5th Grade - Gateway 3
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Usability
Gateway 3 - Partially Meets Expectations | 72% |
|---|---|
Criterion 3.1: Teacher Supports | 9 / 9 |
Criterion 3.2: Assessment | 6 / 10 |
Criterion 3.3: Student Supports | 3 / 6 |
Criterion 3.4: Intentional Design |
The Fishtank 3-5 materials provide useful teacher guidance to support each unit and lesson. There are extensive resources to assist educators as they work with more complex pieces of the materials. There are clearly-delineated resources to demonstrate the relationship between the materials and the grade-level ELA standards as well as information on the instructional approaches of the program and the research undergirding these approaches. The materials lack explicit strategies and supports for communicating with all stakeholders. All supplies needed, including texts that are necessary for implementation are easily accessed through the Fishtank website.
The materials are clearly labeled to demonstrate which standards are being assessed throughout. While there are multiple opportunities for assessment found throughout each unit, there is minimal guidance for teachers to interpret student performance or next steps following unit assessments or culminating tasks. Students have the opportunity to demonstrate mastery of some, but not all standards for the grade level.
The materials provide some generalized opportunities and information to support students in special populations, students working above grade level, and English Language Learners. There is more specific support provided for supporting English language learners. Though there is not a wide variety of activities or strategies provided throughout.
The materials include representations of a wide variety of individuals with various demographic and physical characteristics in both the texts and unit topics. There is some guidance to support teachers to encourage students to draw upon their home language to facilitate instruction. Additionally, the materials provide extensive information to support equity and diversity in both the content and activities in the materials.
Criterion 3.1: Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.
The Fishtank 3-5 materials provide useful teacher guidance including extensive unit preparation sections, well-delineated lesson plans, and a variety of annotations to support each unit and lesson. There are extensive resources to assist educators as they work with more complex pieces of the materials. There are clearly-delineated resources to demonstrate the relationship between the materials and the grade-level ELA standards as well information on the instructional approaches of the program and the research undergirding these approaches. The materials lack explicit strategies and supports for communicating with all stakeholders, including families, to advise on student progress or to offer ways to support the student in their work. All supplies needed, including texts that are necessary for implementation are easily accessed through the Fishtank website.
Indicator 3a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials reviewed for Grade 5 meet the criteria for Indicator 3a.
Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials.
The materials include a summary of each unit with a list of texts and materials that accompany the unit, recommended texts for independent reading, assessments for the unit, a vocabulary glossary, and a lesson map that includes the lesson objective and standards.
Each lesson plan includes the objective and the text. It also includes the Target Task and a sample response.
The lessons also include key questions to support students in comprehending the text and Tier II vocabulary necessary to understand the text.
Additionally, the Preparing to Teach an ELA Unit section provides detailed, step-by-step considerations for the teacher as they prepare to teach the unit. This includes two sections-- Internalizing the Content and Create a Plan. These two sections provide detailed considerations and questions for the teacher
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives.
In the Enhanced Lesson Plan, there is a section on building background knowledge, a section on engaging with the text, and a section on building a deeper meaning of the text.
Each of the sections include additional support to help students with literacy development including language support and enrichment opportunities.
When applicable, there are hyperlinks available for student materials, such as graphic organizers.
There are also hyperlinks available for teachers to click on to get information on different aspects of literacy instruction, such as strategies for explicit and implicit vocabulary instruction.
Indicator 3b
Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
The materials reviewed for Grade 5 meet the criteria for Indicator 3b.
The materials include the Teacher Tools section for all grade levels that provides teachers with the information needed to prepare to teach an ELA unit, internalize an ELA lesson, and understand the components of each lesson. There is also guidance related to planning and executing writing lessons, analyzing texts, and exploring strategies to help all learners interact with complex texts. Teachers can use the resources in Teacher Tools to learn how to prepare for and lead discussions and facilitate student engagement with a text. There is also support for independent reading. For example:
Materials contain adult-level explanations and examples of the more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject.
