Alignment: Overall Summary

Alignment

|

Meets Expectations

Gateway 1:

Text Quality

0
20
37
42
39
37-42
Meets Expectations
21-36
Partially Meets Expectations
0-20
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
30
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
23
30
34
32
30-34
Meets Expectations
24-29
Partially Meets Expectations
0-23
Does Not Meet Expectations

Gateway One

Text Quality & Complexity and Alignment to Standards Components

Meets Expectations

+
-
Gateway One Details

The Into Reading materials for Grade 3 provide appropriate, increasingly complex, high-quality texts that reflect the distribution of text types/genres required by the standards at each grade level. The texts provide a range and volume of reading to support student growth and grade-level achievement.

Materials engage students with text-dependent and text-specific questions, tasks, and assignments that build to culminating tasks that includes writing, speaking, or a combination thereof. The program provides protocols that support students as they engage in frequent, evidence-based discussions that are designed to model the use of academic vocabulary and syntax while encouraging students to adopt these practices in their own discussions. Although there are multiple frames and many opportunities to practice speaking and listening, the materials inconsistently support the use of texts. Students may be able to engage without fully comprehending the materials.

Students write for both process and on-demand assignments and tasks that meet the requirements of the standards. The materials provide opportunities for students to analyze texts, support and defend claims, and to provide clear information about a topic through frequent evidence-based writing tasks. Materials provide explicit instruction in and application of grammar and conventions skills in increasingly sophisticated contexts.

Materials support strong foundational skills acquisition through explicit instruction, practice, and assessment in phonics and word recognition, and word analysis skills in connected texts and tasks. Students are provided with frequent opportunities for fluency practice, however assessment and guidance for support is only provided for students who fall below grade level expectations—not for students reading at or above grade level.

Criterion 1a - 1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.
20/20
+
-
Criterion Rating Details

The IntoReading materials for Grade 3 provide high-quality texts worthy of careful reading and reflect the distribution of text types/genres required by the standards at each grade level, providing a mix of informational and literary texts throughout the year. Texts are appropriately complex to help students build their knowledge and vocabulary and grow in complexity over the course of the year, allowing students to engage at increasingly more sophisticated skill levels. A text complexity analysis, including information regarding the texts’ qualitative and quantitative levels as well as information on the treatment of the text within the lessons. The texts provide a range and volume of reading to support student growth and grade-level achievement.

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests. Text sets in each module are rich in academic language and help build understanding toward a topic. Texts are engaging, contain strong academic vocabulary, and when applicable, include vivid illustrations. 

Specific examples of texts that are in Grade 3 include:

  • In Module 1, students read Judy Moody: Mood Martian by Megan McDonald, a well-known children’s series. Students are exposed to figurative language and required to analyze the writing in order to analyze the character’s feelings. 
  • In Module 2, students read Upside Down Boy by Juan Felipe Herrera, a memoir about the year the author and his migrant family settled so that he could go to school for the first time. This multicultural book incorporates rhythmic language and bright illustrations. It provides students with rich language and demonstrates how writing can be a tool to communicate experiences. 
  • In Module 3, students read The U.S. Constitution by Norman Pearl, who has written ten different children’s books about both science and social studies topics. This text builds knowledge of U.S. History and provides rich illustrations and powerful symbols. 
  • In Module 6, students read Octopus Escapes Again by Laurie Ellen Angus, a published science-based narrative nonfiction text that has an implicit problem and solution structure and contains some figurative language in addition to text features. 
  • In Module 9, students read It’s Our Garden: From Seeds to Harvest in a School Garden by George Ancona, which exposes students to a more complex organization of main idea, and it uses content-specific vocabulary words. It is a documentary-style narrative about the outdoor work of growing food. 
  • In Module 10, students read When the Giant Stirred by Celia Godkin, who is an award-winning author and illustrator. It has an unconventional story structure and includes figurative and symbolic language. It also integrates scientific knowledge.

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Texts throughout Grade 3 include a mix of informational and literary texts throughout every module. Many of the literary texts are longer texts, while the informational texts include shorter articles. Genres include articles, biographies, fairy tales, folktales, historical fiction, legends, memoirs, editorials, poetry, videos, fantasy, and realistic fiction. While the text types across modules vary, the modules typically focus on either literature or informative texts and are centered around a theme or topic. 

Examples of literature found within the instructional materials include:

  • Module 4: Two Bear Cubs retold by Robert D. San Souci: drama. Other literary texts in this module include The Saga of Pecos Bill by Anthony D. Fredericks, Crossing Bok Chitto by Tim Tingle, and Stories on Stage (author unknown)
  • Module 5: Soccer Shootout by Jake Maddox: realistic fiction. Other literary texts in this module include Running Rivals by Jake Maddox and Bend it like Biancai (author unknown).
  • Module 7: The Storyteller’s Candle by Lucia Gonzalez: historical fiction. 
  • Module 10: Company Mono and Come Jicotea retold by Joe Jayes: folktale Other literary texts in this module include Why the Sky is Far Away by Marci Stillerman, Cinder Al and the Stinky Footwear by Roger Love, and The Plot Chickens by Mary Jane Auch. 

The following are examples of informational texts found within the instructional materials:

  • Module 3: The Flag Maker by Susan Campbell Bartoletti: narrative nonfiction text. Other informational texts in this module include The U.S. Constitution by Norman Pearl, Why is the Statue of Liberty Green by Martha E.H. Rustad, and All the Places to Live by Patricia MacLachlan. 
  • Module 5: Brothers at Bat by Audrey Vernick: narrative nonfiction text. Other informational texts in this module include Don’t Feed the Geckos by Karen English, “Competition, Cooperation, and Fun” (author unknown), and “Teamwork, Victory” (author unknown). 
  • Module 8: “Edison’s Best Invention” (author unknown): an opinion article. Other informational texts in this module include Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Faretta, A Bumpy Ride by Sharon Katz Cooper and Rachel Young, and Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta. 

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. The majority of the texts fall within the stretch Lexile band of 420-820. Some of the texts are slightly above the quantitative measures appropriate for Grade 3; however, the reader and task and qualitative measures make them appropriate for Grade 3 students.

Some specific examples of texts that students read with the appropriate level of complexity include:

  • In Module 1, Week 1, students read Marison McDonald: Doesn’t Match by Monica Brown, which has a Lexile of 580 and is slightly complex. The text complexity is based on the simple and linear chronology of structure. The text also uses natural dialogue and familiar language. 
  • In Module 3, Week 2, students read The Flag Maker by Susan Campbell Bartoletti, which has a Lexile of 640 and is considered a complex text. Text complexity is based on the social studies concepts and use of general and domain specific language. 
  • In Module 5, Week 2, students read Soccer Shootout by Jake Maddox, which has a Lexile of 670 and is considered moderately complex, because the text has an implicit problem and solution text structure. 
  • In Module 7, Week 1 students read Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin, which has a Lexile of 650 and is considered moderately complex. Text complexity is based on the requirement of specialized knowledge and includes more complex sentence structure. 
  • In Module 10, Week 3, students read Compay Mono and Comay Jicotea, retold by Joe Jayes, which has a Lexile of 670 and is considered a complex text. Text complexity is based on the sophisticated theme and ambiguous language requiring inferences. 

Some texts that are above the quantitative measure appropriate for third grade, but are still appropriate for use in instruction due to the qualitative analysis and reader and task include:

  • In Module 8, Week 2, students read A Bumpy Ride by Sharon Katz Cooper, which has a Lexile of 860 and is considered moderately complex; however, it has a familiar text structure of problem and solution. Students work to identify the problem and solution and explain how the structure contributes to the author’s purpose. 
  • In Module 9, Week 1, students read How did that Get in my Lunchbox? by Chris Butterworth, which has a Lexile of 860 and is considered a complex text. The text has sophisticated graphics that provide information that is not otherwise conveyed in the text. There are many text features that students have been exposed to, making the text appropriate for Grade 3 students. 
  • In Module 10, Week 1 students read When the Giant Stirred by Celia Godkin, which has a Lexile of 980. It is a complex text that has an unconventional story structure and includes figurative and symbolic language. Students use the text to identify theme, and students are supported through this learning.

Indicator 1d

Materials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.) Both the texts and the tasks associated with the texts increase in complexity over the course of the year. At the beginning of each module, the Developing Knowledge and Skills section in the Teacher’s Guide shares the skills that students will work on, which helps outline the increasing literacy skills over the course of the school year. For example, throughout the year, students are taught how to use metacognitive skills. In the beginning of the year, students make and confirm predictions. Then in the middle of the year, students are taught how to ask and answer questions, while at the end of the year, there is more of a focus on summarizing. 

Text complexity increases gradually throughout the year. In the beginning of the year, myBooks in Grade 3 are considered 60% slightly complex and 40% moderately complex. At the end of the year, 0% of the texts are considered slightly complex, 25% are considered moderately complex, and 75% are very complex. The Lexile ranges in the beginning of the year are from 580-630, while at the end of the year, the Lexile ranges from 670-980. 

Skills also increase in complexity throughout the year to promote independence. Examples of this include:

  • Throughout the Grade 3 materials, students use evidence to answer questions and write about reading. In Module 1, students write a biography for the character Scaredy Squirrel from the text Scaredy Squirrel by Melanie Watt. Then In Module 5, after reading Soccer Shootout by Jake Maxxos, students write a summary that captures the excitement of the state championship game, using moments and words from the text to show the excitement in the correct order that they happened. Then in Module 8, students use text evidence to prove their answer. After reading Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Baretta, students are asked, “How does Edison feel about his ability to invent an effective electric light? How do you know this?”. 
  • In Grade 3, students work on analyzing language. In the beginning of the year, students read poems in "Adventures with Words" by poets Laura Purdie Salas, Casie Hermansson, and Eloisse Greenfield, and then discuss and write about who is speaking in the poem. Then in Module 4, students analyze the language by answering, “How do the repeated words in line 33 help create the image of a twirling rope?”, in the text “The Saga of Pecos Bill” by Anthony D. Frederick. In Module 10, students learn about similes, and after reading When the Giant Stirred by Celia Godkin, students identify and analyze similes such as being asked if the mountain is really a giant and why the author uses this type of figurative language.

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. In the Teacher's Edition, there is a section titled Preview Lesson Texts, which outlines the text or texts for the week and includes the text complexity analysis. This section includes a “Why this text” explanation and the key learning objectives for the lessons with the text.

Specific examples of the text complexity analyses include:

  • In Module 1, Week 2, students read Judy Moody: Mood Martian by Megan McDonald, which has a Lexile of 610 and is considered moderately complex due to the use of flashbacks and unfamiliar expressions from the main character. The text was chosen to teach students to monitor and clarify their understanding of the text while being exposed to figurative language. 
  • In Module 5, Week 2, students read Running Rivals by Jake Maddox, which has a Lexile of 570 and is considered slightly complex. The text offers students the opportunity to learn literary elements, author’s purpose, and strategies to monitor and clarify understanding while reading. The text is slightly complex, because it has an explicit problem and solution text structure containing conventional language. 
  • In Module 8, Week 1, students read Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta, which has a Lexile of 950. The text is considered complex, as it has an unconventional compare and contrast structure with sophisticated descriptions. According to the publisher, the text offers students the opportunity to make inferences, recognize the compare and contrast text structure, and identify signal words.
  • In Module 10, Week 2, students read "Why the Sky is Far Away: A Nigerian Folk Tale" retold by Marci Stillerman, which has a Lexile of 790. The text is considered moderately complex due to the less familiar story concept, and the experience includes some unfamiliar aspects. The text gives students the opportunity to identify the theme and explain how it is different from a topic.

