Alignment: Overall Summary

The instructional materials reviewed for Express Readers do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials provide limited explicit, systematic instruction of researched-based and/or evidence-based phonics. The materials do not meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials do not include explicit instruction and practice in fluency.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Standards and Research-Based Practices

0
19
32
40
15
32-40
Meets Expectations
20-31
Partially Meets Expectations
0-19
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
21
38
44
N/A
38-44
Meets Expectations
22-37
Partially Meets Expectations
0-21
Does Not Meet Expectations

Gateway One

Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 2 do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials partially meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics. The materials do not meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words, nor do they meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency.

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics.
10/20
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 partially meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics. The materials partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. Materials provide limited practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.  The materials partially meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly-taught sound and spelling patterns.  The materials do not meet the criteria for materials promote application and encoding of phonics in activities and tasks. 

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

While there are opportunities to practice phonics skills learned through writing and reading in the materials, phonics instruction is not explicitly taught in a regular, systematic way.  The materials do not provide guidance for teachers that describes an explicit, systematic approach to instruction that focuses on modeling to instruct phonics. While the accommodations section of the plans sometimes includes modeling, not all students would be exposed to this feature. There are a variety of activities available for each consonant and short vowel; however, the materials do not provide for systematic modeling by the teacher. Materials do not indicate if these activities are to take place on a daily basis. There are not frequent opportunities for students to explicitly say letter names or sounds.

Materials contain limited explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards.

  • Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • No evidence found.
  • Know spelling-sound correspondences for additional common vowel teams.
    • In Steps 4 and 5, Orange Teacher Planner, pages 281-282, the Mini Books activity gives students the opportunity to practice phonics skills. In the example on page 282, students read -oa and -ui words, write the words, and draw pictures of the words. As an extension, students read their mini books to a partner.
  • Decode regularly spelled two-syllable words with long vowels.
    • In Step 6, Purple Teacher Planner, Step 6 Book, The Snakes Make a Snowman, pages 374-375, the materials state, "The basis of this book is to practice multisyllabic and compound words containing the phonics hunks and rules learned in Step 6." The following words are contained in the text: snowman, assembled, tennis, snowballs, melon, blanket, outside, powder, morning, blizzard, exclaimed, formed, hidden, engine, conductor, window, smiled, shaped, igloo, tunnel, entrance, slithered, artistic, imagine, construct, something, different, buttons, apple, orange, gumdrops, looked, always, before, never. 
    • In Step 6, Purple Teacher Planner, The Rule and Practice Reading, Multisyllabic Words, students complete Practice Pages 310-311, as they practice looking at and reading words by chunking them or breaking them down into smaller parts.
  • Decode words with common prefixes and suffixes.
    • In Step 6, Purple Teacher Planner, Unit 8, Topic: Prefixes and Suffixes, pages 335, a list of Practice Pages activities is provided. Pages 336-349 of the Purple Teacher Planner provide directions for each of the activities; however, it is unclear as to when or how often these activities should be completed. 
  • Identify words with inconsistent but common spelling-sound correspondences.
    • In Step 6, Purple Teacher Planner, page 73 and BAB pages 117-118, Mini Book or/ore/our/oor/oar, students write one word with each spelling pattern on every page in their mini book and draw a picture to show the meaning of the word.

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. 

  • No evidence found.

Indicator 1g

Materials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

There are many activities for practicing newly taught sound and spelling patterns, but it is unclear whether there are daily practice opportunities. There are no directions listed in the materials for how often or when to teach each activity. It is unclear whether the centers that focus on these skills are meant to be conducted on a daily or weekly schedule. 