The Providing Access to Complex Texts section of the Teacher Tools explains the two measures of text complexity: quantitative text complexity and qualitative text complexity. It also introduces the Text Complexity Rubric which breaks qualitative text complexity into four features: text structure, language, knowledge demands, and meaning/purpose. Teachers can use that content knowledge to learn how to choose the appropriate types of text complexity support for their students.
The Reading Structures and Routines section of the Teacher Tools explains the two types of reading structures: routines for engaging with the text and routines for active reading. Teachers use content knowledge to consider which reading routines will help students tackle the complex texts in a unit. There are detailed plans provided for each grade level explaining what teachers and their students should be doing before and during reading.
The Independent Reading section of the Teacher Tools inspires teachers to create a vision for what independent reading will look like in the classroom and also provides suggestions for monitoring student comprehension and pushing intellectual accountability. Within this section, there is a suggested amount of time for independent reading per grade level and templates to plan for weekly independent reading.
The Writing section of the Teacher Tools gives teachers the content knowledge they need to plan and execute writing lessons and strategies to provide feedback. It focuses on two main types of writing structures: brainstorming and note-taking structures, and sentence structures. The instructional strategies provided for teachers to use when providing direct instruction and facilitating student practice during each stage of the writing process include Think Aloud, Teacher Model Writing, Analyze a Non-Exemplar, and Group Practice. All writing lessons within a unit will include a variety of these instructional strategies.
Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject.
The Vocabulary section of the Teacher Tools provides guidance regarding the structure of vocabulary in the units, different methods for teaching vocabulary, and how to support a range of learners during vocabulary instruction. Teachers learn to identify priority vocabulary and how to incorporate it into their lessons and how to use implicit and explicit instruction for vocabulary instruction.
The Academic Discourse section of the Teacher Tools provides guidance on speaking and listening in the classroom. It includes a variety of protocols for whole-group, small group, and partner discussions and breaks discussions into three tiers.
Indicator 3c
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
The materials reviewed for Grade 5 meet the criteria for Indicator 3c.
The materials include the Foundations of Fishtank ELA page that clearly maps how the standards and instructional shifts in ELA provide the frame for the curriculum. A Course Summary for each grade level that includes a Standards Map that lists the literature, informational, writing, and speaking and listening standards that the course materials address. The Course Overview highlights the specific standards the unit addresses and the spiral standards. Additional guidance for teachers regarding the key standards of a particular lesson can be found in the Unit Launch and Enhanced Lesson Plans for each unit. In addition, the unit plan includes a Lesson Map, which lists the standards for each individual lesson.
Correlation information is present for the ELA standards addressed throughout the grade level/series.
Reading Standards Key Understandings shows what standards are taught in each unit and what spiral standards are revisited in the unit.
Sentence Level and Paragraph Level Focus Areas include what both language and writing standards and how they build over the course of the year.
Genre-Based Writing Focus Areas connect process-based writing assignments among the units.
Speaking and Listening Focus Areas provide an explanation for the speaking and listening standards and how the tasks progress and build from unit to unit.
Fluency Focus Areas lists the places where the Enhanced Lesson Plans and Fluency Package for each unit provide this support.
Vocabulary Focus Areas display how vocabulary instruction is used in all units. The program states, “The vocabulary focus of a unit varies depending on the vocabulary demands of the particular text(s). We do not identify priority focus areas for vocabulary in each unit.”
Explanations of the role of the specific grade-level/course-level ELA standards are present in the context of the series.
Under the Curriculum tab for ELA, the Foundations of FIshtank ELA page offers links to more detailed information on the role of the standards and shifts in the materials and clearly outlines the guiding principles and research that undergirds the program.
Indicator 3d
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
Indicator 3e
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Grade 5 meet the criteria for Indicator 3e.
