and identify.
Examples of anchor texts of low-quality include, but are not limited to:
In Unit 2, Week 1, the Mentor Read-Aloud “The Little Helper” (author not cited) contains four simple sentences, which repeat twice. It lacks strong content.
In Unit 4, Week 1, the Mentor Read-Aloud “Who Did It?” (author not cited) includes minimal academic vocabulary. The topic is too familiar to increase knowledge.
In Unit 7, Week 1, the Mentor Read-Aloud “The Mother of Thanksgiving” (author not cited) is a short selection with four paragraphs. There is minimal academic vocabulary and minimal topic development.
In Unit 8, Week 1, the Mentor Read-Aloud “The Great Blizzard” (author not cited) uses mainly basic language. The text has simple topic development.
In Unit 10, Week 1, the Mentor Read-Aloud “Up in the Air” (author not cited) has a common academic vocabulary. The diagrams do not fully address the essential question.
Indicator 1B
Materials reflect the distribution of text types and genres required by the standards at each grade level. *This does not include decodable. Those are identified in Criterion 3.
The materials reviewed for Kindergarten partially meets the criteria of Indicator 1b.
While materials meet the distribution of text types/genres required by the grade-level standards, materials do not reflect the 50/50 balance of informational and literary texts. Rather, materials reflect a 40/60 balance of informational and literary texts across the year. Each unit contains a variety of genres including fantasy, realistic fiction, folktales, poems, and texts based on science and social studies concepts.
Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:
In Unit 1, there is one narrative poem and informational science texts. Examples of texts include What do Animals Need? By Pam Sale (informational science) and Tommy by Gwendolyn Brooks (literary narrative poem).
In Unit 2, there are two folktales, two fantasy texts, and one narrative poem. Examples of texts include The Tortoise and the Hare by Molly Smith (folktale) and The Little Helper by Evan Russel (folktale).
In Unit 3, there are two literary realistic fiction texts, a literary narrative poem, and two informational social studies texts. Examples of the text include Rules are Cool by Brenda Parks (literary realistic fiction) and What Are Some Rules At School by Margaret McNamara (informational social studies).
In Unit 4, literary texts include two realistic fiction texts, two fantasy texts, and a narrative poem. Examples of texts include The Spider and the Deer by Edgar Fernandez (fantasy) and Catch a Little Rhyme by Eve Merriam (literary narrative poem).
In Unit 5, there is one fantasy text, one realistic fiction text, and a narrative poem. Examples of texts include text 1, 2, 3, Blast Off! by Deniz Senyurt (fantasy)and Up, Up, and Away by Ayala Valle Alba (informational science).
In Unit 6, there is one fantasy text, one realistic fiction text, two folktales, and a free verse poem. Examples of texts include The Boy Who Fed His People by Virginia Driving Hawk Sneve (folktale) and Altogether Now! By Ruth White (literary fantasy).
In Unit 7, there is one free verse poem, and an opinion text. Examples of texts include These are the Best Ways to Celebrate Holidays by Erica Chen (informational opinion) and “November is Upon Us” by Kenn Nesbit (literary free verse poem).
In Unit 8, there is a realistic fiction text, a fantasy text, and a free verse poem. Examples of texts include Weather and Seasons by Margaret McNamara (informational science) and “Snow City” by Lee Bennett Hopkins (free verse poem).
In Unit 9, there are two informational science texts, two literary realistic fiction text, and a free verse poem. Examples of texts include Firefighters at Work by Sarah Wilson (informational social studies) and Covers by Nikki Giovanni (literary free verse poem).
In Unit 10, there is a narrative poem and an informational text. Examples of texts include The Swing by Robert Louis Stevenson (narrative poem) and The True Story of Balto, the Sled Dog by Sarah Stephen (informational history).
Materials do not reflect a 50/50 balance of informational and literary texts. Examples include, but are not limited to, the following:
Materials for this grade level include 20 informational texts and 30 literary texts. The yearlong balance of informational and literary texts is 40% informational and 60% literary.
In Unit 1, students listen to a total of five texts. The unit contains four informational texts (80%) and one literary text (20%).
In Unit 2, students listen to a total of five texts, all of which are literary (100%).
In Unit 3, students listen to a total of five texts. The unit contains two informational texts (40%) and three literary texts (60%).
In Unit 4, students listen to a total of five texts, all of which are literary (100%).
In Unit 5, students listen to a total of five texts. The unit contains two informational texts (40%) and three literary texts (60%).
In Unit 6, students listen to a total of five texts, all of which are literary (100%).
In Unit 7, students listen to a total of five texts. The unit contains four informational texts (80%) and one literary text (20%).
In Unit 8, students listen to a total of five texts. The unit contains two informational texts (40%) and three literary texts (60%).
In Unit 9, students listen to a total of five texts. The unit contains two informational texts (40%) and three literary texts (60%).
In Unit 10, students listen to a total of five texts. The unit contains four informational texts (80%) and one literary text (20%).
Indicator 1C
Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.
The materials reviewed for Kindergarten meet the criteria of Indicator 1c.
The mentor read-aloud texts, shared readings, and poetry texts have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Across the year, anchor texts range from 246L to 650L. The distribution of texts is varied and includes twenty accessible texts, nineteen moderate texts, three complex texts, and seven very complex texts. The Program Support Guide includes rationales for educational purposes and placement in the grade level. Students engage in tasks, such as participating in discussions with partners, using text evidence from illustrations and text features to answer questions, and engaging in shared and interactive writings about texts.
Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Examples include, but are not limited to, the following:
In Unit 1, Week 1, students listen to the mentor text, Lessons from Mama Bear by Regina Alvarado(450L). The qualitative complexity rating is low because the text contains domain-specific words and is structured sequentially around a young bear’s life phases. For three days, students listen to the text and then formulate a question about animal traits. Students identify informational text features and draw or write about the main topic of the text.
In Unit 2, Week 1, students listen to the mentor text, The Tortoise and the Hare by Molly Smith (480L). The qualitative complexity rating is moderate due to the text’s simple plot, implied moral or message, and complex and compound sentences. Students use prompts, and the teachers guide students to draw inferences. Students participate in shared writing and oral rehearsal before writing independently.
In Unit 3, Week 3, students listen to the mentor text, Lessons from Rules Are Cool by Brenda Parks (450L). The text has a moderate qualitative complexity rating due to few complex or compound sentences, common use language, and the text's narrative structure. Students identify and describe characters in the story using evidence from the text to support their answers, as they confirm their understanding of the story details and use characters in the story to build their knowledge on how rules help us get along.
In Unit 6, Week 1, students listen to the mentor text, A House for Max by Sunita Apte (440L). The text has a low qualitative complexity rating due to simple sentences, common language, and familiar vocabulary. The story has a chronological narrative structure and requires no prior knowledge for comprehension. Students discuss how the story's text can remind us of something that they have experienced.
In Unit 7, Week 3, students listen to the mentor text, In My Opinion...These Are the Best Ways to Celebrate Holidays by Erica Chen, (650L). The text has a low qualitative complexity rating and contains content-specific vocabulary words representing more profound concepts (e.g., veterans, patriotic, opinion). Students describe the relationship between illustrations and the text in which they appear and use images to build knowledge about holidays and celebrations.
Anchor/Core texts and series of texts connected to them are accompanied by an accurate text complexity analysis and a rationale for educational purpose and placement in the grade level. Examples include, but are not limited to, the following:
In Unit 2, Week 2, students listen to Horrible Bear by Ame Dyckman (420L). The text has a low qualitative complexity rating. The rationale for educational placement states the story aligns with the unit about characters. The story is about two characters in a feud and working out their differences.
In Unit 7, Week 1, students listen to the anchor text, The Mother of Thanksgiving by Max Prinz (640L). The text has a moderate qualitative complexity rating. The rationale for educational placement notes that the text is about history, culture, and geography. The text relates to the unit “Holidays and Celebrations,” as it shares the history of Thanksgiving and how the day became a national holiday.
In Unit 9, Week 2, students listen to the anchor text, Needs and Wants by Michael Cavanaugh (570L). The text has a moderate qualitative complexity rating. The rationale for educational placement shares that this informational text defines the basic needs to survive. Aligning with the unit topic “Meeting Our Needs and Wants,” the text discusses wants and how to supply our needs before our wants.
The Text Overview consistently provides accurate information relating to the texts’ qualitative features for the grade level as determined by the rubrics included in the EdReports evidence guides. The Lexiles available on Metametrics indicate an appropriate quantitative level of complexity for Kindergarten.
Indicator 1D
Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.
The materials reviewed for Kindergarten partially meet the expectations of Indicator 1d.
The complexity of anchor texts students engage with provides some opportunities for students’ literacy skills to increase across the year. Across the school year, Lexile levels range from 240L–650L. Qualitatively, most texts are of low or moderate complexity. Tasks related to the texts do not always show progression in complexity, and some tasks are based on comprehension strategies rather than the Standards. Materials provide the same scaffolds for texts regardless of complexity. Students reread complex texts multiple times for different instructional purposes and analysis.
The complexity of anchor texts students read provides some opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:
In Unit 2, the texts range in quantitative complexity from 420L–610L. In Week 1, Day 3, students listen to “The Little Helper” by Evan Russel (610L); this text is qualitatively low and the associated task has a low complexity rating. The teacher introduces the lesson focus—paying attention to key details. The teacher models identifying key details, pointing to the illustration on page 14 while using think aloud. The teacher reads aloud pages 14–15 and models thinking about key details. The teacher creates an anchor chart to explain how to identify key details about events at the story's beginning, middle, and end. During Guided Practice, the teacher reads aloud pages 16–17 and guides students to think about key details. Students turn and talk about the following question: “What important event causes the lion’s perspective to change?” With a partner, students act out what happens in the beginning, middle, and end of the story to retell the story, paying attention to how the lion’s perspective changed at the end of the story.
In Unit 4, texts range in quantitative complexity from 240L–530L. In Week 3, Day 1, students listen to Wolf Cub’s Song by Joseph Bruchac (520L); this text has a moderate qualitative complexity and the associated task has an accessible complexity rating. The teacher displays the text and introduces the vocabulary using the Define/Example/Ask Routine. The teacher sets the purpose for the first reading to create mental images. During the Model section of the lesson, the teacher reads aloud pages 2–4 without showing the illustrations. The teacher models how to create a mental image. The teacher reads aloud pages 5–15 and models creating a mental image. The teacher revises the anchor chart from Unit 1 about how readers create mental images. During Guided Practice, students close their eyes as the teacher reads aloud the last page. Students create a mental image. Students draw their mental image and share it with a partner. Then, students act out their mental images of Wolf Club's character.
In Unit 8, texts range in quantitative complexity from 440L–610L. In Week 3, Day 1, students listen to The Two Wool Gloves by Bo Jin (580L); this text is moderately complex qualitatively and the associated task has a low complexity rating. The teacher displays the book and introduces vocabulary using the Define/Example/Ask Routine. The teacher shows anchor charts from previous units and sets the purpose for the lesson—to create pictures in our minds and distinguish between important and unimportant information. During the Model portion of the lesson, the teacher reads aloud pages 2–3 and models how to create mental images. The teacher refers to the Create Mental Images Anchor Chart. The teacher reads aloud pages 4–5 and models how to tell the difference between important and unimportant information. The teacher shows the Determine Text Importance Anchor Chart. During Guided Practice, students use reading strategies to help them understand pages 10–11 and 12–15. Students think about the mental pictures of winter weather they created as they listened to the story and share descriptive words.
As texts become more complex, some scaffolds and/or materials are provided in the Teacher Edition (i.e., spending more time on texts, more questions, repeated readings). Examples include, but are not limited to, the following:
In Unit 1, Week 2, Day 1, for the first read of What Do Plants Need? by Debra Castor, materials include the following student supports: previewing the text, building vocabulary using the Define/Example/Ask Routine, teacher modeling using the Asking Questions Anchor Chart, and Guided Practice. For more student support, students can work with a partner to generate questions.
In Unit 5, Week 2, Day 5, the class views Technology at Home and School: Past and Present by Barbara Andrews. Materials include the following student supports: teacher modeling the use of a three-column chart to compare and contrast two texts, and Guided Practice with partners identifying at least one way two texts are similar and one way they are different. When students share their favorite detail from one of the texts that supports how technology is changing how we live, for more student support, the teacher can provide sentence frames to support students in speaking in complete sentences: “My favorite detail was ___. I like it because ___.”
In Unit 9, Week 2, Day 3, for the third read of Needs and Wants by Michael Cavanaugh, materials include the following student supports: teacher modeling of how to answer questions using the text, and Guided Practice of answering a second text-evidence question. When students draw and label a picture of a need and a want they would purchase, the teacher can have students orally state their need and want to a partner for more student support.
Indicator 1E
Materials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.
The materials reviewed for Kindergarten meet the expectations of Indicator 1e.
Materials provide three pacing options: 150-minute, 120-minute, or a 90-minute literacy block. The Reading Foundations, Reading to Build Knowledge and Vocabulary, Read-Aloud, and Writing and Grammar supports include teacher guidance on dividing the time. Materials include Interactive Read-Alouds, Shared Readings, Reading Mini-Lessons with Mentor Read-Alouds or Extended Reads, and Small Group Readings. Each unit contains twenty or more texts per week related to the unit topic in shared readings, vocabulary mini-lessons, and small group instruction. The three-week units include five to seven shared readings, two extended reading texts, two Mentor Read-Alouds, decodables, leveled readers to use within small group instruction, and two reader’s theater texts.
Materials include a comprehensive range of materials to support a robust independent reading program, including reading logs, anchor charts, at-home monitoring, classroom design, and suggestions. In addition, materials provide daily guidance and structures to support teachers with incorporating independent reading into the literacy block. The Managing an Independent Reading Program resource includes teacher guidance on supporting students in reading. Guidance encourages students to develop a daily at-home reading practice for a minimum of twenty minutes.
Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of texts. Examples include, but are not limited to, the following:
In Unit 1, during the Reading and Vocabulary Mini-Lessons, students listen to four informational science texts. This unit also includes one poem.
In Unit 3, students listen to five texts, two Mentor Read-Alouds, two Extended Reads, and one poem. The unit includes the following text types: two informational social studies texts, two realistic fiction texts, and one narrative poem.
In Unit 4, students listen to five texts: two Mentor Read-Alouds, two Extended Reads, and one poem. All of the texts in this unit are literary texts and include two fantasy texts, two realistic fiction texts, and one narrative poem.
In Unit 9, students listen to six texts: two Mentor Read-Alouds, two Extended Reads, and one poem. The unit includes two informational science texts, two realistic fiction texts, and one free verse poem.
Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include, but are not limited to, the following:
In Unit 2, students engage in a volume of reading:
In Unit 2, Week 1, students listen to the Shared Reading selections, “Little Miss Muffet!” “Humpty Dumpty,” and the poem “April Rain Song” by Langston Hughes, as well as the Mentor Read-Alouds “The Tortoise and the Hare” and “The Little Helper.”
In Unit 2, Week 2, students listen to the Shared Reading selections “Little Bo-Peep,” “Gregory Griggs,” and the poem “April Rain Song” by Langston Hughes, as well as the Extended Read Horrible Bear by Ame Dyckman.
In Unit 2, Week 3, students listen to the Shared Reading selections, “The Gingerbread Man,” “The Little Red Hen,” and the poem” An April Rain Song” by Langston Hughes, as well as the Extended R The Fantasy Dog Days of School by Kelly DiPucchio.
In Unit 5, students engage in a volume of reading:
In Unit 5, Week 1, students listen to the Shared Reading selections “A Little Piggie Named Bob,” “Technology,” and the poem “Deep in Our Refrigerator” by Jack Prelutsky, as well as the Mentor Read-Alouds “Up, Up, and Away!” by Ayala Valle Alba and “1, 2, 3, Blast Off!” by Deniz Senyurt.
In Unit 5, Week 2, students listen to the Shared Reading selections “The Wheels on the Bus,” “Getting to School,” and the poem “Deep in our Refrigerator by Jack Prelutsky, as well as the Extended Read Technology at School by Barbara Andrews and Cindy Peattie.
In Unit 5, Week 3, students listen to the Shared Reading selections “The Toaster” by William Jay Smith, “My Noisy House,” and the poem “Deep in Our Refrigerator” by Jack Prelusky, as well as the Extended Read No-Tech Day of Play by Brenda Parkes and Jeffrey B. Fuerst.
In Unit 7, students engage in a volume of reading
In Unit 7, Week 1, students listen to the Shared Reading selections,“Mr. Turkey,” “Five Waiting Pumpkins,”and the poem “November is Upon Us” by Kenn Nesbit,t as well as the Mentor Read-Alouds, “The Mother of Thanksgiving” by Max Prinz and “Let’s Celebrate Thomas Edison” by Cynthia Sun.
In Unit 7, Week 2, students listen to the Shared Reading selections, “P-E-A-C-E,” “February Celebration,” and the poem “November is Upon Us” by Kenn Nesbitt, as well as the Extended Read People We Celebrate by Margaret McNamara.
In Unit 7, Week 3, students listen to the Shared Reading selections, “Happy Birthday, USA!” “June is the Best Month,” and the poem “November is Upon Us” by Kenn Nesbitt, as well as the Extended Read In My Opinion…These are the Best Ways to Celebrate Holidays by Erica Chen.
The Additional Resources section includes a document titled Managing an Independent Reading Program. This document lists multiple times that students can independently read during the daily reading block and also mentions the Managing Your Independent Reading Program document.
There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading). Examples include, but are not limited to, the following:
During independent reading, students keep reading logs and reading response journals. Teachers can conference regularly with individual students to monitor their progress.
The mini-lesson component of the Managing Your Independent Reading Program document includes guidance on the teacher’s role when selecting a topic based on their observation of student needs, interests, and curriculum goals. The teacher provides mini-lessons on management, literary works, and effective reading strategies using examples from real texts.
The Additional Resources section includes a document titled Managing an Independent Reading Program. This document lists multiple times that students can independently read during the daily reading block and also mentions the Managing Your Independent Reading Program document.
Every unit contains a Comprehensive Literacy Planner that gives an overview of all mini-lessons for the week. This document includes teacher guidance on providing students with time for independent reading each day and refers the teacher to the Unit Foldout for more information.
Criterion 1.2: Tasks and Questions
Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
Materials include standards-aligned, text-specific and text-dependent questions, tasks, and assignments that support students in making meaning of the core understandings of the text being studied and require students to engage with the text directly. Materials include regular opportunities for students to engage in text-based discussions with partners, with Speaking and Listening Protocols embedded in the program and also found in the Speaking and Listening Protocols Bank, located in the Additional Materials section. Students participate in Turn, Talk, and Listen partner activities related to the text, paraphrase partner’s answers, and share their ideas with the class. On-demand writing opportunities occur as students respond to text-based prompts and complete short, focused projects, such as writing an opinion piece about their favorite character from the text. Materials include opportunities for students to engage in process writing during every unit and contain various opportunities for students to learn, practice, and apply different genres and types of writing by the standards. Students have multiple opportunities to learn, practice, and apply evidence-based writing. Materials provide daily explicit grammar and usage instruction and opportunities for student practice and application of all grade-level grammar and usage standards. Additionally, materials include a year-long vocabulary development plan, which lists all Tier 2 and Tier 3 vocabulary organized by Unit and Weeks. The plan includes a key that outlines which vocabulary words are explicitly taught in the unit and which week the words repeat in.
Indicator 1F
Most questions, tasks, and assignments are text-specific and/or text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
The materials reviewed for Kindergarten meet the criteria of Indicator 1f.
