3rd Grade - Gateway 1

The materials reviewed partially meet the criteria for Indicator 1b. 

Materials reflect an uneven balance of literary and informational texts and include a heavier focus on informational texts. Of the Shared Reading and ELA texts students read, 63% of the texts are informational and 37% of the texts are literary. Although the balance of text types is uneven, students read a wide and diverse range of genres, including fantasy, autobiography, folktales, realistic fiction, and historical fiction. Students do not have opportunities to read or listen to legends, myths, and dramas, as required by the standards.   

Materials mostly reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following: 

• Students read realistic fiction texts, such as Owen Foote, Money Man by Stephanie Greene, Fudge-A-Mania by Judy Blume in Shared Reading, Module 1, Unit 1 and Because of Winn Dixie by Kate DiCamillo in Shared Reading, Module 2, Unit 2.  

• Students listen to fantasy texts, including The BFG by Roald Dahl in ELA, Module 1, Unit 2 and Pinduli by Janell Cannon in ELA, Module 4, Unit 1.

• Students read nonfiction texts, such as The Constitution of the United States and The Congress of the United States, both by Christine Taylor-Butler, in Shared Reading, Module 1, Unit 2. 

• Students read and listen to biographies, such as A Picture Book of Frederick Douglass by David A. Adler in Shared Reading, Module 3, Unit 1 and Grandfather’s Journey by Allen Say in ELA, Module 2, Unit 1. 

•  Students read and listen to historical fiction texts, such as Red Kite, Blue Kite by Ji-li Jiang in Shared Reading, Module 2, Unit 2 and Here Lies the Librarian by Richard Peck in ELA, Module 4, Unit 2.   

Materials do not reflect a 50/50 balance of informational and literary texts. Examples include, but are not limited to, the following: 

• Of the 35 texts students read or listen to, 22 (63%) are informational texts and 13 (37%) are literary texts. 

• In Module 1, students read or listen to six core texts, three (50%) of which are informational texts and three (50%) of which are literary texts.

• In Module 2, students read or listen to 12 core texts, with eight (67%) being informational texts and four (37%) being literary texts. 

• In Module 3, students read or listen to 10 core texts, nine (90%) of which are informational and one (10%) of which is literary.

• In Module 4, students read or listen to seven core texts, with two (29%) being informational texts and five (71%) being literary texts.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1c. 

The majority of the texts that students chorally read, as well as the texts the teacher reads aloud have the appropriate level of text complexity for the grade. When the texts do not fall within the Lexile Stretch Band for the grade, the complexity of the qualitative and/or associated task measures make the text appropriate for the grade. Although the Shared Reading and ELA Lesson Plans include Lexile levels and genres for each text, materials do not provide qualitative or associated task complexity information. The Bookworms 2–5 Teacher Manual and the Shared Reading and ELA Lesson Plans outline the rationale for the educational purpose and placement of the texts included in the program.

Anchor/core 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 the Shared Reading Lesson Plans, Module 1, Lesson 30, students choral read The Constitution of the United States by Christine Taylor-Butler, which has a Lexile level of 660 and falls within the Grades 2–3 Lexile Stretch Band. The text has a qualitative complexity of moderate, as the text requires some discipline-specific content knowledge. The associated task is moderate. Students write in response to two opinion prompts and provide reasons to support their opinions. 

• In the Shared Reading Lesson Plans, Module 2, Lesson 40, students choral read Because of Winn Dixie by Kate DiCamillo, which has a Lexile level of 670 and falls within the Grades 2–3 Lexile Stretch Band. The text has a moderate qualitative complexity due to its multiple layers of meaning, a fairly simple structure, and conversational language. The associated task is challenging. Students write in response to a prompt in which they critique the author’s craft. 

• In the Shared Reading Lesson Plans, Module 4, Lesson 15, students choral read The Miraculous Journey of Edward Tulane by Kate DiCamillo, which has a Lexile level of 700 and falls within the Grades 2–3 Lexile Stretch Band. The text is qualitatively complex due to its multiple layers of meaning. The associated task is complex. Students write a book review about who should read the book and why. 

• In the ELA Lesson Plans, Module 1, Lesson 11, students listen to Boy: Tales of Childhood by Roald Dahl, which has a Lexile level of 1020 and falls within the Grades 4–5 Lexile Stretch Band, making it quantitatively appropriate as a read-aloud text. The text is qualitatively low due to its implied but easy to identify purpose. The complexity of the associated task is accessible. The teacher and students select one memory from the text and write a description of the selected memory. 

• In the ELA Lesson Plans, Module 2, Lesson 27, students listen to The Keeping Quilt by Patricia Polacco, which has a Lexile level of 830 and falls within the Grades 4–5 Lexile Stretch Band, making it quantitatively appropriate as a read-aloud text. The text has a qualitative complexity of moderate, due to its implied purpose and organization. The associated task complexity is accessible. Students talk with a partner about items that represent important things or meaningful events that could be included in a class keeping quilt. 

• In the ELA Lesson Plans, Module 3, Lesson 40, students listen to Shiloh by Phyllis Reynolds Naylor, which has a Lexile level of 890 and falls within the Grades 4–5 Lexile Stretch Band, making it quantitatively appropriate as a read-aloud text. The text has a moderate qualitative complexity rating due to its single complex theme and the use of largely contemporary familiar language. The associated task is moderate. As a class, the teacher and students write a thank-you letter to Judd Travers from Marty’s point of view. 

• In the ELA Lesson Plans, Module 4, Lesson 10, students listen to Pinduli by Janell Cannon, which has a Lexile level of 680 and falls within the Grades 2–3 Lexile Stretch Band, making it quantitatively low as a read-aloud text. Although the qualitative complexity is low, the text does explore a complex theme and requires cultural knowledge. The associated task has an accessible complexity rating. The teacher and students respond to a prompt during which they write an opinion paragraph and include reasons to support their opinion. 

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:

• The provided text complexity documentation is limited to Lexile levels. Materials do not provide qualitative or associated task complexity information. The accuracy of the provided quantitative measures was verified using MetaMetrics on The Lexile Framework for Reading site.

• The Bookworms 2–5 Teacher Manual includes a Choosing and Using Books section. Within this section of the manual, the Building A Culturally Responsive Text Collection and a Culturally-Sustaining Curriculum portion gives an overview of the changes the publisher made with regard to the texts included in the program: “We adopted a style guide in the curriculum to capitalize both Black  and White to represent the importance of racial identity and avoid the implication that white was the standard and Black an outlier. We adopted the  term multilingual to replace English language learner to celebrate home language as an asset.” Then, the manual explains grade-specific text selection changes or replacements. Rationales for text selection include choosing texts that fit the grade level themes, are engaging to students, and help build a more culturally responsive text collection. 

• The Module Overview page for the Shared Reading and ELA Lesson plans explains how the selected unit texts work together. For example, in the Shared Reading Lesson Plans, Module 3, the Module Overview page contains the following information: “In Unit 2: Government for the People, students will read two nonfiction texts about the United States government. These two texts work together to introduce students to multiple informative text structures and to help students learn why it is beneficial to read more than one book on the same topic. They also demonstrate the idea that the same theme can be expressed across multiple texts with different topics.”

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1d.

In the Shared Reading Lesson Plans, the overall text complexity and the associated task measure generally increases throughout the year in order to support students’ literacy growth. In the beginning of the year, the Shared Reading quantitative complexity measure ranges from 490L–660L and ranges from 700L–850L by the end of the year. In the beginning of the year, the ELA quantitative complexity measure ranges from 720L–1020L and ranges from 650L–680L by the end of the year. While the qualitative complexity measure remains relatively the same in Shared Reading, the associated task measure increases in complexity; however, in the ELA Lesson Plans, the overall complexity decreases across the school year with most texts remaining qualitatively moderate. The associated task complexity measure remains accessible, as the teacher either models or co-constructs the written response with students. Supporting teacher resources include suggestions to build background knowledge, discussion prompts, and scripted language, though these supports are often repeated throughout grades, modules, and lessons without variances in support relative to the complexity of the texts. Texts often span multiple lessons, appear in multiple associated tasks, and are grouped with other selections to build content knowledge.

The complexity of anchor texts students read provide limited opportunities for students’ literacy skills to increase across the year, not encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In the Shared Reading Lesson Plans, Module 1, the quantitative complexity measure ranges from 490L–660L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure ranges from accessible to moderate. The overall complexity ranges from moderate to complex. For example, students read Fudge-A-Mania by Judy Blume (490L). This text falls within the Grades 2–3 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task complexity is accessible, as students write in response during which they infer how the main character’s feelings have changed and what they think the main character has learned.