The materials provide explanations of instructional approaches in the Fishtank Guiding Principles document. The authors explain the approach taken by the program in text selection, prioritizing texts over the teaching of individual skills, the teaching of writing and discussion, a focus on social justice, and teacher autonomy in making instructional decisions. Included in the document is a bibliography of resources referenced in the Match Fishtank creation. According to the Principles, students have frequent opportunities for writing and discussion, building knowledge, critical thinking, and generating a lifelong love of learning. Each course includes multiple units that focus on social justice topics in which students learn about respecting people and cultures different from their own and articulating the ways they can fight social injustice.
Materials explain the instructional approaches of the program.
The core beliefs of the Literature units include:
Text First vs. Skills First: Rich and nuanced texts spark students’ thinking.
Content Selection: Selected texts that both affirm the various cultures represented in classrooms while simultaneously exposing the students to great literature.
Writing Instruction: Teach students to construct persuasive arguments and express their own voices.
Discussion: A powerful tool for testing out ideas and strengthening thinking.
Word Knowledge: Building word knowledge through both explicit instruction and exposure to content knowledge.
Lifelong Learning: Cultivate inquisitive readers, writers, and thinkers.
The core beliefs of the Social Studies and Science Curriculum beliefs include:
Content Knowledge: In order to become active citizens and make sense of the world around them, students need to develop deep background knowledge about key historic events, scientific concepts, and their own and other cultures.
Informational Texts: Read, analyze, and write about a broad range of informational texts.
Project-Based Learning: Hands-on projects, labs, and activities engage students with the content and teach important thinking and problem-solving skills.
Discussion: Powerful tool for testing ideas out and strengthening thinking.
Word Knowledge: Build word knowledge through both explicit instruction and exposure to content knowledge.
Materials include and reference research-based strategies.
The research used in the creation of the curriculum is referenced throughout the document, including a study by the ACT that found “performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready for college” (ACT, Inc. 2006).
Gloria Ladson-Billings’ work in “Toward a Theory of Culturally Relevant Pedagogy” is listed as one of the resources used in the creation of Match Fishtank. It describes the culturally relevant response/social justice focus of the curriculum.
Indicator 3f
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Grade 5 meet the criteria for Indicator 3f.
Materials include a comprehensive list of supplies needed to support the instructional activities. Examples include, but are not limited to the following:
Texts are hyperlinked to a major online retailer for purchase.
A “Purchase Books” button on the website lists all of the texts and a way for educators to directly purchase the necessary quantity of books.
A list of supporting materials for each unit, including necessary articles (hyperlinked) and suggestions for independent reading books.
Fishtank Plus provides links where educators can directly create worksheets for each unit and lesson, including a vocabulary package, which includes student-friendly definitions, word cards for display in the classroom, and vocabulary worksheets.
Indicator 3g
This is not an assessed indicator in ELA.
Indicator 3h
This is not an assessed indicator in ELA.
Criterion 3.2: Assessment
The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
The materials are clearly labeled to demonstrate which standards are being assessed throughout. While there are multiple opportunities for assessment found throughout each unit, there is minimal guidance for teachers to interpret student performance or next steps following unit assessments or culminating tasks. Most follow-up recommendations are general in nature and do not provide specifics related to tasks and questions. Students have the opportunity to demonstrate mastery of some, but not all standards for the grade level.
Indicator 3i
Assessment information is included in the materials to indicate which standards are assessed.
The materials reviewed for Grade 5 meet the criteria for Indicator 3i.
The materials include assessment information in each Literature and Science and Social Studies unit in the Content Assessment section. Most units also include a Cold Read Assessment. Each comes with an Assessment Key. The Cold Read Assessment Key indicates the standards assessed by each question that is clearly labeled for ease in progress monitoring. Open response questions also include potential responses that demonstrate if students met the standard(s). Questions on the student copy of the assessment also include the standard in parentheses.
Materials consistently identify the standards and practices assessed for formal assessments. Examples include, but are not limited to, the following:
In Literature Unit 2, the Cold Read Assessment Question 6 states, “When the narrator states that Parvana ‘wasn’t sure whether to kick him or cover him,’ what does it show about her point of view towards Asif? (RL5.6).”