Materials include standards-aligned, text-specific and text-dependent questions, tasks, and assignments that support students in making meaning of the core understandings of the text being studied and require students to engage with the text directly. Lessons contain multiple questions that include the depth of knowledge necessary to answer the questions and the correct answer, so teachers are supported in planning and implementing the questions and tasks. The Teacher’s Resource System provides text-based questions to ask students and anchor charts to model and support student learning. Materials frequently provide sentence frames, and student tasks include options to draw or speak.
Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the text being studied. Examples include, but are not limited to, the following:
In Unit 3, Week 1, Day 4, students listen to the story A New Pet by Jasmine Gomez and engage in a Turn and talk to answer the following text-specific questions: “How is Ellie Phant different from the other two characters in the story? (She is a dog.) Which character in the story wants a pet elephant? (Ben wants a pet elephant.) Which character points out the problems with having a pet elephant? (Mom)”
In Unit 6, Week 1, Day 2, after listening to “All Together Now” by Ruth White, students answer the following text-specific questions: “Which animals work together? (Goat, Horse, Cat, and Chicken work together.) How do the animals trick Fox? (Goat, Horse, Cat, and Chicken disguise themselves as one big animal under a quilt so that Fox thinks they are a beast looming over him.)”
In Unit 8, Week 1, Day 2, after listening to “The Coolest Vacation” by Luis Heredia, students study the photographs and answer the following text-based questions: “What is this text mostly about? What details give more information about the main topic? How is the vacation in the picture on page 24 different from the vacation on page 25?”
Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:
In Unit 2, Week 1, Day 3, materials provide the teacher with a script on how to model how students determine which details are important and which are not. Teacher guidance includes a structure on how to create an anchor chart and explains how to determine if a detail from the text is important or not.
In Unit 5, Week 1, Day 3, during the Mentor-Read 1 Mini-Lesson, students use the text “Up, Up, and Away!” by Ayala Valle Alba. The lesson includes three text-dependent questions with sample answers provided for teacher use. Additionally, materials have a sentence frame that teachers can use with students who may need more support to write a caption or orally share a caption about the picture they drew.
In Unit 7, Week 1, Day 3, after listening to The Mother of Thanksgiving by Max Prinz, materials provide teacher guidance on how to model identifying the connection between two events in a text. Materials include a script for teacher use to model a think aloud for students and note how keywords like “today” and “many years ago” connect the events.
Indicator 1G
Materials provide frequent opportunities and protocols for evidence-based discussions.
The materials reviewed for Kindergarten meet the criteria of Indicator 1g.
Materials include regular opportunities for students to engage in text-based discussions with partners. The Speaking and Listening Protocols are embedded in the program and can also be found in the Speaking and Listening Protocols Bank, located in the Additional Materials section. The Foundations and Routines Unit introduces the protocols and provides many opportunities to practice to solidify students’ understanding of the steps in each protocol. Protocols are introduced, practiced, and applied by Unit and students engage in more complex protocols in later units. Think-Speak-Listen tools for language structures are also provided to help students support their ideas with reasons, evidence, and examples. The Teacher Resource System includes facilitation, monitoring, and instructional support for teachers, including extensive information about discussion protocols and constructive conversations.
Materials include protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:
The Additional Resources section includes a Speaking and Listening Protocols Bank and a Constructive Conversation protocol document. This document defines the protocols and provides information to understand the how and why of the protocol. The Protocol Complexity Table provides a visual overview showing the Protocol use in Each Unit and how protocol complexity build across the year.
Materials include Think-Speak-Listen protocols that go along with the Constructive Conversation materials. The protocols in the lesson plan contain sentence stems designed to support student conversation during instruction.
In Unit 1, Week 1, Day 5, Lesson 3, students engage in a guided discussion about the enduring understanding that plants need certain things, including food, water, air, and space to survive. The teacher poses the question Look at the last picture of the pumpkins in the field on p. 7. The vines take up a lot of room! How does that support what you know about what plants need to survive? (Plants need space to live and grow.) Students will use the foundational Turn and Talk: I Think...” protocol described in the protocol continuum table located in the Speaking and Listening Protocols Bank.
In Unit 4, Week 2, Day 5, Lesson 3, students engage in a guided discussion as partners with the mentor text, Knuffle Bunny (author not cited). The teacher reads aloud pages 23–31. Then the teacher has partners compare and contrast the experiences of Trixie and her daddy once he understands that Knuffle Bunny is missing. Students in Unit 4 will use the Turn and Talk: Why Do You Think That? Protocol noted within the protocol continuum found in the Speaking and Listening Protocols Bank.
In Unit 6, Week 2, Day 1, Lesson 3, students listen to the text The Legend of the Coqui by Georgina Lazaro. During the Apply Understanding portion of the lesson, students will share connections they made where other texts taught them lessons. In Unit 6 will students will use the Turn and Talk: Build Knowledge Protocol noted within the protocol continuum found in the Speaking and Listening Protocols Bank.
In Unit 10, Week 2, Day 5, Lesson 3 students will discuss what they have learned from Enduring Understanding 2 that we use forces and motion to help us. The teacher will pose the following task and ask partners to share ideas. In Unit 10 students will use the Build Up an Idea Protocol and include Vocabulary and the Build Knowledge words they have learned: push, pull, force, motion. Students will use the foundational Turn and Talk protocol described in the protocol continuum table located in the Speaking and Listening Protocols Bank.
Speaking and listening instruction includes facilitation, monitoring, and instructional support for teachers. Examples include, but are not limited to, the following:
The Additional Resources section includes a Speaking and Listening Protocols Bank, a Constructive Conversation protocol document, and the Foundations and Routines resource guide. These resources, and notes within lessons, include facilitation, monitoring, and instructional supports for teachers.
The Turn and Talk Protocol is foundational throughout the program and materials. in the Foundations and Routine guide include the teacher models and directions for various types of Turn and Talks that develop in complexity throughout the year.
In the Teacher Resource material, under the Additional Materials section for each unit, materials include a document that provides general teacher guidance on “Maximizing the Quality of Classroom Constructive Conversations.” This guidance is the same throughout all units across the year.
For example, the resource states, “Teachers and students can better understand how to improve conversations with the tools that accompany the Benchmark Advance program. The first tool, the ‘Conversation Blueprint,’ is a visual guide to help teachers scaffold students’ conversations.
The Conversational Blueprint document also includes a supporting document that fits the description at the end of the Constructive Conversation guidance.
The Think-Speak-Listen Bookmarks have included teacher modeling on student use of this tool.
In Unit 3, Week 2, Day 1, materials provide the teacher with question prompts to guide students with speaking and listening using the Turn and Talk protocol. To activate students’ prior knowledge, the materials provide the following teacher guidance: “Ask partners to identify the most important word in the poem (wiggle) and discuss why it is important. Call on one or two students to paraphrase what their partners told them.” Materials include discussion prompts based on the text, What are Some Rules at School?, by Margaret McNamara for teacher use during Guided Practice. Those questions are: “Which rules are similar to the rules in our school? Which rules are different from the rules in our school? What rules do you follow to stay safe at school? How does following rules make us good citizens?” Students will use the foundational Turn and Talk protocol described in the protocol continuum table located in the Speaking and Listening Protocols Bank.
In Unit 5, Week 1, Day 5, materials provide the teacher with question prompts to guide students with speaking and listening using the Turn and Talk protocol after the listening to “1, 2, 3, Blast Off!” (no author cited). To connect to knowledge, the materials provide the following teacher guidance: “Remind students of Enduring Understanding 2: We can use technology to interact with others in new ways. Pose the following questions and ask partners to share ideas. Remind students to use the selection Vocabulary and Build Knowledge words they have learned. Those questions are: “Look at pages 46-47. What is the setting? How do you know this is in the future? How does describing the characters and major events shown on pages 46-47 help us build knowledge about how technology can help us interact with others in new ways?” Students will use the foundational Turn and Talk protocol described in the protocol continuum table located in the Speaking and Listening Protocols Bank.
In Unit 8, Week 3, Day 1, materials provide two anchor charts for the extended read, Two Wool Gloves by Bo Jin. The materials provide the teacher with the Build Vocabulary routine using the define, example, ask routine to support students. The teacher defines the word, gives an example, and students Turn and Talk and answer a question from the teacher related to the vocabulary. The first example provided for the teacher is, “Show how grumbling is different than talking. Tell a time you grumbled at something.” Students will use the foundational Turn and Talk protocol described in the protocol continuum table located in the Speaking and Listening Protocols Bank.
Indicator 1H
Materials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and support.
The materials reviewed for Kindergarten meet the criteria of Indicator 1h.
Materials provide opportunities for students to engage in partner discussions, after listening to or rereading texts. Students participate in Turn, Talk, and Listen partner activities related to the text, paraphrase partner’s answers, and share their ideas with the class. Materials provide sentence frames to support students’ speaking and listening opportunities. Throughout each unit, students complete a Research and Inquiry and Knowledge Blueprint, during which they create a presentation and engage in Constructive Conversations to discuss the Enduring Understandings. While the majority of speaking and listening opportunities support what students are reading or researching, occasionally speaking and listening opportunities involve students sharing their personal opinions and thoughts.
Over the course of the year, students have opportunities to demonstrate what they are reading through various speaking and listening opportunities. Examples include, but are not limited to, the following:
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Examples include, but are not limited to, the following:
In Foundations and Routines, Day 1, the teacher and students co-create an anchor chart about building strong listening habits. These skills are repeated throughout the year. In Day 2, the teacher introduces some of the speaking and listening protocols students will use throughout the year. These directions and agreed-upon rules are repeated within lessons across the year.
Add drawings or other visual displays to descriptions as desired to provide additional detail. Examples include, but are not limited to, the following:
In Unit 10, Week 3, Day 10, the teacher reads Enduring Understanding 1 and 2 and asks questions for students to discuss. The students watch a short video and students turn and talk about what makes things more and how this viewing was different from their first viewing now that they have built knowledge. Students engage in Constructive Conversation to demonstrate what they have learned in this unit in a conversation with peers. The teacher reminds students to take turns speaking and to listen carefully to others before sharing your own ideas. After the discussions are complete, students demonstrate their knowledge of the Enduring Understanding independently by drawing a picture of themselves pulling a wagon or kicking (pushing) a soccer ball. Students write a sentence that tells how they are using force.
Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:
Continue a conversation through multiple exchanges. Examples include, but are not limited to, the following:
In Unit 2, Week 2, Day 4, the teacher displays the cover of Horrible Bear! by Ame Dyckman. The teacher tells students they will build their knowledge about the character’s perspectives. The teacher asks questions to reinforce students’ understanding of the role of an author and illustrator. Students discuss their answers with a partner, then share answers with the whole class. Students then turn and talk to respond to the following questions: “Look at the illustration on the cover. What can you tell about the character from the illustration? What can we tell about the characters’ perspectives from the illustration?”
In Unit 2, Week 3, Day 4, the teacher displays the cover of Dog Days of School by Kelly DiPucchio and Brian Biggs. The teacher tells students they will build their knowledge about the character’s perspective. The teacher asks questions to reinforce students’ understanding of the role of an author and illustrator. Students discuss their answers with a partner, then share their answers with the whole class. Students then turn and talk to respond to the following questions: “Even though an illustrator does not write the story, he or she can still tell us about the characters through art. Look at the illustrations. What can you tell about Charlie’s perspective from the illustration?”
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Examples include, but are not limited to, the following:
In Unit 1, Week 1, Day 3, the teacher displays “Lessons from Mama Bear” (author not cited) and models how the title and photos help the reader think about the main topic. The teacher reads paragraph 1 and models retelling a key detail. The teacher works with students to create an anchor chart that will support students as they practice identifying the main topic and key details. Students listen to key details in the text read aloud and answer the following text-based questions: Why can’t bear cubs survive on their own? Look at the photo and labels of Mama bear and the cubs at the stream. What key details do they show? What might happen if the cubs did not learn which berries are good to eat, or how to catch a fish? Students turn and talk to explain to their partner what bears need to survive.
In Unit 3, Week 1, Day 2, the teacher displays “Let’s Play by the Rules!” (author not cited) and models how we make connections between our lives and ideas in texts. Partners turn and talk and tell each other a reason the author gives to support the idea that rules are important in team sports. Students share the reasons they heard with the class. The teacher asks the following questions: “When is it important to be a good sport? What are some rules that make a game fair? How can a player be a good sport? Students turn and talk to respond to the following questions: Describe the rule the players are following in the picture on page 23. How is following this rule a good choice?”
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Examples include, but are not limited to, the following:
In Unit 7, Week 2, Day 3, the teacher displays People We Celebrate by Margara McNamara and tells students they will be comparing two people who are discussed in this text. The teacher models answering a text evidence question and displays and reads a second text evidence question for students to discuss. Students ask partners to identify a connection between Martin Luther King, Jr. and Abraham Lincoln. Students turn and talk to respond to the following question: “In the text, we read about three people who helped build our nation. How do we honor them?”
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Examples include, but are not limited to, the following:
In Unit 7, Week 3, Day 5, students work in partnerships or small groups to discuss why holidays are important, how people celebrate holidays, and why people celebrate holidays using specific examples and Build Knowledge words from previous lessons.
Indicator 1I
Materials include a mix of on-demand and process, grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.
The materials reviewed for Kindergarten meet the criteria of Indicator 1i.
As a part of daily instruction, students utilize the My Reading and Writing notebook for text-based, on-demand writing opportunities. Additional on-demand writing opportunities occur as students respond to text-based prompts and complete short, focused projects, such as writing an opinion piece about their favorite character from the text. Materials include opportunities for students to engage in process writing during every unit. Students learn to pre-write, draft, revise, edit and proofread, and publish or present. During the writing portion of the lesson, students complete process writing tasks spanning different genres and content, with writing tasks lasting from five days to fifteen days. Although there is one opportunity during which the teacher shows students how to publish writing using technology, materials do not include any digital tools or platforms to help students produce and publish writing.
Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:
In Unit 1, Week 2, Day 3, students write a fact from the text What Do Plants Need? by Debra Castor Students have an opportunity to choose one of the other facts the class discussed. Students turn and tell their partners what fact they will write about, what they will draw, and what their message is.
In Unit 6, Week 2, Day 2, the teacher directs students to use their "My Reading and Writing Workbook" for on-demand writing. Students draw and write a list of helpful house rules that people who live together can follow on page 6 of their Reading and Writing book.
In Unit 9, Week 1, Day 2, students engage in independent and small group writing. During this time, students choose a topic for their texts. The teacher will have students write or draw their topic on a planning organizer and begin to list reasons why it is their favorite food. Students will share their planning organizer with a partner during Share and Reflect.
Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided. Examples include, but are not limited to, the following:
In Unit 5, students participate in process writing for one week to create an informative/explanatory text. Over Week 1, students draw and write, draft, revise, and share their informative/explanatory text.
In Unit 6, Weeks 1–3, students write an opinion piece. In Week 1, students are tasked with writing an opinion to describe a favorite character from a story that they have read. The teacher models the writing process as students work through the writing. Then in Week 2, students write about a favorite story that they have read. They brainstorm; state their opinion; and write, revise, and expand their draft. This topic is continued in Week 3 when students focus on adding linking words and evaluating their word choice, and edit, publish, and share their work afterwards.
In Unit 8, Weeks 1–3, students write a shared research report. In Week 1, students read a mentor text, select a topic, gather information from sources, plan, and draft the topic. In Week 2, students continue their draft; add a title, conclusion, and visual supports; and revise their writing. In Week 3, students add linking words and edit and publish their work.
Materials include digital resources where appropriate. Examples include, but are not limited to, the following:
The Writer’s Universe contains various digital lessons that include videos and interactive graphic organizers that walk students through each step of the writing process. The digital resources include space for students to type their drafts and submit their work to the teacher. Afterwards, the teacher unlocks the next step of the writing practice. Materials also include a mentor text and instruction and interactive practice to support writing related to that genre—opinion about a topic, opinion about a text, personal narrative, fable, informative about Science, and informative about Social Studies.
In Unit 7, Week 3, Day 4, the teacher models how to publish students’ writing using technology. The teacher shows students how to select images that correspond with their story.
Indicator 1J
Materials provide opportunities for students to address different text types of writing (year-long) that reflect the distribution required by the standards.
The materials reviewed for Kindergarten meet the criteria of Indicator 1j.
Materials contain various opportunities for students to learn, practice, and apply different genres and types of writing by the standards. Materials provide opportunities for students to use both print and video sources in multiple units and include links to online material for teachers to use as they see fit to support student writing. Support includes sentence frames that the teacher can use to support students' writing.
Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Different genres/modes/types of writing are not evenly distributed throughout the school year. Examples include, but are not limited to, the following:
Percentage or number of opportunities for opinion writing:
Students have 9 out of 30 opportunities to learn, practice, and apply opinion writing across the school year.
In Unit 1, there are no opportunities for opinion writing.
In Unit 2, there are no opportunities for opinion writing
In Unit 3, there are no opportunities for opinion writing
In Unit 4, there are three opportunities for opinion writing. All writing opportunities for this unit are opinion in nature.
In Unit 5, there are no opportunities for opinion writing
In Unit 6, there are three opportunities for opinion writing. All writing opportunities for this unit are opinion in nature.
In Unit 7, there are no opportunities for opinion writing
In Unit 8, there are no opportunities for opinion writing
In Unit 9, there are three opportunities for opinion writing. All writing opportunities for this unit are opinion in nature.
In Unit 10, there are no opportunities for opinion writing.
Percentage or number of opportunities for informative/explanatory writing:
Students have out 9 of 30 opportunities to learn, practice, and apply informative/explanatory writing across the school year.
In Unit 1, there are no opportunities for informative/explanatory writing.
In Unit 2, there are no opportunities for informative/explanatory writing.
In Unit 3, there are three opportunities for informative/explanatory writing. All writing opportunities for this unit are informative/explanatory in nature.
In Unit 4, there are no opportunities for informative/explanatory writing.
In Unit 5, there are three opportunities for informative/explanatory writing. All writing opportunities for this unit are informative/explanatory in nature.
In Unit 6, there are no opportunities for informative/explanatory writing.
In Unit 7, there are no opportunities for informative/explanatory writing.
In Unit 8, there are three opportunities for informative/explanatory writing. All writing opportunities for this unit are informative/explanatory in nature.
In Unit 9, there are no opportunities for informative/explanatory writing.
In Unit 10, there are no opportunities for informative/explanatory writing.
Percentage or number of opportunities for narrative writing:
Students have out 6 of 30 opportunities to learn, practice, and apply narrative writing across the school year.
In Unit 1, there are no opportunities for narrative writing.
In Unit 2, there are three opportunities for narrative writing. All writing opportunities for this unit are narrative in nature.
In Unit 3, there are no opportunities for narrative writing.
In Unit 4, there are no opportunities for narrative writing.
In Unit 5, there are no opportunities for narrative writing.
In Unit 6, there are no opportunities for narrative writing.
In Unit 7, there are three opportunities for narrative writing. All writing opportunities for this unit are narrative in nature.
In Unit 8, there are no opportunities for narrative writing.
In Unit 9, there are no opportunities for narrative writing.
In Unit 10, there are no opportunities for narrative writing.
Explicit instruction in opinion writing:
In Unit 4, Week 1, Day 1, the teacher models stating an opinion and a reason to support the opinion. The teacher orally rehearses the opinion sentence, and students help dictate each word.
In Unit 6, Week 2, Day 2, the teacher models how to use a Planning Chart to list reasons that support an opinion of the text, Horrible Bear!.