Examples of opportunities for students to decode words include, but are not limited to, the following:

  • The Steps 4 and 5 materials contain a 5-day cycle. The materials focus on different topics, such as long vowel sounds vs. short vowel sounds, sneaky e, and vowel teams. There are review weeks for sneaky e (Days 206-215) and vowel teams (Days 246-255). The Step 6 materials contain Focus Phonics based on Reading/Reading Comprehension and Planned Phonics. There are eight Review Units which contain Practice Pages for students to complete. 
    • In I Am Ready, Orange Teacher Planner, Steps 4 and 5, Day 219, Add to the Picture, students read phonetically decodable words with ee. The words are in sentences. Students add a picture next to the sentence.
  • In Purple Teacher Planner, Step 6, pages 1-5, the center layout illustrates the letter that is taught during each five-day cycle. Each cycle provides some phonics practice in terms of reading The Consonant Play Book, practicing the phonics skill for that week in centers, and completing practice pages using that skill.
  • In Purple Teacher Planner, Step 6, page 220 and BAB, pages 81 and 94, students make a flip book for the word family y (long i) then flip through the book and read each word.

Examples of review for previously taught grade level phonics skills include:

  • In Orange Teacher Planner, Steps 4 and 5, Day 248, page 305, students complete a Practice Page called Fill in the Blank. Students say the sounds of each spelling pattern (on the top of the page). Students say the name of each picture. Students listen for the sound they hear at the beginning of the word. Students write either ai, ea, oa, or ui in the middle of each word based on the sound they heard. 
  • In Step 6, Purple Practice Pages, page 34, students complete Write the Word for Review #1 ay, ar. Students view 12 pictures. Each picture has the initial starting sound. Students add ay or ar to complete the words. 
  • In Step 6, Purple Practice Pages, page 221, students complete Write the Word for Review #6 aw, oy, ar. Students view 12 pictures. Each picture has the initial starting letter. Students add aw, oy, or ar to complete the words.

Indicator 1h

Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
4/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

The materials provide regular and systematic practice for students to decode phonetically regular words in a sentence. These opportunities occur in centers, short stories, and practice pages, providing opportunities on a daily basis.

Examples of decoding opportunities in sentences include:

  • In Steps 4 and 5, Orange Teacher Planner, sentence decoding practice begins with Day 206 in the Silly Sentences center activity. Students choose a noun card and verb card, and read the sentence they created. Students copy the sentence into a booklet and draw a picture. This center activity is repeated regularly after Day 206. Although students are decoding a noun and a verb, these “sentences” are intended to be nonsensical and provide no adjectives, modifiers, or prepositions to give a sentence meaning.  
    • On Day 188, students read their parts in Express Theater: Duck and Cub Bake a Cake.  Express Theater is repeated in Steps 4 and 5. 
    • On Day 208, students read a short story called “Snakes Make Lunch” (page151) in centers and this repeats in Steps 4 and 5.  
  • In Steps 6, Purple Teacher Planner, Practice Pages 29, students read sentences and add to the picture in order to make the picture match the sentence. Sentences students read are: A blue crayon is next to a red crayon. Monday is on top of Tuesday. The red fruit is on a gray tray. 
  • In Step 6, Purple Teacher Planner, Practice Pages 185, students read three sentences and draw a picture to depict what is described in the sentences. Students read: A queen has on a crown and a gown. The queen stands in front of a crowd. The crowd smiles at her and cheers a loud cheer.
  • In Step 6, Purple Teacher Planner, Practice Pages 215, students read eight sentences. Each sentence is missing a word that has -ight
  • In the Step 6 centers, there are frequent short stories and Express Theater opportunities, which give students a chance to decode at the sentence level.
    • In Review Unit #6, students read the Express Theater text, “Pig And Bug Make Plans.”
    • In Review Unit 7, students read the Express Theater text, “Dog And Frog’s Gift.”

Indicator 1i

Materials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly-taught sound and spelling patterns.

Materials include some opportunities for students to build/manipulate and spell and encode grade level phonetic words; however, the practice is not always daily and doesn’t consistently have students practice encoding words. There are not daily opportunities for encoding words in isolation. There are a limited number of practice pages that address encoding words found in Step 6 of the Purple Practice Book. The centers in Steps 4 and 5, Orange Teacher Planner, and Step 6, Purple Teacher Planner, do not emphasize encoding a whole word, although there is practice in filling in the beginning, medial, or ending sound of words. The materials do not include protocols for teachers to model encoding.  