In Literature Unit 3, the Content Assessment requires students to complete an open-ended response measuring four standards (RL.5.2, RL.5.3, W.5.9, and L.5.6): “Determine a theme of the book Return to Sender.”
In Science and Social Studies Unit 2, the Cold Read Assessment Questions 1 & 2: “Part A-What is the best definition of the phrase indentured servant as used in paragraph 4? (RI.5.4, L.5.4) and Part B-Identify two quotations from the text that support the answer to Part A (RI.5.1).”
In Science and Social Studies Unit 4, the Content Assessment requires students to complete an open-ended response question measuring six standards (RI.5.3, RI.5.8, W.5.1, L.5.1, L.5.2, and L.5.6): “Spirit and Opportunity faced many challenges during their mission to Mars. Describe a challenge either Spirit or Opportunity faced and how they overcame the challenge.”
Indicator 3j
Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
The materials reviewed for Grade 5 partially meet the criteria for Indicator 3j.
The materials include multiple opportunities throughout the grade to determine students’ mastery and support is provided to determine next steps, both for students and teachers. Guidance for follow-up specific to essential tasks is interspersed occasionally throughout a unit. It is important to note that there is minimal guidance for teachers to interpret student performance or next steps following assessments or culminating tasks. Most follow-up recommendations are general in nature and do not provide specifics related to tasks and questions.
Assessment system provides multiple opportunities to determine students' learning and sufficient guidance to teachers for interpreting student performance. Examples include, but are not limited to, the following:
Answer Keys and Rubrics for the Content Assessments and Cold Read Assessment items
Rubrics to assess the idea development and language of students’ responses
Assessment and data analysis information on the Progress Monitoring page of the ELA section of Teacher Tools
Rubrics for Target Tasks and process writing
Assessment system provides multiple opportunities to determine students' learning but limited/generalized suggestions to teachers for following-up with students. Examples include, but are not limited to, the following:
A data analysis template and a protocol for teachers to engage in a Data Meeting is included. However, the program indicates that “Data Analysis should be a space where teachers can use student work to reflect on their own practice. Data Meetings give teachers and teams a space to analyze student work, look for class wide trends, and plan next steps. The focus of data meetings is not to identify discrete skills that need to be retaught, rather to identify ways in which the teacher can improve their own practice in upcoming units”
Essential Task Key Guidance which identifies key understandings that students must know, potential misconceptions, and detailed guidance on how to provide additional support based on specific misconceptions. If a large portion of the class is struggling with a specific aspect of an Essential Task, they recommend pausing the unit to build that understanding.
The guidance for writing feedback includes the following general information: “Include targeted conferences; Include additional mini-lessons; and Use our Sentence-Level Feedback and Support Guide, Paragraph Level Feedback and Support Guide, Narrative Writing Feedback and Support Guide, and Informational Writing Feedback and Support Guide to provide feedback and additional support. These can be found in our Teacher Tool about Giving Writing Feedback.”
Indicator 3k
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.
The materials reviewed for Grade 5 partially meet the criteria for Indicator 3k.
The materials include assessment opportunities where students can demonstrate the depth and rigor of most, but not all, grade level standards and provide feedback on what students can read and analyze independently. Assessment opportunities include, but are not limited to cold reads, embedded formative assessments, content assessments, and end-of-unit writing culminating writing tasks.
Assessments include opportunities for students to demonstrate the full intent of some grade-level/course-level standards and shifts across the series. Examples include, but are not limited to the following:
The Cold Read and Content Assessments include a variety of item types and tasks for students to demonstrate their skill. The Cold Read Assessments tests students’ ability to read an unfamiliar text and answer multiple choice questions. Each Literature unit contains a Cold Read Assessment for students to demonstrate knowledge of core standards in the unit, while most, but not all of the Science and Social Studies units contain a Cold Read Assessment.
Throughout each unit, students also have the opportunity to complete formative assessments to help teachers monitor progress for the summative assessments.
Students have more opportunities to synthesize texts in assessment during the Science and Social Studies Units than in the Literature units.