In Unit 9, Week 1, Day 1, the teacher displays the Writing Opinion Text Anchor Chart from Unit 6. The teacher reminds students what an opinion text is. The teacher creates a brainstorming chart with three columns about favorite foods, opinion, and reasons. The writing topic is not explicitly tied to using textual evidence.
Explicit instruction in informative/explanatory writing:
In Unit 3, Week 1, Day 1, the teacher models how to draw and write about one thing the teacher learned from the text (Let’s Play by the Rules) about staying safe. The teacher models selecting a sport’s rule to draw and write.
In Unit 5, Week 2, Day 2, the teacher displays the brainstorming web about technology at home and school. The teacher reads the ideas and models selecting a topic. The teacher models writing a topic sentence. The teacher models adding details to the writing.
In Unit 8, Week 1, Day 3, the teacher models how to gather information from a source for the research report.
Explicit instruction in narrative writing:
In Unit 2, Week 1, Day 1, the teacher models writing about an event from The Tortoise and the Hare. However, the teacher asks students to share events in the story. As a class, they select an event to draw and write. After drawing a picture of Tortoise, the teacher and students create a sentence.
In Unit 7, Week 2, Day 3, the teacher models how to start a narrative draft. The teacher models looking back at the story element chart for setting, characters, and events. The teacher writes the first sentence. Students help the teacher write the following sentences.
Different genres/modes/types of writing are distributed throughout the school year, although the distribution is not even. Examples include, but are not limited to:
Students have opportunities to engage in opinion writing. For example:
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
In Unit 4, Week 2, Day 4, students write and draw reasons they like the story Knuffle Bunny.
In Unit 6, Week 2, Day 3, students write an opinion piece about their favorite story. They state their opinion in a complete sentence and give reasons to support their opinion.
In Unit 9, Week 2, Day 1, students write an opinion piece about their favorite food.
Students have opportunities to engage in informative/explanatory writing. For example:
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
In Unit 3, Week 2, Day 3, students continue providing information for their informational writing piece about rules followed at school. Students draw a picture of a rule they follow and then write sentences to explain the rule.
In Unit 5, Week 2, Day 2, students brainstorm a topic for an informational text about the technology used at home. Students write a topic sentence and a second sentence about their topic. .
In Unit 8, Week 2, Day 1, students add additional sentences to the drafts of their shared research report.
Students have opportunities to engage in narrative writing. For example:
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
In Unit 2, Week 1, Day 3, students draw and write a continuation of the narrative of The Tortoise and the Hare. Students draw and write about what they think the tortoise and the hare might do next. Students write different endings for their stories.
In Unit 7, Week 1, Day 3, students draft their own version of a story where a seal challenges other animals to a race. Students draft their narrative writing piece, including a beginning, middle, and end.
Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). For example:
In Unit 2, Week 1, Day 3, students add another event from the girl’s point of view to our narrative using the mentor text Horrible Bear!.
In Unit 3, Week 2, Day 2, students draw and write about a rule after listening to What are Some Rules at School?
In Unit 5, Week 2, Day 4, students write about how technology is helpful after listening to Technology at Home and School: Past and Present.
In Unit 10, students use the mentor text “Down the Snowy Slope” to write poetry.
Indicator 1K
Materials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.
The materials reviewed for Kindergarten meet the criteria of Indicator 1k.
The instructional materials for Benchmark Kindergarten include frequent opportunities across the school year for students to learn, practice, and apply evidence-based writing. Lesson plans include models/exemplars, protocols, and rubrics to support student writing. Students use their "My Reading and Writing" book to complete writing related to the Reading mini-lessons. Each week students have "We Read, Draw and Write" tasks and "I Read, Draw, and Write" tasks - shifting the responsibility to the students as they master the content. For the "I Write and Draw" tasks, students self-check sections to monitor their writing/drawing to ensure that it meets standards for the grade level and is aligned with the learning targets of the lesson. Anchor charts assist students with writing on various topics and genres: information, narrative, and opinion.
Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:
In Unit 1, Week 1, Day 5, the teacher tells students they are going to write a message based on their reading of “Grow, Pumpkin, Grow!” The teacher models thinking of an idea, drawing the idea, and sharing the idea by telling about the picture.
In Unit 3, Week 2, Day 5, the teacher asks students to tell a partner a rule they think is important to follow at school and models how to select a rule that is clear and fact-based. The teacher draws a picture to represent their idea and models writing the rule on the bottom of the drawing by saying the sentence several times and asking students to help write the words while also asking about capitalization and spacing.
In Unit 7, Week 1, Day 3, after reading The Legend of the Coqui by Georgina Lazaro, the teacher models drafting a story using the story elements chart. The teacher writes the first few students and engages students to help. The teacher drafts the beginning, middle, and end of the story and reads the story aloud.
Writing opportunities are focused around students’ recall of information to develop opinions from reading closely and working with evidence from texts and sources. Examples include, but are not limited to, the following:
In Unit 1, Week 1, Day 5, students retell facts from the mentor text, Grow, Pumpkin, Grow. Students form a message based on the text and use pre-writing strokes to draw a picture representing a message.
In Unit 3, Week 2, Day 5, after reading the text What Are Some Rules at School? students draw and write about a rule and why it is important.
In Unit 7, Week 1, Day 3, students draft a story. Students say their sentences aloud and listen as a partner shares his/her sentences. Students read their drafts aloud.
Indicator 1L
Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.
The materials reviewed for Kindergarten meet the criteria for 1l.
Kindergarten materials provide daily explicit grammar and usage instruction and opportunities for student practice and application of all grade-level grammar and usage standards. Students have opportunities to work with the whole group, with partners, as well as independently. The materials include explicit instruction and practice opportunities geared toward mastery. Grammar and usage is taught and practiced both in explicit, isolated lessons and in the context of shared and independent writing and in dictation exercises. Students engage in authentic independent writing activities daily. Explicit opportunities for application in context occur primarily during shared writing in the first half of the year, then transition to students’ independent writing in the latter half of the year.
Materials include explicit instruction of all grammar and conventions standards for the grade level. For example:
Print many upper- and lowercase letters.
In Unit 1, Week 3, Day 2, the teacher plays the “Letter Song I” several times to introduce the letter and sound. Students join in singing the song and acting out the letter formation. Students practice writing or tracing the uppercase and lowercase letter I, saying the letter’s name as they write or trace.
In Unit 2, Week 2, Day 1, students practice spelling-sound correspondences. The teacher displays the sound-spelling card for the letter t following the introduce-model-practice routine. During practice time, students write the letter t on paper or a work mat.
Use frequently occurring nouns and verbs.
In Unit 1, Week 1, Day 2, the teacher reviews the definition of a noun and displays pictures of nouns organized into categories in a pocket chart. The teacher names each noun and says “ ____ is a noun because it is a (person, animal, place, thing, or idea).” Then the teacher uses the noun in a sentence. The teacher displays three to four new noun picture cards. Students work in partners to name the noun, explain why it is a noun, and use the noun in a sentence.
In Unit 8, Week 3, Day 4, the teacher reviews the difference between action and being verbs. The teacher models adding a verb to a list of sentences. Partners receive four strips of paper on which they create new sentences using common verbs. Partners share their sentences with the whole group.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
In Unit 2, Week 1, Day 3, the teacher reminds students that plural nouns tell more than one person, place, or thing. The teacher reads and points to a sentence in “The Tortoise and the Hare.” The teacher explains there is a plural noun in the sentence that ends with the letter -s and asks students to find the plural noun. Students point to the word animals. The teacher uses chart paper to draw one of the following items and label it: dog, cat, tree, tortoise, hare, flower. Students identify the singular noun and use it in a sentence. The teacher draws an identical item and adds -s or -es to the label. Students say the plural word and use the plural noun in a sentence.
In Unit 6, Week 1, Day 2, the teacher reviews the definition of nouns and plural nouns. The teacher reads aloud the sentence, “After Fox eats the chickens, he’ll come looking for me!” Students identify the plural noun in the sentence and form new sentences using the word chickens. Partners work to make the word fox into a plural noun. Students use foxes in a sentence and write the sentence.
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
In Unit 6, Week 2, Day 5, the teacher explains that news stories are often developed by answering questions that begin with the words who, what, where, when, why, and how. Following guided practice answering questions from Horrible Bear, partners choose a story that they have read this year. Students ask and answer a question about their story using each question word. The teacher brings the class together to discuss the kinds of information students gathered about their stories using the question words.
In Unit 9, Week 2, Day 5, the teacher reminds students that question sentences often begin with the words who, what, where, why, and when. The teacher displays three sentences and asks students whether the question word used is the correct word. Students practice asking questions with a partner.
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
In Unit 7, Week 1, Day 5, the teacher reminds students that prepositions explain when, what, where, or how. The teacher models using sentences with prepositions to describe classroom activities. Students identify the preposition in each sentence. The teacher assigns one or more of the following prepositions to student partners: to, from, in, out, on, off, for, of, by, with. Partners use one or more assigned prepositions to describe things they do in the classroom. The other student explains what the preposition tells about the activity: when, what, where, or how.
In Unit 10, Week 3, Day 1, the teacher reminds students that a preposition is a word that connects important words in a sentence and that the preposition plus the word group following it is called a prepositional phrase. The teacher displays and reads three sentences. Student volunteers underline the prepositional phrase and circle the preposition in each sentence. Partners practice changing the meaning of the sentence by replacing the preposition. Student volunteers share their sentences with the whole group.
Produce and expand complete sentences in shared language activities.
In Unit 3, Week 3, Day 4, the teacher models writing three complete sentences and makes a chart highlighting the beginning capitalization and the ending punctuation. The teacher writes the phrases “Come and,” “Will you,” and “This” on the board, and students add words to make the phrase into a complete thought. The teacher records the sentence, and students identify the capital letter and end punctuation.
In Unit 8, Week 1, Day 5, the teacher displays a chart of 20 words and displays three sentences. The teacher asks students to work with a partner to expand one of the displayed sentences using words from the chart. Student pairs write and share their sentences.
Capitalize the first word in a sentence and the pronoun I.
In Unit 3, Week 1, Day 3, the teacher models using the word I in the middle of a sentence. In previous lessons, students practiced reading and writing the word I. The teacher tells students that the word I is always capitalized, even in the middle of a sentence.
In Unit 7, Week 2, Day 1, the teacher reminds students sentences have capitalization and punctuation. The teacher displays three sentences and asks students to help correct the beginning capitalization and punctuation.
Recognize and name end punctuation.
In Unit 3, Week 2, Day 4, the teacher models how to say and use sentences with different punctuation marks. During guided practice, the teacher writes and reads aloud several sentences with no ending punctuation. Partners repeat the sentences and decide on ending punctuation for each sentence. Selected students identify the punctuation mark and change their voices to model the correct way to say the sentence based on the punctuation.
In Unit 4, Week 2, Day 1, the teacher displays three sentences and defines the period, question mark, and exclamation mark in the displayed sentences. The teacher reads aloud from a book and asks students to identify the punctuation and discuss the difference between the sentences read with a period, and the sentences read with an exclamation mark.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
In Unit 2, Week 2, Day 5, the teacher says the sounds of /a/ and /t/ and asks students to say the sound and write the corresponding letter.
In Unit 5, Week 1, Day 1, the teacher introduces the spelling/sound correspondence for the letter b. Students practice writing the letter b. Students complete a handwriting practice page with uppercase and lowercase b. The teacher provides letter formation and spacing instructions.
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
In Unit 3, Week 1, Day 4, pages 46-49, the teacher models how to say the sounds in a word and write the letters that make those sounds. Then, students write letters as they sound out words, continuing with the rest of the sentence and adding punctuation. Students help write sentences by writing the words or letters they know, saying the words slowly to write all the sounds they hear.
In Unit 6, Week 1, Day 3, Page 196, the teacher displays Elkonin boxes and models segmenting the word set into phonemes, moving a marker into a box for each sound. The teacher models matching a letter to each sound and writing the correct letter under each box. Students repeat the process with the word net.
Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. For example:
In Unit 6, Week 3, Day 3, students draw and write about good or bad things dogs do. The teacher helps students make connections to previously learned skills and supports them as needed. A Teacher Quick Check evaluates students’ writing progress and checks for ending punctuation.
In Unit 8, Week 2, Day 1, the teacher displays writing from earlier lessons and models drafting additional sentences. The teacher draws students’ attention to first-word capitalization and end punctuation. Partners discuss what sentences they would like to add to their shared research report. The teacher tells students to “work together to follow your plan and write the best sentences.” After independent writing time, partners read and talk about their drafts with another pair.
Indicator 1M
Materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.
The materials reviewed for Kindergarten meet the criteria of Indicator 1m.
Materials include a year-long vocabulary development plan, which lists all Tier 2 and Tier 3 vocabulary words. The Year-Long Vocabulary Plan is organized by Unit and Weeks. The plan includes a key that outlines which vocabulary words are explicitly taught in the unit and which week the words repeat in. If the vocabulary words were previously taught, the key also notes where in the previous unit the words were taught. Vocabulary words are underlined in the daily lesson guide for teachers. Materials include defined routines for teachers to follow and multiple graphic organizers for students to record vocabulary words in various ways. Students read, write, illustrate, manipulate, and complete fill-in-the-blank prompts for practice to gain competency with vocabulary words throughout each unit.
Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:
Materials include a Define/Example/Ask routine to introduce new vocabulary words for each unit. The teacher provides the definition of the word and an example of the word used in a sentence within the context of the unit. Then students complete a Turn and Talk for each word to answer a question that uses the vocabulary word.
In the Program Support Guide, Building Knowledge and Vocabulary, materials include Building Vocabulary Year-long Plans that address Tier 2 General Academic and Tier 3 Domain-Specific Oral Vocabulary for Kindergarteners. The list includes 12 words per unit and 120 vocabulary words over the course of the school year.
In the Whole Group Teacher Resources section, materials include a Vocabulary Development Tools document. The resource contains five different graphic organizers, such as Frayer Model, Concept Map, and Analogy, that can introduce new vocabulary in different ways.
Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:
In Unit 3, Week 1, Day 1, prior to listening to the Mentor Read-Aloud, “Rules at Home and at School” (author not cited), students use the Define/Example/Ask routine to learn the Build Knowledge Vocabulary terms get along, respect, and responsible. Materials repeatedly refer to these words throughout Unit 3.
In Unit 6, Week 3, Day 1, the teacher displays the story, The Boy Who Fed His People by Virginia Driving Hawk Sneve, and introduces the vocabulary using the Define/Example/Ask routine. The teacher defines the key vocabulary words brave, game, snares, and tipi. The teacher uses each word as an example for students. Students turn and talk, answering a question about the vocabulary words. Students encounter the word brave again in the unit when reading “Zander’s Missing Spot” by Karen Mueller Coombs.
In Unit 7, Week 3, Day 3, the teacher reminds students to use the Selection Vocabulary and Build Knowledge Vocabulary: celebration, holiday, remember, honor from the text, In My Opinion…These are the Best Ways to Celebrate Holidays by by Erica Chen, when talking with partners to answer questions connected to knowledge learned throughout the unit. Students encounter the word celebrate in Units 6 and 8, remember in Units 5, 8, and 9, and honor in Units 3, 6, and 9.
Attention is paid to vocabulary essential to understanding the text and to high-value academic words. Examples include, but are not limited to, the following:
In Unit 5, Week 1, Day 1, the teacher introduces future and outer space using the Define/Example/Ask routine. These words are essential to understanding the text Up, Up, and Away (author not cited).
In Unit 8, Week 1, Day 1, the teacher displays and introduces words from the unit, Weather and Seasons. Students learn about the vocabulary words weather, season, temperature, and change in the Define/Example/Ask. These words are essential to understanding the unit’s content.
In Unit 9, Week 2, Day 1, the teacher introduces the terms afford, price, purchase, and save. The teacher uses the Define/Example/Ask Routine to teach the vocabulary. The teacher defines the word, then uses the vocabulary in a sentence. Afterwards, students answer questions about the text using key vocabulary: “Why do you think it’s important to look at the price of something before deciding to buy it?”
Criterion 1.3: Tasks and Questions: Foundational Skills Development K-2
Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
The Kindergarten materials include systematic and explicit instruction in phonological awareness and phonics. The materials support teachers with explicit examples for modeling and examples to use for further student practice. Materials contain a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of foundational skills. The Kindergarten materials include research foundations to explain guiding principles for phonics instruction and practice. Materials contain isolated, explicit instruction for each letter of the alphabet. The Kindergarten materials provide a consistent routine for students to gain automaticity in decoding and recognition of high-frequency words and engage in opportunities to read emergent-reader texts purposefully. Materials provide daily opportunities for students to practice word recognition and analysis skills in connected reading and writing tasks. Materials provide a range of foundational skills assessments, including formal and informal assessments, weekly and unit assessments, interim assessments, Quick Checks, and foundational skills screeners. The materials contain a guide to planning yearly assessments that includes an overview of the different assessments and guidelines for the timing and frequency of use. Materials include foundational skills supports for English language learners (ELL), students in special populations, and above-grade-level students. Materials include a master program support document, “Supports for Exceptional Learners” that outlines the variety of supports built into the program for all three groups of students.
Indicator 1N
Materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression for application both in and out of context.
Indicator 1N.i
Explicit instruction in phonological awareness (K-1) and phonics (K-2).
The materials reviewed for Kindergarten meet the criteria for 1n.i.
The Kindergarten materials include systematic and explicit instruction in phonological awareness and phonics. The materials support teachers with explicit examples for modeling and examples to use for further student practice. Students have many different types of practice for phonological awareness and phonics, including oral, written, and hands-on methods such as word building. The materials provide the teacher with examples of words to use during instruction and an example of a spoken sentence indicating that the teacher should repeat the routine with additional examples. Lessons are structured to give students explicit opportunities to hear, say, encode, and read words with each newly-taught pattern through repeating routines in each week of every unit.
Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example:
Recognize and produce rhyming words:
In Unit 1, Week 1, Day 5, the teacher asks students to listen to two words and directly indicates that the words rhyme and “have the same sounds at the end.” The teacher continues the lesson by orally stating a word pair and asking the students to raise their hands if the word pair rhymes. The teacher explicitly identifies the rime for each rhyming pair.
In Unit 4, Week 1, Day 5, the teacher reads aloud the rhyming poem Catch a Little Rhyme by Eve Merriam. The teacher tells students that rhyming words have the same ending but different beginning sounds. The teacher rereads the poem, emphasizing the rhyming words. In partners, students identify and say the rhyming word pairs. The teacher reads a rhyming word from the poem, and the students identify the matching rhyming words. Students generate a third word to rhyme with the pair from the poem.
Count, pronounce, blend, and segment syllables in spoken words:
In Unit 1, Week 1, Day 1, the teacher says the rhyme “Humpty Dumpty” and has students join in, saying, “Listen as I say the two parts in a word: Hump-ty. Now I will blend the parts together to say the word: Humpty. Say it with me: Hump-ty, Humpty.” The teacher models the procedure with the word Dump-ty and helps students blend them together. For practice, the teacher says syllables and has students blend them together and say the whole word. The teacher says animal names in parts and has students blend the syllable and identify a picture that matches the word.
In Unit 7, Week 1, Day 3, the teacher models how to say the word wave and claps once. Students repeat the word and clap, then say window and clap twice. The teacher then models using the word wonderful, clapping three times to show each syllable. The teacher continues to model and have students repeat the words, saying them and clapping to show syllables: with, do/nut, wag/on, rope, grand/fath/er, gift, wor/ry, for/ev/er.