• In the Shared Reading Lesson Plans, Module 2, the quantitative complexity measure ranges from 530L–850L. The qualitative complexity measure ranges from low to medium and the associated task complexity measure ranges from moderate to challenging. For example, students read Twisters and Other Terrible Storms by Will Osborne and Mary Pope Osborne (740L). This text falls within the Grades 2–3 Lexile Stretch Band and has a low qualitative complexity rating. The associated task complexity is considered challenging, as students reflect on the five nonfiction texts they read and write in response to the following prompt: “Why is it important for authors of nonfiction, informational texts to do research before writing their own books about a topic?”

• In the Shared Reading Lesson Plans, Module 3, the quantitative complexity measure ranges from 570L–830L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure ranges from accessible to challenging. The overall text complexity ranges from moderate to highly complex. For example, students read And Then What Happened, Paul Revere? by Jean Fritz (830L), which is above the Grades 2–3 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task measure is moderate, as students write about the specific choices the author made to tell the story and how those choices made the story interesting.

• In the Shared Reading Lesson Plans, Module 4, the quantitative complexity measure ranges from 700L–850L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure ranges from moderate to challenging. The overall complexity of texts ranges from moderate to highly complex. For example, students read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer (850L), which falls above the Grades 2–3 Lexile Stretch Band. The qualitative complexity measure is moderate. The associated task complexity is challenging, as students compare the stories of a character from this text to a character from the ELA interactive read aloud One Hen by Katie Smith Milway.

• In the ELA Lesson Plans, Module 1, the quantitative complexity ranges from 720L–1020L. The qualitative complexity rating for most texts is low and the associated task complexity measure for all texts is accessible. The overall complexity of texts ranges from moderate to very complex. For example, students listen to Boy: Tales of Childhood by Roald Dahl (1020L), which has an appropriate Lexile for a Grade 3 read aloud. The qualitative complexity measure is low. The associated task complexity measure is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

• In the ELA Lesson Plans, Module 2, the quantitative complexity measure ranges from AD650L–970L. The qualitative complexity measure ranges from low to medium and the associated task complexity measure for all texts is accessible. The overall complexity of texts ranges from accessible to very complex. For example, students listen to The Keeping Quilt by Patricia Polacco (830L), which has an appropriate Lexile level for a Grade 3 read aloud. The qualitative complexity measure is rated as moderate, and the associated task complexity is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

• In the ELA Lesson Plans, Module 3, the quantitative complexity measure ranges from 800L–920L. The qualitative complexity measure ranges from low to moderate and the associated task complexity measure for all texts is accessible. The overall complexity of texts ranges from moderate to very complex. For example, students listen to Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull (880L), which has an appropriate Lexile level for a Grade 3 read aloud. The qualitative complexity measure is moderate. The associated task level is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

• In the ELA Lesson Plans, Module 4, the quantitative complexity measure ranges from 650L–680L. The qualitative complexity measure for all texts is low and the associated task complexity measure for all texts is accessible. The overall complexity of texts is accessible. For example, students listen to Bringing the Rain to Kapiti Plain by Verna Aardema (NP). The qualitative complexity measure is low. The associated task complexity is accessible, as the teacher can either model or work with students to co-construct a response to the Respond Together prompt.

As texts become more complex, some scaffolds and/or materials are provided in the Teacher Edition (e.g., spending more time on texts, more questions, repeated readings, skill lessons).

• In the Shared Reading Lesson Plans, throughout the year, the teacher and students follow the same reading routine. This routine does not differ according to the complexity of the texts students read. The Bookworms 2–5 Teacher Manual outlines the Shared Reading routine: “The teacher sets a purpose for reading the day’s new text portion, and immediately everyone begins reading chorally. The teacher interrupts once (or sometimes twice) to model a comprehension strategy, but choral reading resumes very quickly. At the end of the day’s segment, the teacher takes one or two minutes to talk about the initial purpose for reading, and then sets a new one. With that new purpose, students reread in partners, either reading chorally again or taking turns, page by page. The teacher interrupts this partner reading when time is up, and they all discuss the second reading purpose, moving right away to a discussion that reviews and deepens understanding of the day’s reading. The teacher brings closure by updating an ongoing anchor chart, highlighting text content and text structure. Finally, the teacher assigns written work, typically word study practice and a text-based written response, to be completed during the Differentiation Block.”

• In the ELA Lesson Plans, throughout the year, the teacher and students follow the same reading routine. This routine does not differ according to the complexity of the interactive read-aloud texts students listen to. The Bookworms 2–5 Teacher Manual outlines the ELA routine. This instructional block consists of two routines: the interactive read aloud and writing. Materials suggest the teacher use a document camera to display the illustrations if possible. Additionally, materials include recommendations for the use of chart paper to display vocabulary terms for informational texts and to create anchor charts that highlight the content and structure of the read-aloud texts. The teacher and students may add to these anchor charts during each lesson.

• In the ELA Lesson Plans, the Respond Together prompt can either be modeled by the teacher, co-constructed with students, or completed by students independently. Although the Bookworms 2–5 Teacher Manual states that teachers can use the “extensive modeling language we have provided in writing instruction as a model for modeling,” materials do not provide modeled language for teachers to use.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1e.

Students have opportunities to read and/or listen to a wide range of texts each day through shared reading, interactive reading, and self-selected reading experiences. Students read a number of texts across multiple lessons in each module; however, materials do not provide explicit guidance and support for teachers or students with regard to the independent reading in which students engage within a given lesson or unit or across the year. While materials include a pacing schedule for self- selected, gradual release, independent reading within the Differentiated Instruction block, this schedule does not hold students accountable for their independent reading. Rather, students complete a Book Recommendation chart to rate and recommend the book to classmates. The Bookworms 2–5 Teacher Manual notes time for students’ self-selected reading each day; however, materials do not provide explicit teacher guidance to support students with this instructional time beyond a Read and Rate chart for students to complete after they have finished reading a book.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• Across the four Shared Reading and ELA modules, students choral read and/or listen to 35 texts from a variety of text types and genres. For example:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 7, students choral read an excerpt from Owen Foote, Money Man, a realistic fiction text by Stephanie Green.

  • In the Shared Reading Lesson Plans, Module 3, Lesson 22, the teacher and class read an excerpt from the text And Then What Happened Paul Revere, a biography by Jean Fritz together.

  • In the ELA Lesson Plans, Module 1, Lesson 10, students listen to an excerpt of Boy: Tales of Childhood, a memoir by Roald Dahl.

  • In the ELA Lesson Plans, Module 4, Lesson 7, the teacher models reading aloud the realistic fiction text One Hen by Katie Smith Milway.

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 the Shared Reading Lesson Plans, Module 1, this module contains two units and a total of 40 lessons. Throughout this module, students read a total of four texts. In Lesson 1, students read Owen Foote: Money Man by Stephanie Green over the course of 10 lessons. Students typically choral read one chapter in each lesson. In Lesson 11, students read Fudge-A-Mania by Judy Blume over the course of nine lessons. Students typically choral read one, sometimes two chapters each day. While materials do not provide lesson plans for Chapter 11, materials do provide teacher guidance relative to instructional decision making for this portion of the text. In Lesson 21, students read The Constitution of the United States by Christine Taylor-Butler over the course of 10 lessons. Students typically choral read one chapter or section in each lesson with one pause point for students to reread two chapters. In Lesson 31, students read The Congress of the United States by Christine Taylor-Butler over the course of 10 lessons. Students typically choral read one chapter or section in each lesson with one pause point for students to reread two chapters and an ending point for students to identify text features.

• In the Shared Reading Lesson Plans, Module 3, this module contains two units and a total of 45 lessons. Throughout this module, students read a total of five texts. In Lesson 1, students read A Picture Book of Frederick Douglass by David Adler over a course of five lessons. Students typically choral read a few pages per lesson. In Lesson 6, students read Susan B Anthony: A Champion of Women’s Rights by Helen Albee Monsell over the course of 20 lessons. Students typically choral read one chapter per lesson. In Lesson 26, students read And Then What Happened, Paul Revere? by Jean Fritz, beginning with Chapter 2, over the course of five lessons. Students typically choral read one chapter per lesson, though not all chapters are read. In Lesson 31, students read Who is Sonia Sotomayor? by Megan Stine over the course of 10 lessons. Students typically choral read a chapter per lesson. In Lesson 41, students read The Story of Ruth Bader Ginsburg: A Biography Book for New Readers by Susan B. Katz, over the course of five lessons. Students typically choral read one chapter per lesson.