Limited opportunities for students to build/manipulate/spell and encode grade level phonics include:

  • In Steps 4 and 5, Orange Practice Book, Practice Pages, pages 49, 53, 55, 119, 125, students have some opportunities to write/spell words in isolation. Students look at a picture, choose five words that have a certain blend or sound, and write them.
  • In Step 6, Purple Teacher Planner, page 250, the teacher writes oy on the board, then invites students to add a letter to make a word. (e.g., Add b to make the word boy.)

Indicator 1j

Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
0/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for materials promote application and encoding of phonics in activities and tasks.

The materials do not include activities for encoding of phonics in activities and tasks. All of the activities included in the materials for encoding phonics are done in isolation. There is no protocol for teachers on instructing students to perform this task.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
3/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 do not meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity but do not meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).  The materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide limited practice opportunities for students to apply word analysis strategies.

Indicator 1k

Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

High-frequency words in the Express Readers materials are called Sticky Words. There are 12 sight words in I Am Ready, Step 4, eight words in I Am Ready, Step 5, and 14 sight words in I Am Ready, Step 6, for a total of 34 words. In Steps 4 and 5, Sticky Words instruction starts on Day 172. There is some explicit instruction in the lesson plans for Steps 4 and 5. In Step 6, the Sticky Words are solely introduced in the minibooks.

Materials include some systematic and explicit instruction of high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does). Examples of high-frequency words instruction include:

  • Recognize and read grade-appropriate irregularly spelled words.
    • In Steps 4 and 5, Orange Teacher Planner, Sticky Word Tap/Slap, page 61, the teacher gives each student a set of Sticky Word flashcards to spread in front of them. The teacher calls out Sticky Words, and students slap them with their hands, a fly swatter, etc., or tap them with a pipe cleaner, pencil, wand, etc. There is no explicit instruction of the Sticky Words by the teacher.
    • In Steps 4 and 5, Orange Teacher Planner, Days 211-215, page 213, Center 5: Sticky Word Detective, students participate in a center about Sticky Words. Students complete Step 4, Sticky Word Hunt. There is no explicit instruction of the Sticky Words by the teacher.
    • In Steps 4 and 5, Orange Teacher Planner, high-frequency words are listed on the inside cover of the reading book, but no instruction takes place on them.  Students color the sticky words in the modification activity on page 63.

Indicator 1l

Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
0/2
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).

The Express Readers materials provide students with limited opportunities to read and write Sticky Words (high-frequency words) in sentences. In Steps 4, 5, and 6, students only read Sticky Words in sentences in books, such as Snakes In a Storm.  There are no explicit opportunities for students to practice writing Sticky Sentences in sentences. The materials do not provide repeated, explicit instruction in how to use student-friendly reference materials and resources.

Indicator 1m

Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

Materials contain some instruction of word analysis strategies, such as letter sound recognition, beginning/medial/ending sounds, blends, digraphs, syllabication, and compound words. Materials contain instruction of word solving strategies to decode unfamiliar words, such as how to decode a CVCor CVCe word. Explicit instruction of word analysis is not consistent in lessons. There are no lessons that teach inflected endings, prefixes, or suffixes. Opportunities for students to practice and apply word analysis strategies are usually on a weekly basis with little variety. The activity stays the same, while the “letter of the week” changes. The majority of activities for students to apply word analysis come in non-instructional settings, in which students are doing practice pages, centers, or activities not under the teacher’s direct instruction.

Materials contain some instruction of word analysis strategies, such as letter sound recognition, beginning/medial/ending sounds, blends, digraphs, syllabication, and compound words. Additionally, materials contain instruction of word solving strategies to decode unfamiliar words, such as how to decode words with long vowels and multisyllabic words. Opportunities for students to practice and apply word analysis strategies are usually on a weekly basis with little variety. The activity stays the same, while the “letter of the week” changes. The majority of activities for students to apply word analysis come in non-instructional settings, in which students are doing practice pages, centers, or activities not under the teacher’s direct instruction. 