Blend and segment onsets and rimes of single-syllable spoken words:
In Unit 2, Week 2, Day 5, the teacher says the words Sam, ram, and jam, segmenting the words into onset and rime: /s/ /am/. The teacher models how to change the beginning sound from /s/ to /r/ and blends and says the new word, ram. The teacher repeats and segments the other word, jam. Students practice saying the sounds and writing them: at, mat; Sam, am, blending and reading the new words.
In Unit 10, Week 1, Day 5, the teacher says the word line, then segments the word into onset and rime. The teacher tells students they will change the /l/to a /n/, and models blending the new word together into nine. The teacher continues segmenting and blending onset and rime with the words pine, fine, and vine. The teacher says the onset and rime, and students practice blending the words tide, ride, side, and wide.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.):
In Unit 3, Week 3, Day 1, the teacher says the words stop, lip, and cup and asks students what sound they hear at the end. The teacher states, “all three words have /p/ at the end.”
In Unit 4, Week 1, Day 2, the teacher displays the frieze card Oo, ostrich. The teacher points to the ostrich and emphasizes the beginning /o/. The teacher asks students what sound they hear at the beginning (/o/), and then says the word pot, explaining that /o/ is in the middle of the word. The teacher asks students to listen to words, clapping if the /o/ is at the beginning and stomping their feet if the /o/ is in the middle: octopus, job, mom, October, hot.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words:
In Unit 6, Week 2, Day 3, the teacher models phoneme substitution by saying the word bag and saying, “What word do we make if we change the /aaa/ in bag to /eee/?” The teacher says the words bag and beg, and students repeat the words. The teacher guides students in substituting initial or final phonemes in groups of three words: sag/rag/tag, got/hot/pot, gas/gap/tap.
In Unit 8, Week 1, Day 3, the teacher says /i/ and /t/ and blends them to make the word it. The teacher tells students to add the /k/ to the beginning of it, and students identify the new word, kit. The teacher repeats the words in/kin, at/bat, up/pup, it/sit, and in/win.
Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade level standards. For example:
In Unit 1, Week 3, Day 1, the materials provide the teacher with the following examples to teach students to isolate the beginning sound in short a words: am, ask, add, at, as, ax. The materials provide the wording for the teacher to use in modeling. The materials provide student practice in isolating beginning sounds for ant, mop, apple, man, alligator, astronaut, and cat.
In Unit 2, Week 1, Day 1, the teacher displays a frieze card with the capital and lowercase Ss and a picture of a sun. The teacher says “Listen for the sound at the beginning of sun: /s/” and asks students to say /s/. The teacher states “sun has /s/ at the beginning.” The materials indicate which frieze card the teacher needs to display and the words the teacher uses during direct instruction.
Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example:
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant:
In Unit 4, Week 2, Day 1, the teacher displays the Picture Word Card for cap saying, “This is a picture of a cap. The beginning sound in cap is /k/. /k/ is sometimes spelled with the letter c. Say the sound with me: /k/. This is the sound at the beginning of the word cap. Listen again to the beginning sound: /k/.” The teacher displays the Sound Spelling Card for Cc and reads aloud the action rhyme and invites students to chime in. The teacher displays the picture side of the Cc frieze card, and students say the name of the picture: cat. The teacher explains that cat begins with /k/ and asks what letter stands for /k/. The teacher says words (car, come, cone, cut, cage) one at a time and students listen for /k/ at the beginning and write the letter c on a work mat while singing the Letter C song.
In Unit 7, Week 1, Day 1, the teacher displays the picture card, wagon, explaining that wagon starts with /w/. The teacher uses the sound-spelling card for Ww and reads aloud the action rhyme. The teacher uses the frieze card and says the picture’s name: watch and explains that watch also begins with /w/. The teacher continues explicit instruction in the sounds of /w/ using the list: wish, warm, wedding, window, and will. Students listen for words that begin with /w/ and write the letter w on their work mats.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels:
In Unit 3, Week 1, Day 1, the materials provide the teacher with the following script for introducing the letter i: “This is a picture of a ruler showing an inch. The first sound in the word inch is /i/. /i/ is spelled with the letter i. Say the sound with me: /i/. This is the sound of the beginning of the word inch. What is the name of this letter? (i) What sound does this letter stand for? (/i/)”
In Unit 9, Week 2, Day 1, the teacher displays a sound spelling card with the long a spellings. The spellings include a, ai_, _ay, a_e, ea, ai. The teacher displays a frieze card with a picture of a gate and the word gate printed beneath the picture. The teacher states “gate has the long a sound” and asks the students “what letters work together to make this sound?” pointing out that it is the a and e. The teacher continues with the words take, wave, name and draws lines under the a and e to show the spelling of the long a sound.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ:
In Unit 5, Week 2, Day 2, the materials provide the teacher with the following script to blend and build the words up, cup, and cub, changing one letter at a time: “Let’s blend the sounds together and read the word /uuup/, up. Let’s blend all the sounds together and read the new word /kuuup/, cup. Let’s blend all the sounds together and read the new word /kuuub/, cub.” The materials provide the following examples for student practice and review: fun/sun/bun, bat/bit/but, hat/hit/hot, can/cat/cab.
In Unit 9, Week 2, Day 2, the teacher displays letter cards for the word lake and blends the phonemes, “Let’s blend the sounds together and read the word: /lllaaak/, lake.” Then the teacher changes the l to m and repeats the process of blending the phonemes together. The teacher then changes the ending k to d and repeats the process with the word made. Students practice as the teacher says words and guides students to choose the correct letter or letters to change (date, gate, game, cane, lane, late).
Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. For example:
In Unit 3, Week 1, Day 2, the materials provide a sequence of instructional and practice opportunities for the short i sound that includes isolating the beginning and middle sounds in short i words, blending and building short i words, dictation, and spelling of short i words, and reading decodable text including short i words.
In Unit 6, Week 2, Day 2, the materials provide a sequence of instructional and practice opportunities for the /g/ that includes isolating the beginning and ending sounds in /g/ words, blending and building /g/ words, dictation, and spelling of /g/ words, and reading decodable text including /g/words.
Indicator 1N.ii
Phonological awareness based on a research-based continuum (K-1).
The materials reviewed for Kindergarten meet the criteria for 1n.ii.
The Kindergarten materials include explicit instruction and student practice of phonological awareness. Materials contain a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of foundational skills. There are phonological awareness lessons four days each week, and the lessons follow a cohesive sequence. Students have opportunities to work with the whole group as well as independently. The teacher explicitly models and instructs students on phonemes, substitution and deletion, syllables, onset and rime, as well as rhyming words. The materials include a spiral review of previously taught phonological awareness skills and provide multiple opportunities for student to practice through activities in rhyme routines, oral blending routines, oral segmentation routines, phonemic manipulation routines, and shared poems or rhymes. The Benchmark Advance: Phonological Awareness Overview provides an evidence-based explanation and rationale for the progression of phonological awareness skills.
Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of the skills. For example:
In the Program Support Guide, the Scope and Sequence outlines a sequence of phonological awareness that begins with rhyming, syllable blending, and initial phoneme isolation, then progresses through phoneme addition and deletion, blending onsets and rimes, blending and segmenting syllables and phonemes, ending phoneme isolation, and medial phoneme isolation, and phoneme substitution. The scope and sequence includes a review of previously taught phonological awareness skills.
In the Program Support Guide, the 10-Unit View of Skills & Strategies lists each Foundational Skill subgroup (Print Concepts, Phonological Awareness, Phonics & Word Study, Fluency), then indicates which unit and week those activities can be found for both introduction and mastery.
Materials contain a clear, evidence-based explanation for the expected hierarchy for teaching phonological awareness skills.
The Benchmark Advance: Phonological Awareness Overview guide provides the evidence based explanation and rational for the progression of phonological awareness skills.
Materials include a variety of activities for phonological awareness. For example:
In Foundations & Routines, Mini-Lessons at a Glance, a chart lists six activities per day. The lessons are: Establishing Routines, Phonological Awareness, Shared Reading, Letter Formation, Shared Writing & Print Concepts, and Independent Reading. There are 20 days of lessons in this section of the materials.
In Unit 3, Week 2, Day 1, the teacher asks students to say the sound at the beginning of fish. The teacher asks students to touch their faces and say /f/ if they hear the teacher say a word that begins with /f/.
In Additional Resources, Instructional Routines and Strategies, the instructional routine for phonological awareness lessons includes the following components: pose the essential question, explain the target phonological awareness task, model the target task with two to three examples, and have students practice the task using multiple examples.
There are frequent opportunities for students to practice phonological awareness. For example:
In Unit 1, Week 1, Days 1-3, and Day 5, the teacher presents a phonological awareness activity on four out of the five days of weekly lessons.
In Unit 4, Strategies and Skills to Build Knowledge, foundational skills for the unit are listed by week. Each week contains three to four phonological awareness skills to practice during the week.
In Unit 6, Week 2, Days 1-3, and Day 5, the teacher presents a phonological awareness activity four out of five days of the weekly lessons.
Materials provide ample opportunities for students to practice each new sound and sound pattern. For example:
Recognize and produce rhyming words:
In Unit 4, Week 3, Day 5, the teacher displays and reads the poem, “Catch a Little Rhyme,” and reminds students that this poem uses rhyming words and asks students to listen for the rhyming words while the poem is read aloud. The teacher asks students to identify the words that rhyme throughout the poem.
In Unit 6, Week 1, Day 5, the teacher reads aloud the poem “Sharing” by Shel Silverstein. The teacher reminds students that rhyming words end in the same sound, and students identify the rhyming words in the poem. The students generate additional rhyming words for each rhyming pair.
Count, pronounce, blend, and segment syllables in spoken words: For example:
In Unit 1, Week 1, Day 1, the teacher models saying the syllables in diddle and fiddle and models blending the syllables. The teacher asks the students to repeat the syllables and blend the word orally. The teacher says the syllables funny, children, apple, pencil, teacher, and asks the students to say the syllables and blend the syllables to make the whole word.
In Unit 3, Week 2, Day 3, during Phonics and Word Study, the teacher says a one-syllable word face and claps to model how to count the syllables. The teacher repeats with the two-syllable word ig/loo. Students repeat and clap out the syllables. The teacher uses a list to practice sayings and clapping out syllables: feath/er, school, in/sect, sun, ta/ble, read, pa/per.
In Unit 5, Week 3, Day 3, the teacher says the word rock and claps once, having students repeat the word and clap. The teacher says robot and claps twice, modeling how to clap out the syllables. The teacher models with the word remember and claps three times, having students repeat and clap. Students practice saying the word and clapping out the syllables: twen/ty, mid/dle, real, de/lic/ious, live, mar/ket, sev/en/teen, rail/road.
Blend and segment onsets and rimes of single-syllable spoken words:
In Unit 6, Week 2, Day 5, the teacher says the word get, then segments the word into onset and rime. The teacher tells students they will change the /g/ to /j/ and models blending the new word into jet. The teacher continues segmenting and blending onset and rime with let, met, net, pet, and wet. The teacher says the onset and rime, and the students practice blending the words big, rig, dig, pig, and wig.
In Unit 8, Week 2, Day 5, the students practice blending onset and rime as the teacher orally segments words yet, bet, set, yarn, barn, warn.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.):
In Unit 5, Week 2, Day 1, the teacher displays the sound card for the letter u. The teacher says the word umbrella and models identifying the beginning sound. Students say /u/. The teacher says the words up, under, and us. The students identify the beginning sound. The teacher says the words sun, bug, and mud. The students identify the medial sound in the words. The teacher says the following words, and students identify the medial sound: run, sat, fun, fish, bug, sub, mop, mud, rub.
In Unit 6, Week 2, Day 1, the teacher says bag, wig, and flag. The students identify the ending sound /g/ in the words. Students identify the beginning and ending sound in the following words: gas, big, get, gate, fog, game, peg, gone.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words:
In Unit 5, Week 1, Day 5, students practice adding and deleting phonemes. The students listen as the teacher blends the sounds /uuu/ /sss/ to form the word us. The teacher adds /b/ to the beginning, and students identify the new word. The teacher models phoneme deletion. For practice, students identify words, as the teacher adds or deletes, sounds to words: in, win, eat, seat, late, ate, pup, up.
In Unit 9, Week 1, Day 3, the teacher says the word zip and says the individual sounds. The teacher asks students, “what word do we get if we change the /z/ in zip to /r/?” The teacher repeats the process, asking students to substitute initial or final phonemes in the words mix, fix, six; zap, tap, gap; fox, box, Bob.
Indicator 1N.iii
Phonics demonstrated with a research-based progression of skills (K-2).
The materials reviewed for Kindergarten meet the criteria for 1n.iii.
The Kindergarten materials include research foundations to explain guiding principles for phonics instruction and practice. The skills follow a cohesive, research-based scope and sequence that introduces letters and sounds based on utility and increasing complexity. The Scope and Sequence delineates primary, secondary, and spiral review patterns for each unit. There are opportunities for students to apply new phonics skills as well as previously taught phonics skills. Students have various ways to manipulate individual phonemes and spell words using new spelling patterns, as well as many opportunities to apply these skills to context, e.g., decodable readers. Phonics skills are taught and practiced both in isolation and in the context of decoding and encoding words, sentences, and texts.
Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. For example:
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
In Unit 1, Week 2, Day 1, the teacher displays frieze card Mm. Students listen for the beginning sound in magnet /m/. The teacher lists other words that begin with /m/, asking students to identify the beginning sound, carefully stretching out the beginning sound of each word: map, mouse, mitten. The teacher continues with a list of words and asks students to say /mmmm/ when they hear a word that begins with /m/: mom, mix, sad, pen, map, mud, middle, desk.
In Unit 8, Week 3, Day 1, the teacher displays frieze card Vv and models van, vegetable, violin. The students listen to the beginning /v/. The teacher says another list of words, and students raise their hands when they hear a word that begins with /v/: voice, yes, verb, job, valentine, vinegar, lamp, vote, kitten.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. For example:
In Unit 5, Week 2, Day 1, the teacher displays the sound-spelling card for the letter Uu. The teacher introduces the short u sound /u/. The teacher shows the letters u, p, s, n, b, f in a pocket or e-pocket chart. The teacher models blending the sounds to read the words up, sun. The teacher asks students to decode the words us, fun cup, nut, bun.
In Unit 10, Week 1, Day 1, the teacher displays the frieze card for long /i/: bike. Students identify the sound in the middle of the words: mice, time, like (long /i/i_e). The teacher models another set of words: bite, fine, hike, asking students to identify the middle sound (long /i/i_e). Then, students identify the middle sounds for nice, ride, sit, wide, kite, robe, rip, dime, life.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ. For example:
In Unit 7, Week 1, Day 2, the teacher displays the letter cards w, a, g, i, n, m, e. The teacher models changing the letter a in wag to the letter i and reading both words. The teacher builds the word wet and asks students which letter to change to make the word get then met. Students practice changing the word sets did, dad, mad; big, bag, rag; met, get, set.
In Unit 8, Week 1, Day 2, the teacher displays the letter cards k, i, d, t, l, n. The teacher models changing the letter d in kid to the letter t and reads the words kid, kit. The teacher builds the word Ken and asks students to choose the correct letter to change Ken to kin then kit. Students practice changing the word sets jog, job, jab; led, lid, lip; wag, wig, win.
Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. For example:
In Unit 6, Week 2, Day 2, students practice reading words from the -ot rime. The teacher and students build and blend words: got, hot, not, pot, cot, rot by finding the -ot in each word and reading chorally.
In Unit 8, Week 1, Day 5, the teacher displays the letters for jug and leg, and asks students to blend the sounds and say the whole word. Students blend and read Jim, lit, log, wet, jams, lab.
Lessons provide students with frequent opportunities to decode words in a sentence. For example:
In Unit 5, Week 2, Day 3, students whisper read the decodable text The Fun Bus. The teacher reminds students that they know the high-frequency words the and we that appear in the book, and they have practiced reading words with the short u sound, so they will know how to read the words in the book.
In Unit 7, Week 3, Day 3, students whisper read the decodable text I Am Happy! The teacher reminds students that they know the high-frequency words jump and said that appear in the book, and they have practiced reading words with the letter j, so they will know how to read the words in the book.
Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns phonics. For example:
In Unit 5, Week 1, Day 2, the teacher gives students the letter cards b a, i, t. The teacher says the word bat, and students build bat. Students change the middle letter to change bat to bit then change bit to bib. The teacher repeats the routine for the words tab, cab, can.
In Unit 6, Week 1, Day 3, the teacher displays Elkonin boxes and spells the words set and net, pointing out -et. Students practice building words on a work mat: met, pet, rip, hip, sun, fun, mat, rat, nets, fret.
In Unit 8, Week 1, Day 2, students see a picture of a key, jar and kit. Students write the words for each picture. The teacher says the word kid and asks students to “orally segment the word and write a letter for each sound.” The word kid is given to students orally and not supported by a picture.
Materials contain a variety of methods to promote students’ practice of previously taught grade level phonics. For example:
In Unit 2, Week 3, Day 3, after a shared reading of The Little Red Hen, students review the consonant t by identifying words in the story that end with the letter t.
In Unit 9, Week 1, Day 1, the teacher displays letter cards in a pocket or e-pocket chart, and students blend and read the words. The spiral review of previously taught phonics includes the words van, vet, vat, quit, quick, yes, yet, yam, kits, kit, kick.
Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example:
In the Program Support Guide, the Scope and Sequence outlines a sequence of phonics instruction that moves from simple to complex, introducing and practicing all consonant and short vowel sounds, then long vowel sounds.
In the Program Support Guide, the Scope and Sequence presents the lesson components of primary skills, spiral skills, preview skills, and word families in each unit. Each weekly lesson covers each component.
Materials have a clear research-based explanation for the order of the phonics sequence. For example:
In the Program Support Guide, the Phonics Overview document uses Scarborough’s Reading Rope and A Fresh Look at Phonics by Wiley Blevins to explain how the “12 Elements of Phonics Success” are built into the program.
In the Program Support Guide, Wiley Blevins’ Phonics and the Way to Meaning document provides research-based support for the materials’ phonics approach.
In the Program Support Guide, the Research-Based Explanation for Phonics Sequence explains that high-utility letters and sounds are taught early, alongside short vowel sounds, so students can apply skills quickly to authentic reading and writing. Confusing letters and sounds (b/d and short a/short e) are taught separately so one can be mastered before the other is introduced.
Materials provide sufficient opportunities for students to develop orthographic and phonological processing.
In Unit 4, Week 3, Day 2, the teacher displays Elkonin boxes and segments the word hat, moving a marker for each sound. Students write a letter for each sound. The teacher models the correct sound/spelling correspondence.
In Unit 6, Week 2, Day 2, the teacher displays Elkonin boxes and segments the word bug, moving a marker for each sound. Students write a letter for each sound. The teacher models the correct sound/spelling correspondence.
In Unit 10, Week 1, Day 5, students practice orally segmenting and blending words using onset rime. During spelling and dictation, they practice writing words with the long i VCVe: ride, wide, hike, smile, side, tide.
Indicator 1N.iv
Decode and encode common and additional vowel teams (Grade 2).
Indicator 1O
Materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures, and features of text (1-2).
The materials reviewed for Kindergarten meet the criteria for 1o.
The Kindergarten materials contain isolated, explicit instruction for each letter of the alphabet. Systematic instruction on identifying letters appears in the first week of instruction with all letters introduced in the first five days of school. After the first week of instruction, students’ practice of identifying, locating, and naming all 26 letters is mainly limited to lowercase letters occurring in words in shared text or to practice games. Student practice materials provide letter matching memory games where students click a letter and match the letter with a picture label beginning with the letter. Materials include frequent explicit instruction in print concepts such as directionality, the concept of words, and spaces in print.