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines, as well as, a volume of reading to achieve grade-level reading proficiency.

Throughout the Grade 3 materials, students have opportunities to read daily across a volume of texts during various instructional segments including Whole Class Shared Reading, Build Knowledge and Language, Reading Workshop and Vocabulary, Writing Workshop, and Demonstration of Knowledge. In addition to anchor texts, students engage in a range and volume of texts during Reading and Writing Workshop. A variety of fiction and nonfiction genres are covered across the years with a culminating genre study at the end of the year. Due to the range and volume of texts that students engage with daily, the anchor and supporting texts help students achieve grade-level reading proficiency. 

Genres include:

  • Module 1: historical fiction, realistic fiction, fantasy
  • Module 2: informational text, informal letter, realistic fiction, poems, memoir, fantasy
  • Module 3: informational text, educational video, narrative nonfiction
  • Module 4: informational text, opinion, drama, fairytale, educational video
  • Module 5: informational text, realistic fiction, educational video, narrative nonfiction
  • Module 6: Informational text, narrative nonfiction, video
  • Module 7: biography, opinion, narrative nonfiction, historical fiction, educational video
  • Module 8: educational video, informational text, narrative poem, opinion text
  • Module 9: educational video, realistic fiction, editorial, informational text 
  • Module 10: information text, folktale, fairytale
  • Module 11: informational text, narrative nonfiction, opinion text
  • Module 12: realistic fiction, poetry, traditional tales

Reading Workshop includes the following components: 

  • Guided Reading: The teacher works with students at their instructional reading level using the Rigby Leveled Library. 
  • Skill and Strategy Lessons: The teacher works with small groups to reinforce reading skills and strategies. Lessons are connected to the daily whole group mini-lesson or based on student need.
  • Independent Literacy Activities: While the teacher works with small groups, students work independently and engage in various activities such as:
    • Reader’s Theater-- Students read together as a group and act out the text.
    • Independent Reading Center-- Students read and complete a reading log. Later in the year, students can also write a book review of the book or have a discussion about their individual text.
    • Digital Listening Center---students complete a listening log and include the listening skill(s) they used as well as summarize what they heard.

In addition, throughout the year, students hear twelve focal texts during Writing Workshop that serve as mentor texts. These books are chosen because they provide strong examples of responses to module prompts. Students can also read these books independently during choice time. Additionally, throughout the year, students hear twelve focal texts during Writing Workshop that serve as mentor texts. These books are chosen because they provide strong examples of responses to module prompts. Students can also read these books independently during choice time.

Criterion 1g - 1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.
14/16
+
-
Criterion Rating Details

The Into Reading materials for Grade 3 engage students with text-dependent and text-specific questions, tasks, and assignments that build to a culminating task that includes writing, speaking, or a combination thereof. The program provides protocols that support students as they engage in frequent, evidence-based discussions that are designed to model the use of academic vocabulary and syntax while encouraging students to adopt these practices in their own discussions. Although there are multiple frames and many opportunities to practice speaking and listening, the materials inconsistently support the use of texts. Students may be able to engage without fully comprehending the materials.

Students write for both process and on-demand assignments and tasks that meet the requirements of the standards for the types of writing in which students should engage. The materials provide opportunities for students to analyze texts, support and defend claims, and to provide clear information about a topic through frequent evidence-based writing tasks. Materials provide explicit instruction in and application of grammar and conventions skills in increasingly sophisticated contexts.

Indicator 1g

Most questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). 

Throughout the instructional materials, students engage directly with the text to answer text-dependent and text-specific questions. Students respond to these questions orally, in writing, and through tasks and assignments. Text-dependent questions are found throughout the program, including in the Read for Understanding section and the Targeted Close Read section. At times, students are asked to answer questions while reading and at other times, students are told to reread specific sections in order to answer a question. Materials also include graphic organizers to assist students in close reads of their text when they cite evidence for specific questions or tasks that they complete. 

Examples of evidence-based questions include:

  • In Module 3, Lesson 14, after reading the narrative nonfiction text Why is the Statue of Liberty Green? by Martha E.H. Rustad, students discuss how the Statue of Liberty is like a gift you might receive and how is it different. Students also reread pages 282-283 and discuss what details help explain why people can see the Statue of Liberty from far away. 
  • In Module 4, Lesson 2, after reading the play The Saga of Pecos Bill by Anthony D. Fredericks, students review pages 306-307 and discuss what details the narrator shares to show that Pecos Bill was a little different and what Pecos Bill did that a real person might also do. 
  • In Module 7, Lesson 5, after reading the biography Farmers Will Allen and the Growing Table by Jacqueline Briggs Martin, students reread page 117 in order to discuss how the author feels about Farmer Will Allen. 
  • In Module 8, Lesson 8, after reading Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta, students discuss how Edison feels about his ability to invent an effective electric light and how they know this. 
  • In Module 9, Lesson 4, after reading How did that get in my Lunchbox? by Chris Butterworth, students are asked questions, such as what workers help to make wheat into bread, how do farmers know when it is time to pick carrots, and what are some of the different jobs people do to make the food we eat. 
  • In Module 12, Lesson 1, after rereading pages 20-22 in Marisol McDonald Doesn’t Match by Monica Brown, students are asked who the characters are, what is the setting, and how these features make the story seem real. Students are also asked what events show them that the plot changed. 

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

At the end of each module, students are given a performance task that requires them to integrate the module texts and skills learned throughout the three weeks. Each task requires students to integrate writing, speaking, reading, and/or listening skills. Students often reflect on the essential question that is posed at the beginning of the module in order to complete the task. However, some tasks can be completed without utilizing knowledge from the texts, and instead demonstrate skills absent of strong content grounding. 

Specific examples of performance tasks that do not require close reading include, but are not limited to: 

  • In Module 2, students read texts to answer the essential question, “How do people use words to express themselves?”. Students then complete the performance task where they pretend a word that they use regularly is not in the dictionary and write a letter to the author/editor of the dictionary to explain reasons this word should be added. Students use evidence from the texts for examples and support, but could complete this without the preceding class work. 
  • In Module 5, students think about the essential question, “What can sports teach us about working together?”. Students think about how sports helped the characters and people in the video learn about teamwork. Students then write an editorial to explain their opinion about whether or not young people should spend less time playing sports and spend more time in school. This can be completed without the reading and work done prior to the task. 
  • In Module 8, students think about what inventions they read about in the module. Then they imagine that a TV show has asked for their ideas about what an inventor most needs in order to make a great discovery or gadget. Students then write an essay to share their opinion and use examples and evidence from the module texts to support their opinion. However, students can complete this without demonstrating any success with the close reading questions that came before it.

Some culminating tasks do align with the questions and readings before them, allowing demonstration of comprehension. Examples include (but are not limited to):

  • In Module 6, students think about the question, “What behaviors help animals survive?”. The performance task requires students to write an article about animal survival. In their articles, students must include supporting details from the texts and include vocabulary words from the module. 
  • In Module 9, the performance task requires students to write an informative article that presents each of the steps in planting and growing something, using evidence from the texts and videos throughout the module. 

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials provide frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax. Examples include: Turn-and-Talk, Think-Pair-Share, Collaborative Discussions, and Solo Chair. Collaborative Discussions are found throughout the program, and the teacher is directed to display and review the "How to have a Discussion" Anchor Chart before each discussion. Rubrics are also provided in the Teacher’s Guide for Collaborative Discussions. In Modules 11 and 12, students participate in Genre Studies, and additional protocols and activity suggestions are provided for Genre Book Study Clubs. 

In the Resource Guiding Principles and Strategies Section, the publisher provides information on how teachers should encourage conversations and discussions, including appropriate social communication such as introductions, shaking hands, eye contact, volume, and initiating conversations. Best practices for Collaborative Discussions are also included in this section and include:

  • Introduce: The teacher explicitly teaches speaking and listening skills by having volunteers model a discussion and then students practice with partners. The modeling includes asking clarifying questions, adding to the conversation, and politely disagreeing with partners. 
  • Practice: The teacher provides opportunities for students to practice using their listening and speaking skills. Prompts for practice are found throughout the program, and the teacher should emphasize the use of formal language when speaking with a group.
  • Routine: The program includes discussion routines, such as Think-Pair-Share and Turn-and-Talk, that should be used regularly and are denoted throughout the lessons.
  • Model: The teacher should model and encourage the use of appropriate eye contact, body position, and active listening.
  • Cultural sensitivity: The teacher should support the knowledge of social norms in a variety of cultures.

The Routine for Turn-and-Talk is outlined in the Guiding Principles and Strategies resource book. Routines for Think-Pair-Share and Solo Chair are also found in the program. The Routine for Turn-and-Talk is:

  1. Turn toward your partner. The teacher asks an open-ended question.
  2. One partner talks, while the other listens. The teacher provides a model response to help students articulate their thinking if needed. For example, the teacher could say, “In the end,... and the students finish the sentence to tell what is happening." 
  3. Students switch roles. 

The Routine for Think-Pair-Share is outlined in the resource book and includes:

  1. Think: Students are asked an open-ended question and are given several seconds to formulate their response.
  2. Pair: Students each take a turn to share while the other partner listens.
  3. Share: Students who have been previously identified to share with the whole class do so, and then additional volunteers can share.

Solo Chair is used when students present writing to the class, often about the text, or at the end of a module as part of the Wrap-Up. The routine is:

  1. The student presents using a special chair. The teacher provides sentence starters such as “Today I will talk about...”
  2. The other students listen to their classmates. The teacher reviews the expectations for active listening, and one or two classmates give feedback for the presenter. Sentence starters for feedback include, “I Liked...” or “My favorite part was...”

Specific examples of where the program includes the use of the routines and protocols within individual lessons include:

  • In Module 4, Lesson 2, students engage in a Collaborative Discussion after reading the play The Saga of Pecos Bill by Anthony D. Fredericks. During the discussion, students take notes when listening to their peer so they can add and connect their ideas to their partners. Questions include: “What did he do that a real person could not do?” and “What details do the narrator share to show that Pecos Bill was a ‘little different’?”. 
  • In Module 6, Lesson 1, after reading Frozen Alive (no author), students participate in a Wrap-Up where they explain to a peer how they applied their knowledge to the tasks of the lesson. Teachers have options in how they want students to share including Solo Chair, Think-Pair-Share, or Anchor Chart. In Solo Chair, one student is selected to speak to the class, explaining what he or she learned from the reading. In Think-Pair-Share, students share their thinking with a partner, and then a few partnerships share with the class.  For Anchor Chart, students add sticky notes about their independent book to the text structure anchor chart and then share what they added and why. 
  • In Module 6, Lesson 13, after reading T.J. The Siberian Tiger Cub by Anne Whitehead Nagda, students use Turn-and-Talk to discuss the author’s purpose for using the graph and map in the text. 
  • In Module 7, Lesson 1, after reading Let’s Build a Park (no author), students are asked to think about the essential question: How can one person make a meaningful difference in their local or global community?. Students then engage in the Think-Pair-Share routine to discuss their ideas and share with the group.
  • In Module 8, Lesson 1, after reading A Century of Amazing Inventions (no author), students think about what it takes to make a successful invention and then participate in a Think-Pair-Share to discuss their ideas and share with the group. 
  • In Module 12, Lesson 13, students participate in a traditional tale book club and are provided general discussion questions to discuss their book in a small group. Each day students discuss the reading and how the author achieved his or her purpose for writing. 