• In the ELA Lesson Plans, Module 2 contains three units and a total of 45 lessons. Throughout the module, students listen to a total of seven texts. In Lesson 1, the teacher reads aloud Maps and Globes by Jack Knowlton over the course of five lessons. Students initially listen to between 9–11 pages per lesson before tapering off to 5–7 pages per lesson. In Lesson 6, the teacher reads A Drop Around the World by Barbara Shaw McKinney over the course of three lessons. Students listen to five, seven, and nine pages, respectively. In Lesson 9, the teacher reads aloud What is a Biome? By Bobbie Kalman over the course of seven lessons. Students listen to a varying number of pages each lesson. In Lesson 26, the teacher reads aloud The Keeping Quilt by Patricia Polacco over the course of two lessons. Students typically listen to 13 pages each lesson. In Lesson 28, the teacher reads aloud Grandfather’s Journey by Allen Say over the course of two lessons. Students listen to 11 and 16 pages, respectively. In Lesson 33, the teacher reads aloud Lon Po Po: A Red-Riding Hood Story from China by Ed Young over the course of two lessons. Students typically listen to 14 pages per lesson. In Lesson 35, the teacher reads aloud American Tall Tales by Mary Pope Osborne over the course of six lessons. Students listen to a varying number of pages each lesson.

• In the ELA Lesson Plans, Module 4 contains three units and a total of 40 lessons. Throughout the module, students listen to a total of three texts. In Lesson 1, the teacher reads aloud Bringing the Rain to Kapiti Plain by Verna Aardema over the course of three lessons. Students listen to varying numbers of pages in each lesson. In Lesson 4, the teacher reads aloud One Hen by Katie Smith Milway over the course of three lessons. Students typically listen to five pages per lesson. In Lesson 8, the teacher reads aloud Pinduli by Janell Cannon over the course of three lessons. Students typically listen to 15 pages per session.

There is insufficient 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:

• In the Bookworms 2–5 Teacher Manual, Understanding the Differentiated Instruction Block, Structures, materials include a sample rotation schedule, which includes 15 minutes of Self-Selected Reading each day. As part of the program’s gradual release model, students have the opportunity to read texts with teacher support, with teacher support waning to little or none over time. Once students finish a book, they can complete a Book Recommendation chart to rate their reading and recommend the text to other students. Students also have the option of completing a Read and Rate chart after they finish a book, though the materials indicate that this is “for teachers who want to meet with students to set independent reading goals,” so all students may not have the opportunity to benefit from this accountability structure.

• In the Bookworms 2–5 Teacher Manual, materials indicate that the Differentiated block allows students to freely read a wide range of text at each grade level; additional teacher guidance on implementing independent reading is limited. The manual includes a list of books as a suggested classroom library.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1g.

The materials provide frequent and varied opportunities for students to participate in evidence-based discussions. While materials include evidence-based discussion opportunities, such as whole class discussions, partner work, reading and rereading together, and co-created writing pieces, materials do not provide protocols for these activities nor is there guidance for how or when teachers should model speaking and listening techniques. Materials provide teachers with some support in facilitating these conversations; however, the same types of tips and support are duplicated throughout the materials. Additionally, while the Teacher Manual provides guidance around “Building and Using Norms for Participation in Discussion, the instructional lessons and student speaking and listening opportunities do not reference the accountable talk measures outlined in the document.

Materials provide limited 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 Bookworms 2-5 Teacher Manual includes a section called “Building and Using Norms for Participation in Discussion” that is based on the norms for Accountable Talk. This section provides teachers with prompts and sentence stems to use in various group discussion structures, but these guidelines are not referenced within the instructional lessons to support students’ speaking and listening skill development.

• In the Bookworms 2–5 Teaching Manual, Understanding Shared Reading, materials include instructions for the Pair Share protocol students engage in. Each lesson has the same structure: “When partners are assigned, the daily routine is very simple. After word study, the teacher asks the pairs to spend 2–3 minutes discussing their answer to the previous day’s written response. This allows a transition, some authentic student talk, and a reentry into the text. Then the teacher sets a purpose for reading.”

• In the Bookworm 2–5 Teacher’s Manual, Repeated Oral Reading, materials include the following guidance on a provided shared reading protocol: “Our oral reading protocols require teachers to create purposeful student pairs. The procedure we use comes from a well-documented intervention called Peer-Assisted Learning Strategies (PALS) (Fuchs, Fuchs, Mathes, & Simmons, 1997). PALS pairs are made with students ranked by achievement, typically by their oral reading fluency. Teachers split the class in half, and then assign the pairs.”

• In the Bookworms 2–5 Teacher Manual, Understanding ELA: Read Alouds, materials include a chart explaining what the discussion during the Interactive Read Aloud should look and sound like for students: “Students answer individually or in partners, but always orally.” Additionally, during the Discussion portion of the lessons, materials include the following note: “There is a final question to bring closure to the day’s assigned pages. Again, it can be answered by an individual, but it can also be answered individually between partners.”

• In the Bookworm 2–5 Teacher Manual, Repeated Oral Reading, materials include the following guidance on creating a shared reading protocol: “The resulting pairings all have a relatively more-fluent student paired with a relatively less-fluent student, but the fluency difference is controlled so that the most-fluent student (#1) is not paired with the least-fluent (#24). For teachers with an odd number of students, the most fluent student might remain unpartnered and either read alone or fill in for a student who is absent. For student pairs who have difficulty getting along, teachers will need to make pairing adjustments. Teachers can also create new pairs each quarter or whenever new data are available, but it is good to allow pairs to work together for an extended period so that they can become comfortable helping one another read and understand.”

• In the Shared Reading Lesson Plans, Module 1, Lesson 6, students participate in a variety of evidence-based speaking and listening activities using the text, Owen Foote, Money Man by Stephanie Greene, including discussing the previous lesson’s writing assignment, a partner discussion about the main character, rereading in partnerships, and a whole class discussion about questions like “Why does Joseph have to cut the hook in order to get it out of Owen’s ear?,” “Why is there very little blood even after the hook comes out?,” and “Why is Owen glad when Joseph suggests that they don’t do the fishing video?” While materials provide these tasks and some directions for teachers and students, there is no evidence of a specific protocol used to support students’ developing speaking and listening skills.

• In the Shared Reading Lesson Plans, Module 3, Lesson 7, students participate in a variety of evidence-based speaking and listening activities using the text, Susan B. Anthony: Champion of Women’s Right by Helen Allbee Monsell, including discussing the previous lesson’s writing assignment, a partner discussion about the main character, rereading in partnerships, and a whole class discussion about questions, such as “Why does Susan like to do chores with her ?” While materials provide these tasks and some directions for teachers and students, there is no evidence of a specific protocol used to support students’ developing speaking and listening skills.

• In the ELA Lesson Plans, Module 2, Lesson 34, students engage in a discussion of Lon Po Po: A Red-Riding Hood Story from China by Ed Young and respond to the question, “Imagine that the author of our book, Ed Young, was visiting our class today. What questions would you like to ask him? Make sure that you use question words.” While materials provide these tasks and some directions for teachers and students, there is no evidence of a specific protocol used to support students’ developing speaking and listening skills.

Speaking and listening instruction includes some facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• In the Shared Reading Lesson Plans, Module 4, Lesson 41, as students read Here Lies the Librarian by Richard Peck, lesson guidance prompts the teacher to use data to form discussion groups: “Teaching Tip: Student pairs are formed in advance based on data. Pairs can reread by alternating pages or by rereading chorally.” This guidance occurs in each Shared Reading Lesson.

• In the ELA Lesson Plans, Module 3, Lesson 3, materials provide teacher support on how to address a difficult topic when discussing Rosa by Nikki Giovanni: “In today’s reading, the term ‘colored’ is introduced for the first time. The policeman also refers to Rosa as ‘Auntie.’ Consider addressing these words, the time period in which they were used, and what they meant. You might wish to preview the text ahead of time so that you can plan for discussions around these topics, determine how you will address them in a way you feel is appropriate for you and your class, and decide how you would like to handle this content.”

• In the ELA Lesson Plans, Module 4, Lesson 14, students share their stories with a partner. Teaching tips advise the teacher to pull students who are having difficulty storytelling and facilitate the discussion in a small group.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1h.

While materials include opportunities to support students’ speaking and listening about the texts students read and research, materials lack varied discussion strategies, guidance on how students should respond, and relevant follow-up questions and supports for teachers. The Teacher Manual indicates that teachers should provide relevant and more rigorous follow up questions as student discussions progress; however, materials do not provide a model to support teachers with implementation. Materials provide limited opportunities for students to engage in longer speaking and listening activities, such as presentations or oral research reports. Many of the listening and speaking about what they are reading opportunities are included only in Shared Reading or only in ELA lessons which does not allow for students to demonstrate what they are reading throughout the year.

Students have limited opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 1, Lesson 12, students “discuss written responses from [the] previous lesson with a partner.”

  • In the ELA Lesson Plans, Module 2, Lesson 17, students review informational writing checklists with a partner and share their written work with the class. Students reference the checklist during their share out.

• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 2, Lesson 31, the teacher provides students with the following guidance during the Sharing portion of the lesson: “Today, turn and read your draft to someone sitting near you. Then switch and listen to a partner read their review.” Students do not follow an agreed-upon set of rules for this discussion.

  • In the ELA Lesson Plans, Module 4, Lesson 28, the teacher explains to students how to be an active listener, including rules such as,”Listen with your whole body;” “Keep your eyes on the speaker;” and “Listen with your brain.” Students share their advertisements with a partner and listen for the three components of active listening and presentations.

• Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Examples include, but are not limited to, the following:

  • No evidence found

Speaking and listening work sometimes requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Examples include, but are not limited to, the following:

  • No evidence found

• Explain their own ideas and understanding in light of the discussion. Examples include, but are not limited to, the following:

  • In the Shared Reading Plans, Module 4, Lesson 21, students work in partner groups and read about how Greece was different from other civilizations. During the Comprehension Discussion that follows, students offer their own understanding to questions such as, “How are some buildings today like Greek buildings? How was Greece different from earlier civilizations? Why was the time between 1200 and 700 called the dark ages? Why the word dark?”

  • In the ELA Lesson Plans, Module 1, Lesson 13, the teacher directs students to “Turn and talk to your partner about what kind of text a fantasy is. Think about the parts that I just told you about.”

• Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Examples include, but are not limited to, the following:

  • In the ELA Lesson Plans, Module 1, Lesson 11, the teacher facilitates students’ discussion of Boy: Tales of Childhood by Roald Dahl: “Let’s describe Mrs. Pratchett first. What traits would you assign to her? The title of the next chapter is ‘The Great Mouse Plot.’ Now let’s think about what the Great Mouse Plot might be. A plot is like a plan. What would the goal be?”

  • In the ELA Lesson Plans, Module 4, Lesson 3, students listen to a reread of the text, Bringing the Rain to the Kapiti Plain by Verna Aardema. After listening, students participate in a discussion to identify actions and consequences, as well as causes and effects.

• Ask and answer questions about information from a speaker, offering limited elaboration and detail. Examples include, but are not limited to, the following:

  • In the Shared Reading Lesson Plans, Module 2, Lesson 16, students participate in a whole group discussion about why the atmosphere is important when reading a chapter of the text, Twisters and Other Terrible Storms by Will Osborne and Mary Pope Osborne. After the group discussion, students move into their Partner Focus, where they are able to continue thinking about “questions they hope the author will answer in this book.”

  • In the ELA Lesson Plans, Module 1, Lesson 14, the teacher says to students, “Now I want you to think of a good question to ask about what we’ve read today. Then ask your partner that question.”

• Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Examples include, but are not limited to, the following:

  • In the ELA Plans, Module 2, Lesson 30, students share their opinions, reasons, and evidence in preparation for drafting a book review. The teacher asks, “I would like for you to share your opinion, reasons, and details with someone who is writing about a different book than you.”

  • In the ELA Lesson Plans, Module 4, Lesson 27, students complete an infographic and prepare to share it with their class. Included directions instruct students to “speak clearly, use complete sentences and know their stuff.”

The materials reviewed for Grade 3 partially meet the expectations of Indicator 1l.

Materials include instruction of many grammar and language conventions standards; however, there are limited opportunities for application in- and out-of-context. An explicit scope and sequence is not provided. Some grammar skills are referenced in the lessons, but there is a lack of explicit instruction and practice. Throughout the materials, grammar and conventions instruction and application are integrated into the writing process and Shared Reading plans. The program includes many opportunities for students to manipulate sentences with the teacher and write independently, but according to the Teacher Manual, there is not an expectation of the students to be able to identify parts of speech independently. The teacher routinely identifies the parts of speech. Although the rubrics assess grammar and convention skills such as commas in addresses, some skills are not explicitly taught. Additionally, students complete writing prompts in the student workbook but do not routinely apply specific grammar skills.

Materials include some explicit instruction of many grammar and usage standards for the grade level. Examples include, but are not limited to, the following:

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • Nouns:

    • In the ELA Lesson Plans, Module 2, Lesson 10, the teacher shares the sentence, “This was the treatment that all of his children received before they were born.” The teacher states, “This was the _____ that all of his children received before they were born. I have removed a noun. What other nouns could we use here? Think about both concrete nouns that represent actual things and abstract ones that represent ideas.”

    • In the ELA Lesson Plans, Module 3, Lesson 27, the teacher shares the sentence, “The border of the quilt was made of Anna’s babushka.” The teacher removes the noun border and tells students they have removed a noun in the sentence and that border is a noun. The teacher says, “There are other nouns that we could substitute that could refer to areas of a quilt. Let’s see if we can think of eight.”

  • Pronouns:

    • In the ELA Lesson Plans, Module 1, Lesson 16, the teacher states, “When you write today, remember to consider replacing repetitive nouns with pronouns and to link sentences with words and phrases.”

    • In the ELA Lesson Plans, Module 3, Lesson 16, the teacher shares the sentence, “He used it to look at snow.” The teacher states, “Let’s substitute the pronouns. It is a pronoun, and we know that it refers to a singular noun. If the author was substituting a pronoun for a plural noun, she would have used them. So what is it?” The teacher shares the sentence, “He used a microscope to look at snow,” and the teacher says, “Now let’s substitute the pronoun he. Is that a singular or plural pronoun?” A third sentence is shared and the teacher asks students to change the meaning so that both are plural.

  • Verbs:

    • In the ELA Lesson Plans, Module 2, Lesson 10, the teacher presents the following sentence, “Plants provide food and shelter for animals.” The teacher tells students that plants is a plural noun. The teacher asks what other plural nouns can be substituted and then continues asking students if they wanted a singular noun, how would that influence the verb.

    • In the ELA Lesson Plans, Module 4, Lesson 4, the teacher shares the sentence, “As he walks home, he thinks about the future.” The teacher removes the word thinks from the sentence and tells students think is a verb because it is something we can do. The teacher states, “A verb is a word that represents an action. Verbs can have different forms. This verb has to work with the pronoun he. What other verbs could make sense here?” Students brainstorm other verbs that would make sense in the sentence.

  • Adjectives:

    • In the ELA Lesson Plans, Module 1, Lesson 22, the teacher states, “Adjectives tell information about nouns. Let’s make a list of great ones.”

    • In the ELA Lesson Plans, Module 2, Lesson 30, the teacher tells students that, “adjectives are words that describe nouns, and our books are nouns. Share some adjectives that we can use.”

  • Adverbs:

    • In the ELA Lesson Plans, Module 1, Lesson 16, the teacher shares the sentence, “They were too far away for their faces to be seen clearly.” The teacher removes the adverb clearly and states, “I have removed clearly, which is an adverb telling us more about how the faces were seen. Adverbs often end with the –ly suffix, and they answer a “how” question. What else could make sense there? Let’s see if we can list eight other adverbs.”

    • In the ELA Lesson Plans, Module 3, Lesson 38, the teacher shares the sentence, “I get up as quietly as I can.” The teacher says, “Quietly is an adverb. It adds details about the verb get up. Adverbs often end in -ly. What other adverbs can we substitute?”

• Form and use regular and irregular plural nouns.

  • In the ELA Lesson Plans, Module 1, Lesson 15, the teacher presents the sentence, “Three of four other giants were sitting quite motionless on the rocks.” The teacher tells students, “If I remove giants, I need another plural noun. That’s why we see the verb were instead of was. One giant was sitting, but three or four were sitting. Most plural nouns end in s or es; but there are also irregular nouns. What’s the plural of person? What’s the plural of woman? What’s the plural of mouse? What other plural nouns could we substitute?” The teacher talks about rocks and tells students, “Rocks is also a plural noun. For this last phrase, do we need a plural? Could it be rock? What other nouns could make sense here? Remember that you have to check your writing to be sure that plural nouns are matched with plural verbs and remember that some plurals end in s or es, but others don’t.”

  • In the ELA Lesson Plans, Module 1, Lesson 18, the teacher shares the sentence, “‘Are they animals?’ Sophie asked.” The teacher says, “I am removing a plural noun from the end of a question. Let’s substitute other plural nouns first. Remember, plural nouns end in s or es, or are irregular. Let’s think of some that end in s, and some that don’t.”

  • In the ELA Lesson Plans, Module 4, Lesson 3, Sentence Composing: Imitate, the teacher presents two sentences to demonstrate regular and irregular plural nouns: “The grass grew green and the cattle fat. The grass grew green and the _____ fat.” The teacher states, “Cattle is a noun, and it’s an irregular plural. Can we use either singular or plural nouns here? The grass grew green and the _____ _____.” The teacher says, “I took out the ending adjective. This is poetry, so the format with an ending adjective is a nice touch. We could also say ‘the green grass’ and ‘the cattle grew fat,’ but the author’s choice is better. Let’s take our nouns and assign adjectives.”