Students also complete content assessments for each unit. Multiple choice questions and written response items are typically aligned to a focused set of standards addressed in the unit. The Content Assessments give students the opportunity to synthesize unit content knowledge or unit essential questions in writing and demonstrate mastery of unit standards.
The final culminating writing tasks in each unit covers the breadth of the standards for narrative, informative, and opinion writing tasks.
The publisher indicates on the Standards Map for Grade 5 that the standards covered in most of the units and on assessments are considered core standards. For example, RL 5.2, RL.5.3, and RL.5.6 are covered often on the Literature unit assessments. For Science and Social Studies, RI.5.3 and RI.5.4 are widely covered across all the assessments. RL.5.9 and RI.5.9 are covered in several assessments especially in the final writing prompt on the Cold Read Assessments. RL.5.1 and RI.5.1 are considered spiral standards by the publisher and are still assessed. RI.5.1 is assessed more frequently than RL.5.1. However, RL.5.7, RI.5.4, RI.5.5, RI.5.7, and RI.5.8 are assessed very few times in assessments. The breadth of the language standards are also minimally assessed.It should be noted that some writing prompts could be attributed to more than one standard. For example, in Science and Social Studies Unit 2 Cold Read Assessment, Question 9 states, “The mistreatment of farmworkers began during the Migrant Farmworkers movement. Agree or disagree. Defend your answer using multiple details from the text.” This is tagged to W.5.2, informative writing, but it could also be considered W.5.1, opinion writing.
Indicator 3l
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
The materials provide some generalized opportunities and information to support students in special populations, students working above grade level, and English Language Learners. There is more specific support provided for supporting English language learners. Though there is not a wide variety of activities or strategies provided throughout.
The materials include representations of a wide variety of individuals with various demographic and physical characteristics in both the texts and unit topics. There is some guidance to support teachers to encourage students to draw upon their home language to facilitate instruction. Additionally, the materials provide extensive information to support equity and diversity in both the content and activities in the materials.
Indicator 3m
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
The materials reviewed for Grade 5 partially meet the criteria for Indicator 3m.
The materials include some in-lesson support and teacher guidance documents to assist with meeting grade-level standards; however, the support is limited. The materials do not directly address Special Education, Gifted & Talented, or any other populations other than English Language Learners.
Materials provide some non-targeted strategies, supports, and resources for students that could be applied to students in special populations to support their regular and active participation in grade-level literacy work. Many of these strategies are used multiple times across units. However, many of the lesson-embedded suggestions are a sentence or two that do not include explicit directions or guidance. Examples include, but are not limited to the following:
In Science Unit 1, Lesson 4, students are learning about inventors and their inventions. The Building Background and Accessing Prior Knowledge section states, “Students may need help understanding the different materials described in the chapter. Gather a collection of objects to show students what rubber is and to help them understand how rubber started. Also bring in examples of celluloid (eyeglass frames would be the easiest example). Have students compare the different materials. To understand how plastic is made, students will need a preview of coal and resin.” The Language Supports section states, “The author uses a lot of descriptive and figurative language to help readers understand what is happening. Unpack the following pieces of language:
“The gyre’s polluted center ‘moves around like a big animal without a leash. When it gets close to an island, the garbage patch barfs, and you get a beach covered with this confetti of plastic.” (p. 14)
Have students use context to determine the meaning of the following words.
"'Every little piece of plastic manufactured in the past 50 years that made it into the ocean is still out there somewhere because there is no effective mechanism to break it down." (p. 15)
What is a mechanism?
Why is it a problem that there is no effective mechanism to break down plastic?
"Europeans exploring the region in the 16th century were intrigued by this new material and learned how to plant, harvest, and use rubber." (p. 16)
What does it mean to be intrigued?
Why were they intrigued?
"The journey from naturally occurring materials to synthetic ones begins with pumps drawing crude oil from underground." (p. 20)
What is a synthetic material?