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria for materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

Students practice listening comprehension with teacher read-alouds and students practice Collaborative Discussions during the Engage and Respond portion of the daily mini-lesson. The program includes a Weekly Overview that outlines the speaking and listening standards that will be targeted throughout each lesson. Although there are multiple frames and many opportunities to practice speaking and listening, the materials inconsistently support the use of texts. Students may be able to engage without fully comprehending the materials.

Specific examples of times that students engage in speaking and listening about what they are reading and researching include:

  • In Module 1, Lesson 8, after reading Stink and the Freaky Frog Freakout by Megan McDonald, students engage in a Collaborative Discussion answering questions such as, “How would you describe Stink’s interest in frogs?” and “What does the way Judy helps Stink with his homework tell you about Judy’s personality?”. Before answering, the teacher reminds students to stay on topic and listen closely to other speakers in order to connect with their comments. 
  • In Module 4, Lesson 4, after reading the play The Saga of Pecos Bill by Anthony D. Fredericks, students engage in Collaborative Discussion and answer questions such as, “What did Pecos Bill do that a real person might do?” and “What words and phrases make it seem like the tornado is a living thing?”. 
  • In Module 5, Lesson 2, after reading Running Rivals by Jake Maddox, students participate in a Collaborative Discussion using the following questions: “Why is Amy uneasy about talking to Madison?” and “What makes the meeting helpful for both runners?”.
  • In Module 6, Lesson 1, after reading Frozen Alive (no author), students participate in a Wrap-Up where they reflect on their learning of the text and its graphic features.  They explain to a peer how they applied their knowledge to the tasks of the lesson.  
  • In Module 9, Lesson 15, students rate each text selection from the module and then meet with other classmates to discuss their different ratings. Students discuss what texts they liked and which was their favorite. Students are encouraged to state their opinion and offer reasons to support it. 
  • In Module 11, Lesson 4, after completing their independent reading of an informational text, small groups of students meet to share the text evidence they cited on the Genre Study Printable to answer questions such as, “Does this informational text have one overall text structure or different text structures for different paragraphs?”.

Indicator 1k

Materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. Throughout the year, students have opportunities to engage in on-demand writing, often in response to reading, and process writing, that includes research projects. 

Process writing is found within Writing Workshop where students build writing independence through interactive writing and process-based lessons. For each module, students complete a process writing piece that focuses on a different type of writing. Anchor charts and graphic organizers are supplied in each module. In the Genre Studies in Modules 11 and 12, students engage in a week-long writing task that is aligned to the genre. Specific examples of process writing include:

  • In Module 1, students begin a 15-day narrative writing project. Students begin by reading the mentor text, Weslandia by Paul Fleischman. Then, students experience the stages of the writing process: prewrite, draft, revise, and edit. Students focus on correcting common and proper nouns. Students also peer edit before publishing and sharing with the class. 
  • In Module 2, students research different types of poetry and create a book that demonstrates different poem structures and rhyme schemes. In Week 2, students plan and draft poems based on their favorite type of poetry. Students also work with peers to revise their poems to make sure they align to the structure of the type of poem they have selected. 
  • In Module 7, students are given a performance task in Lesson 15, where they write a news report and experience the planning, drafting, revising, and editing phases, and then finally produce a published product. Students write a report for their school newspaper explaining how people can impact their communities. Students are given a checklist to help them know components to include. 
  • In Module 9, students write an informative article in their module performance task where they think about what they learned about food and write an article that presents each step for how to grow something. Students begin by planning and then drafting using their graphic organizer from the planning stage. 
  • In Module 11, students write an article for a magazine about an unusual animal. Students research, outline their ideas, draft, revise, edit with a peer, and then present their work. 

Students have on-demand writing daily, often in response to the texts they read. Examples found through each module include: 

  • In Module 1, Lesson 7, after reading Judy Moody, Mood Martian by Megan McDonald, students write an email from the perspective of Judy Moody to her grandparents notifying them that she has used the lip-gloss kit. 
  • In Module 2, Lesson 9, after reading The Upside Down Boy by Juan Felipe Herrera, students imagine that they are Juanitos’ classmates and write a story about the first day of school.
  • In Module 3, Lesson 3, students imagine that they are a writer for an online encyclopedia for young people and write an entry about the U.S. Constitution. In their paragraph, they must include the names of three main parts of the U.S. Constitution and explain the importance of each.
  • In Module 4, Lesson 6, after reading The Saga of Pecos Bill by Anthony D. Fredericks, students write a short flash fiction story that summarizes the events of the play in a paragraph or two. 
  • In Module 5, Lesson 8, after reading Running Rivals by Jake Maddox, students write a memoir chapter about the main character, Amy’s, relationship with Madison. 
  • In Module 6, Lesson 5, students write a book review of This is Your Life Cycle by Heather Lynn Miller that summarizes the story and explains how the author used illustrations to tell the story. 
  • In Module 7, Lesson 5, students write their own point of view of farmer Will Allen after reading the biography Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin. 
  • In Module 8, Lesson 5, students write a friendly letter, after reading Timeless Thomas by Gene Barretta. In the letter to the illustrator, students share how his drawings added to their understanding of Edison’s inventions. 
  • In Module 9, Lesson 5, students write a critique after reading How did that Get in my Lunchbox by Chris Butterworth. 
  • In Module 10, Lesson 12, after reading Company Mono and Comay Jicotea retold by Joe Hayes, students write a trickster tale about Mono and Jicotea. 
  • In Module 11, Lesson 7, students respond to their independent reading book’s text and graphic features by answering questions such as, “Does the author use one type of graphic feature or many kinds?” and “Why do you think the author chose the graphic on this page?”.

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.  

There are frequent opportunities across the school year for students to learn, practice, and apply what they have learned about narrative, opinion, and informational writing. Each module includes writing lessons about the text that they read. In addition, students are taught about the three genres in Writing Workshop, where they engage in longer pieces over the course of three weeks. 

Narrative writing is found in myBook after reading texts, as well as, in Writing Workshop Modules 1, 4, and 10. Some examples of narrative writing include:

  • In Module 1 of Writing Workshop, students create a personal narrative using the prompt, “Summer friends can last forever.” Students write about something they experienced during summer. 
  • In Writing Workshop, Module 4, students work on a personal narrative about someone they know who has helped make a difference in another person’s life. Students write a story about the person’s life and the actions they completed to help someone.
  • In Module 5, Lesson 8, after reading Running Rivals by Jake Maddox, students write a memoir chapter about Amy’s relationship with Madison. They compare and contrast the characters in the story, explain how Madison’s actions affected the outcome, and state Amy’s thoughts and feelings. 
  • In Module 6, Lesson 9, after reading Octopus Escapes Again by Laurie Ellen Angus, students write a narrative poem that describes Octopus’s day. 
  • In Module 10 of Writing Workshop, students write an imaginative story that tells what happens to their characters and what their characters do.

Informational writing is found in myBook, as well as in Writing Workshop Modules 3, 6, 8, and 12. Some examples of informational writing include:

  • In Module 1, Lesson 12, after reading Scaredy Squirrel by Melanie Watt, students write a biography for Scaredy Squirrel that includes a summary of his personality, habits, and beliefs. 
  • In Module 3 of Writing Workshop, students write a descriptive essay of a place in which they are familiar. 
  • In Module 3, Lesson 3, after reading The U.S. Constitution by Norman Pearl, students write an encyclopedia entry about the U.S. Constitution. The paragraph must include the three main parts of the U.S. Constitution and explain why each one is important. 
  • In Module 4, Lesson 9, after reading the play, Gigi and the Wishing Ring (no author), students complete a newspaper report about what happened to Gigi. 
  • In Module 5, Lesson 14, after reading Brothers at Bat by Audrey Vernick, students write a Hall of Fame Biography. They introduce the Acera brothers, tell the events in the order that they happened, and conclude with the reasons why the brothers are in the Hall of Fame.
  • In Module 6, Lesson 3, after reading This is Your Life Cycle by Heather Lynn Miller, students summarize the story and explain how the author used illustrations to tell the story. 
  • In Module 6 of Writing Workshop, students write about animals and their special abilities. Students write an expository essay about an animal who uses special skills to live outdoors year round. 
  • In Module 7, Lesson 5, after reading Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin, students write a report on how to grow something. 
  • In Module 8 of Writing Workshop, students write a research report about an invention that they have used in their own life. 
  • In Module 12 of Writing Workshop, students write a biographical essay about a person that explains what makes him or her a hero. 

Opinion writing is found in myBook, as well as, in Writing Workshop Modules 5, 7, and 11. Some examples of opinion writing include:

  • In Module 2, Lesson 7, after reading “Adventures with Words” by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, students write a poem that shows the reader the poem of preference. They must include reasons why the poem they chose is their favorite. 
  • In Module 3, Lesson 14, after reading Why is the Statue of Liberty Green? by Martha E.H. Rustad, students write an opinion letter to the teacher in the story stating their opinion about why the class in the story should or should not take another trip back to the Statue of Liberty.   
  • In Module 5 of Writing Workshop, students write a persuasive letter. In their letter, they try to persuade a new student to be his/her friend. Students take the position that he/she should be his/her friend and provide details why. 
  • In Module 5, Lesson 8, after watching the video, Bend Like Bianca, students write an email to give Bianca helpful feedback by stating an opinion, including events from the story, and evidence from the video. 
  • In Module 6, Lesson 5, after reading This is Your Life Cycle by Heather Lynn Miller, students write a book review that summarizes the story and expresses an opinion of the author’s choice to tell the story details in pictures. 
  • In Module 7 of Writing Workshop, students write an opinion essay about a way students can help make their school better for everyone after reading What if Everybody Did that? by Ellen Javernick. 
  • In Module 7, Lesson 9, after reading Energy Island by Allan Drummond, students summarize their point of view about changing to renewable energy. They have to state whether they agree with the kids’ or the adults’ point of view. 
  • In Module 9, Lesson 5, after reading How did that Get in my Lunchbox? by Chris Butterworth, students write a critique explaining how they feel the illustrations are used in the text to share information. 
  • In Module 11 of Writing Workshop, students write an opinion essay about a topic of their choosing. Students give reasons why their readers should support their opinion. 

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria for materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level. 