• Use abstract nouns (e.g., childhood).

  • In the ELA Lesson Plans, Module 1, Lesson 10, the teacher shows the sentence, “This was the treatment that all of his children received before they were born.” The teacher says, “I have removed a noun. What other nouns could we use here? Think about both concrete nouns that represent actual things and abstract ones that represent ideas.”

  • In the ELA Lesson Plans, Module 3, Lesson 33, students learn about how to use abstract nouns, which the program refers to as figurative nouns. The teacher states, “Change is a noun. We can substitute nearly any noun. Can you think of a figurative substitution? Remember that nouns can represent ideas. What can you give that is not a physical thing? I _____ him all the _____ I had.”

• Form and use regular and irregular verbs.

  • In the ELA Lesson Plans, Module 1, Lesson 25, the teacher gives students the sentence, “Sophie kissed him on the tip of his thumb.” The teacher presents the sentence, “Sophie ______ him on the tip of his thumb.” The teacher states, “Kissed is a verb here. What other verbs could we use? Sophie ______ him on the ______ of his ______. Both tip and thumb are actually nouns. What other nouns could we substitute? We can be creative. It’s easier if you do the first one first.”

  • In the ELA Lesson Plans, Module 2, Lesson 29, the teacher shows students the sentence, “The Pacific Ocean astonished him.” The teacher shows the sentence, “The Pacific Ocean _____ him.” The teacher states, “I am removing a verb in the past tense. What other past tense verbs could we use? What other emotions could he have felt? Could we also use action verbs? Could the ocean have covered him? Froze him? Drowned him? The Pacific Ocean _____ _____.”

  • In the ELA Lesson Plans, Module 3, Lesson 33, the teacher shares the sentence, “I gave him all the change I had.” The teacher says, “Gave is the irregular past tense of give. What other past tense verbs can we put here? If we used a present tense verb, what editing would we need to do?”

• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

  • In the ELA Lesson Plans, Module 1, Lesson 10, the teacher shares the sentence, “This was the treatment that all of his children received before they were born.” The teacher says, “Received is a verb and it is in the past tense. What other past tense verbs could work here? Remember that we can change the meaning.”

  • In the ELA Lesson Plans, Module 3, Lesson 26, the teacher tells students to notice the tense the author uses while the teacher reads the text aloud. After reading the sentence “She’s looking at me when she says it though,” the teacher prompts students to notice the use of present tense. The teacher tells students that most novels are written in the past tense and asks students why they think this author has used the present tense? The teacher tells students, “One reason is that it lends a sense of immediacy to events, as though they are happening right now.”

• Ensure subject-verb and pronoun-antecedent agreement.

  • In the ELA Lesson Plans, Module 2, Lesson 10, the teacher shows students the sentence, “Three or four other giants were sitting quite motionless on the rocks.” The teacher gives the sentence, “Three or four other ______ were sitting quite motionless on the rocks.” The teacher states, “If I remove giants, I need another plural noun. That’s why we see the verb were instead of was. One giant was sitting, but three or four were sitting. Most plural nouns end in s or es, but there are also irregulars. What’s the plural of person? What’s the plural of woman? What’s the plural of mouse? What other plural nouns could we substitute? “Three or four other ______ were sitting quite motionless on the ______.” Rocks is also a plural noun. For this last phrase, do we need plural? Could it be rock? What other nouns could make sense here? Remember that you have to check your writing to be sure that plural nouns are matched with plural verbs and remember that some plurals end in s or es, but others don’t.”

  • In the ELA Lesson Plans, Module 2, Lesson 10, students practice pronoun-antecedent agreement. The teacher gives students the sentence, “The kangaroo loped along. The kangaroo was motionless for a time.” The teacher states, “I notice right away that the subject of the two sentences is the same. I may be able to substitute one with a pronoun. The correct substitution for kangaroo is it.”

  • In the ELA Lesson Plans, Module 3, Lesson 39, the teacher presents a sentence and asks, “What if I remove the pronoun I? We can substitute other nouns or pronouns, but make sure that you check to see that your subject and verb agree. You may have to make some small edits.”

• Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

  • In the ELA Lesson Plans, Module 2, Lesson 7, the teacher combines two sentences using linking words. The teacher expands the sentence, “The vapor condenses.” The teacher states, “Let’s start with an adjective to tell more about the vapor. How about an adverb to tell more about the verb condenses? Now let’s tell how and why this whole thing happens.”

  • In the ELA Lesson Plans, Module 3, Lesson 26, students learn about comparatives and superlatives. The teacher gives students the sentence, “Sistersville was one of the best places you could live in the whole state.” The teacher then gives the sentence, “Sistersville was one of the ______ places you could live in the whole state.” The teacher states, “Best is a superlative adjective. Best is the best form! Good, better, best! Let’s make sure that we substitute a dramatic word here.“

• Use coordinating and subordinating conjunctions.

  • In the ELA Lesson Plans, Module 1, Lesson 6, students learn about coordinating conjunctions. The teacher starts with the sentence, “The sun had come up. The sun was shining fiery hot over the great yellow wasteland.” The teacher explains how to combine sentences by stating, “When we combine, we look for repetition and try to eliminate it. I see the sun twice. If I were to substitute the sun with a pronoun, what would it be? If we connect these two ideas with the word and, what do we have? ‘The sun had come up, and it was shining fiery hot over the great yellow wasteland.’”

  • In the ELA Lesson Plans, Module 4, Lesson 6, the teacher states, “How does our choice of conjunctions and linking words influence the meaning? Can we use and? What about and then? Does or change the meaning? When you are writing today, think about whether you are using the most precise conjunctions and linking words.”

  • In the ELA Lesson Plans, Module 4, Lesson 7, the teacher combines the sentences, “Each member received a small amount of money. Each member used it to make more money. Each member paid it back.” The teacher explains, “We can create a series of actions. Remember, to do this, we will need commas and a conjunction right before the last action. We must also remember to keep the details that follow each verb. Now all we need is a conjunction. Let’s see which ones would make the most sense. We can use and to signal that there is one more action to be added to the series.”

• Produce simple, compound, and complex sentences.

  • Simple:

    • In the ELA Lesson Plans, Module 4, Lesson 5, the teacher begins with a sentence and prompts students to add details to expand the sentence. The teacher says, “Today we’ve generated some interesting verbs and nouns, and we’ve added details to a simple sentence. In your writing, see if you can replace a simple noun or verb with a more interesting one. And try to start at least one sentence with a when or why detail. Think about commas.”

  • Compound:

    • In the ELA Lesson Plans, Module 3, Lesson 3, the teacher shows students the sentences, “She thought about her mother. She also thought about her grandmother. She knew they would want her to be strong.” The teacher talks through a think-aloud about combining sentences by stating, “I can see that the first two sentences are simple to combine. I’ll do that first. ‘She thought about her mother and her grandmother. She knew they would want her to be strong.’ I can see how these could be combined with and: ‘She thought about her mother and her grandmother and knew they would want her to be strong.’ If I combine with because, the meaning is slightly different: ‘She thought about her mother and her grandmother because she knew they would want her to be strong.’ How about this? ‘Because she knew they would want her to be strong, she thought about her mother and her grandmother.’

    • In the ELA Lesson Plans, Module 4, Lesson 5, the teacher asks students to take a look at the given sentence and says, “It’s a compound. Her name is Amma is a complete sentence. She is a teacher is a complete sentence. They are combined with the conjunction and, so we see the comma.”

  • Complex

    • No evidence was found of instruction on complex sentences.

• Capitalize appropriate words in titles.

  • In the ELA Lesson Plans, Appendix A includes an editing checklist. One element listed is, “I capitalized names, holidays, locations, dates, and appropriate words in titles.”

  • In the ELA Lesson Plans, Module 4, Lesson 3, the teacher says, “If we use the book title, it’s a proper noun so we have to capitalize it.”

  • In the 2-5 Teacher Manual, page 103, the teacher checks for correct capitalization on the writing rubric. The rubric states, “The student uses grade-appropriate capitalization (e.g., first word in sentence, pronoun I, names of holidays, locations, dates, appropriate words in titles).”

  • No evidence of explicit instruction was found.

• Use commas in addresses.

  • In the ELA Lesson Plans, Grade 3, Lesson 29, the teacher is to “place format on the board with address, date and salutation.”

  • No evidence of explicit instruction was found.

• Use commas and quotation marks in dialogue.

  • In the ELA Lesson Plans, Grade 3, Lesson 17, the teacher models and states, “Let’s write down a suggestion or two for what Sophie might say to get the giant to take her back home. Since we are writing as Sophie, we need to remember to use quotation marks. I’ll show you the correct form. Sophie could say, ‘_____.’”

• Form and use possessives.