Materials provide students with opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example:
In the Scope and Sequence, materials note that letter recognition review is incorporated with letter-sound instruction. Letter sound instruction follows a sequence across the school year with m, a, s, t, n, i, f, p, o, c, h, b, u, r, e, g, d, w, l, j, k, y, v, qu, x, and z.
In Unit 1, Week 1, Day 4, students engage in letter recognition for letters Pp, Qq, Rr, Ss, Tt. Students sing the ABC song. The teacher holds up letter cards and tells the name of the uppercase and lowercase letters. The teacher models how to match the letters P and p on the Letter cards with P and p on the classroom alphabet chart. Students practice using Letter Cards Qq, Rr, Ss, Tt.
In Unit 4, Week 1, Day 1, during small group instruction, the teacher displays letter cards for the word Sam and asks students to find the letter S, say the sound, and then push the letter card into an Elkonin box. The teacher repeats the process with the letters a, m.
Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example:
In Unit 1, Week 1, Day 1, the teacher holds up uppercase letters A, B, C, D, E one at a time. The teacher asks students to find print in the classroom that begins with the uppercase letter displayed and asks students to point to the letter identified.
In Unit 2, Week 2, Day 4, students find words that begin or end with the letter t in the shared reading poem Gregory Griggs.
In Unit 6, Week 2, Day 1, students use page 14 of My Reading and Writing student book to find and circle words that begin with the letter b.
Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase). For example:
In Unit 3, Week 1, Day 1, the teacher points to each letter in the word friend, and students name the letters.
In Unit 7, Week 3, Day 1, the teacher displays the picture word card for the letter Jj and introduces the sound and symbol for uppercase and lowercase j. The teacher asks students, “What is the name of this letter?” Students name the letter, chime in with the action rhyme for the letter j, name the letter that makes the /j/ sound, and sing along with the Letter J Song.
Materials contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). For example:
In Unit 4, Week 1, Day 1, students find and circle words that begin or end with the letter p in the shared reading poem I Have Something in My Pocket.
In Unit 8, Week 1, Day 1, the teacher introduces the sound for the letter k with the picture word card kitten. Students name the letter and sound. The teacher displays the sound-spelling card and frieze card showing uppercase and lowercase k. Following letter recognition for k, materials provide instruction for the letter sound.
There is a defined sequence for letter instruction to be completed in a reasonable time frame over the school year. For example:
In the Scope and Sequence, Overview, Page 1, materials state that dots and asterisks indicate first, follow-up, preview, or spiral review instruction for each listed skill during each week of instruction. Lessons introducing letter sounds indicate a review of letter recognition.
In the Program Support Guide, Grade K Skills and Strategies, the materials identify the instructional sequence for letters: m, a, s, t, n, i, f, p, o, c, h, b, u, r, e, g, d, w, l, j, k, y, v, q, x, z. In Units 1-9, letters are introduced and included in the spiral review in each unit after their introduction.
In Unit 1, Week 1, Day 1, the teacher holds up Letter Card a and says, “This is the uppercase, or capital, A” then repeats for lowercase a. Students chorally name the letter by pointing to the uppercase and lowercase a. The teacher models how to match A and a on the Letter Cards with A and the classroom alphabet chart. The teacher repeats the process with Letter Cards Bb, Cc, Dd, Ee.
In Unit 1, Week 1, Day 2, the teacher introduces uppercase and lowercase letters Ff, Gg, Hh, Ii, Jj. The teacher points to the letter, says its name, and asks students to repeat the letter’s name chorally. The teacher asks students to sing the ABC song. During small group instruction, the teacher displays the letter cards for the same letters and asks students to find each uppercase and lowercase letter as the teacher calls the letter’s name.
In Unit 1, Week 1, Day 3, the teacher introduces the uppercase and lowercase letters Kk, Ll, Mm, Nn, and Oo and models writing the uppercase and lowercase and asking the students to chorally repeat and name the letters. The teacher models and asks students to match the uppercase and lowercase letters to the classroom alphabet chart.
In Unit 1, Week 1, Day 5, the teacher introduces uppercase and lowercase letters Uu, Vv, Ww, Xx, Yy, Zz. The teacher points to the letter, says its name, and asks students to repeat the letter’s name chorally.
Materials include frequent and adequate tasks and questions about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing, upper- and lowercase letters). For example:
Follow words from left to right, top to bottom, and page by page.
In Unit 5, Week 2, Day 3, the teacher reads the first sentence of the shared reading text Getting to School. The teacher says, “Listen to me read the first sentence. Watch how I point to each word as I read it. You can see that my finger starts here on the left and moves this way, to the right. We read letters from left to right, and we read words from left to right too.” The students point in the air to indicate the direction of reading.
In Unit 7, Week 3, Day 1, the teacher and students discuss reading text on a page from top to bottom during Shared Reading. The teacher uses a pointer to show where they are reading, modeling moving below each word and reading top to bottom using return sweep.
In Unit 9, Week 2, Day 3, during Shared Reading, the teacher discusses return sweep. The teacher explains how to look at each line and models how to sweep the pointer down to the next line, reading the first word. The teacher then shows how to continue reading the sentence and sweeping to the next line to complete the sentence.
Recognize that spoken words are represented in written language by specific sequences of letters.
In Unit 2, Week 1, Day 1, students dictate as the teacher writes words to add a sentence to a guided shared writing piece. The teacher tells students, “each word you say is represented by a group of letters on the page.”
In Unit 6, Week 2, Day 3, the teacher says, “Words are magical things! Whether we are talking or reading, we put words together to create meaning. In writing, words are built by groups of letters in a special order. The order of words also creates meaning. We read words in order to discover what the author is trying to tell us.”
In Unit 10, Week 1, Day 1, the teacher points out the word elephant in the shared reading text and reminds students that words are made up of letters. Students count the letters in elephant as the teacher points to them. The teacher names each letter in elephant in order and tells students that we sound out the letters that make up the word when we read a word.
Understand that words are separated by spaces in print.
In Unit 4, Week 2, Day 1, the teacher tells students that each word is a group of letters, separated by a space. The teacher points to each word in the first two lines of Itsy, Bitsy Spider, and students count the words. The teacher points out the spaces between words and tells students that the spaces separate words and make it easier to read them.
In Unit 9, Week 1, Day 3, the teacher tells students to look at the sentence “I have three jars,” in the shared reading text. The teacher says, “There are letters and there are white spaces. Each group of letters makes a word. The white space tells us when one word ends and a new word begins.”
Indicator 1P
Instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.
The materials reviewed for Kindergarten meet the criteria for 1p.
The Kindergarten materials provide a consistent routine for students to gain automaticity in decoding and recognition of high-frequency words. Each week, students engage in opportunities to read emergent-reader texts purposefully. The materials include weekly explicit instruction and practice recognizing high-frequency words. Throughout ten units, materials contain instruction for 38 high-frequency words and 20 challenge words.
Multiple opportunities are provided over the course of the year in core materials for students to purposefully read emergent-reader texts. For example:
Read emergent-reader texts with purpose and understanding.
In Unit 1, Week 1, Day 4, the teacher shares the poem “What Animals Need” and models how to reread to confirm understanding. The teacher pays attention to whether or not the students understand what they are reading and shows they can reread the part that confused them. The teacher uses a part of the poem to model how to reread for understanding. The teacher rereads the entire text, modeling how to read at a slower rate to build fluency.
In Unit 4, Components at a Glance, materials indicate that students read one I Read text each week: “The Boy,” “Little Cat,” “Hop, Hop, Hot” and one decodable reader each week: “It Can Pop,” “Cam the Cat,” “It Is Hot!”. Each I Read text includes a first read with a focus on decoding and word recognition, and a second choral read that is followed by a Connect Phonics to Comprehension exercise. The teacher asks comprehension questions, and students use the text to answer the questions.
In Unit 9, Week 3, Day 2, the teacher guides students through reading “Vote!”. The teacher reads the title, and students whisper read the text while the teacher circulates and supports students as needed. The teacher leads students through a choral reading of the text. Students answer comprehension questions about the text. Students reread the text with a partner during independent reading time.
Materials support students’ development of automaticity and accuracy of grade-level decodable words over the course of the year. For example:
In Unit 3, Week 2, Day 3, students reread the decodable text “Can We Fit?” The teacher reminds students that they know the words a, is, I, can, and we and that they know how to decode words with the letter f. Students whisper-read the text.
In Unit 6, Week 3, Day 3, students reread the text “Dan’s Dog” to build automaticity. Students practice reading words: and, jump, one, you, no, for.
In Unit 7, Week 3, Day 3, students reread the decodable text “I Am Happy!”. The teacher reminds students that they know the words jump, and said and that they know how to decode words with the letter j. Students whisper-read the text.
Materials include systematic and explicit instruction of high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does). For example:
In Unit 2, Week 1, Day 1, the teacher systematically introduces high-frequency words the and we using the Read, Spell, Write, Apply routine. The teacher displays the high-frequency word card, points to and says the word. Students repeat after the teacher. The teacher points out the sounds and spellings in the word. The teacher and students spell the word as the teacher points to each letter. The students write or trace the word in the air as they spell it aloud. Partners apply by using each word in a sentence orally.
In Unit 5, Week 1, Day 1, the teacher uses a Read, Spell, Write, Apply routine to introduce the words and, you. The teacher points to the word and reads the word displayed in a pocket chart. The teacher asks students to repeat the word, read, and spell the words: and, you.
In Unit 8, Week 3, Day 1, the teacher uses the Read, Spell, Write, Apply routine to introduce the words are, come, have, here, look, me, said, and two. The teacher displays the word cards and points to and reads the word. Students repeat the word. The teacher points out the sounds and spellings in each word. The teacher points to each letter and spells the word. Students read and spell the word. Students write or trace the word in the air as they spell it out loud. Partners use each word in an oral sentence.
Students have opportunities to read and practice high-frequency words in isolation. For example:
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
In Unit 3, Week 3, Day 3, the teacher displays high-frequency words: a, can, go, is, see, she, the, we. Students read and spell each word. Students close their eyes, visualize each word, and write it in the air.
In Unit 6, Week 3, Day 5, the teacher displays the following word cards: and, you, jump, one, for, no, big, with. Students read and spell each word. The teacher says a word, a volunteer student circles or points to the word, and the other students give a thumbs up or thumbs down to confirm the identification.
Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress. For example:
In the Scope and Sequence, the program sequence indicates that beginning in Week 2 of Unit 1, the materials introduce 38 high-frequency words and 20 challenge high-frequency words throughout ten units.
In the Scope and Sequence, materials delineate that two high-frequency words are introduced each week in Weeks 1 and 2 of each unit. Week 3 of each unit reviews cumulatively and includes challenge words.
Indicator 1Q
Materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.
The materials reviewed for Kindergarten meet the criteria for 1q.
Kindergarten materials provide daily opportunities for students to practice word recognition and analysis skills in connected reading and writing tasks. There are frequent opportunities for students to read high-frequency words in tasks and activities. A scope and sequence delineate when phonics skills and high-frequency words occur over the course of the year. There are lessons for students to develop encoding and decoding skills in connected tasks and texts. The materials include a variety of decodable texts that include newly-taught phonics skills and high-frequency words.
Materials support students’ development to learn grade-level word recognition and analysis skills (e.g., one-to-one correspondences, syllable segmentation, rime and onset recognition, long and short sounds with common spellings and distinguish between similarly spelled words by identifying sounds of the letters) in connected text and tasks. For example:
Demonstrate basic knowledge of one-to-one correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
In Unit 4, Week 3, Day 2, the teacher reads the first two lines of the story “Stone Soup.” Students identify which letter makes the /h/ sound and name the word in the sentence that begins with the /h/ sound. Students find another word in the story that starts with the /h/ sound.
In Unit 5, Week 3, Day 4, the teacher reads the first stanza of “My Noisy House.” Students identify which letter makes the /r/ sound and name the word in the stanza that begins with the /r/ sound.
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
In Unit 6, Week 1, Day 3, students read the decodable text, “The Red Hen.” The teacher reminds students they learned to decode words with the short e sound, so they can use what they know about the sound to read the word.
In Unit 6, Week 2, Day 4, students practice decoding words with short e spelling patterns in the decodable reader, “Meg Likes Bugs.”
In Unit 9, Week 2, Day 2, the teacher discusses the a_e spelling pattern for the long a sound and displays individual letter cards for the long a final e words lake, make, made. Students independently read a text that includes the words bake, wave, make, take within the sentences.
In Unit 10, Week 1, Day 2, the teacher discusses the i_e spelling pattern for the long i sound. Students independently read a text that includes the word like within the sentences.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
In Unit 4, Week 1, Day 2, students blend and build words using Letter Card manipulation. Words include top, mop, pop, pat, pan, pin, fit, fin, fan, in, it, sit, men, ten, pen, pet, set.
In Unit 5, Week 3, Day 2, students blend and build words using Letter Cards to manipulate letters and sounds as the teacher guides students to choose the correct letter or letters to change in each word: ran, run, rub, rip, rib, rob, ram, ran, rat, up, cup, cut, bad, bat, bit, hat, hot, hit, hut.
In Unit 6, Week 2, Day 3, the teacher models with the words bag, beg, asking students to repeat the words, substitute /a/ to /e/, and read the new word. The teacher continues to model with sag/rag/tag; got/hot/pot; gas/gap/tap, guiding students to substitute initial or final phonemes in each group of words. Students then reread the text, “Good Pig, Bad Pig.” The teacher reminds students to use what they know to decode and sound out the words as they read.
In Unit 8, Week 1, Day 2, the teacher displays the individual letter cards for the word Ken and asks students to manipulate the letters to change Ken to kin and kin to kit.
Materials provide frequent opportunities to read high-frequency words in connected text and tasks. For example:
In Unit 1, Week 2, Day 4, the teacher guides students through a choral read of the decodable text, “I Can Do It.” The teacher models how to read the high-frequency word I in the text.
In Unit 2, Week 2, Day 2, the students reread familiar text, “Go!” which includes high-frequency words: go, see.
In Unit 7, Week 3, Day 3, students read the decodable text, “I Am Happy!”. The teacher reminds students that they know the high-frequency words jump and said and should read these words fluently.
Lessons and activities provide students many opportunities to learn grade-level word recognition and analysis skills while encoding (writing) in context and decoding words (reading) in connected text and tasks. For example:
In Unit 7, Week 2, Day 3, students respond to reading by writing a riddle on pages 22-23 of My Reading and Writing. The teacher displays pictures of decodable words as visual cues.
In Unit 8, Week 2, Day 3, students draw and write about having fun in the fall. The teacher encourages students to include words that begin with the letter y. Students complete a self-check to ensure that they use words that start with the letter y.
In Unit 10, Week 2, Day 4, students read the decodable text, “Ned Makes a Home.” The teacher models how to blend decodable words and read high-frequency words.
Materials include decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence. For example:
In Unit 2, Week 1, Day 2, the teacher displays individual letter cards in a pocket chart. Students blend and read the words am, Sam. Students turn to page 8 in the decodable book, “I am Sam”. Students have multiple opportunities to read the sentence “I am Sam.”
In Unit 5, Week 1, Day 4, students decode words with Bb, Short U, Rr, using the Decodable Reader Lap Book, “Bob Can Go.”
In Unit 9, Week 3, Day 4, students read the decodable text, “Mr. and Mrs. Mole”, which contains words with the long o sound, spelled with a final e.
Materials include decodable texts that contain grade-level high-frequency/irregularly spelled words aligned to the program’s scope and sequence. For example:
In the Scope and Sequence, materials list high-frequency words can, she in Unit 3, Week 1. The weekly decodable text “In School” features the sentence “She can sit.” on page 8. Page 9 asks the question, “Can you find these words in the book?” and lists can, she.
In the Scope and Sequence, Unit 7, Week 1, the sequence lists the high-frequency words are, have. In Unit 7, Week 1, Day 2, students independently read from a text which includes the high-frequency words the, are, have.
In the Scope and Sequence, Unit 8, Week 2, the sequence lists the high-frequency words: come, here. In Unit 8, Week 2, Day 3, students independently read from a text which includes the high-frequency words come, here, have.
In the Scope and Sequence, materials list the words put, want for Unit 10, Week 1. The decodable text for the week, “It Is Time to Tug” lists the focus words: put, want. Page 1 of “It is Time to Tug” has the high frequency word want one time. Page 5 has the high frequency word put one time. The last page asks the question, “Can you find these words in the book?” and lists put, want.
Indicator 1R
Materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.
The materials reviewed for Kindergarten meet the criteria for 1r.
Kindergarten materials provide a range of foundational skills assessments. The materials include formal and informal assessments, weekly and unit assessments, interim assessments, Quick Checks, and foundational skills screeners. The materials contain a guide to planning yearly assessments that includes an overview of the different assessments and guidelines for the timing and frequency of use. Materials include resources to directly match assessment results to intervention or extension resources as needed. While all necessary assessment components are present, navigation of the multitude of related but separate assessment pieces is not streamlined.
Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills. For example:
Materials include assessment opportunities that measure student progress of print concepts.
In Assessments, Informal Assessments, the materials provide an observational record to document student knowledge of one-to-one matching, directionality, and return sweep, with a beginning, progressing, and proficient rating system.
In Assessments, Print Concepts Quick Checks Grades K - 2, the materials provide a series of 12 one-on-one assessments of increasing complexity that assess student understanding of the following print concepts skills: identifying front and back cover, book orientation, Identifying words and pictures, directionality and page sequencing, letter, word and sentence identification, identifying punctuation.
In Assessment, Planning Your Yearly Assessments, the materials indicate that Print Concepts Quick Checks may be administered at the beginning, middle, and end of the year or as needed to monitor progress and inform instruction or intervention.
Materials include assessment opportunities that measure student progress of phonological awareness. For example:
In Assessment, Phonological Awareness Quick Checks Grades K-2, materials provide assessment for the skills of recognizing and producing rhymes; phoneme isolation, segmentation, and blending; and initial, medial, and final sound substitution.
In Assessments, Phonological Awareness Assessment, the Phonological Awareness Assessment Schedule for Kindergarten indicates the order of subtest administration:
Beginning of the year: word awareness, identifying rhyme, syllable awareness, initial sounds, final sounds, onset and rime.
Middle of the year: medial sounds, differentiating sounds, phoneme segmentation, blending phonemes.
End of the year: initial sound substitution.
Materials include assessment opportunities that measure student progress of phonics and decoding. For example:
In Assessments, Phonics and Word Recognition, the Skills Quick Checks include subtests to measure students’ ability to identify sounds and decode and encode words. The subtests include the following: initial and final consonants, consonant blends and digraphs, silent letters, short and long vowels, r-controlled vowels, vowel teams, contractions, compound words, plural nouns, inflectional endings, prefixes, suffixes.
In Assessments, Weekly and Unit Assessments, the materials provide weekly assessments and end of unit assessments that measure student progress in recently-taught skills. These assessments include opportunities to identify and match sounds and to decode words in isolation and sentences:
In Weekly and Unit Assessments, Unit 2 Assessments, Weekly Assessment, the teacher assesses students’ ability to identify words that begin with s.
In Weekly and Unit Assessments, Unit 3 Assessments, Weekly Assessment, students practice decoding words with short i and medial short i: is, it, in, sit, tin.
In Weekly and Unit Assessments, Unit 5, the materials include assessment of reading the words us, up, fun, hut, cub, with, big.
In Weekly and Unit Assessments, Unit 9, the materials include assessment reading the words same, Sam, rake, lake.