Evidence-based writing opportunities are varied and include taking notes, responding to questions about text in their myBook, responding to questions about the Writing Workshop mentor text, and completing the Genre Study printables. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with various text sources. Specific examples of opportunities for evidence-based writing found throughout each module include:

  • In Module 1, Lesson 12, after reading Scaredy Squirrel by Melanie Watt, students complete a writing task that directs them to write a biography for Scaredy Squirrel. Students summarize the personality, habits, and beliefs of Scaredy Squirrel based on evidence from the text.
  • In Module 2, Lesson 7, after reading poems in “Adventures with Words” by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, students complete the collaborative discussion and written response section in their myBook. Students take notes from the text in response to the question, “Who is speaking ? How do you know? What messages can a smile send?”
  • In Module 3, Lesson 4, students write why James Madison is called the “Father of the Constitution,” based on their reading of The U.S. Constitution by Norman Pearl. 
  • In Module 5, Lesson 12, after reading Brothers at Bat by Audrey Vernick, students write a biography about the Acerra brothers. The students write a short, interesting summary of the most important events in the Acerra brothers’ story. 
  • In Module 6, Lesson 3, after reading This is Your Life Cycle by Heather Lynn Miller,    students write a book review that summarizes the story and explains how the author used illustrations to tell the story. Students also explain why they think the author chose to tell part of the story through illustrations rather than text and if it was a good way to achieve the author’s purpose. 
  • In Module 8, Lesson 7, after reading A Bumpy Ride by Sharon Katz Cooper and Rachel Young, students write a magazine article for a bicycling magazine about bicycles of the past, using facts and details from the story. 
  • In Module 9, Lesson 10, after reading How do you Raise a Raisin by Pam Munoz Ryan, students write an essay that gives examples of the most vivid imagery in the text. They then have to tell which examples they like best, giving reasons why they like it the best. 
  • In Module 10, Lesson 14, after reading Why is the Statue of Liberty Green? by Martha E.H. Rustad, students respond to questions in their myBook including, “How is the Statue of Liberty like a gift you might receive? How is it different?” and “What details help to explain why people can see the statue of Liberty from far away?” 
  • In Module 10, Lesson 14, after reading Company Mono and Comay Jicotea retold by Joe Hayes, students go back to the text to identify and then write the events in sequence that support the story’s theme. 
  • In Module 11, Lesson 1, after the teacher reads Lily’s Purple Purpose Purse by Kevin Henkes, students write two or three sentences to answer the question, “Does what happen in Lilly's Purple Plastic Purse seem true to life? Why or why not?” 
  • In Module 12, Lesson 3, after the teacher reads Roberto Clemente by Jonah Winter, students write two or three sentences to answer the questions, “Are the illustrations important to the story? What do they add? What is your favorite illustration, and why?”.

Indicator 1n

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.
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Indicator Rating Details

The materials reviewed for Grade 3 Into Reading meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. 

Grammar and conventions standards for Grade 3 are addressed over the course of the year. Grammar and conventions lessons primarily occur during Writing Workshop in Grammar Mini-lessons. The lessons follow a Gradual Release of Responsibility format:  I do, we do, you do. Teachers are provided with several resources such as specific sentence examples for practice during lessons, Display and Engage projectables and printables, and Printable Grammar pages. Students have opportunities to practice these skills during whole group instruction with Display and Engage projectables and sentence prompts that students and teachers work on together. Students practice applying the skills they have learned in context as they edit their writing drafts throughout the year. 

Materials include explicit instruction of grammar and conventions standards for the grade level. For example:

Students have opportunities to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • In Module 1, Week 2, page W232, the teacher reminds students that a word naming a person, place, or thing is a noun and reviews common and proper nouns. The teacher displays sentences and asks students to identify words as common or proper nouns.  Students practice independently using a grammar printable. Students edit a writing draft to review common and proper nouns. 
  • In Module 2, Lesson 11, page W265, the teacher explains that a verb tells what something or someone is doing. The teacher models identifying verbs in example sentences using Think Aloud. Following guided practice and collaborative practice identifying verbs, students complete Printable: Grammar 3.1.1 independently. Student edit a writing draft identifying action verbs.
  • In Module 8, Lesson3, page W312, the teacher is prompted to, “Tell students they will learn how to figure out when to use an adjective or an adverb to compare. Review that adjectives compare nouns, and adverbs compare verbs.” The teacher uses Think Aloud to model selecting either an adjective or adverb in a sample sentence. The teacher and students complete Display and Engage: Grammar 3.4.5b together. The students then write sentences that compare three or more things and three or more actions for practice. The students complete Printable: Grammar 3.4.5 for independent practice and edit a writing draft using comparative adjectives and adverbs

Students have opportunities to form and use regular and irregular plural nouns.

  • In Module 2, Lesson 2.2.2, page W236, students learn about adding -s to plural nouns. Using Display and Engage: Grammar 2.2.2b, students practice making singular nouns plural in six sentences. An example is as follows: “There are not many boat on the lake today.” 
  • In Module 4, Lesson 2, page W246, the teacher reviews regular plural nouns and irregular plural nouns.  The teacher tells students that the spelling of some nouns does not change in the plural and provides examples including: fish/fish deer/deer, sheep/sheep. The teacher models identifying the noun (party) that changes its spelling to become plural in an example sentence: I threw a surprise party for my grandfather last week. The teacher displays five sentences on the board and the class determines whether to add -s or -es to make the identified noun plural. Students practice independently using a printable grammar worksheet and edit a writing draft to review irregular plural nouns.  

Students have opportunities to use abstract nouns (e.g., childhood).

  • In Module 3, Lesson 3, page W244, the teacher reminds students that concrete nouns name a person, place, or thing, and abstract nouns name an idea, feeling or quality.  The teacher displays sample nouns on the board and facilitates a discussion about whether each noun is concrete or abstract. Students complete a printable grammar sheet and edit a writing draft to review abstract nouns. 
  • In Module 6, Lesson 14, page W243 the teacher reviews that a noun names a person, place, or thing; however, “an abstract noun names something that cannot be seen, touched, heard, smelled, or tasted.” The teacher models identifying abstract nouns provided using the Think Aloud process. The teacher and students complete Display and Engage: Grammar 2.3.4b together. The teacher writes nouns on the board and the students work in partners to identify abstract nouns and then create sentences with those nouns. The students complete Printable: Grammar 2.3.4 and edit a writing draft to review abstract nouns. 

Students have opportunities to form and use regular and irregular verbs.

  • In Module 2, Lesson 3.1.2, page W266, students learn about being verbs. After showing students examples of sentences using the being verbs am, is, are, was, and were, students practice identifying being verbs in sentences. An example is as follows: “We were tired after swimming all day.” To continue their practice, students complete a printable grammar page and edit a piece of their writing.
  • In Module 6, Lesson 11, page W280, the teacher is provided the prompt to, “Explain that the verbs am, is, are, was, and were are forms of the verb be. Explain that am, is, and, are are present-tense verbs. Was and were are past-tense verbs.” The teacher models choosing the correct verb tense in a sentence provided using Think Aloud. The teacher and students complete Display and Engage: Grammar 3.4.1b together. The students are encouraged to use Think Aloud to choose the correct verb and write a sentence for each form of the verb be. The students then complete Printable: Grammar 3.4.1 independently and edit a writing draft practicing the verb be.

Students have opportunities to form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

  • In Module 3, Week 1, page W271, the teacher explains that verbs in the present tense with singular subjects use an -s ending, and verbs in the past tense use an -ed ending.  Verbs in the future tense use the helping verb will.  The teacher models identifying the present, past, and future tense in example sentences given.  Students evaluate the tense of the action verb.  Students write sentences using past, present, and future tense verbs.  Students complete a printable grammar sheet to practice present, past, and future tenses and edit a writing draft to practice present, past, and future tenses.  
  • In Module 4, Lesson 14, page W278, the teacher reminds students of rules for past, present, and future tenses. The teacher completes Display and Engage: Grammar 3.3.4b with the students. The teacher writes sentences on the board, underlines the verb, and students try to identify the verb tense. Students complete Printable: Grammar 3.3.4 and edit a writing draft to review verb tenses.
  • In Module 5, Lesson 3.3.5, page W279, the teacher uses Display and Engage: Grammar 3.3.5 to show students a chart with sentences written in the present, past and future tense. After discussing the chart, the teacher is instructed to, “Then guide students to write sentences for each form, using a singular and plural subject with the present tense.” Students complete a printable grammar page and edit a piece of their writing. 

Students have opportunities to ensure subject-verb and pronoun-antecedent agreement.

  • In Module 5, Week 2, page W219, the teacher reminds students that the correct form of a present-tense verb depends on the subject of the sentence and explains that writers ensure that the verb form agrees with the subject. The teacher points out the present-tense verbs with singular subjects end with -s, -es, and -ies, and present tense verbs with plural subjects do not change their spellings. The teacher displays sample sentences and supports students in identifying the subject in each sentence to determine whether to add -s, -es, or -ies to the verb.  Students complete a grammar printable for practice using correct subject-verb agreement and edit a writing draft for correct use of subject-verb agreement.
  • In Module 7, Lesson 4, page W218, the teacher reviews present tense verbs in detail with specific examples and non-examples such as, “Do not add -s or -es when the subject is I, you, we, or they.” The students practice this skill by completing Display and Engage: Grammar 1.4.4b and working on sentences the teacher writes on the board. Students complete Printable: Grammar 1.4.4 and edit a writing draft reviewing subject-verb agreement. 

Students have opportunities to form and use comparative and superlative adjectives and adverbs, and choose between them depending on the word being modified.

  • In Module 7, Week 3, page W305, the teacher reviews that adverbs describe verbs and tell when, where, or how something happens. The teacher writes example sentences and models identifying which correctly uses the comparative adverbs slow and loudly.  The teacher displays five sample sentences and supports students in identifying and writing the correct comparative adverb. Students explain to a partner the function of the adverb in each sentence. Students complete a printable grammar sheet for practice with adverbs that compare. Students edit a writing draft using adverbs that compare.  
  • In Module 10, Lesson 4.5.4, page W313, students have a review lesson on adjectives and adverbs that compare. After the teacher reviews these concepts, the class works to generate a list of adjectives and adverbs. The teacher is instructed to, “Then have partners work together to write two sentences for each adjective and adverb: one sentence that includes the comparative form and one sentence that includes the superlative form.” 

Students have opportunities to use coordinating and subordinating conjunctions.

  • In Module 1, Lesson 1.3.2, page W211, students learn about coordinating conjunctions. The teacher provides an explanation and examples for the concept. Students practice choosing a conjunction to join the two sentences, “Stan is tired. He needs to take a nap.” Students are shown five different compound sentences and practice identifying the conjunction that was used. 
  • In Module 8, Lesson 12, page W226, the teacher introduces subordinating conjunctions with specific examples of  because, after, when, and  if. The teacher models identifying because as a subordinating conjunction through Think Aloud. The teacher completes Display and Engage: Grammar 1.6.2b with the students. The students identify the dependent clauses and subordinating conjunctions example sentences, then they create complex sentences in pairs. Students complete a grammar printable and edit a draft reviewing subordinate conjunctions. 

Students have opportunities to produce simple, compound, and complex sentences.

  • In Module 1, Lesson 1.1.3, page W202, students learn about complete sentences and sentence fragments. As part of the lesson the teacher is instructed to, “Ask students to come up with their own complete sentences, identifying the subject and the predicate.” 
  • In Module 1, Week 3, page W214, the teacher discusses conjunctions used to form compound sentences in the provided examples. The teacher ensures students understand that combining simple sentences correctly can make their ideas clear. The teacher provides examples of sentences that are repetitive or unclear and has pairs correct them. The teacher uses a conjunction to show the connection between two ideas and discusses how a comma and conjunction help readers see where one idea stops and another idea starts. Students complete a printable grammar sheet to review compound sentences.  Students edit a writing draft to review compound sentences.
  • In Module 9, Lesson 9, page W228, the teacher uses Display and Engage: Grammar 1.6.4a to, “ Remind students that a complex sentence is formed by combining one independent clause with one or more dependent clauses.” The teacher gives explicit information about how to create a complex sentence. The students complete Display and Engage: Grammar 1.6.4b, then they create complex sentences in pairs. Students complete Printable: Grammar 1.6.4 and edit a writing draft to review complex sentences.

Students have opportunities to capitalize appropriate words in titles.