Examples of the explicit teaching of word analysis strategies are limited and include:

  • In Steps 4 and 5, Orange Teacher Planner, page 279, Vowel Team, the teacher explains, “When two vowels go walking, the first one does the talking. When two vowels team up, they shout the first one’s name.” Students learn about the ui vowel pair and analyze words that have ui as the vowel. 
  • In Step 6, Purple Teacher Planner, page 23, Practice Pages 9-11, The Rule and Sentence Writing ay, the teacher writes ay on the board and explains the rule that words spelled with ay make the long /a/ sound. Students use letter cards to make words, including bay and say, and write the words on the practice page.
  • In Step 6, Purple Teacher Planner, page 116, the teacher writes words on the board and shows students how to break down a long word into syllables. In the same lesson, students learn the oo sound during direct instruction and then have several activities to practice it, including a word search, crossword puzzle, and cloze activity. These activities are done without teacher direction.

Word analysis practice opportunities include:

  • In Steps 4 and 5, Orange Teacher Planner, page 9, Long Vowel Sounds, students must determine the long vowel and decide whether it has a long /a/. Students lay out index cards with vowels. The teacher states the words with short vowels, and students point to the vowels. The teacher instructs about long vowels and holds up pictures of words with long vowels. If students hear a long vowel, the students put their hands on their heads.

Criterion 1o - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
2/12
+
-
Criterion Rating Details

The materials do not meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency. The materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency.The materials do not materials provide teacher guidance to support students as they confirm or self-correct errors and do not emphasize reading for purpose and understanding. 

Indicator 1o

Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)
0/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2). 

The materials do not include explicit instruction in fluency. Modeling of fluency is an alternative activity in the Read Aloud Practice. There is no evidence that instructional opportunities that require students to understand the use and impact of phrasing, expression, punctuation, rate, or accuracy are built into the materials. There is no evidence of teacher modeling of phrasing, rate, and expression. 

Materials do not include frequent opportunities for explicit, systematic instruction in fluency elements using grade-level text. For example:

  • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
    • The decodable readers are the only texts used in Steps 4 and 5. Students are asked to take note of the Sticky Words in the decodables and color the words, so students will recognize the words when they are reading (page 117). Students are also asked to take note of the Slow Down Sounds, where they should take their time decoding. This process occurs for each reading lesson of decodable readers in Steps 4 and 5. The lesson does not include explicit, systematic instruction in the elements of fluency.
    • In Steps 4 and 5, Orange Teacher Planner, Day 200, page 122, Reading Aloud Practice begins. This is a center activity, in which students read The Snakes Race to a partner and then listen as the partner reads.  An alternative activity for this center is to have one to two good readers read with intonation and fluency to the rest of the class. This alternative activity repeats in other Reading Aloud Practice center sessions, but there are no Read Aloud Practice center sessions in Step 6 materials.

Indicator 1p

Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure). (not scored for K and early Grade 1)
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).

Students have an opportunity to read decodable texts in the program, but there is no direct teacher instruction in oral reading fluency. Students have opportunities to read orally and listen to peers read orally, but these opportunities are not varied or frequent. There is no evidence that instructional opportunities built into the materials require students to understand the use and impact of phrasing, expression, punctuation, rate, or accuracy. There is no evidence of teacher modeling of phrasing, use of punctuation and expression.

Limited opportunities to practice oral reading fluency include:

  • In Steps 4 and 5, Orange Teacher Planner, Day 219, page 195, students read the book, Duck Feels Sick. Students read the text in small or whole group. There are three small group reading techniques listed for the teacher to choose from: choral reading, turn-taking, or echo reading.
  • In Steps 4 and 5, Orange Teacher Planner, Day 249, page 306, students read the book, Cat On The Road, to a partner and then listen as their partner reads to them. An alternative activity idea is for the teacher to choose one to two readers who listened well, improved, or read with intonation and fluency to read aloud to the class.