  • In the ELA Lesson Plans, Module 2, Lesson 10, the teacher instructs students on possessive pronouns. The teacher states, “Let’s try its living things. Remember that its is the possessive spelling.”

  • In the ELA Lesson Plans, Module 2, Lesson 33, the teacher states, “Now let’s start from scratch. I want a possessive now, with an apostrophe s, and then a noun. Be careful in your writing with the apostrophe. It can do two things for you. It can represent missing letters in a contraction, or it can show possession.”

  • In the ELA Lesson Plans, Module 3, Lesson 35, the teacher states, “I see two words with ‘s. Remember that that can signal two different meanings. It can be a contraction for has or is, or it can be a possessive. Dad’s beside me has to be a contraction for dad is. That means that Shiloh’s is probably possessive. It must be Shiloh’s eyes.”

  • In the ELA Lesson Plans, Module 3, Lesson 38, the teacher states, “Let’s look at everybody’s. It could be possessive, or it could be a contraction. If it’s a possessive, it has to take a noun. The only one it could be is days. If it’s a contraction, it means everybody is, and I would expect a verb. The only one that would work is everybody’s petting him. That makes sense.”

• Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

  • In the ELA Lesson Plans, Module 3, Lesson 13, the teacher discusses the word powerlessness and says, “This is an unusual word because it has two suffixes. I will underline them. Power means you can make decisions about your life. If we do not have power, then we are powerless. If I want to use it as a noun, then I add -ness. We read that Cesar wanted to use his ‘imagination to find ways to overcome powerlessness.’ Let me give you another example. What if I said that the mailman likes my street because of its doglessness?”

  • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the teacher states, “We are going to learn how to add the suffixes -ed and -ing to words. We need to look for patterns. First we will sort our base words into three categories. The categories are CVVC, CVC, and CVCC. Remember that our vowels are a, e, i, o, and u. I’ll show you a base word. We will look at the end of the word, and we’ll sort into one of three categories. Once we are done, we will add our suffixes so that we can see the patterns.”

• Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 6, the students learn generalizations. The teacher states, “We are learning that for base words in our CVVC and CVCC categories, we don’t double. For base words that end in CVC, we double that final consonant. We are going to add another pattern. This week we will also have words that end in CVC-e. I’ll show you a base word. We will look at the end of the word, and we’ll sort into one of four categories. Once we are done, we will add our suffixes so that we can see the patterns. Sort all base words, and then all words with suffixes. We can see that for base words in our CVVC and CVCC categories, we don’t double. For base words that end in CVC, we double that final consonant. For base words that end in CVC-e, we drop the e and add -ed or -ing.” The students use the following words: CVCC Words: fish, fished, fishing, blink, blinked, blinking CVC-e Words: hate, hated, hating, like, liked, liking, care, cared, caring, live, lived, living

  • In the 2-5 Teacher Manual, Appendix E: Word Study Scope and Sequence, the words used during Word Study instruction are provided in detail and labeled by their spelling patterns.

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

  • No evidence was found.

• Choose words and phrases for effect.

  • In the ELA Lesson Plans, Module 2, Lesson 10, the teacher models adding transition words and phrases. The teacher says, “Sometimes when you write informative text, your writing sounds like a list of facts and that can be boring to a reader. Today I am going to show you how to make your biography flow more smoothly by adding transition words or phrases. These words are also called linking words. This is not new for you, but I want you to spend time today trying some different words or phrases that you may not have used it before. The checklist does include linking words as an element of informative text. Let’s look at a list of examples of transition words and phrases. Some of these words show time order like first, second, next, and then. Other linking words like also, in addition,and furthermore help to signal that new information is coming.”

  • In the ELA Lesson Plans, Module 3, Lessons 1-5, students complete the Expand exercise. The teacher teaches the students to select words and phrases for effect in this activity.

• Recognize and observe differences between the conventions of spoken and written standard English.

  • No evidence of explicit instruction was found.

Materials include limited authentic opportunities for students to demonstrate the application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

• In the ELA Lesson Plans, Module 3, Lessons 1-5, Sentence Composing, students apply grammar and convention skills during the Combine and Expand exercises. This activity is oral, and students are not writing.

• In the ELA Lesson Plans, Module 3, Lesson 43, the teacher invites students to begin writing drafts and adding in dialogue.

The materials reviewed for Grade 3 partially meet the criteria for Indicator 1m.

Materials include a cohesive year-long plan for students to interact with and build key vocabulary words in texts. The Bookworms 2–5 Teacher Manual outlines various vocabulary-teaching routines for teachers to use with students, along with how this is integrated into the Shared Reading and Differentiated Instruction blocks. The Bookworms 2–5 Teacher Manual also provides guidance on how the lessons support vocabulary development over the course of the year and explains the focus on Tier 2 and Tier 3 vocabulary as supported by key research. Materials provide opportunities for students to engage with vocabulary words multiple times within a text, however the vocabulary words do not repeat across multiple texts.

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• In the Bookworms 2–5 Teacher Manual, Structures, materials include a table outlining routines and how instruction should look and sound for interactive read alouds in the ELA block. The vocabulary structure is as follows: “If the text is informational, vocabulary instruction comes before reading. The routines nearly always include visual support and should follow the plans closely. If the text is narrative, vocabulary instruction comes after reading. It is entirely oral, and uses a repetitive frame: Repeat the target word, tell a simple definition, tell how it was used in the reading, and then use a sentence frame to help students use the word in a new context.”

• In the Bookworms 2–5 Teacher Manual, Teaching Vocabulary, materials outline the various routines used during vocabulary instruction.

  • Labeled Diagram: “In this routine, we use an illustration from the book or one that can be simply drawn and either discuss labels already shown or add labels.” Lesson Plans include samples of labeled diagrams “for teacher guidance and reference.”

  • Simple Tree Diagrams: used “to show relationships among content words.”

  • Semantic Maps: “These tend to be structured with a central term, and characteristics or facets that are added over time as more information is provided in the text.”

  • Concept of Definition (COD) maps: used when introducing “terms that are members of a broad category. The maps can be drawn while describing the category membership…. You begin with the target term, then move up to its parent category, present a member of that category that is different from the central term, and then provide essential attributes and examples.” Lesson Plans include teacher guidance explaining “exactly how to construct and introduce the COD map.”

• In the Bookworms 2–5 Teacher Manual, Vocabulary and Comprehension, materials explain how vocabulary fits in the program’s approach to foundational skills instruction. The Differentiated Instruction block small group lesson plans follow a similar routine to that of whole group instruction. Students who meet oral reading fluency benchmarks read silently. After reading a fiction text, the teacher teaches students “two Tier 2 words found in the day’s text segment.” Before reading a nonfiction text, the teacher introduces students to “technical vocabulary using a simple chart or diagram to indicate how the words are related.” After reading, the teacher asks students inferential questions, referring “to vocabulary as needed to tie concepts to comprehension.”

Vocabulary is repeated in contexts (before texts, in texts) but does not repeat across multiple texts. Examples include, but are not limited to, the following:

• In the Shared Reading Lesson Plans, Module 2, Lesson 7, students read Minerals, Rocks, and Soil  by Barbara J. Davis and learn new vocabulary words before reading the text. Before reading the text, the teacher says, “As we read we will learn the meanings of some very important words. Let’s list them and say them together. An element is a substance with just one kind of atom. Elements, like oxygen, iron, and calcium, can combine with each other and other elements in different ways to form minerals. A molecule is a particle made of two or more atoms. Molecules are so small, you need a microscope to see them.” The vocabulary words do not repeat across any other texts.

• In the Shared Reading Lesson Plans, Module 4, Lesson 16, students read The Boy who Harnessed the Wind by William Kamkwamba and Brian Mealer. The teacher introduces new vocabulary words prior to reading the text. For example, “Scorched is a verb that means burned or caused to become dried out due to flame or heat. I might say that the sun scorched our garden, so nothing has been able to grow. Scorched can also be used as an adjective. You could say that the scorched fields provided no crops. Scorch and scorching are other forms of the verb. Engine is a noun that can have multiple meanings. One meaning of engine is a machine with moving parts that converts power into motion. I might say that the racer started the car’s engine to prepare for the race. The word engine can also refer to a railroad locomotive, or train.” The vocabulary words do not repeat across any other texts.