  • In Module 1, Lesson 9, page W10, as students finish their narrative writing piece draft, the teacher reminds students to add a title to their story. The teacher displays title pages of several books and explains that only the important words are capitalized.  The teacher points out the author’s name below the title and tells students to add their names to their draft. The teacher then supports students in completing their draft.  
  • In Module 2, Lesson 2, page W231, the teacher uses Display and Engage: Grammar 2.1.2a to review common and proper nouns and explains, “that the first, last, and each important word in a title are capitalized, even if the title does not include proper nouns. People’s titles, such as Mrs. or Senator, are also capitalized.”  The teacher models identifying common and proper nouns with Think Aloud. The students complete Display and Engage: Grammar 2.1.2b, a Grammar printable and edit a writing draft to review capitalizing nouns.

Students have opportunities to use commas in addresses.

  • In Module 3, Week 2, page W322, the teacher explains that commas are used to separate each part of an address, pointing out that address parts are the person’s name, the street address, city, and the state. The teacher models identifying where to add commas to separate the parts of the example address. Five items are displayed for teachers to support students in determining where to place the comma in addresses. Students write a sentence and include the school’s full address, using commas correctly.  Students complete a printable grammar sheet to practice using commas in addresses. Students edit a writing draft to practice using commas in addresses.

Students have opportunities to use commas and quotation marks in dialogue.

  • In Module 4, Week 3, page W330, the teacher explains that quotation marks show the exact words a person says and in a story quotation marks show dialogue, or what a character says. The teacher models adding quotation marks to an example sentence, while thinking aloud. The teacher displays five example sentences on the board and assists students in adding quotation marks by encouraging students to identify where quotation marks should be added in the sentences. Students complete a printable grammar sheet to practice adding quotation marks and edit a writing draft to practice using quotation marks.
  • In Module 4, Lesson 13, page W332, the teacher uses Display and Engage: Grammar 5.3.3a to identify and use commas within quotation marks. Students work with a partner to write two sentences of dialogue. Students complete Printable: Grammar 5.3.3 and edit a writing draft to practice using capitalization and punctuation within quotation marks.

Students have opportunities to form and use possessives.

  • In Module 5, Week 2, page W76, the teacher encourages students to think about what it means to possess something and explains that people possess things that belong to them. The teacher writes the following sentence on the board: I put Jose’s book in Anna’s book bag by mistake. The teacher asks what belongs to Jose and how students know this.  Then the teacher asks what belongs to Anna and how students know. The teacher reminds students that a pronoun is a word that takes the place of a noun and gives the example of pronouns taking the place of nouns to improve writing. The teacher explains that words such as his and her are pronouns that show possession. The teacher writes examples on the board for possessive pronouns that can be used alone (mine, ours, yours, his, hers, theirs) and possessive pronouns used to modify nouns (my, your, his, her, its, our, their, whose). Students generate sentences using each of the pronouns. The teacher directs students to search their persuasive letter drafts for any possessive nouns they might replace with possessive pronouns. The teacher reminds students there should be an antecedent for each possessive pronoun. The teacher invites students to share their revisions.
  • In Module 8, Week 2, page W252, the teacher reminds students that pronouns are used in place of nouns. The teacher reviews when to use an apostrophe and -s to form possessive pronouns. The teacher tells students that his, her, its, my, mine, our, ours, and their already show possession and do not need an apostrophe. The pronouns anyone, other, and anybody are made possessive by adding an apostrophe and -s.  The teacher displays two sentences: Is this her tennis racket?  Is this anyone tennis racket? The teacher models how to decide to add an apostrophe an -s to form possessive pronouns. The teacher displays five sentences on the board and works with students to identify which pronouns need an apostrophe and -s.  Students complete grammar printable to review possessive pronouns. Students edit their writing draft to review possessive pronouns.  

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

  • In Module 6, Lesson 9, page W348, the teacher reminds students, “ that the spelling of some commonly used words must be remembered. Some commonly used words are spelled differently than they sound.” The students work in pairs to create a list of words that are not spelled regularly into categories of irregular nouns, verbs, and high-frequency words. Students complete a Grammar printable and edit a writing draft to review spelling.
  • In Module 10, Week 3, page W347, the teacher explains that some words appear more often than others and reviews that most words follow spelling patterns and rules.  Those words have rules that can be followed to spell them correctly; however, high-frequency words do not follow those spelling patterns and have to be learned and remembered. The teacher reviews a list of words and discusses how they are spelled.  The teacher points out that some words are spelled differently than they sound (coughed/through). The teacher shares a list of words and highlights those that do not follow typical spelling patterns. The class works together to use each in a sentence.  The students complete a printable grammar sheet to practice spelling high-frequency words and edit a writing draft to practice spelling high-frequency words. 

Students have opportunities to use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

  • In Module 1, Lesson 6, page T98, the teacher uses Spelling Word Cards 1.6 to sort the VCe words into categories based on the long vowel sounds in each word. The teacher models sorting word cards, and students help the teacher sort the remainder of the words into the long vowel categories. Words with long vowel sounds are discussed in the books of the week Judy Moody, Mood Martian with the words (paper, street, idea, pillow and mood), and Stink and the Freaky Frog Freakout (make, keep, right, own, and school). In the Link to Small Group Instruction, students complete Proofreading 1.6 and are reminded to check for correct spelling of their spelling words in their writing.
  • In Module 3, Lesson 1, page T38, students learn about the letter blends spl, scr, spr, str, and squ. The lesson gives explicit instructions in an I do, We do, You do format with a sorting words by blends activity. In the Link to Small Group Instruction, the students complete Proofreading: 3.1. Students are reminded to check the spelling words they use in the writing section to confirm their spelling words have been spelled correctly.

Students have opportunities to consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

  • In Module 3, Lesson 3, page T53, the teacher reviews the concept of multiple meaning words. The teacher points out the word charge in the text, Why We Celebrate the Fourth of July, and students work independently to write two meanings for the word. The teacher tells the students, “they can use a dictionary or thesaurus to check meanings.” 
  • In Module 6, Lesson 7.1.4, page W348, the spelling review lesson that focuses on irregular verbs and nouns includes the teacher  instructions to, “Remind students that they can use the dictionary to learn spellings and to memorize the words.” 

Students have opportunities to choose words and phrases for effect.

  • In Module 5, Week 3, page T158, the teacher reviews figurative language as being words or phrases that do not have their normal dictionary meaning. The teacher reviews onomatopoeia, alliteration, personification, and imagery. The teacher tells students that authors use various sound devices to draw attention and to give rhythm to their writing. The teacher defines and discusses onomatopoeia using the provided examples. The teacher points out that repetition can show that an idea or feeling is important in the text. The teacher explains that authors use rich language to help readers create mental images. The teacher reviews that language that appeals to the reader’s senses is called imagery.  The teacher tells students that they will analyze figurative language to gain a deeper understanding of the text, Brothers at Bat.  
  • In Module 9, Lesson 10, page W143, students learn about revising their work with a focus on word choice. The teacher uses Anchor Chart W12: Improve Word Choice to teach the lesson. The chart provides examples of how to “Be Clear and Specific,” “Be Descriptive,” and “Avoid Overused Words.” The teacher also models using a thesaurus to find more interesting words. Students edit a piece of their work with a focus on word choice. 

Students have opportunities to recognize and observe differences between the conventions of spoken and written standard English.

  • In Module 2, Lesson 7, page W23, the Display and Engage Letter 2.4 shows an email and text messages. Letter 2.5 presents a formal letter and discusses how to capitalize and punctuate that formal letter. The lesson discusses choosing a particular format for communication.

Criterion 1o - 1q

Materials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.
5/6
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Criterion Rating Details

Materials support strong foundational skills acquisition through explicit instruction, practice, and assessment in phonics and word recognition, and word analysis skills in connected texts and tasks. Students are provided with frequent opportunities for fluency practice, however assessment and guidance for support is only provided for students who fall below grade level expectations—not for students reading at or above grade level.

Indicator 1o

Materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.
2/2
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Indicator Rating Details

The materials reviewed for Grade 3 Into Reading meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression. 

Explicit instruction is provided to address all phonics and word recognition standards. Lessons include opportunities for teacher modeling along with student practice and application of skills through the use of the Know it, Show it pages. Decoding skills lessons over the course of the year include explicit instruction, review, and practice in morphology, vocabulary, and word recognition. Weekly Generative Vocabulary lessons focus on determining new or unknown words and word parts through Greek and Latin roots and affixes. Materials include weekly lessons that build in complexity to review and/or provide instruction in phonics. Phonics and word recognition skills are also taught in a logical progression that increase in complexity across the school year.

Materials contain explicit instruction of phonics and word recognition consistently over the course of the year. For example:

Students have opportunities to identify and know the meaning of the most common prefixes and derivational suffixes.

  • In Module 2, Lesson 4, page T252, students are introduced to prefixes re- and pre- and their meanings in the Generative Vocabulary lesson. The teacher tells students that knowing the meaning of re- and pre- can help them figure out the meaning of words and models determining the meaning of a word using its prefix. Students practice identifying prefixes, make predictions about the meaning of those words, and write additional words with prefixes re- and pre-. Students work in pairs to complete a Know It, Show It page and write sentences for each word. Students revisit prefix re- in Module 8, Week 2, and in Module 12, Week 3, in both spelling and decoding words lessons.
  • Prefixes are consistently addressed in the modules. A sample of targeted prefixes includes: 
    • Module 1: mis-, un-, non-
    • Module 3: im-, dis-
    • Module 4: in-, im-
    • Module 6: bi-, tri-, uni-, un-
    • Module 9: in-, re-
    • Module 12:  Prefixes: Review and Extend
  • In Module 7, Lesson 10, page T126, the teacher points out words with suffixes -ness and -able in Energy Island. The teacher reviews the meaning of -ness and -able and models how to determine the meaning of a word using its suffix. Students identify suffixes, make predictions of definitions, and look up the meaning of words in a dictionary. Students work in pairs to complete Know It, Show It page 157 and write a new sentence for each word.
  • In Module 9, Lesson 10, page T126, the teacher uses the Generative Vocabulary chart to teach students the meaning of the suffixes -ness and -able and share examples of these suffixes. Students practice identifying the suffix and meaning of words such as kindness, preparedness, fuzziness, and swimmable. Students work with a partner to complete a Know it, Show it page. At the end of the lesson the teacher reviews the previously learned prefixes in- and re- and the suffix -ful.

Students have opportunities to decode words with common Latin suffixes.

  • Suffixes are consistently addressed in the modules. A sample of targeted suffixes includes:
    • Module 1: -ful, -less
    • Module 5: -er, -or, -er, -est, -ment
    • Module 8: -logy, -less, -ness
    • Module 10: -y, -ment
    • Module 12:  Suffix Review
  • In Module 5, Lesson 4, page T62, the teacher provides students with definitions and examples of the suffixes -er, -or, -er, and -est. The teacher models, and students practice identifying the suffix with words such as adviser, creator and liveliest to determine the word’s meaning. Students continue their practice by completing a Know it, Show it page with a partner. 
  • In Module 8, Lesson 6, page T286, students decode words with suffixes -less and -ness. The teacher reviews the meaning of the suffixes, and students read the suffix chart words and determine word meanings. Students read the words aloud and underline the suffix in each word. Students discuss and define suffixes and how they change the words and complete the Know It, Show It page in pairs or small groups.
  • In Module 9, Lesson 3, page T60, students decode words with suffixes -ful, -y,-ly, -er,  -or. The teacher is prompted to “tell students they can use the strategies they have learned decoding multisyllabic words to help them decode longer words with suffixes.” The teacher models how to decode words by breaking the words into syllables and identifying the final syllable. Students blend and read words with suffixes and discuss the suffix and its meaning. Students complete a Know It, Show It page in partners or in small groups. 

Students have opportunities to decode multi-syllable words.