Materials include assessment opportunities that measure student progress of word recognition and analysis. For example:
In Assessments, Phonics and Word Recognition, the Skills Quick Checks include six subtests to measure students’ ability to read high-frequency words. The subtests follow the sequence of high-frequency word instruction.
In Assessments, Weekly and Unit Assessments, the materials provide weekly assessments and end of unit assessments that measure student progress in recently-taught skills. These assessments include opportunities to read sentences that have recently-taught high-frequency words.
In Weekly and Unit Assessments, Unit 6, the materials include assessment for reading the high-frequency words for, no.
In Weekly and Unit Assessments, Unit 6 Assessments, Weekly Assessment, students are assessed on short vowel words: hum, gu, cap, gap, rug, rub, tan, tag, and sentences “I see one bug.” “It can jump.”
In Weekly and Unit Assessments, Unit 10, the materials include assessment for reading the high-frequency words put, want.
Assessment materials provide teachers and students with information of students’ current skills/level of understanding. For example:
In Assessments, Foundational Skills Screeners, the Introduction indicates how to use screener assessment data to determine current levels. The materials indicate that if students score between 81-100% overall, those students are at or above grade level. If students score between 65-80%, those students are meeting grade-level expectations. If students score under 65%, those students are below grade-level expectations.
In Assessment, Weekly and Unit Assessments, Overview, the materials indicate weekly assessments correspond to the “strategies and skills being taught during instruction” during the week.
In Assessment, Weekly and Unit Assessments, the Overview explains that the Benchmark Education online platform organizes student scores on unit assessments into the following percentage bands to help teachers evaluate how well students understand recently-taught skills: 0-39%, 40-59%, 60-79%, 80-100%. The Answer Key and Rationales provide more detailed analyses of student scores, as each assessment item indicated the tested standard or skill.
Materials support teachers with instructional adjustments to help students make progress toward mastery in foundational skills. For example:
In Assessments, Quick Check to Intervention Resource Map Grades K-2, Page xxvi, a correlation chart provides one lesson that corresponds to the assessed skill used in Kindergarten, Grade 1, and Grade 2.
In Assessments, Print Concepts Quick Check to Intervention Resource Map, the materials provide a resource map that identifies intervention lessons for the following print concepts skills: identifying front and back cover, book orientation, Identifying words and pictures, directionality and page sequencing, letter and word identification. The map provides teachers with the page numbers of intervention lessons directly matched to Quick Check assessment items.
In Assessments, Phonics and Word Recognition Quick Check to Intervention Resource Map, the materials provide a resource map that identifies intervention lessons for the following phonics skills: initial and final consonants, consonant blends and digraphs, silent letters, short and long vowels, r-controlled vowels, vowel teams, contractions, compound words, plural nouns, inflectional endings, prefixes, suffixes. The map provides teachers with the page numbers of intervention lessons directly matched to Quick Check assessment items.
In Unit 6, Intervention and Reteaching Resources, a correlation chart provides reteaching lessons and practice activities for the unit's phonological awareness, phonics and word recognition, fluency, and print concepts skills. The materials indicate that the reteaching and practice activities should be based on weekly and unit assessment results and observations. The chart indicates which Quick Check assessment(s) teachers should use to monitor student progress.
Indicator 1S
Materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.
The materials reviewed for Kindergarten meet the criteria for 1s.
Kindergarten materials include foundational skills supports for English language learners (ELL), students in special populations, and above-grade-level students. Materials include a master program support document, “Supports for Exceptional Learners” that outlines the variety of supports built into the program for all three groups of students. While the chart provides suggestions, the suggestions are general and offer strategies rather than providing access to specific activities to further skills in individual standards. The chart provides strategies for each component in the program and contains the same general recommendations for Kindergarten, Grade 1, and Grade 2. Intervention supports for students in special populations are embedded in small-group lessons and included in separate, comprehensive intervention materials. ELL and above-grade-level supports are built into whole-group and small-group lessons. The materials provide extensions or advanced opportunities to apply foundational skills through knowledge-based writing and challenge word study. The Above-Level Student Supports for Phonics: 30-Week Plan provides guidance on extensions and/or advanced opportunities to engage with foundational skills at greater depth for students who read, write, speak, and/or listen above grade level.
Materials provide general strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards. For example:
In the Program Support Guide, Supports for Exceptional Learners outlines the variety of foundational skills supports built into the program for English learners, including “Language Transfer Support” in phonics lessons and grammar in context lessons and a Contrastive Analysis of Nine World Languages.
In Whole Group Teacher Resources, Multilingual Glossary, the materials provide definitions, a photograph, the spoken English word, and the corresponding written word in ten languages.
In Unit 1, Week 2, Day 4, integrated English Language Development (iELD) strategies are based upon needed support for print concepts. For light support, teachers ask students to point out an example of a caption and a label; clarify which is which if necessary; display frames to help partners discuss the captions, labels, and photos. For moderate support, teachers review the meaning of the words by showing an example of each; ask volunteers to find examples of each in the text, and say the caption/label; display frames for partners to discuss the captions, labels, and photos. For substantial support, the teacher uses the visuals to explain vocabulary; point to the labels, captions, and photos of the text; have students identify what the teacher is pointing to; guide partners to use the sentence frames to talk about labels and captions.
In Unit 4, Week 1, Day 1, Language Transfer Support states, “Check for transferability of phonemes and graphemes. There is no sound transfer for /o/ in Spanish or Tagalog, and an approximate transfer in Vietnamese Hmong, Korean, Cantonese, Mandarin, Farsi, and Arabic.”
In Unit 9, Suggested Language Objectives, the materials list language objectives for the unit that connect standards with WIDA performance definitions. One support listed is to have ELL students produce and expand complete sentences using gestures, role play, and/or orally.
Materials provide general strategies and supports for students in special populations to work with grade-level foundational skills and to meet or exceed grade-level standards. For example:
In the Program Support Guide, Supports for Exceptional Learners outline the variety of foundational skills supports built into the program for students with special needs that includes intervention and reteaching resources, blend and build words spiral review, access features in reading and writing lessons, phonics manipulative and e-pocket chart, phonics alternate learning paths, and interactive audio-assisted e-books.
In Additional Resources, Access and Equity, the materials recommend getting to know the students, utilizing the IEP or 504 plan, and working collaboratively with the special education teachers. Materials also provide research-based suggestions for students with Autism Spectrum Disorders and a chart outlining the program components alongside suggestions, if applicable, regarding modifying lesson components to support students with challenges in oral language, decoding, comprehension, and written language.
In the Intervention Materials, the materials include sets of intervention lessons for fluency (15 lessons), phonics and word recognition (52 lessons), phonological awareness (14 lessons), and print concepts (8 lessons).
In Intervention, Print Concepts, Lesson 6, the teacher displays the sentence “My dog runs fast.” The teacher points out the spaces between people and tells students that words also have spaces between them. The teacher places a pencil in the spaces between words in the sentence. Students practice identifying spaces and words in a new sentence, then in a book. The lesson includes a formative assessment and follow-up interventions to use in response to specific student misconceptions.
In Unit 7, Week 2, Day 5, the materials provide the teacher with strategies for students who need “light support (bridging, reteaching), Moderate Support (Developing, Expanding), and Substantial Support (Entering, Beginning) in which they review sounds for letters l, w, d.
Materials provide extensions and/or advanced opportunities to engage with foundational skills at greater depth for students who read, write, speak, and/or listen above grade level. For example:
In the Above-Level Student Supports for Phonics: 30-Week Plan provides guidance on acceleration and enrichment and daily skill-specific extension activities for each week of the explicit, systematic Kindergarten phonics instruction. Activities include blending, spelling/dictation, blending and building words, word sorts, and writing extensions.
In the Program Support Guide, Supports for Exceptional Learners outlines the variety of foundational skills supports built into the program for high-ability learners that includes: blend and build words, challenge practice, small-group acceleration prompts, and classroom book clubs.
In Additional Resources, Access and Equity, a chart lists program components alongside accommodations for advanced learners in each of the sections: interactive read-aloud, shared reading, shared writing mini-lessons, phonics, and small group reading.
In Additional Resources, Access and Equity, Phonics, suggestions for accommodations include “provide more complex words and sound combinations” and “once automaticity is acquired, move on.”
In Unit 1, Week 1, Day 1, teachers meet individual student needs through acceleration and remediation. “For students above grade‑level expectations, continue to teach a skill further in the phonics scope and sequence during small‑group time.”
In Unit 5, Week 2, Day 2, the Blend and Build Words lesson includes the following challenge words: cap, cap, naps, nap, map, mop, mops.
Overview of Gateway 2
Building Knowledge with Texts, Vocabulary, and Tasks
Across the program, some texts are organized around a topic to build students’ knowledge and vocabulary, which over time, supports and helps grow students’ ability to comprehend complex texts independently and proficiently; however, some units focus on a theme rather than a topic. The K–6 program focuses on ten knowledge strands that repeat across grade levels. Materials contain coherently sequenced text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit has an Inquiry and Research project that incorporates texts from the unit as well as outside sources, and culminating tasks include opportunities for students to demonstrate mastery of grade-level reading, speaking, listening, and writing standards from the unit. Materials include research projects sequenced across a school year to include a progression of research skills, and each project provides an opportunity for students to confront and analyze different aspects of a unit topic in greater depth using multiple texts and other source materials. Materials include instruction, questions and tasks, and assessments aligned to grade-level standards. Materials provide implementation schedules and alternative implementation schedules for pacing. Although daily instructional components contain suggested time frames, the suggested times are not feasible and often include 4–5 mini-lessons per day with four or more components in each mini-lesson.
Gateway 2
v1.5
Criterion 2.1: Building Knowledge
Materials build knowledge through integrated reading, writing, speaking, listening, and language.
Some texts are organized around a topic to build students’ knowledge and vocabulary, which over time, supports and helps grow students’ ability to comprehend complex texts independently and proficiently; however, some units focus on a theme rather than a topic. The K–6 program focuses on ten knowledge strands that repeat across grade levels and addresses topics including life science, perspectives in literature, government and citizenship, and themes across cultures. Materials include various opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple Mentor, Read-Alouds, Shared Readings, and Extended Reads according to grade-level standards. Materials contain coherently sequenced text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit has an Inquiry and Research project that incorporates texts from the unit as well as outside sources, as appropriate. Each project answers the essential question, includes text evidence and cross-text analysis, and addresses the enduring understanding for the unit. Culminating tasks include opportunities for students to demonstrate mastery of grade-level reading, speaking, listening, and writing standards from the unit. Materials include a year-long plan grounded in standards alignment to support students’ writing development and proficiency. Writing lessons, tasks, and projects authentically integrate with reading, speaking, listening, and language and include learning, practice, and application of writing skills. Materials include research projects sequenced across a school year to include a progression of research skills, and each project provides an opportunity for students to confront and analyze different aspects of a unit topic in greater depth using multiple texts and other source materials.
Indicator 2A
Texts are organized around a cohesive topic(s) to build students’ ability to read and comprehend complex texts independently and proficiently.
The materials reviewed for Kindergarten partially meet the criteria for Indicator 2a.
Some texts are organized around a topic to build students’ knowledge and vocabulary, which over time, supports and helps grow students’ ability to comprehend complex texts independently and proficiently; however, some units focus on a theme rather than a topic. The K–6 program focuses on ten knowledge strands that repeat across grade levels and addresses topics including life science, perspectives in literature, government and citizenship, and themes across cultures. Each unit lasts three weeks and contains Shared Reading, Mentor Reading, and Extended Reading texts related to the same topic; however, without using the small group Knowledge Building texts, which cannot be guaranteed for all students, students do not read enough texts to build knowledge of the unit topics.
Some texts are connected by a grade-level appropriate topic. Some texts build knowledge and the ability to read/listen and comprehend complex texts across a school year. Examples include, but are not limited to, the following:
In Unit 5, texts are organized around the topic, “How technology is changing how we work, learn, travel, and live.” The Enduring Understandings for the unit are: “Technology is changing how we work, learn, travel, and live. We can use technology to interact with others in new ways.” The text helps students explore the Essential Question: “Why do we use technology?” As students read they compare texts on how technology is changing how they live and how technology is used to interact with others in new ways. Texts in this unit include, but are not limited to the following:
In Week 3, Day 3, students listen to the story, The No-Tech Day of Play by Brenda Parks and Jeffrey B. Fuerst. The teacher begins by “Restating Enduring Understanding 2: We can use technology to interact with others in new ways.” The teacher poses the question, “What examples of technology do you see in the pictures on pages 4-5?”
In Week 3, Day 4, students listen to the story The No-Tech Day of Play by Brenda Parks and Jeffrey B. Fuerst. The teacher begins by “Restating Enduring Understanding 1: Technology is changing how we work, learn, travel and live.” Students think and talk to a partner about the, “difference between Mark and Zeff’s homes, which home has more technology.”
In Week 3, Day 5, students listen to the story The No-Tech Day of Play by Brenda Parks and Jeffrey B. Fuerst. During the Culminating Task: Demonstrate Knowledge through writing students demonstrate their knowledge of, “Enduring Understanding 1: Technology is changing how we work, learn, travel and live.” Students draw and label a picture that illustrates them using technology.
In Unit 10, texts are organized around the topic, “How and why things move.” The Enduring Understandings are: “Objects are in motion all around us. We use forces and motions to help us in our daily lives.” The text helps students explore the Essential Question: “What makes things move?” Texts in this unit include, but are not limited to the following:
In Week 1, Day 3, students listen to the story, “Up in the Air” (no author cited). The teacher restates Enduring Understanding 1: Objects are in motion all around us. Students think o a new question about how different materials cna force or move objects in different ways.
In Week 2, Day 3, students listen to the text, Forces by Joy Brewster. The teacher discusses with students how they have learned from Enduring Understanding 2 that we use forces and motions every day. Students think and talk to a partner about “how forces change an object’s motion.”
In Week 3, Day 3, students listen to the texts, Forces by Joy Brewster and Motion by Joy Brewster. The teacher discusses Enduring Understanding 2: We use forces and motion to help us in our daily lives. Students think and talk to a partner to name objects that use forces and motions to help people in daily life.
Examples of texts that are connected by a theme rather than a topic, include but are not limited to, the following:
In Unit 2, texts are organized around the theme, “Every Story Has Characters.” The texts help students explore the Essential Question, “How are characters different?” as they “[r]ead and compare selections with varied characters to analyze how people are different.” The Enduring Understandings for the unit are: “Being helpful and hard-working are two important character traits. We can appreciate other people more when we understand their perspectives.” Texts in this unit include, but are not limited to, the following:
In Week 1, Day 2, students listen to The Tortoise and the Hare by Molly Smith and, with a partner, discuss the following questions: “Enduring Understanding 1 for this unit states that being hard‑working is an important character trait. How does Tortoise show this character trait? (Tortoise steadily worked at completing the race. Even though she was slow, she did not stop moving.) What does Tortoise teach us about working hard? (Tortoise teaches us that by working hard and doing our best, we can succeed and win.)”
In Week 2, Day 3, students listen to Horrible Bear by Ame Dykman and discuss the following question with a partner: “Enduring Understanding 2 states: “We can appreciate other people more when we understand their perspectives.” What story event causes the girl to see Bear’s perspective? (When the girl accidentally breaks her stuffie’s ear, it is an important event that causes her to change her perspective. She can now see Bear’s perspective, that he broke the kite accidentally.)”
In Week 3, Day 1, students listen to Dog Days of School by Kelly DiPucchio. The teacher is directed to, “Restate Enduring Understanding 2: ‘We can appreciate other people more when we understand their perspective.’ Have students take turns recalling an important fact or event from the story. Write the students’ responses on chart paper. Guide students in determining if it contains important information about the characters. Ask if the characters’ perspectives were different and have students explain why.”
In Unit 4, texts are organized around the theme, “Why and how people tell stories.” The text helps students explore the Essential Question, “Why Do People Tell Stories?” as they “[r]ead and compare selections written from different points of view. The Enduring Understandings for the unit are: “Realistic stories tell about characters, settings, and events that could exist. Fantasy stories include elements that could not happen in real life. Reading stories from a different point of view allows us to learn about other people’s perspectives.” Texts in this unit include, but are not limited to the following:
In Week 3, Day 1, students listen to the story The Lost Kitten by Leyla Terres. The teacher begins by “Restating Enduring Understanding 1 and 2: ‘Realistic stories tell about characters, settings, and events that could exist. Fantasy stories include elements that could not happen in real life.’ Students create an image of a lost kitten and write a list of descriptive words that show the kitten is realistic.
In Week 3, Day 2, students listen to the story, Rules Are Cool by Brenda Parks. The teacher begins by “Restating Enduring Understanding 2: ‘Rules helps us act responsibly, get along with others, and make good choices.’” Students answer the question, “How are Roma and her classmates following the classroom rules?”
In Week 3, Day 3, students listen to the story The Lost Kitten by Leyla Terres. The teacher begins by “Restating Enduring Understanding 1: ‘Realistic stories tell about characters, settings, and events that could exist.’ Students “share their ideas with a partner answering the question, ‘What is different about the circumstances that helps you understand the genre of the stories?’”
Indicator 2B
Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high-quality questions and tasks.
The materials reviewed for Kindergarten meet the criteria of Indicator 2b.
Materials include various opportunities for students to analyze the key ideas, details, craft, and structure within individual texts and across multiple Mentor, Read-Alouds, Shared Readings, and Extended Reads according to grade-level standards. Students analyze key concepts by orally completing sentence frames and learn how to determine the main idea by using book and chapter titles. Students use key ideas from the text to describe characters. Students determine shades of meaning of verbs, determine different types of texts, and identify and describe the roles of the author and illustrator.
For most texts (read-aloud texts K–1 and anchor texts Grade 2), students analyze key ideas and details (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 1, Week 2, Day 3, after listening to What do Plants Need? by Debra Castor, student partners choose one picture that shows a part or structure of a plant that helps the plant live and grow. Students complete this sentence frame orally: Plants use their ___ to ___. The teacher provides assistance as needed and confers with students to check understanding.
In Unit 3, Week 2, Day 1, after listening to What Are Some Rules at School by Margaret McNamara, the teacher returns to pages 10–15 and asks the students to compare and contrast details from the story with the questions, “Which rules are similar to the rules in our school? Which rules are different from the rules in our school? What rules do you follow to stay safe at school? How does following rules make us good citizens?”
In Unit 7, Week 1, Day 2, students Identify the main topic and key details of the informational text, The Mother of Thanksgiving (no author cited). The teacher reads aloud pages 14–15a, models how to identify the main topic and key details, and students restate the main topic. The teacher reads aloud pages 16–17, tells students to listen for key details, and asks the following text dependent questions: Why did Sarah J. Hale write to President Lincoln? Why do some people call Sarah J. Hale the“mother of Thanksgiving? Partners are given time to discuss the text and answer the questions.
ln Unit 8, Week 2, Day 2, students listen to Weather and the Seasons by Margaret McNamara. Students turn and talk about these key detail questions: What do the captions on pages 14–15 tell you about how temperature changes with the seasons? What do the captions throughout the book tell you about extreme weather in each season?”
For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:
In Unit 3, Week 3, Day 1, the teacher displays Rules Are Cool by Brenda Parkes and reads aloud the title and identifies parts of a book (front/back cover and title page). Students identify features of the text that tell them what kind of text it is (genre) and predict what the text will be about.
In Unit 4, Week 1, Day 1, the teacher introduces the vocabulary words crash and spotted from the text “Who Did It?” (no author cited). The teacher defines each word and gives an example. Students are then asked to turn and talk and answer the following questions using the new vocabulary words: What kinds of things can make a loud crash when they break? How do you act when you spot someone you have not seen in a long time?