Indicator 1q

Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
0/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

The Express Readers materials do not contain explicit instruction for students on how to recognize an error in reading or to self-correct an error. There is no evidence of teacher modeling of self-correction or recognition of an error. Although multiple opportunities are provided over the course of the year for students to read books or texts (decodable readers, Express Theater), these readings are not introduced with a purpose for student learning. Express Readers texts, books, and passages do not contain varying genres or types (informational, literature, etc.) for stated purposes for reading. There are no suggestions as to how to introduce text to be read (or read-aloud) or strategies on how to instruct reading for a particular purpose.

Multiple opportunities are not provided over the course of the year for students to read emergent-reader texts (K) or to read on-level texts (Grades 1-2) for purpose and understanding. For example:

  • Read grade-level text with purpose and understanding.
    • No evidence found. 

Gateway Two

Implementation, Support Materials & Assessment

Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

Criterion 2a - 2e

Materials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.

Indicator 2a

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A
+
-
Indicator Rating Details


Indicator 2b

Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
N/A
+
-
Indicator Rating Details


Indicator 2c

Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
N/A
+
-
Indicator Rating Details


Indicator 2d

Order of Skills
N/A

Indicator 2d.ii

Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.
N/A

Indicator 2e

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.
N/A

Criterion 2f - 2f.ii

Program includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.

Indicator 2f

Aligned Decodable Texts
N/A

Indicator 2f.i

Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Indicator 2f.ii

Materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Criterion 2g - 2i.iii

Materials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.

Indicator 2g

Regular and Systematic Opportunities for Assessment
N/A

Indicator 2g.iii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2g.iv

Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2g.v

Materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)
N/A

Indicator 2h

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.
N/A

Indicator 2i

Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.
N/A

Indicator 2i.i

Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.ii

Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
N/A

Criterion 2j - 2n

Materials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 2j

Digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
N/A

Indicator 2k

Materials support effective use of technology to enhance student learning.
N/A

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
N/A

Indicator 2m

Materials can be easily customized for local use.
N/A

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A
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Additional Publication Details

Report Published Date: 11/13/2019

Report Edition: 2018

Title ISBN Edition Publisher Year
Frog The Kitchen Whiz 978-1-941532-48-5 Express Readers 2018
Chimp At The Market 978-1-941532-49-2 Express Readers 2018
Frog's Bad Day 978-1-941532-50-8 Express Readers 2018
Pig At The Pool 978-1-941532-51-5 Express Readers 2018
Tool Kit, Step 6 978-1-941532-54-6 Express Readers 2018
Practice Pages, Step 6 978-1-941532-55-3 Express Readers 2018
Dog Surfs 978-1-941532-56-0 Express Readers 2018
Fish's New Jewel 978-1-941532-58-4 Express Readers 2018
Cat's Bow 978-1-941532-59-1 Express Readers 2018
Cat's Claws 978-1-941532-60-7 Express Readers 2018
Cub Frowns 978-1-941532-61-4 Express Readers 2018
Cub's Loyal Pal 978-1-941532-62-1 Express Readers 2018
Snakes In A Storm 978-1-941532-63-8 Express Readers 2018
Dog's Book 978-1-941532-64-5 Express Readers 2018
Duck's Night Light 978-1-941532-65-2 Express Readers 2018
Pig's Magic Trick 978-1-941532-66-9 Express Readers 2018
The Snakes Make a Snowman 978-1-941532-67-6 Express Readers 2018
Express Readers Teacher Planner, Step 6 978-1-941532-75-1 Express Readers 2018
Big Steps Activities Book 978-1-941532-79-9 Express Readers 2018
Big Steps Teacher's Guidebook 978-1-941532-82-9 Express Readers 2018

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The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

ELA Foundational Skills Rubric and Evidence Guides

The ELA foundational skills review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

The ELA foundational skills rubric evaluates materials based on:

  • Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
  • Implementation, Support Materials & Assessment

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

NOTE: The ELA foundational skills rubric contains only two gateways. The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

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