  • In Module 7, Lesson 1, page T36, students practice reading compound words. The teacher models how to break apart and read compound words. Students practice reading compound words such as classmate, lighthouse, and wheelchair. Materials provide prompts for discussing the words with students, e.g., “What smaller words make up the compound word? Are the smaller words related to the meaning of the compound word?” Students practice reading compound words by completing a Know it, Show it page. 
  • In Module 11, Lesson 13, page T58, the teacher reviews several syllabication rules, and students read the blend and read lines of text aloud.  At the end of each line, the teacher prompts a discussion about what syllables are in the words, and where the words would be divided. Partners reread the blend and read lines. Students work in pairs or small groups to complete a Know it and Show It page. Students share strategies they use to identify and blend multisyllabic words. 
  • In Module 12, Lesson 3, page T82, students learn self-correction strategies for decoding multisyllabic words. The teacher models dividing video into syllables and using different vowel sounds. The teacher states, “I could divide the word before the d and read it as /vi/ /de/ /o/. But that doesn't make sense. I’ll divide it after the d, and try the short i sound: /vid/ /e/ /o/. That sounds right.” Students read lines from Display and Engage: Decoding 12.3, and the teacher provides feedback as needed. 

Students have opportunities to read grade-appropriate irregularly spelled words. 

  • In Module 6, Lesson 6, pages T286-T287 students decode words with -er, -ir,-ur, and -or. The teacher models decoding the word bird emphasizing the vowel sounds and explains -er, -ir, and -er create the same sound. Students read words displayed by the teacher and underline the identified sound in each word. Students read burner, stern, bursting, were, and birth. Students complete Know It, Show It page 128 in small groups or in pairs.
  • In Module 7, Lesson 6, page T96 students practice blending and reading irregular plural nouns. Students read: wolf/wolves, leaf/leaves, mouse/mice and wife/wives. Students continue their practice by completing a Know it, Show it page. 

All tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). For example:

  • The Foundational Skills Scope and Sequence states that: 
    • In Module 1, Week 1 short vowels are taught.
    • In Module 1, Week 2, students move on to long vowels a, e, i , o and u. 
    • In Module 2, Week 1, students focus on long o spellings. 
    • In Module 4, Week 2 students learn about more complex vowel patterns such as vowel dipthongs ow and ou
    • In Module 6 students are provided instruction around r- controlled vowel spelling patterns.
    • In Module 8, Week 2 students learn about prefixes re- and un- and the suffixes -less and -ness. 
    • In Module 9, Week 1 students are taught the suffixes -ful, -y, -ly, -er, and -or
    • In Module 12, Week 3 students focus on words with affixes.
  • In Module 6, Lesson 4, page T253, spiral review, the teacher reviews that the suffix -ment means “result, action, or condition.” The teacher writes adornment, pavement, punishment, and engagement and guides students to identify the base word and prefix in each word. The teacher explains how the prefix changes the base word’s meaning. Students add the suffix -ment to abandon, accomplish, disappoint, and replace.  Students explain how each word’s meaning is changed by the suffix. Students use the words in sentences.  

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. For example:

  • Weekly assessments test a variety of reading, comprehension, writing, and vocabulary skills. 
    • In Module 2, Week 2, Weekly Assessment, students think about the prefix dis- and determine the meaning of dismay
    • In Module 8, Week  2, Weekly Assessment, after reading a selection, students “read the sentence from paragraph 9. I would miss my ex-friend and hoped we would meet again. Think about the prefix ex-. What is the meaning of ex-friend above?” Students  choose the correct answer from a list of four possibilities. 
  • Progress Monitoring Assessments are provided and include specific instructions for administering the assessments. Teachers are also provided with a chart that lists beginning, middle, and end of year benchmarks for words correct per minute. For example, the beginning of year range for Grade 3 is 73-93 WCPM. After administering the assessment, teachers are instructed to “analyze a student’s errors and self-corrections in each section to identify problem areas and a starting point for reteaching, reviewing and extra practice. For improving rate, provide texts at a student’s independent reading level for repeated or coached readings.” 
  • Module Assessments are included at the end of each module to assess major reading and writing skills addressed in the module. For example, the suffix -ly and prefix un- are assessed in the Module 6, Module Assessment. 

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. For example:

  • In Module 3, Lesson 1, page T36, the teacher displays and reads aloud the word scratch.  The teacher underlines the first three letters in the word and models blending sounds to read the word.  The teacher repeats using the words spring, splash, stretch, and squat.  
  • In Module 5, Lesson 1, page T39, the teacher is instructed to “explain that when readers read aloud, they work hard to improve their accuracy. They also monitor their reading and correct any mistakes they make, such as mispronouncing words. Point out that if a part of the text does not make sense students should pause, use context to confirm their word recognition, and then self-correct.” The teacher models using these skills. Students then choral read a passage and work in partners to again read the same passage applying what they have learned.

Indicator 1p

Materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.
2/2
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Indicator Rating Details

The materials reviewed for Grade 3 Into Reading meet the criteria for materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Shared reading lessons provide an opportunity for teachers to provide instruction and practice for students in reading connected texts. Leveled Readers used with Take and Teach lessons, Reader’s Theatre, and Blend-It Books provide opportunities for students to practice and apply word analysis skills in connected texts as well. Additionally, fluency passages read as part of weekly fluency lessons provide opportunities for students to apply word analysis skills in connected text. Assessments are provided to monitor student application and progress with word analysis. 

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. For example:

  • Blend-It Books, part of the Foundational Skills and Word Study Studio, are decodable texts which students can use for independent reading practice to promote decoding, automaticity, and fluency. The books can be used to informally assess students' understanding of a new skill or for extra practice with decoding skills. There are a total of 188 books with two books per decoding skills. The books coincide with word analysis skills lessons presented or reviewed during the year. 
  • In Module 10, Lesson 6, page T289, students use the VCCV pattern in words to help decode words in the passage such as discontinued, logging and surfaced. The lesson supports the decoding multisyllabic words lessons for the week. Students read the passage as a choral read with the teacher then read it aloud again with partners. There is a Decoding Fluency Connection section in fluency lessons that advises teachers to “use the passage to monitor whether students can accurately and fluently read these grade-level words.” 

Materials include word analysis assessment to monitor student learning of word analysis skills. For example:

  • Assessments included in the materials address word analysis skills. For example:
    • Leveled Reader Quizzes provide teachers the opportunity to monitor student learning of word analysis skills. 
    • Guided Reading Benchmark Assessments provide teachers the opportunity to monitor student learning of word analysis skills by measuring oral reading.  
    • The Screening Assessment includes oral reading to monitor students word analysis skills.  
    • Progress Monitoring Assessments include oral reading to monitor students’ word analysis skills. 
  • Guided Reading Benchmark Assessments are available for Rigby Leveled Readers. Each leveled reader has a Reading Accuracy record or a detailed Oral Reading record to determine a student’s instructional level.  It also allows teachers to monitor comprehension, retelling, as well as reading accuracy.  This helps teachers track difficulties with word analysis skills.

Indicator 1q

Instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.
1/2
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Indicator Rating Details

The materials reviewed for Grade 3 Into Reading partially meet the criteria for instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Students have multiple opportunities throughout the school year to observe the teacher modeling fluent reading, including accuracy, expression, and rate; however, students have limited opportunities to practice fluently reading poetry. Fluency instruction is included in weekly lessons and follows an I do, We do, You do format that allows students to observe the teacher model fluent reading, practice fluent reading with teacher support, and independently read texts fluently. Students are provided opportunities to engage in Partner Reading, Choral Reading, Echo Reading, and Repeated Reading during weekly fluency lessons. Students have multiple opportunities over the course of the year to demonstrate sufficient accuracy and fluency in oral reading and silent reading during small group instruction with Rigby Leveled Readers guided reading groups or independent reading during Independent Application. Students have opportunities to practice fluency using Reader’s Theatre which contains a Student Reading Self Evaluation Form. Assessment opportunities are provided to monitor student progress and make adjustments as needed to guide students toward mastery of fluency in Guided Reading Benchmark Assessments, Progress Monitoring, and informal evaluations during lessons through teacher observations. All students are given an Oral Reading Fluency Test at the beginning of the year, and students who struggle are given ongoing progress monitoring fluency assessments; however, explicit instructions for how often teachers should be assessing students who are at or above grade level are not evident in the materials. Benchmark Books can be used to assess accuracy but do not prompt teachers to calculate a WCPM range to guide the teacher in determining appropriate rate. 

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. For example:

Students have opportunities to read grade-level text with purpose and understanding.

  • In Module 1, Lesson 2, page T48, students listen to a story read aloud. The teacher discusses the genre and sets a purpose for reading. The teacher models fluency, and students listen to how the text is read accurately, making self corrections when needed. The teacher tells students that reading accurately and self-correcting makes reading clear and easier for listeners to understand. The teacher reads the text aloud, pausing to ask comprehension questions provided in the margins..  
  • In Module 4, Lesson 6, page T289, the teacher explains that when good readers read aloud, they use intonation. The teacher models reading with and without intonation and discusses the differences with students. Students use the Choral Reading routine to read the passage  aloud with the teacher. Students work in pairs or small groups to partner read the passage.
  • In Module 12, Lesson 1, page T77, the teacher models reading a passage with and without appropriate phrasing. Students practice Choral Reading and Partner Reading the same passage. The teacher is instructed to “monitor students for proper phrasing. Note especially how students handle challenging words, such as relay, operating, and telegraph, and provide support as needed.” 

Materials support reading of prose with attention to rate, accuracy, and expression, as well as, direction for students to apply reading skills when productive struggle is necessary. Students’ opportunities to read poetry are minimal in the materials. For example:

Students have opportunities to read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • In Module 2, Lesson 7, page T292, students study a collection of poems, Adventures with Words. At the end of the lesson the teacher is instructed to, “Have partners practice reading Adventures with Words aloud fluently to one another. Remind pairs to pay attention to the lines, stanzas, punctuation, and other poetry elements to help them read with accuracy and expression. You may wish to have pairs read their poems during small group time.” 
  • In Module 3, Lesson 1, page T39, the teacher defines appropriate reading rate and tells students they can speed up their rate to enjoy the story when reading fiction but should read at a slower rate when reading nonfiction. Students receive Printable: Fluency 3.1 as the teacher reads the first paragraph at a slow pace, then models reading at an appropriate rate advising students the passage is fiction. The teacher models decoding words sprawled and scrimped using knowledge of three letter blends. Students read the passage in a choral reading and work in pairs or groups to reread the passage aloud using the Partner Reading routine.
  • In Module 11, Lesson 6, page T33, the teacher tells students to read with expression which includes changing voice, gestures, and facial expressions. The teacher demonstrates how to read with expression. Students read the passage with the teacher using the choral reading routine. Students work in pairs or small groups to read the passage fluently using the Partner Reading routine.  
  • In Module 12, Lesson 6, page T97, the teacher tells students to read with accuracy, which means to recognize each word read and pronounce it correctly so that the text makes sense.  The teacher demonstrates how to read with accuracy, using self correction when necessary. Students read the passage with the teacher using the Choral Reading routine and in groups or pairs using the Partner Reading routine. 