• In the ELA Lesson Plans, Module 1, Lesson 9, students read Boy: Tales of Childhood by Roald Dahl. After reading, the teacher discusses the vocabulary word, inconvenience, from the book. The teacher provides students with the definition and examples of the word while referencing the book: “In our book it says, ‘the loss of an arm, he used to say, caused him one serious inconvenience.’” The teacher describes the meaning of the word as it is used in context. The teacher continues the same procedure with another word, boundless. The teacher references the text and provides a sentence stem that the students can use: “Roald Dahl’s father was ____, and this may have influenced him to ____. We can probably come up with several different speculations here.” “You can use that word: I have a boundless ability to _____. My sister has boundless _____. When we went to the store, the _____ seemed boundless.” The vocabulary words do not repeat across any other texts…

• In the ELA Lesson Plans, Module 3, Lesson 1, before reading Rosa by Nikki Giovanni, the teacher introduces vocabulary words: “We’ll learn some important vocabulary words as we read this book. I’ll make a diagram to help us remember how they’re connected.” The teacher creates a semantic map and gives an informal definition for the words civil rights, segregation, and non violent protests. The vocabulary word does not repeat across any other texts.

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In the Bookworms 2–5 Teacher Manual, Teaching Vocabulary, the program cites research conducted by Isabel Beck as the base for its approach to vocabulary instruction. During narrative texts, students focus on two Tier 2 vocabulary words each day. Research supports the teaching of these words “after reading because stopping for this instruction before or during reading would be distracting.” The manual notes the intentional selection of words that are “broadly useful,” “would likely come up in another text that students would read or listen to,” and “could become part of students’ oral vocabularies.” Materials include frame sentences to support students with using the vocabulary word themselves. Vocabulary work is oral. During informational read-aloud texts, students focus on tier 3 vocabulary words. Because these words are “typically associated with a specific content area,” the teacher introduces tier 3 words to students “before they listen or as they encounter [the words] to enhance understanding.” Materials also note that Tier 3 words are introduced “in cluster, or semantic networks, whenever possible.”

The materials reviewed for Grade 3 partially meet the expectations of Indicator 1n.

The Grade 3 materials provide some opportunities for students to learn phonics, word analysis, and word recognition skills in the Shared Reading and ELA Lesson Plans as well as during lessons from the Differentiated Instruction Manual. Explicit instruction of some phonics, word recognition, and word analysis occurs over the year, but the systematic progression is not delineated in a scope and sequence. For example, while some prefixes and suffixes are taught, the instruction is as they arise with vocabulary words in the materials not specific to the prefixes and suffixes themselves. There is no clear and explicit instruction of the terms and purpose of prefixes and suffixes. Additionally, some irregularly spelled words are taught through some word study lessons, but the practice of identifying and approximating irregularly spelled words is not explicitly taught. While the teacher may periodically mention some of these skills during lessons, there is no evidence of students’ opportunities for guided practice, independent practice, or application. While some assessments and planning for follow-up instruction are in the Shared Reading plans, most assessments and follow-up instruction occur in the Differentiated Instruction Block; however, it is not certain that all students will receive this instruction or be assessed by these means.

Materials contain some explicit instruction of phonics, word recognition, and word analysis consistently over the course of the year. Examples include, but are not limited to, the following:

• Identify and know the meaning of the most common prefixes and derivational suffixes.

  • In the ELA Lesson Plans, Module 1, Lesson 9, the teacher states boundless. The teacher says, “I see the suffix -less, which means without. Boundless means ‘without edges.’ When you wake up each day, you have boundless potential to learn. In our book it says, in big countries opportunities would be boundless.’ That means wonderful things could happen. Boundless means ‘without edges.’” In the same lesson, the teacher states inconvenience. The teacher says, “I see the prefix in- which means ‘not’. Convenient means a goal or plan is easy to reach. Inconvenience means that a goal or plan is not easy to reach.”

  • In the ELA Lesson Plans, Module 1, Lesson 27, the teacher states watchful. The teacher says, “-Ful is a suffix that we use to make adjectives. It means ‘full of.’ Watchful means ‘observing closely, full of watching’. If students are watchful, they are looking carefully.”

  • In the Shared Reading Lesson Plans, Module 3, Lesson 42, the lesson includes the word injustice. The word is written as in-just-ice (prefix, closed, suffix). The teacher says, “Injustice is a noun that refers to a lack of justice or fairness. I might say that to treat someone differently because of the way that they look is an injustice. Justice is a noun that refers to fair behavior or treatment. We have also learned that the word justice can refer to a judge of the Supreme Court. Remember that in- is a prefix that means not or the opposite. The root word is just, which is an adjective meaning morally right and fair.”

• Decode words with common Latin suffixes.

  • In the ELA Lesson Plans, Module 3, Lesson 13, the teacher states the word powerlessness. The teacher tells students this is an unusual word because it has two suffixes and shares the meaning of power. The teacher says, “If we do not have power, then we are powerless. If I want to use it as a noun, then I can add -ness. We read that Cesar wanted to use his imagination to find ways to overcome powerlessness.”

  • In the Shared Reading Lesson Plans, Module 1, Lesson 1, the suffixes -ed and -ing are taught as part of word study. This continues in further lessons. However, no evidence was found of explicit instruction on decoding words with common Latin suffixes, such as -able, -ible, -ation, -ment, or -ty.

  • In the Shared Reading Lessons, Module 1, Lesson 28, the Word Study Spelling lesson asks students to add the suffix -ment to base words to form government, agreement, and disagreement.

  • In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, on page 237, the teacher states, “Today we will work with suffixes. A suffix is a word part used at the end of a word. You need to recognize suffixes when reading longer words. Remember that the suffix changes the meaning of the root word.” Because this is a differentiated instruction lesson, there is no certainty that all students will receive this instruction.

• Decode multisyllable words.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 16, the teacher instructs students on using syllable patterns to help with reading and spelling. Students learn four types of syllables: closed syllables, open syllables, r-controlled syllables, and VC-e syllables. The teacher teaches students that words with more than one syllable are multisyllabic.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 19, after reviewing syllable types and doubling rules, the teacher has students add suffixes to multisyllable words.

  • In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, Fluency and Comprehension with Multisyllabic Decoding generic lesson plan, page 209, the lesson includes multisyllabic introduction where students mark vowels and divide words. Students participate in choral response, first reading, second reading, and inferential discussion. Week 2 through 6 of the lesson plans focus on prefixes and suffixes. For example, Week 2 focuses on un-, re-, -ful, and -ly. However, it is not certain that all students will be taught these words.

• Read grade-appropriate irregularly spelled words.

  • No evidence found for all students for explicit instruction of irregularly spelled words. Some irregularly spelled words are taught through weekly vocabulary instruction and the introduction of challenge words in word study in Shared Reading Lessons. Instruction is not explicit and systematic for directly teaching irregularly spelled words. For example:

    • In the Shared Reading Lesson Plans, Module 1, Lesson 26, Spelling Lessons, the students work with irregular words like agree (schwa a) to add the suffixes -ed and -ing.

    • In the Shared Reading Lesson Plans, Module 1, Lesson 31, Spelling Lesson, the students work with the word democracy, where the syllable -ra- has a schwa sound.

  • How to Plan Differentiated Reading Instruction: Resources for Grades K-3 contains high-frequency word instruction as part of various lesson plans. However, it is not certain that all students will be taught these words.

Some tasks and questions are sequenced to the application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). Examples include, but are not limited to, the following:

• In the 2-5 Teacher Manual, page 174, the materials include the sequence of word study skills covered in each grade.

• The Student Workbook provides opportunities for regular written tasks, word study exercise, and the creation of Super Sentences. For example, in the Shared Reading Lesson Plans Module 1, Lesson 2, students add the suffixes -ed and -ing to base words. When assigned a written response, the teacher states, “Add suffixes to your base words.”

Some assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics, word recognition, and word analysis to help students make progress toward mastery. Examples include, but are not limited to, the following:

• In the 2-5 Teacher Manual, page 36 includes an Assessment Plan: Grades 2-5. This provides details of the assessment plan for Grades 2-5, including the types of assessments, the frequency of the assessments, and the strategy for administering and scoring the assessments.

• In the Shared Reading Lesson Plans, Module 1, Lesson 10, students complete a Word Study Assessment that is scored with the Spelling Tool, Grades 3-5, Appendix B (page 564) and Written Response Assessment that is scored with the Written Response Rubric, Appendix A (page 561). This assessment pattern repeats weekly.

• In the Shared Reading Lesson Plans, Module 1, Lesson 20, the teacher is guided to choose a mixture of 15 base words and words with suffixes. The text states that, for students who score 11 correct or fewer on the assessment, the teacher should consider using the Spelling Tool, Grades 3-5, to analyze the student’s spelling performance and determine skill progression over time.

• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, page 22, the different assessments included in the materials are addressed. In K-3, the assessments include Informal Decoding Inventory: Short Vowels through Vowel Teams, and Informal Decoding Inventory: Multisyllabic Words. There is no certainty that all students will be assessed with these materials.

• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, page 38, the text includes an Informal Decoding Inventory. The inventory “includes six subtests that progress in difficulty. The first five address single-syllable decoding; the last addresses multisyllabic decoding.” Subtests include short vowels, consonant blends and digraphs, r-controlled vowel patterns, vowel-consonant-e, vowel teams, and multisyllabic words. There is no certainty that all students will be assessed with these materials.