In Unit 9, Week 2, Day 2, the teacher displays Needs and Wants by Michael Cavanaugh and asks students to identify the front cover, back cover, and title page of the book as a review. Students identify the author and review the author’s role.
Indicator 2C
Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high-quality text-specific and/or text-dependent questions and tasks.
The materials reviewed for Kindergarten meet the criteria of Indicator 2c.
Materials contain coherently sequenced text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Students use the text explicitly to answer questions during the lessons and related tasks. Text-dependent questions and tasks include mentor read-aloud, extended read-aloud, short reads, and anchor text read-alouds. In addition, students use the Knowledge Blueprint to build on their knowledge from the texts when answering purposeful text-dependent questions and applying their reading to the Enduring Understandings of the unit.
Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:
In Unit 1, Week 1, Day 5, after listening to a rereading of pages 6–7 from Grow, Pumpkin, Grow! By Sasha Geist, students answer the following set of questions to analyze the text: “What does the photo show? What is the meaning of the phrase fertile soil in the second sentence? What clues from the text help you understand the meaning of the phrase fertile soil? How can you tell that the plant in the right-hand picture on page 6 is in fertile soil?”
In Unit 3, Week 1, Day 5, students listen to the text “A New Pet” (no author cited). The purpose of the lesson is to describe the relationship between the illustrations and the story. The teacher models using and understanding the thought bubble for a character. Students discuss the following questions: How does the thought bubble on page 27 show that Ben has a great imagination? How does the illustration on page 27 show that Ben made a responsible choice? After reading the book and looking at the illustrations, what pet did Mom and Ben responsibly choose? Why?
In Unit 5, Week 1, Day 2, students listen to the text “Up, Up, and Away” (no author cited) to identify the reasons the author uses to support his or her ideas about technology in the text. The teacher models using details in the text to support his or her ideas and completes a graphic organizer identifying the author’s point and reasons that support. Students turn and talk to respond to the following questions: Page 41 tells about jet packs What details tell you how this new technology will help people travel? How do these details help us understand how technology is changing how we travel?.
In Unit 10, Week 2, Day 3, after listening to the teacher read the story Forces by Joy Brewster, students are prompted to look at pages 10-11 in the text and answer the question, “What reasons or points does the author give to support the statement that “Friction is a force, too?” Then they are promoted to look at page 12 and asked to analyze “What reasons does the author give to support the statement that some forces are big. Some forces are small?”
Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:
In Unit 2, Week 2, Day 5 students use the texts Horrible Bear by Ame Dyckman and “The Little Helper” by Evan Russel to analyze craft by comparing the characteristics of the girls, the lion, the mouse, and the bear in the two texts. Students respond to the following questions: The mouse helps the lion How is the girl’s behavior similar or different? In “The Little Helper,” the mouse and the lion become friends at the end of the story. At the end of Horrible Bear, what happens? Is this similar or different? Students then turn and talk about the following questions: Review the ending of “The Little Helper.” How did the mouse show the trait of being helpful? Review the ending of Horrible Bear! How did the girl show the trait of being helpful. Students complete a quick write explaining how the lion in “Little Helper” and the Bear in Horrible Bear! are similar and different.
In Unit 2, Week 1, Day 5, the teacher displays The Tortoise and the Hare by Molly Smith and “The Little Helper by Evan Russel.” The teacher reminds students of the Enduring Understanding 2: We can appreciate others more when we understand their perspectives.” Students compare the perspectives of the Hare and Lion when answering the question, “How are their perspectives similar at the beginning of the stories?”
In Unit 4, Week 3, Day 4, after listening to the story Wolf Cub’s Song by Joseph Bruchac, students work with a partner to compare and contrast the experiences of Wolf Cub and Mother Wolf while answering the questions, “What do the other wolves say to Wolf Cub when she comes out of the den? How does Wolf Cub feel when she realizes that the other wolves need her help? How do you think Mother Wolf feels watching Wolf Cub during this part of the story? How is the trip up the hill to ‘sing’ the same for Wolf Cub and her mother?”
In Unit 8, Week 3, Day 4, students compare and contrast the adventures and experiences of characters in the Mentor Read-Aloud, Two Wool Gloves by Bo Jin. Students work with a partner to identify at least one similarity and one difference between father squirrels’ and the boy's experiences in the second half of the story. Students then respond to the following question: Think about the father squirrel in Two Wool Gloves and Anna from “The Great Blizzard.” How do the actions of both characters help you build knowledge about how weather affects us? Students compare how two texts can be similar and different, two characters in a story can have experiences that are similar and different.
Indicator 2D
Culminating tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).
The materials reviewed for Kindergarten meet the criteria for Indicator 2d.
Each unit has an Inquiry and Research project that incorporates texts from the unit as well as outside sources, as appropriate. Each project answers the essential question, includes text evidence and cross-text analysis, and addresses the enduring understanding for the unit. Culminating tasks include opportunities for students to demonstrate mastery of grade-level reading, speaking, listening, and writing standards from the unit. Materials include culminating tasks that vary by topic throughout the year; however, the tasks do not vary in form from unit to unit.
Culminating tasks are evident across the year and multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:
Throughout each unit students complete a Research and Inquiry project. Each project answers the essential question, includes text evidence and cross-text analysis, and addresses the enduring understanding for the unit:
In Unit 1, students choose a plant or an animal from one of the unit texts. Students find more information about the selected plant or animal in other books, magazines, or websites. Students create a presentation to share what they have learned. The presentation must include information from the unit texts as well as other resources. Students listening to the presentation tell a partner two new facts they noted about the needs of living things.
In Unit 4, students read stories by different authors about different families and explore how authors’ experiences can affect their writing. Students select one of the unit texts and choose another story by the same author or an author that they enjoy, reading both stories closely to learn more about the authors' lives. Students create a presentation using the unit text and the other story chosen that shows what has been learned. Student presentations should answer the following guiding questions: “What did you learn about the background of the author(s) that may have inspired them to write these stories? (Essential Question) How are the characters, settings, and events in the two stories you studied similar, and how are they different? (text evidence, cross-text analysis) How would you retell one of these stories with your own ending? (Enduring Understanding).”
In Unit 7, after reading about different holidays and celebrations, students pick a celebration or holiday that is discussed in one or more of the unit texts and conduct research to find out more about the holiday. Students combine information from the unit texts with information from the other sources found and deliver a presentation that shows what they have learned. As part of the presentation, students craft and display an ornament or symbol to stand for a holiday, using items from nature. Student presentations should answer the following guiding questions: “When did people begin celebrating the holiday you studied, and what was their purpose for celebrating it? (Essential Question) What new information did you find in your research that helped you better understand the holiday described in the unit text(s)? (text evidence, cross-text analysis) When people celebrate the holiday you studied, how does it help them think about important people and events in their lives? (Enduring Understanding)”
Indicator 2E
Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.
The materials reviewed for Kindergarten meet the criteria for Indicator 2e.
Materials include a year-long plan grounded in standards alignment to support students’ writing development and proficiency. Writing lessons, tasks, and projects authentically integrate with reading, speaking, listening, and language. Writing tasks and projects include learning, practice, and application of writing skills.The majority of writing instruction is process writing, which occurs daily and includes a variety of genres. The Teacher Resource System includes models, planning organizers, protocols, sample responses, sample anchor charts, and plans to support implementation of the writing tasks and projects, as well as guidance or support for pacing writing over shorter and extended periods of time as appropriate for the grade.
Materials include some writing instruction that aligns to grade-level standards; however, the process writing instruction included in the materials relies on teacher modeling followed by student independent practice. There is not adequate, explicit writing instruction to support a whole year’s worth of growth for students' writing skills. Students have opportunities to draw and write related to the texts they use in the mini-lessons.
Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:
Each unit includes writing connected to reading. Materials include on demand writing, writing to respond to reading, teaching of the writing process, and writing tasks to support knowledge building. Each unit has a process writing focus related to the unit topic, participation in a shared research and inquiry project that includes writing, and on demand writing tasks in response to reading.
Over the course of the year, the number of lessons for each genre include 30 lessons on narrative writing, 30 lessons on informative/explanatory writing, and 30 lessons on opinion writing.
Units 1, 2, 7, and 10 focus on narrative writing. Students write or draw personal responses to texts and extension or continuations of stories read, and write their own stories and sensory poems.
Units 3, 5, and 8 focus on informative/explanatory writing. Students write facts and details from anchor texts, write their own informational texts using the anchor texts as models, and complete a shared research report.
Units 4, 6, and 9 focus on opinion writing. Students write their opinions about the characters in anchor texts and the texts themselves.
Guidance in the margins of lessons frequently includes, “Confer with a few students about their writing or drawing.” However, materials do not give specific guidance on how to support individual student’s growth in writing or how to help students achieve mastery of grade-level writing standards.
Writing instruction follows a similar format by unit:
In Units 1, 2, and 3, daily writing instruction focuses on drawing, writing, and sharing a message mini-lessons. The 20 minute mini-lesson format includes engaging thinking (1 minute); guiding shared writing (8-9 minutes); oral rehearsal for independent writing (2-3 minutes); independent writing and conferring (times vary); and sharing and reflecting (1-2 minutes).
For example: In Unit 2, Week 1, Day 4, there are 8–9 minutes of shared writing and teacher modeling followed by 2–3 minutes of oral rehearsal for independent writing. No time is allocated within the lesson or literacy block for students to engage in independent writing. The Teacher Resource System states, “Times will vary.” It suggests students write during writer’s workshop or at a station. Students draw and write about an event from the text The Little Helper by Evan Russel.
In Units 4, 5, 6, and 7, daily writing instruction follows the following format: Week 1: teacher modeling to draw and write the writing (Day 1), draft (Days 2 and 3), revise (Day 4), and share (Day 5). Weeks 2 and 3: Student practice of the writing type: brainstorm ideas, choose topic, draft, revise and expand, writer's craft focus, edit, publish, and share.
For example: IIn Unit 4, Week 3, Day 5 states: ‘Have students draw a picture to show a lesson that they learned from one of the stories in this unit. The teacher encourages students to write a few words or a sentence about the lesson. Students are reminded to use new vocabulary they have learned while completing this writing task.
In Unit 8, Week 2, Day 1, the teacher models how to add sentences to the shared writing research report draft about Weather and Seasons. In pairs, students add sentences to their research reports. The time to model and for students to talk with their partners is part of the lesson pacing; however, the time for independent writing is not included in the lesson.
Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:
Materials provide sample anchor charts. For example: In Unit 9, Week 1, Day 5, the teacher revisits the Writing Process Anchor Chart as needed to review the steps of the writing process. The teacher displays the opinion text draft from the previous lesson. Then the teacher introduces the lesson focus of adding reasons to your opinion writing. After the modeling by the teacher, students continue adding reasons to their planning organizer. An example of the anchor chart is included in the margin.
Materials include sample shared drawing and writing products. For example: In Unit 1, Week 3, Day 1, the teacher models drawing and writing a sentence. The lesson includes a sample of the shared drawing and writing product for teacher use.
The additional resources and materials for each unit include graphic organizers and note-taking guides. For example: In Unit 8, the additional materials include a brainstorming chart, a note-taking chart, and a planning diagram.
Materials provide sample conferring prompts in the margin for the teacher to use when meeting with students. For example: In Unit 2, Week 3, Days 1–5 after reading the text Dog Days of School by Kelly DiPucchio and Brian Biggs, students write a personal letter from one character in the text to the other. The margin of the lesson includes prompts for the teacher to use when conferring with students about their writing. Materials include prompts that praise students who are meeting the standards and prompts to guide students toward meeting the standard.
Indicator 2F
Materials include a progression of research skills that guide shared research and writing projects to develop students' knowledge using multiple texts and source materials.
The materials reviewed for Kindergarten meet the criteria for Indicator 2f.
Materials include research projects sequenced across a school year to include a progression of research skills. Students participate in seven research and inquiry projects over the course of the year. Each project provides an opportunity for students to confront and analyze different aspects of a unit topic in greater depth using multiple texts and other source materials. Students apply reading, writing, speaking, and listening skills. Projects become progressively more challenging and ensure students acquire deep topic knowledge. Shared research and writing projects encourage students to develop knowledge and understanding of a topic using texts and other source materials. The research project routine includes selecting a research focus, identifying relevant information from unit selections, identifying sources for additional information, planning, creating, presenting, reflecting, and responding to the information. Through the research projects, students synthesize and analyze grade-level readings and develop their knowledge of grade-level topics. Materials include teacher guidance for each step of the project to guide students toward mastery.
Research projects are sequenced across a school year to include a progression of research skills that build to mastery of the grade-level standards. Examples include, but are not limited to, the following:
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Examples include, but are not limited to, the following:
Guidance for the Research and Inquiry Projects for each task includes information for the teacher to introduce, explore, and present to students in addition to a pacing chart. In the Introduction section, the teacher tells students what project they will be completing, how it will deepen their understanding of the unit topic, and the guiding questions their presentation should answer. Guiding questions relate to the Essential Question, text evidence, cross text analysis, and the Enduring Understanding. In the Explore section, the teacher assists students in choosing a topic for their research focus, using the unit texts as a resource. The Present section includes presentation expectations. The pacing chart includes student goals and teacher support for each week of the project.
In Unit 3, the teacher tells students they will be learning about rules at home, in school, and in neighborhoods. In the Explore section, the teacher previews the unit texts with students to assist them in choosing a technology for their focus. The teacher models rereading a unit text to find information that helps you focus on the guiding question, choosing another source that provides relevant information, and writing and recording information.
In Unit 5, the teacher tells students they will be reading about technology from the past, present, and future and technology that has changed over time. In the Explore section, the teacher previews the unit texts with students to assist them in choosing a technology for their focus. The teacher models rereading a unit text to find information that helps you focus on the guiding question, choosing another source that provides relevant information, and writing and recording information.
In Unit 10, the teacher tells students they will be reading about forces and motion. In the Explore section, the teacher previews the unit texts with students to assist them in selecting an object that moves for their focus. The teacher models rereading a unit text to find information that helps you focus on the guiding question, choosing another source that provides relevant information, and writing and recording information.
Materials support teachers in employing projects that develop students’ knowledge on a topic. Examples include, but are not limited to, the following:
Each unit contains a Knowledge Blueprint in which the teacher gathers information related to the Enduring Understandings for the unit. While reading each text, the teacher and students work together to add information to the Blueprint. The information added to the Blueprint builds over the course of each three-week unit, allowing students to build knowledge on the unit topic from various sources. The Blueprint also contains critical vocabulary that is used and referenced various times throughout the unit during discussions and writing tasks.
For each Research and Inquiry Project, materials list teacher supports to assist students with conducting research. For example, in Unit 4, the teacher supports listed include: The teacher and students discuss authors from unit texts read together. As needed, the teacher rereads unit texts aloud to students, or has them listen and follow along with the interactive e-book on Benchmark Universe. The teacher works with pairs or groups that need help choosing another text or recording details. The teacher provides students with different methods of note-taking, such as colored pencils or crayons for drawing, or safety scissors and glue for cutting from magazines or printed online resources. The teacher encourages students to use symbols for words or concepts they can’t spell or write yet. Additionally, students create a content library with sources on authors.
Materials provide Think-Speak-Listen Bookmarks that include questions to guide discussions.
Materials include a teacher rubric that addresses the following areas: Content, Presentation, and Effort and Collaboration. Materials also include student-friendly versions of the rubrics.
Materials include shared research projects to help develop students’ research skills. Examples include, but are not limited to, the following:
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Examples include, but are not limited to, the following:
In Unit 2, students investigate characters, discuss what characters are like and what problems they have. Students select one of the characters from a story in the unit. Then students conduct research to find a character in another story that is similar in some way or that has a similar problem. Students study how these characters are the same and how they are different. Then students create a presentation to share what they have learned. Student presentations should answer the following guiding questions: “How do the two characters you studied look, feel, act, and talk? In what ways do the characters solve their problems? (Essential Question) What does the character from the unit text have in common with the character from the other text you researched? (text evidence, cross-text analysis) How does the character from the unit text behave differently from the character in the other story? What makes each character special and unique? (Enduring Understanding)”
In Unit 6, students read stories that have a message, such as folktales, stories that often teach a lesson about life. Students investigate the messages of two folktales from the unit texts and look for other folktales that have similar messages. Then, students compare and contrast the messages in one of the unit texts and another folktale they found, and create a presentation to share their work. Student presentations should answer the following guiding questions: “What message do the folktales you studied have about what is right, and what is wrong? (Essential Question) What similarities did you find between the messages in the unit text and the message in the other folktale you researched? How were the messages presented differently? (text evidence, cross-text analysis) What experiences, challenges, or feelings have you had in your own life that are similar to those of a character in one of the folktales you read? (Enduring Understanding)”
In Unit 10, during the Research and Inquiry Project on “Forces and Motion,” students select an object that moves from the unit texts and conduct research to learn more about the forces that cause it to move. Students combine information from the unit texts with other sources to deliver a presentation to demonstrate their learning. Student presentations should answer the following guiding questions: “What causes the object you studied to move? Is the force a push, a pull, or both? (Essential Question) What information did you find in your research that helped you better understand what you read in the unit text(s) about how your object moves? (text evidence, cross-text analysis) Where might you find examples of things that move in a similar way to the object you studied? (Enduring Understanding)”
Criterion 2.2: Coherence
Materials promote mastery of grade-level standards by the end of the year.
Materials include instruction, questions and tasks, and assessments aligned to grade-level standards. Materials provide implementation schedules and alternative implementation schedules for pacing, including a one-page K–2 Phonics Scope and Sequence document. Materials include 150 days of lessons, which should reasonably fit into a 180-day school year; however, materials do not include guidance on when to give assessments. Although daily instructional components contain suggested time frames, the suggested times are not feasible and often include 4–5 mini-lessons per day with four or more components in each mini-lesson.
Indicator 2G
Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.
The materials reviewed for Kindergarten meet the criteria of Indicator 2g.
Materials include instruction, questions and tasks, and assessments aligned to grade-level standards. Students have opportunities to answer questions about illustrations, plot, and characters. Students practice activities such as comparing and contrasting charts, retelling details, and answering standards-aligned questions about texts. At times, students focus on comprehension strategies that may not align to standards. Although the reformatted Correlation of Benchmark Advance to the Common Core Standards chart illustrates when standards repeat across the year, it is unclear which learning target aligns to the instructional content and questions and tasks within each lesson.
Over the course of each unit, the majority of instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:
All Common Core State Standards (CCSS) are taught in the school year according to the reformatted Correlation of Benchmark Advance to the Common Core Standards chart. Materials use general learning goals rather than CCSS, which sometimes focus on skills that are implied within the standards. It is unclear which portions of the lesson align to the learning goals listed.
In Unit 1, Week 1, Day 5, the teacher models how to describe the relationship between photos and text. The teacher displays pages 6–7 of the text Grow, Pumpkin, Grow and thinks-aloud to model how the photos and text are related. The teacher describes how the order of the photos helps readers to understand the sequence of what is happening in the text. This instruction aligns to RI.K.7: “With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).”
In Unit 3, Week 3, Day 4, the teacher models how to compare and contrast adventures and experiences of characters in familiar stories. The teacher models how to complete the compare and contrast chart using the texts Rules Are Cool by Brenda Parks and A New Pet by Jasmine Gomez. The teacher lists ways in which the adventures from both texts are similar. In the first and third columns of the chart, the teacher and students list ways their adventures are different. This instruction aligns to RL.K.9: “With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.”