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). For example: 

Students have opportunities to use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • In Module 1, Lesson 1, page T39, the teacher is prompted to “tell students that to read with accuracy means to recognize the words they read and to pronounce them correctly so that the text makes sense.” The teacher models self-correcting while reading. The teacher is instructed to “discuss with students techniques they might use to read accurately, such as looking for short vowel spelling patterns they know.” Students practice choral and partner reading the same passage. 
  • In Module 6, Lesson 11, page T345, the teacher tells students that reading with accuracy means recognizing and pronouncing each word correctly so the text makes sense to themselves and listeners. The teacher points out if a word does not make sense, they should pause, use context to confirm word recognition, and self-correct. Students follow along as the teacher models reading the second paragraph with trouble decoding words and hesitation. The teacher rereads the paragraph accurately and fluently modeling how to self-correct. The teacher discusses decoding techniques such as context clues and the spelling patterns /ar/ and /ir/. Students read the passage aloud in Choral Read with the teacher and then reread the passage aloud with partners. 
  • In Module 9, Lesson 6, page T99, the teacher explains that good readers strive to read words on the page correctly, do not skip or alter words, and go back and correct their reading if something does not make sense. The teacher demonstrates how to read the passage with accuracy, using self-corrects, as necessary. Students read the passage with the teacher using the Choral Reading routine. Students work in pairs or small groups to read the passage using the Partner Reading routine. 

Students who need interventions are provided with assessment materials that show the student's fluency needs and proper interventions to target the skills needed to meet fluency goals. However, the materials do not include guidance for assessing fluency for students reading at or above grade-level expectations. For example: 

  • Assessment tools provided with the materials include components to assess fluency. For example:
    • Grades 3-6 Screening Assessments involve Oral Reading Fluency. 
    • Progress Monitoring Assessments administered bi-weekly to assess Oral Reading Fluency are used to follow up with students receiving intervention instruction. 
    • Included in Intervention Assessments Oral Reading Fluency exams are passages that focus on fluency, accuracy, and rate. They provide information about a student’s decoding strategies using grade-level vocabulary as well. The Administering and Scoring the Assessments document, page T32, provides specific information on administering the Oral Reading Fluency exam for Grades 2-6 including teacher scripting and tracking instructions for the exam. The document provides fluency WCPM (Words Correct Per Minute) goals (Hasbrouck, J. and Tindal, G., 2017) for beginning, middle, and year-end of Grades 1-6. The document provides teachers with instructional adjustments to promote students’ mastery of fluency.
    • Benchmark Books can be used to assess all students’ accuracy but do not provide guidance for teachers to determine a WCPM score. The teacher chooses how often these assessments are given. Examples are provided on page 1 of the Benchmark Evaluation Guide that state teachers use these assessments to “assess whether a student is ready to move into another Into Reading guided reading level.” Teachers may “assess whether a student has been placed in a level that is too difficult,” or “Provide a formal assessment for a grading period.”

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

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Gateway Two Details

Texts are organized around topics to build to build students’ ability to read and comprehend complex texts independently and proficiently. Questions and tasks throughout the program engage students in the analysis of content and ideas within and across texts, including sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

Culminating tasks in the materials require students to reflect on the knowledge gained from the module, however these tasks do not consistently require the use of the texts and vocabulary from the unit to complete them.

The materials provide consistent opportunities for students to learn and use key academic vocabulary across and within texts to better understand the content. The program also includes a comprehensive plan for writing instruction across the year to support students in achieving grade-level proficiency. Students also engage in inquiry and research projects in each module of the program, providing the opportunity to solve a problem, answer a question, or share information about the topic under study.

Criterion 2a - 2h

Materials build knowledge through integrated reading, writing, speaking, listening, and language.
30/32
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Criterion Rating Details

Texts are organized around topics to build to build students’ ability to read and comprehend complex texts independently and proficiently. Questions and tasks throughout the program engage students in the analysis of content and ideas within and across texts, including sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

Culminating tasks in the materials require students to reflect on the knowledge gained from the module, however these tasks do not consistently require the use of the texts and vocabulary from the unit to complete them.

The materials provide consistent opportunities for students to learn and use key academic vocabulary across and within texts to better understand the content. The program also includes a comprehensive plan for writing instruction across the year to support students in achieving grade-level proficiency. Students also engage in inquiry and research projects in each module of the program, providing the opportunity to solve a problem, answer a question, or share information about the topic under study.

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.
4/4
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Indicator Rating Details

The materials reviewed for Grade 3 meet the criteria that texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students’ ability to read and comprehend complex texts independently and proficiently.

Most modules have a topic which is stated by the name of the module and clearly outlined in the section titled, “Building Knowledge Networks.” Within each module, students interact with anchor texts, supporting texts, daily tasks, and writing texts designed to grow the students’ understanding of the unit’s topic.

Examples include:

  • In Module 3, students read various texts to build their expertise on the topic of America. Texts in this module include: The U.S. Constitution by Norman Pearl, The Flag Maker by Susan Campbell Bartoli, and Why is the Statue of Liberty Green? by Martin E.H. Rustad. 
  • In Module 5, students read various texts about teamwork. Texts include: Soccer Shootout by Jake Maxxos, Running Rivals by Jake Maddox, and Brothers at Bat by Audrey Vernick. 
  • In Module 6, students read about behaviors that help animals survive. Texts in this module include: This is your Life Cycle by Heather Lynn Miller, Octopus Escapes Again by Laurie Ellen Angus, and T.J. The Siberian Tiger by Heather Gatley. 
  • In Module 8, students read about the topic of great inventions. Students grow in their knowledge about inventors and important inventions. Texts in this module include: Timelines Thomas: How Thomas Edison Changed Our Lives by Gene Barretta, A Bumpy Ride by Sharon Katz Cooper and Rachel Young and Rosie Revere Engineer by Andrea Beaty. 
  • In Module 9, students read about the topic of food sources as they learn about the different sources of food. Texts in this module include:  How Did That Get in my Lunchbox? The Story of Food by Chris Butterworth, How do you Raise a Raisin?  by Pam Munoz Ryan, and It’s Our Garden: From Seeds to Harvest in a School Garden by George Ancona. 

Indicator 2b

Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

Throughout Modules 1-10, students interact with the texts to answer questions during Targeted Close Reads, Reads for Understanding, Collaborative Discussions, independent work using graphic organizers, and responding to questions in writing that include finding evidence in the text. In Modules 11-12, students complete Genre Studies, where they are asked to further analyze previously read texts. 

Specific examples of coherently sequenced questions and tasks about language include:

  • In Module 7, Lesson 6, after reading One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul, students are asked, "What is mbuba?" and "How do the illustrations and the context clues help you figure out what the word means?". Then students are asked, "Why does the author use the word mbuba?"
  • In Module 12, Lesson 12, after rereading the poems “Jokes” and “Riddles” from In the Land of Words by Eloise Greenfield, students are asked to describe the tone and mood of the poems. Then students identify what words and phrases the author chose to convey the tone and to make the poem more interesting. 

Specific examples of coherently sequenced questions and tasks about key ideas include:

  • In Module 3, Lesson 11, after reading Why is the Statue of Liberty Green? by Martha E.H. Rustad, students are asked, "What facts does Mrs. Bolt’s riddle give about the Statue of Liberty?" and "What information can you learn about the Statue of Liberty from the illustration on page 272?".
  • In Module 8, Lesson 5, after reading the poem “Rosie Revere, Engineer” by Andrea Beaty, students are asked, "What was Rosie’s impact on her classmates?", "What is a perfect failure?", and "Why the idea of a perfect failure is an important theme in a story about an inventor?". 
  • In Module 10, Lesson 1, after reading Why we Share Stories (no author), students describe how the repeated words in paragraph 2 give clues to the central idea and then students state the central idea of the whole text in one sentence. 

Specific examples of coherently sequenced questions and tasks about details include:

  • In Module 1, Lesson 1, after reading the story Zach Jumps In! (no author), students are asked, "Who the story is about?", "Who is the narrator?", "Is Zach someone to admire?", and "Why?". 
  • In Module 9, Lesson 1, students read Great Ideas from Great Parents (unknown author).  Students are asked, "Who is the author trying to influence?", "What is the author’s claim?", "What details does the author include to show she is qualified to make this claim?", and "What reasons does the author give to support her claim?". 

Specific examples of coherently sequenced questions and tasks about craft include:

  • In Module 3, Lesson 8, after reading The Flag Maker by Susan Campbell Bartoletti, students are asked, 'Why does the author include an image to describe Baltimore?" and "What does the author compare to the sounds of bombs bursting and rockets flashing?". Students are also asked, "Why does the author make that comparison?". 
  • In Module 7, Lesson 5, students read Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin. Then they are asked, "Who is the narrator?", "Is it told in first-person or third-person?", and "How do you know?". 

Specific examples of coherently sequenced questions and tasks about structure include:

  • In Module 2, Lesson 7, after reading the poem “Adventures with Words” by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, students are asked, "What is unusual about the first letter in each line?" and "What does the structure help you to know?". Students are also asked, "What do you notice about the end of lines 1, 2, and 5?" and "Why does the poet use rhyme in the poem?". 
  • In Module 11, Lesson 4, after rereading page 82 of T.J. The Siberian Tiger Club by Ann Whitehead Nagda and Cindy Bickel, students describe the text structure on the page, how they can identify the text structure, and if the text structure was effective. 

Indicator 2c

Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

In the Modules, students are given a Knowledge Map, where they work with the teacher to create a concept map about the topic of study. After each text, students return to the Knowledge Map and complete it with additional information to help them build knowledge and answer the essential question. 

Examples of text-dependent questions that help students analyze knowledge and ideas include:

  • In Module 2, Lesson 2, the teacher reads aloud the text “Wordy Bird” (no author) and asks questions while reading to build knowledge. Questions include:  “What kind of sounds can birds imitate?” and “Why are scientists interested in how birds use words?”. 
  • In Module 3, students read several texts to analyze important U.S. documents and symbols. In Lesson 2, students read The U.S. Constitution by Norman Pearl and are asked questions such as, “Why do you think the framers of the Constitution included the Preamble?” and “How would you synthesize the information about the Preamble into what you already know?”. 
  • In Module 6, Lesson 6, students read the fictional story, Octopus Escapes Again! by Laurie Ellen Angus and are asked “What ability of real-life octopuses allows Octopus to perform a ‘clever trip?’”. Students are also asked, “How is octopus ink like water shot from the octopus siphon?", "How are the two different?”, “What kinds of fish does the octopus want to eat?", and "Which animals want to eat an octopus?”. 
  • In Module 7, Lessons 8-10, students read the narrative nonfiction text, Energy Island and are asked questions to build knowledge in their myBook.  Some examples are as follows:  “Compare the way the people of Samso used energy at the beginning of Energy Island with how they met their energy goals after the storm. What changed?”. 
  • In Module 8, Lesson 2, after the teacher reads aloud “Some of the Greatest Inventions” (unknown author), students are asked, “Was Thomas Edison the first inventor to try making an electric light bulb?", "What happened with Alexander Graham Bell’s first attempts at a telephone?”, and “What sequence of three steps led to the invention of the television?”. 
  • In Module 9, Lesson 4, after reading How Did That Get in My Lunchbox? by Chris Buttersworth, students are asked several questions to build knowledge about food. Questions include, “Why might summer be the best time for tomatoes to grow?” and “How is the way the author and illustrator describe the process of growing and picking tomatoes different from how they felt about how cheese is made?”. 