The materials reviewed for Grade 3 partially meet the expectations of Indicator 1o.

The Grade 3 materials include limited opportunities for students to learn, practice, and apply phonics, word analysis, and word recognition skills independently in connected tasks. Students have opportunities to decode while using some explicitly taught word recognition and analysis strategies; however, these opportunities are often in isolation rather than with connected text. While connected texts are included in the Shared Reading and ELA Lesson Plans, the texts do not directly relate to the word recognition and analysis skills being taught and do not contain words related to that focus. The Differentiated Instruction Block can be used to address skills students are missing; however, it is not guaranteed that all students will receive differentiated instruction.

Limited opportunities are provided over the course of the year in core materials for students to learn, practice, and apply phonics, word analysis, and word recognition skills in connected tasks. Examples include, but are not limited to, the following:

• In the Shared Reading Lesson Plans, Module 1, Lesson 11, the class reads Fudge-a-Mania. Before reading the first chapter, the students hear the teacher introduce anticipation and relax.

• In the Shared Reading Lesson Plans, Module 1, Lesson 21, students work with vowel teams such as /ea/ and /au/ lead _ and cause._ Students study vowel teams plus -ed, such as led and caused, and vowel teams plus -ing, such as leading and causing. After the teacher explains doubling with multisyllabic words with accented final syllables, students practice the words create, lead, and protect.

• In the Shared Reading Lesson Plans, Module 1, Lesson 33, the teacher asks a student to pick two words from page 17 of the text they are reading. The words should have more than one syllable. Students divide the words into syllables and label the syllable types.

• In the Shared Reading Lesson Plans, Module 3, Lesson 21, before students read the text chorally and with partners, the teacher introduces the vocabulary words stubborn and doubtful. The teacher guides students to analyze the types of syllables in these words to better read and spell the words. Students create Super Sentences using the vocabulary words taught during the lesson.

Materials include some tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. Examples include, but are not limited to, the following:

• In the Shared Reading Lesson Plans, Module 2, Lesson 27, the teacher asks students to use the words orphans and recognize in Super Sentences. Students can choose to capture key details from today’s reading in the sentences, or they can choose to write a sentence using a different topic.

• In the Shared Reading Lesson Plans, Module 3, Lesson 21, students create Super Sentences using the newly taught vocabulary words. It is not explicitly stated that these sentences must connect to or reflect the study of the anchor or supporting texts.

• In the 2-5 Teacher Manual, page 50, the text states, “Students build on their single-syllable pattern knowledge to spell multisyllabic words beginning in grade 3.” The routine explains how students can decode, read and sort by syllabication type. This routine does not discuss students using these strategies when reading multisyllabic words in context.

• In the 2-5 Teacher Manual, page 68, the text states, “The goal of our Shared Reading is that students apply them (foundational skills) with teacher and peer scaffolding in more and more complex, authentic text.”

• In the 2-5 Teacher Manual, page 76, the text states, “They (students with foundational skills deficits) will still benefit from Shared Reading, though, because they will be building background knowledge, specific vocabulary knowledge, grammatical knowledge, and text structure knowledge. Decide what is the most challenging task they can accomplish during choral reading (e.g., trace the text with a finger as the teacher reads, or whisper read at a pace slightly behind the teacher, as an echo). Then decide how to release slightly more responsibility to them during partner rereading.”

The materials reviewed for Grade 3 partially meet the expectations of Indicator 1p.

The Grade 3 materials include opportunities for students to read texts with purpose and understanding. Students engage in reading a variety of high-quality prose, but there are missed opportunities for reading poetry. Texts are often read chorally by the class, followed by partner reading. Students are not provided opportunities to read texts independently. Students can hear fluent reading modeled for them by the teacher; however, the concept of fluency is not directly addressed or explicitly taught. There is no evidence in the materials that students silently read in a meaningful way or that teachers systematically monitor individual fluency and accuracy during the Shared Reading Lesson Plans. Materials provide many opportunities for students to read authentic text, but the materials do not provide explicit instruction and assessment in fluency to the entire class. The Differentiated Instruction Block can address some missing fluency skills per student; however, differentiated instruction is not guaranteed for every student.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral reading fluency. Students have no opportunities for silent reading in the core materials.

• Read grade-level text with purpose and understanding.

  • In the Shared Reading Lesson Plans, Module 2, Lesson 31, students engage in reading activities with Because of Winn Dixie. Students chorally read with teacher guidance and then move in partner reading, either choral reading with a partner or reading alternate pages. Throughout the whole-class reading, the teacher stops and discusses key comprehension components. Additionally, the teacher provides a partner focus and has discussion questions prepared in the lesson.

  • In the Shared Reading Lesson Plans, Module 3, Lesson 45, the teacher says to partners, “As you reread Chapter 7 in partners, think about why the author might have chosen to write about Ruth Bader Ginsburg. What might she have wanted her readers to learn from Ruth’s life story? If you and your partner finish your reread of these chapters, discuss the ‘Jump in the Think Tank’ questions on page 40.”

  • In the Shared Reading Lesson Plans, Module 4, Lesson 19, the teacher says, “As you reread today’s section in partners, think about why the author chose to end the story where he did.”

  • In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, in the “Understanding the DI Block Manual” section, the text explains the structures that advance students from letter names and sounds to proficient decoding to fluent and independent oral reading to competent, independent silent reading. Because this is a differentiated instruction lesson, there is no certainty that all students will receive this opportunity.

  • In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, page 206, in the Targeting Fluency and Comprehension lessons, there is a chart that assists teachers in planning for reading instruction and explains when to use choral, partner, and whisper reading. Because this is a differentiated instruction lesson, there is no certainty that all students will receive this opportunity.

Materials support limited reading of prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Poetry is not included. Examples include, but are not limited to, the following:

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • In the Shared Reading Lesson Plans, the first page lists all the texts used for Shared Reading, including multiple prose examples for successive readings. Poetry is not included in these.

  • In the Shared Reading Lesson Plans, Module 2, Lesson 32, the students chorally read and then partner-read ten pages from Because of Winn Dixie.

  • In the 2-5 Teacher Manual, page 59, the text details a set of routines for Shared Reading that combine “evidence based practices for developing text fluency and comprehension.” The oral reading protocols require teachers to create purposeful student pairs which have a “relatively more fluent student paired with a relatively less fluent student.” The routine followed includes students spending two to three minutes discussing their answers to the written response from the previous day. The teacher “sets a purpose for reading and begins choral reading. The teacher’s voice should not be too loud and the teacher’s reading rate and intonation should be natural.”

Materials support students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Examples include, but are not limited to, the following:

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • In the Shared Reading Lesson Plans, Module 1, Lesson 39, the class chorally reads a section of the text. After reading page 36, the teacher says, “Sometimes when I see a new word, I can infer its meaning from context. We learned that accuse means to say that someone did something wrong. I see that root word in the word accusation. I know that sometimes suffixes change part of speech. I can infer that an accusation is what a person says when accusing another person. So now I know that impeachment also means when someone accuses the president.”

  • In the Shared Reading Lesson Plans, Module 2, Lesson 24, the teacher asks students to look at page 96 of the text and states, “Based on the context, what do you think the word instruments mean?” Students look at page 101 and the teacher states, “Based on the context, what do you think the word accurate means?”

  • In the Shared Reading Lesson Plans, Module 3, Lesson 38, the teacher engages in a think aloud to model the strategy of confirming or self-correcting as your read, rereading as necessary. The teacher stops during the choral reading and states, “That didn’t make sense to me. I need to self-monitor. The text says that Sonia could stay in this job forever because federal judges were appointed for life. It didn’t make sense because I know from the introduction of this book that Sonia Sotomayor becomes one of the nine Supreme Court justices. So I’ll have to read on to see how it all happens.”

  • In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, Targeting Phonological Awareness and Word Recognition, FIGURE 4.10, Coaching Template for Using Letter Patterns, the text suggests that teachers implement one minute of decoding practice where the teacher distributes word cards and asks children to read the words in a whisper voice. If they finish, they can reread. Because this is a differentiated instruction lesson, there is no certainty that all students will receive this opportunity.

Assessment materials provide teachers and students with limited information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. Examples include, but are not limited to, the following:

• The 2-5 Teacher Manual, page 36 lists an Assessment Plan for Grades 2-5. It includes an oral reading fluency assessment that monitors words correct in one minute and identifies students’ risk status.

• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, page 37, Figure 6.4, Checklist for Targeting Fluency and Comprehension, the text lists fluency benchmarks to assess students’ fluency instruction. For K-3, the Test of Oral Reading Fluency is for determining the speed and accuracy of reading aloud grade-level text.