In Unit 6, Week 1, Day 2, the teacher reads aloud pages 4–5 of the mentor read-aloud All Together Now (author not cited). The teacher models how to identify key details in the text and illustrations, using the mentor read-aloud All Together Now. Then the teacher models how to use details to retell the story. This instruction aligns to RL.K.2: “With prompting and support, retell familiar stories, including key details.”
In Unit 8, Week 2, Day 1, the purpose of the lesson is to use strategies to learn about the content of the story, Weather and the Seasons by Margaret McNamara. The teacher defines and models making connections, summarizing and synthesizing and refers to anchor charts for those three comprehension strategies; however, there are no standards in Kindergarten that address these strategies.
Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:
Most questions and tasks align to Common Core State Standards (CCSS). Within the lessons, it is unclear which questions and tasks align to the learning goals listed.
In Unit 1, Week 2, Day 1, students ask and answer questions, before, during, and after reading the text What Do Plants Need? by Debra Castor. The teacher reads pages 8–11 aloud, and asks students to look and listen for the answers to a question about how air and light get inside plants. This question aligns to RI.K.1: “With prompting and support, ask and answer questions about key details in a text.”
In Unit 4, Week 2, Day 5, students compare and contrast two characters’ feelings in the story, Knuffle Bunny by Mo Williams. Students engage in discussions, using the following prompts: “How does Trixie’s daddy feel when he realizes that Knuffle Bunny is missing? How does Trixie feel? How do you think Trixie and her daddy feel on the way back to the laundromat? How is the search for Knuffle Bunny similar for Trixie and her daddy?” This task aligns to RL.K.9: “With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.”
In Unit 9, Week 3, Day 4, students describe the relationship between illustrations and the story in which they appear. Students look at the illustrations in the text Jaylen’s Juice Box by Jerry Craft and answer the following question with a partner: “How do the illustrations help you understand the way Robby’s feelings change about Jaylen’s juice smoothies? This question aligns to RL.K.7: “With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).”
Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:
Each Unit has two weekly assessments and one unit assessment. The weekly assessments are formative and consist of observational checklists that address strategies and skills taught during instruction. Based on classroom observations, the teacher rates each child’s progress in the areas listed and records notes or comments on the chart. Checklists do not include correlated standards.
In Unit 1, Week 1, Assessment, the observation checklist includes the following components: Identify main topic and retell key details; describe the relationship between the illustrations and the text; and ask and answer questions about unknown words in a text.
In Unit 5, Unit Assessment, students listen to the teacher read the passage Working with Wind (author not cited). Then, students answer the question, “According to the passage, why did people use wind long ago? Was it because they liked windmills . . . they did not have electricity . . . or they enjoyed sailing?” Students circle the correct picture. This assessment question aligns to RI.K.8: “With prompting and support, identify the reasons an author gives to support points in a text.”
In Unit 8, Unit Assessment, students listen to the teacher read Winter Ways (author not cited). Then, students circle the picture that helps them describe what the character, Jenna, sees outside her window in the spring. This assessment question aligns to RL.K.7: “With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).”
By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:
RL.K.4 is taught in Units 2, 3, 4, 5, 6, 8, and 9 according to the reformatted Correlation to the Common Core State Standards Chart: “Ask and answer questions about unknown words in the text.” The standard is addressed in various ways throughout the units including making connections between words and their use (Unit 2, Week 3; Unit 4, Week 2), distinguishing between meaning among verbs (Unit 2, Weeks 1 and 2), identifying new meanings for familiar words (Unit 3, Week 3, Unit 4, Weeks 1 and 3), sort words into categories (Unit 9, Week 3).
RI.K.3 is taught in Units 7, 8, and 10 according to the reformatted Correlation to the Common Core State Standards Chart: “With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. In Unit 3, Week 1, Lesson 3, students respond to text evidence questions to make connections between two ideas as they identify “when two ideas are reasons that support the same point.” In Unit 7, Week 1, Day 3, the purpose of the lesson is to describe connections between two events in the same text. In Unit 7, Week 2, Day 3, the purpose of the lesson is to describe connections between two individuals in the same text. In Unit 8, Week 2, Day 2, students make connections between the information given in the text and that provided through text features. In Unit 10, Week 2, Day 1, the teacher encourages students to make connections to information they already know to help them understand the text they are reading.
Indicator 2H
Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.
The materials reviewed for Kindergarten partially meet the criteria of Indicator 2h.
Materials provide implementation schedules and alternative implementation schedules for pacing, including a one-page K–2 Phonics Scope and Sequence document. Materials include 150 days of lessons, which should reasonably fit into a 180-day school year; however, materials do not include guidance on when to give assessments. Although daily instructional components contain suggested time frames, the suggested times are not feasible and often include 4–5 mini-lessons per day with four or more components in each mini-lesson. The individual components of lessons, the quantity of mini-lessons to provide teacher-directed instruction, and the time for student practice are not practical and cannot be completed within the daily literacy block. Optional materials provided do not distract from the core learning; rather, optional materials enhance core learning as it aligns to the content, strategies, and skills taught in the unit. Materials include support in the lesson margins for teacher use when supporting learners at various levels of understanding.
Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:
In Additional Resources, materials include a K–2 Phonics Scope and Sequence document. This one-page overview outlines the phonics skills for the grade level, broken down by Unit and Week.
Each unit includes a Strategies and Skills to Build Knowledge scope and sequence, which shows which strategies and skills are taught each week and which ones are assessed at the end of the unit. There are also intervention and reteaching resources for teachers to use to support core instruction.
The Components at a Glance for each unit outlines the time frame for the read-aloud, shared reading, phonics mini-lessons, reading and vocabulary mini-lessons, small-group reading, and writing and language mini-lesson.
Suggested implementation schedules cannot be reasonably completed in the time allotted. Examples include, but are not limited to, the following:
Materials include 150 days of core instruction, including 10 topic- and thematic-based units. Each unit lasts three weeks, and each instructional week contains five days of instruction. Materials also include an optional 20-day Foundations and Routines unit at the beginning of the year.
Three pacing options are provided: 150 minute literacy block, 120 minute literacy block, and a 90 minute literacy block.
150 minute literacy block: Reading Foundations including shared reading and phonics instruction (30 minutes); Reading to Build Knowledge and Vocabulary including whole group instruction, small group, and independent reading and conferring (65 minutes); Read Aloud (15 minutes); and Writing and Grammar including whole group instruction, independent writing, and conferring (40 minutes)
120 minute literacy block: Reading Foundations including shared reading and phonics instruction (30 minutes); Reading to Build Knowledge and Vocabulary including whole group instruction, small group,and independent reading and conferring (50 minutes); Read Aloud (10 minutes); and Writing and Grammar including whole group instruction, independent writing, and conferring (30 minutes).
90 minute literacy block: Reading Foundations including shared reading and phonics (25 minutes); Reading to Build Knowledge and Vocabulary including whole group instruction, small group instruction, and independent reading and conferring (40 minutes); and Writing and Grammar including whole group instruction, independent writing, and conferring (25 minutes)
The Comprehensive Literacy Planner for each unit includes time frames for specific components of daily lessons and individual activities, and materials specify timing for the literacy block. A typical lesson may include a read-aloud (10 minutes), metacognitive, comprehension, vocabulary, shared reading, and phonics mini-lessons(45–60 minutes), small-group reading (no time suggestion given), independent reading and conferring (no time suggestion given), writing and language mini-lessons (20 minutes), independent writing and conferring, and assessment (no time suggestion given).
Materials do not provide guidance on utilizing instructional days that have not been allotted for instruction or when to administer assessments. It is unclear if assessments should be administered on their own instructional day or in lieu of instruction.
In Unit 7, Week 2, Day 3, the lesson includes Shared Reading (10 minutes); Phonics and Word Study (15–20 minutes) including phonological awareness (2–3 minutes), reread the text (3–5 minutes), I draw and write (3–5 minutes), write words (2–3 minutes)and high frequency words (3–4 minutes); Extended Read 1 Mini Lessons including a lesson on finding text evidence (15 minutes) and a lesson on building vocabulary (15 minutes); and Writing (20 minutes). Materials do not include time for small group reading/independent reading and conferring or independent writing and conferring.
Optional materials and tasks do not distract from core learning. Examples include, but are not limited to, the following:
In Unit 2, the small group reading section of the Comprehensive Literacy Planner notes that the teacher could choose to use decodable readers or reader’s theater scripts to build fluency.
The small group reading and writing portion of the Components at a Glance section suggests that students spend 15–20 minutes with the teacher daily in small groups. Materials also suggest specific leveled texts that relate to the unit topic or theme and include teacher guides and text-evidence question cards.
Each unit includes an Additional Materials section that includes models, charts, graphic organizers, spelling word lists, videos, and Reader’s Theater texts. These resources can be used for extra practice with core content, individualized learning, or small group time.
The Unit Resources section contains a document titled Intervention and Reteaching Resources; the Unit Components at a Glance document references this document. The document includes teacher guidance on specific resources that can be used in small groups to target specific skill and strategy deficits that students may have. The Intervention and Reteaching Resources document also includes Quick Check Assessments to monitor students’ progress.
Optional materials and tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:
Small group instruction time allows the teacher to work with small groups or individual students on re-teaching. Students who are not working with the teacher work on independent tasks, during this 15–20 minute block of time.
The Unit Components at a Glance document contains teacher guidance on optional activities for students to complete during Small Group Reading Instruction/Independent Reading and Conferring.
The Teacher Resource System liberally includes teacher tips and notes on differentiation. Options include reminders or activities to include in the moment to enhance core instruction and suggestions for Independent/Partner work time.
Overview of Gateway 3
Usability
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.
Gateway 3
v1.5
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 Kindergarten 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 provide suggestions in blue colored print to note what the teacher could say during each portion of a lesson. For example, in Unit 5, Week 2, Day 3, Lesson 3, during the Engage Thinking portion of the lesson, the guide provides the teacher a script that can be used to review previous learning and launch into the lesson of the day.
Materials provide Research and Inquiry mini-lessons for each unit. These mini-lessons describe what students are doing, what questions to ask, and what the teacher should present to students.
When there is a suggestion for the teacher to create an anchor chart, materials provide sample anchor charts.
Materials include sufficient, useful annotations and suggestions that are presented within the context of the specific learning objectives. Examples include, but are not limited to, the following:
Throughout the curriculum, materials provide suggested prompts for teacher use when conferring with students about their writing. For example, in Unit 4, Week 1, Day 4, thebox around the independent and small group writing and conferring provides guidance on what the teacher should do during the small group reading time: “Observe and look for ways to support students depending on what developmental level they are on.”
In Unit 7, Week 2, Day 3, in the Introduce and Read the Text section, lesson guidance prompts the teacher to display the February Celebration Big Book of Shared Readings and Poetry. The teacher script is as follows: “Today’s text gives information about Presidents’ Day. Listen and follow along as I read. As you listen, think about what you already know about presidents and holidays to help you understand the text.” The teacher then has students turn and talk to discuss the text.
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 Kindergarten 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 Kindergarten 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 1, Week 1, one of the comprehension strategies listed is “Describe the Relationship Between Illustrations and the Text,” which aligns to RL.K.7.
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 8, Week 1, one of the Comprehension to Build Knowledge skills listed is “Identify and Describe Story Characters, Setting, and Major Events,” which aligns to RL.K.3.
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 Connections 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 2, the Home School Connection letter suggests that parents and students consider which of the characters she or he is most like, and why. Parents and students must divide a sheet of paper in half and label one side with the character’s name and the student’s name on the other. Then parents can help students write down or draw the similarities.
In Unit 10, parents and students practice cause and effect by modeling examples of cause and effect, such as clapping two pot lids together (cause) to create a loud noise (effect) or dropping a ball (cause) so that it bounces (effect). With each example, students are prompted to identify the cause and effect. As an extra challenge, students create a cause-and-effect situation.
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 Kindergarten 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 Kindergarten 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 1, Week 2, Day 3, the program suggests teachers have the following materials for the mentor read-aloud “Lessons from Mama Bear” pages 4–5: Asking Questions Anchor Chart (from Day 1) and markers.
In Unit 2, Week 1, Day 3, the program suggests teachers have the following materials for the mentor read-aloud “The Tortoise and the Hare” pages 10–11: chart paper, markers, dry erase boards, and crayons.
In Unit 6, the inquiry project includes an additional materials box which lists materials needed for the project. Items listed include drawing materials, graphic organizer, optional items, and books, magazines, and websites containing fables.
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 K 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 Kindergarten 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 Kindergarten 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. Weekly Assessments are in the form of observation checklists and include teacher guidance on where teachers can find correlated, standards-aligned questions and tasks in the Performance Assessments.
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 Kindergarten 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.
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 Kindergarten partially meet the criteria for Indicator 3n.
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. While students do not complete tasks that are different from those of their peers, materials provide guidance that directs the teacher to advance the progression to a more challenging skill or shorten the assignment. Materials provide Extend modifications on some of the Research & Inquiry Projects, the If/Then Reinforce and Reaffirm strategies, 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 2, the Research & Inquiry Project investigates the characters from the class read-aloud texts. Students are not given any extended opportunities and no guidance is given to teachers regarding considerations for students performing above grade level.
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 3, the Present section of the Research & Inquiry Project includes the following guidance: “Work with groups to decide how to share their comic strips. Encourage students to share their presentations creatively. For example, students may pantomime the rule and have classmates guess before showing the comic strip. They may also project their comics or role-play as a teacher, parent, or community member while presenting.”
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 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 1, Week 2, Day 5, students draw, write, and share a message about what plants need. Sample Conferring Prompts include:
What idea did What Do Plants Need? help/make you think about?
I notice you used (lines, round shapes, etc.) in your drawing. That is what writers do. They draw their ideas to share with others.
If students add scribbles, letters, or words…
I notice that you wrote ___ with your drawing. That is what writers do.
Tell me what your message says.
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 3, Week 2, Day 2, after reading What Are Some Rules at School by Margaret McNamara, students participate in a Turn and Talk to connect their learning from the lesson to Enduring Understanding 2: “Rules help us act responsibly, get along with others, and make good choices.”
In Unit 4, Week 2, Day 3, after reading a portion of Knuffle Bunny by Mo Willems, students work in partner groups to describe the sequence of events that happened after Trixie and her daddy leave. Afterwards, students independently complete the sentence frame “Trixie feels _____ because _____.” and draw a picture that supports their sentence.
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 1, Week 2, Day 1, during the Guided Practice the teacher guides students to work together. Materials do not provide teacher guidance on how to partner students.
In Unit 8, Week 1, Day 2, during the Connect to Knowledge: Turn and Talk portion of the lesson, students use a speaking and listening protocol to respond to discussion questions that connect “The Coolest Vacation” (author not cited) to Enduring Understanding 1: “Weather and temperature change with the seasons.” Although materials provide guidance on a discussion protocol for the activity, materials do not provide 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 Kindergarten 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 2, Week 1, Day 4, students read “The Little Helper” (author not cited). The language objective is “Retell familiar stories, including key details orally and/or in writing using sentence frames, drawings, gestures, or role-play.” The iELD supports for the lesson include strategies for pre-teaching, sentence stems, and using visuals to support student learning. For example, the Substantial Support for this lesson includes the following suggestions: “Before reading, draw a chart. [Beginning-Middle-End chart provided] Reread the story. Use visuals from the text and gestures to act out the events. Help students retell the events. Use the visuals to make simple statements about key details. Add them to another row on the chart. Reread the chart and have students repeat sentences.”
In Unit 3, Week 1, Day 3, students read “A New Pet” (author not cited) and make real-life connections to understand unfamiliar words. Recommended iELD supports for the vocabulary lesson include both verbal and visual support, as well as the use of the Multilingual Glossary and personal examples. For example, the Moderate Support recommendations are as follows: “As you read, pause to write the three words you are discussing: play, grow, sleep. When students answer the questions, restate single words or short phrases into full sentences. Ask questions to expand language: Tell me how you change when you grow. Do you get taller or shorter? Display the frames for partners to respond: I like to play ___. My ___ is/are growing. I know because ___.”
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 2, during the Unit Opener, the teacher plays a video about how characters are different. The video includes children of different genders and races.
In Unit 5, Week 2, Day 2, the teacher reads students the story, The Wheels on the Bus (author not cited). The picture on page 8 shows students of different gender and races.
In Unit 4, the majority of the characters in the texts are not human. Texts with illustrations of people have white characters and images of white people. There is one stock image of an African-American child on the poem “There is Something in my Pocket,” however, there are several stock images of children on the page. The texts themselves do not foster appreciation of the perspective of individuals of different races, genders, ethnicities or other physical characteristics. Stock images inserted fall short of cultivating an understanding of the issues impacting individuals or allowing students to see themselves, identify with characters, develop empathy, or appreciation.
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 6, Week 3, Day 3, materials include an image of a young African-American girl with a rolling pin rolling out what appears to be biscuit or cookie dough. The image goes with the poem “Do What’s Right” (author not cited) and the lines under the image say, “If you like to eat, For a friend, cook a treat. Do what’s right!” On the preceding page the poem has three students, at least two of which are male, on a tire swing and it talks about sharing.
In Unit 7, Week 3, Day 1, the text These are the Best Ways to Celebrate Holidays (author not cited) contains a photograph on pages 8–9 about Veteran’s Day. The photograph includes four white-haired, white men, which could perpetuate a possible stereotype of who a veteran may be or what a veteran may look like. Page 15 contains a drawing of people going to a Veteran’s Day parade. Part of the image includes an older gentleman and a young female child, which could portray a non-traditional family arrangement.
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 4, Week 3, Day 2, Wolf Cub’s Song is written by Joseph Bruchac and illustrated by Carlin Bear Don’t Walk, two Native Americans. The back cover of the text includes biographical information about the author and illustrator. This representation shows Native American students that they could be a successful author or illustrator.
In Unit 9, Week 1, Day 1, the Mentor Read Aloud, “Firefighters at Work” (author not cited), contains images of five firefighters—four males and one female—on pages 34–35. The images depict at least two diverse firefighter, but stops short of providing an opportunity to show them being successful.
In Unit 10, Week 1, Day 4, students read “Stretching Fun” (author not cited). The text shows a diverse group of male and female children smiling while stretching.
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 3, Week 1, Day 1, students learn about i /i/. The Language Transfer Support is as follows: “Check for transferability of phonemes and graphemes. /i/ does not transfer in most languages (notable exception: Korean, which does have the sound, but not the letter). The grapheme (spelling) also does not transfer in most languages. Also, some native English speakers will confuse /i/ and /e/ because of their regional dialects (e.g., pin/pen). Practice articulation with a few simple, high-utility words and phrases, such as sit, big, and It is ____. Then have students practice writing the letter and reading decodable words with it.”
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 2, Week 2, Day 1, the Culturally Responsive Perspectives section of the Social-Emotional Learning & Culturally Responsive Perspectives document addresses ownership, as students read Horrible Bear! by Ame Dyckman. Teacher guidance includes, “Have students identify special objects that they or their family treasure, and tell the class about the objects’ importance.” 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 4, Week 3, Day 1, the Culturally Responsive Perspectives section of the Social-Emotional Learning & Culturally Responsive Perspectives document addresses ownership, as students read Wolf Cub’s Song by Joseph Bruchac. Teacher guidance includes, “Discuss different ways people play and share music, such as through instruments, singing, and dancing. Invite students to tell what kind of songs and dances they share with their family. Invite students to sing a favorite song or demonstrate a dance that is part of their family’s tradition.” 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 System, 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, in Kindergarten, Unit 6, Week 3, Day 5, Teacher Resource System p. 315, the second question asked under the first bullet, “What lessons have “your” learned from the stories we read in this unit?” It should say “you” instead of “your.”
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.