There are also Additional Supports that suggest, “Create a timeline for students to keep track of the sequence of events introduced in this section. If needed, also provide students with cause-and-effect graphic organizers to break down the different inventions.”
In Literature Unit 4, Lesson 5, the lesson plan includes language support and additional support. For language support, students use sentence frames when discussing in order to help build on their classmates' answers and ask clarifying questions. For additional support, students use the Take a Stand protocol in the Guide to Support English Learners to help with the discussion.
In Social Studies Unit 3, Lesson 15, students are reading and responding to questions to “ Explain why Claudette and Rosa Parks were perceived differently by the community and if Claudette could have been the face of the movement.” The Additional Supports Section states, “If needed, review with students the different types of evidence the author includes and why. Have students find examples of each and explain how they help the reader better understand events.
Direct quotations from primary sources
Photographs
First-person accounts from Claudette
Indicator 3n
Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.
The materials reviewed for Grade 5 partially meet the criteria for Indicator 3n.
The materials include some extension opportunities for students above grade level. The Enhanced Lesson Plan section of some lessons includes Opportunities for Enrichment. Opportunities for Enrichment are posed as possible activities for students and are not specifically set aside for students working above grade level.
Materials provide some opportunities for advanced students to investigate the grade-level content at a higher level of complexity, though the opportunities are not specifically for students working above grade level. The Opportunities for Enrichment tasks appear to be in addition to the tasks assigned for all students, therefore, students could end up doing more assignments than their classmates. Examples include, but are not limited to the following:
In Literature Unit 2, Lesson 19, the Opportunities for Enrichment section offers two options:
“To learn more about the Women's Garden have students read the following article from the New York Times.
To learn more about the Afghan women's soccer team after the war read this article from the New York Times.
In Science Unit 4, Lesson 9, the Opportunities for Enrichment section states, “Display some of the photos Opportunity took when landing on Mars. Have students analyze the photos the way scientists did in this section of text. A large number of Opportunity’s photos are available from NASA here.”
In Literature Unit 4, Lesson 4, the Opportunities for Enrichment section states, “Encourage students to read the rest of Julie of the Wolves during the independent reading block. When they have finished reading the book, create a way for students to share with the class what happens to Miyax.”
Indicator 3o
Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for for students to monitor their learning.
Indicator 3p
Materials provide opportunities for teachers to use a variety of grouping strategies.
Indicator 3q
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
The materials reviewed for Grade 5 partially meet the criteria for Indicator 3q.
The materials include specific guidelines for supporting English Learners in the Teacher Tools, but support is not provided in specific lessons. In the Teacher Tools, the guidance is separated by the amount of support that is required for students. Teachers are provided with information on what approaches are best in situations and then directed to determine which scaffold to use in their own classroom. Many lessons have specific guidance for providing language support, but these are not directed specifically to English learners.
Materials provide some strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level literacy work. Examples include, but are not limited to, the following:
The materials include a guidance document called A Guide to Supporting English Learners which includes additional guidance on planning and providing supports. Some protocols include both light and heavy EL support. Included in this document are:
Ways to internalize units and lessons
Scaffolds
Oral language protocols and ways to support English learners
Graphic organizers
Some of the guidance documents, such as Oral Language Protocols, give a brief overview of English Learner needs and then recommend a list of the same discourse protocols provided for all students across Grades 3-5. Guidance includes information on how a teacher should preview the unit to identify complexity issues, identify skills that students need to succeed, and identify any prerequisite knowledge students need to succeed with the unit; however, that guidance is provided universally and is not specific to differentiating within individual lessons.
Indicator 3r
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
Indicator 3s
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Indicator 3t
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
Indicator 3u
This is not an assessed indicator in ELA.
Indicator 3v
This is not an assessed indicator in ELA.
Criterion 3.4: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials make use of Google Classroom in order for the teacher to manage certain handouts related to the program. The materials do not include any additional interactive technology tools.
The design of the materials is very straightforward and does not distract from the content.
Indicator 3w
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
Indicator 3x
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
Indicator 3y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
Indicator 3z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.