2019

Express Readers' Foundational Reading Program

1st Grade - Gateway 2

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Gateway Ratings Summary

Gateway 1

Standards and Research-Based Practices

40%

Does Not Meet Expectations

Gateway 2

Usability

NOT ELIGIBLE

Usability

Implementation, Support Materials & Assessment

	Score
Gateway 2 - Did Not Review	0%
Criterion 2.1: Guidance for Implementation, Including Scope and Sequence	0 / 20
Criterion 2.2: Decodable Texts	0 / 8
Criterion 2.3: Assessment and Differentiation	0 / 24
Criterion 2.4: Effective Technology Use and Visual Design	Narrative Only

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

Criterion 2.1: Guidance for Implementation, Including Scope and Sequence

0 / 20

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

0 / 4

Indicator 2b

0 / 4

Indicator 2c

0 / 4

Indicator 2d

Narrative Only

Indicator 2d.i

0 / 4

Indicator 2d.ii

0 / 4

Indicator 2e

Narrative Only

Indicator 2a

0 / 4

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.

Indicator 2b

0 / 4

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.

Indicator 2c

0 / 4

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.

Indicator 2d

Narrative Only

Order of Skills

Indicator 2d.i

0 / 4

Scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence. (K-1)

Indicator 2d.ii

0 / 4

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.

Indicator 2e

Narrative Only

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.

Criterion 2.2: Decodable Texts

0 / 8

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

Narrative Only

Indicator 2f.i

0 / 4

Indicator 2f.ii

0 / 4

Indicator 2f

Narrative Only

Aligned Decodable Texts

Indicator 2f.i

0 / 4

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

Indicator 2f.ii

0 / 4

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.

Criterion 2.3: Assessment and Differentiation

0 / 24

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

Narrative Only

Indicator 2g.i

0 / 2

Indicator 2g.ii

0 / 2

Indicator 2g.iii

0 / 2

Indicator 2g.iv

0 / 2

Indicator 2g.v

0 / 2

Indicator 2h

0 / 2

Indicator 2i

Narrative Only

Indicator 2i.i

0 / 4

Indicator 2i.ii

0 / 4

Indicator 2i.iii

0 / 4

Indicator 2g

Narrative Only

Regular and Systematic Opportunities for Assessment

Indicator 2g.i

0 / 2

Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts (K-1), letter recognition (K only), and printing letters (as indicated by the program scope and sequence) (K-1).

Indicator 2g.ii

0 / 2

Materials regularly and systematically offer assessment opportunities that measure student progress of phonological awareness (as indicated by the program scope and sequence). (K-1)

Indicator 2g.iii

0 / 2

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)

Indicator 2g.iv

0 / 2

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)

Indicator 2g.v

0 / 2

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

Indicator 2h

0 / 2

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.

Indicator 2i

Narrative Only

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.

Indicator 2i.i

0 / 4

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.

Indicator 2i.ii

0 / 4

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.

Indicator 2i.iii

0 / 4

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

Criterion 2.4: Effective Technology Use and Visual Design

Narrative Only

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

Indicator 2j

Narrative Only

Indicator 2k

Narrative Only

Indicator 2l

Narrative Only

Indicator 2m

Narrative Only

Indicator 2n

Narrative Only

Indicator 2j

Narrative Only

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.

Indicator 2k

Narrative Only

Materials support effective use of technology to enhance student learning.

Indicator 2l

Narrative Only

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

Indicator 2m

Narrative Only

Materials can be easily customized for local use.

Indicator 2n

Narrative Only

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