Students are also asked to analyze the integration of knowledge and ideas across multiple texts. Some examples include:

  • In Module 3, Lesson 10, after reading The Flag Maker by Susan Campbell Bartoletti and Why We Celebrate the Fourth of July by FreeSchool, students compare how the American Flag and the Fourth of July are different ways to represent America. Students are asked the question, “How do historic places, documents, and symbols represent our nation?”.
  • In Module 4, Lesson 2, students revisit the video, “Auditions”, the text, That’s Entertainment!, and the text, The Lion King’s Friend (no author).  Then they are asked questions to build knowledge across the texts. Students are asked, “What do you know now about plays and how they are performed that you didn't know before?” and “How is the information in the video about auditions, the informational text “That’s Entertainment!”, and the selection the Lion King’s Friend the same and different?”.
  • In Module 5, students learn about sports and working together. In Lesson 9, after reading Running Rivals by Jake Maddox,, students are asked, “In what way is Amy’s relationship with Madison similar to Berk’s relationship with Ryan in Soccer Shootout (also by Jake Maddox)?”. 
  • In Module 8, Lesson 5, students think about the qualities of Thomas Edison's Inventions great in Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta.  Then they add that information to the Knowledge Map about the qualities of a good invention. Students repeat this in Lesson 10 with the texts, Rosie Rivere, Engineer by Andrea Beaty and The Marvelous Thing That came from a Spring (no author). 
  • In Module 10, Lesson 2, after watching the video, Tortoise and the Hare and reading “Why we Share Stories” (no author), the students reflect on how the information in the text and video are the same and different. 

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
2/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).

At the end of each module, students are tasked with completing a performance task that utilizes the texts, skills, and strategies from the module and requires students to apply their learning to a writing prompt. These tasks require students to reflect on material they learned in the module, including the knowledge they gained; however, they inconsistently require the students to use the module texts and vocabulary as well and demonstrate comprehension. 

Some specific examples of culminating tasks that require students to demonstrate their knowledge through integrated skills include:

  • In Module 3, students learn about historic places, documents, and symbols that represent our nation. Students think about the material they have learned from the module texts and then write an article about a place, document, or symbol for a make-believe display to teach others about the United States. Students draw on the earlier module task of writing a summary to explain the Fourth of July. Students publish their work , share with small groups, and discuss the similarities and differences of students’ articles. Students also create an audio recording of the informative article for others. 
  • In Module 6, students learn about the behaviors that help animals survive. At the end of the module, students write an article that focuses on animal survival. Students use the module texts and the Big Idea Words chart that captures words about animal behaviors. This task requires students to use the information they learned about animal behaviors and use reading, writing, speaking, and listening to demonstrate that knowledge. 
  • In Module 8, students learn about inventions and inventors throughout the module. Students finish the module by writing an opinion essay that shares what an inventor most needs to make a great discovery or gadget. Students must use the module texts and vocabulary in their essay, which requires an integration of reading, writing, speaking, and listening skills. Students also share their final essays with their classmates by reading it aloud, sharing it on the school websites, or asking for feedback. This task does incorporate skills, but does not necessarily demonstrate knowledge gained from the texts. 
  • In Module 9, students learn about ways that food gets to the table, and they write the steps one takes to grow a food, using evidence from the module texts and videos. While this task is connected to text, the teacher may have to supplement to assure it shows a growth in knowledge students are demonstrating. 

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. 

Throughout the Grade 3 materials, students learn vocabulary that is found within the module texts, as well as strategies to determine the meaning of unknown words not explicitly taught. Direct word instruction includes students learning both general academic and domain-specific words using consistent routines and Vocabulary Cards. Instruction focuses on word pronunciation, word meaning, and context. Students also engage in word-learning strategies that include Vocabulary Strategy and Generative Vocabulary lessons. These lessons are designed to help students see the connections between words, deepen their understanding, and provide students with tools that will help them unlock the meaning of unknown words. In the Genre Study Modules (11 & 12), there is no direct vocabulary instruction; however, a list of instructional vocabulary words and definitions are included at the beginning of the week in the Teacher's Guide. The guide starts to encourage students to use these words in their speaking and writing during the week. 

Students engage with a vocabulary routine to learn academic vocabulary words prior to reading a module text. Teachers read aloud each word, and the students repeat it. Then students read and discuss each word’s student-friendly definition. The teacher points out an example of the word, and students suggest other examples. In Step 2 of this routine, students discuss questions and prompts using the vocabulary words. In Step 3, students work independently to complete activities and prompts on Vocabulary Cards. Students Turn-and-Talk with a partner to discuss the words. Some specific examples include:

  • In Module 1, Lesson 2, students learn the words: clash, winking, suggest, scrunches, mushy, usual, bilingual, and mismatched from the text, Marisol McDonald Doesn’t Match by Monica Brown. 
  • In Module 4, Lesson 2, students learn the words: genuine, saga, and whirled from the text, The Saga of Pecos Bill by Anthony D. Fredericks. In Step 3, students create sentences using these words and share the sentences with a group. 
  • In Module 7, Lesson 2, students learn the words: scarce, greenhouses, pollution, crowded, and vats from the text, Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin. Students discuss questions such as, “If trees are scarce in a park, is the park likely to be shady and cool?” and “Why are people unlikely to live in greenhouses?” as a way to interact with the words. 
  • In Module 10, Lesson 3, students review the words lagoon, garlands, belched, cinders, appease, and barren from Lesson 2. In pairs, students create four-square maps of each word that includes the word, a picture that represents the word, the meaning of the word, and a sentence using the word. 

In addition to learning specific words that are found in the texts, students learn vocabulary strategies to apply to unknown words. The routine for these lessons is a three-step process. In Step 1, there is a discussion of the meaning of the skill or affix and how to apply the skill or affix. In Step 2, students engage in guided practice by determining the meaning of other words using the taught skill or affix. In Step 3, students apply the skill by completing an independent practice. For example, students write sentences using the words and share sentences with their partners. At times, students also review previous affixes. Specific examples include:

  • In Module 2, Lesson 10, students learn the prefix non-. Students also review the prefixes mis- and un-. Students practice using these words by adding the prefixes and defining them with adjectives, smiling and furry and engaging in independent practice with the words, pleasant and aware
  • In Module 3, Lesson 12, students participate in a lesson about synonyms and antonyms. In Step 2, students identify synonyms or antonyms of underlined words in sentences. In Step 3, students write synonyms or antonyms of given words in the text, Why is the Statue of Liberty Green? by Martha E.H. Rustad. 
  • In Module 5, Lesson 3, students participate in a Vocabulary Strategy lesson about homophones and homographs. Students apply the strategy in Step 3 by defining homophones and homographs, such as bat/bat, eight/ate, and ball/bawl in the text, Soccer Shootout by Jake Maddox . 
  • In Module 8, Lesson 10, students engage in a Generative Vocabulary lesson with the prefix ex-. Students are shown the words, ex-teacher, ex-employee,  and ex-mechanic to discuss the words based on the students’ understanding of the prefix. 
  • In Module 9, Lesson 12, students engage in a Vocabulary Strategy lesson on using a dictionary or glossary. Students apply the strategy with a partner, by looking at sentences with different vocabulary words and using a dictionary to define the word. 

Vocabulary review is also incorporated throughout the year. An example of this is Module 6, Lesson 5. Students review some of the academic vocabulary learned throughout the school year. They complete an activity based on the words from Module 5 including competition, technical, deflected and review the meaning and use the words in sentences. 

Indicator 2f

Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.

Students have many opportunities to write during literacy instruction. Following each main text in their myBooks, students respond to their reading through a writing assignment about the reading task. For each of these tasks, students are provided with planning space, a graphic organizer, and reminders to use text evidence. These writing tasks include a variety of text types. In addition, at the end of each module, students complete a performance-based writing task based on the module’s essential question. Many of these prompts ask students to synthesize at least two texts in the module. Students use graphic organizers to plan, draft, edit, and revise their writing before finishing the assignment. Finally, in Writing Workshop, students are explicitly taught the writing process for narrative, informational, and opinion writing. Each of these modules include explicit modeling and instruction for each stage of the writing process. Each module is associated with a focal text, and students write daily and receive regular conferences (with teachers and peers) to improve their writing. For most modules, the students focus on a particular writing mode and explore it through all aspects of writing instruction, which further helps students achieve grade-level proficiency in writing. 

Specific examples of writing instruction prompts in myBook include:

  • In Module 2, Lesson 7, students write a poem that shows the reader which poem in the text, Adventures with Words by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, they liked best. 
  • In Module 3, Lesson 14, students write an opinion letter to the teacher in the story, Why is the Statue of Liberty Green? by Martha E.H. Rustand. In the letter, students state whether or not the class should take another trip back to the Statue of Liberty in order to go to her crown. 
  • In Module 5, Lesson 8, students write a memoir chapter about  Amy’s (the main character) relationship with Madison from the text, Running Rivals by Jake Maddox. 
  • In Module 7, Lesson 5, students write their own point of view of farmer, Will Allen, after reading the biography, Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin. 
  • In Module 8, Lesson 5, after reading Timeless Thomas by Gene Barretta, students write a friendly letter to the author and illustrator, sharing how his drawings added to their understanding of Edison’s inventions. 
  • In Module 10, Lesson 12, students write a trickster tale using characters from Company Mono and Comay Jicotea retold by Joe Hayes. 

Performance tasks require students to apply what they have learned about the writing process in order to demonstrate their understanding of the essential questions and key knowledge and skills in each module. Some examples of performance tasks that provide instruction in writing include:

  • In Module 1, students write about qualities that make each character someone to remember, and the students write a personal narrative about a time when a story character gave them an idea about how to solve a problem. 
  • In Module 4, students write a story about the way a character from the module was able to solve a conflict or a problem. The teacher directs students to introduce the character, tell about the events, and show how the character reacts to events. 
  • In Module 6, students write an article about behaviors that help animals survive. 
  • In Module 7, students think about information they learned about how a person can make an impact in their community, and then they write a report using evidence from the texts to explain how people can impact their communities. 
  • In Module 10, students write a story like a storyteller of long ago. This relates to the myBook task of writing a trickster tale. 

In Writing Workshop, students engage in lessons that focus on process-based writing to generate ideas, organize drafts, revise and edit, and then publish and share. Students learn about the characteristics of narrative, informational, and opinion writing and work on one piece of writing throughout all three weeks of a module. Specific examples of writing instruction and prompts in Writing Workshop include:

  • In Module 1, students use the text, Weslandia by Paul Fleischman to write a personal narrative. Students draft, edit, and revise with a focus on nouns and combining ideas to make them more clear before publishing their writing. 
  • In Module 3, students write a descriptive essay about a place in which they are familiar. Students learn to draft a central idea with sensory words. . 
  • In Module 6, students write an expository essay about an animal who uses special skills to live outside. 
  • In Module 8, students complete a research report using the text, Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta. Students participate in the writing process and share their reports. 
  • In Module 10, students write an imaginative story that tells what happens to characters and what characters do as a result. 

During the Genre Study Modules (Module 11 & 12), students work on a week long writing assignment in the genre in which they are reading. Examples include:

  • In Module 11, Lessons 1-5, students learn about informational writing and write and present either a magazine article or news report by following the steps of the writing process. 
  • In Module 12, Lessons 6-10, students learn about the characteristics of poetry and write and present either a song or a collection of concrete poems.

Indicator 2g

Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

Each module in Grade 3 contains an Inquiry and Research Project. These projects require students to work for an extended period of time to solve a problem, answer a question, or share information. Inquiry and Research Projects align to the big idea in the module and students are encouraged to draw from the texts read during the module. Each Inquiry and Research Project follows three steps, with each step taking place during a different week of the module. During Week 1, the project is launched. Students collaborate to generate research questions and develop a research plan. Students also research source materials available including books, magazines, videos, and online sources. During Week 2, students write and create their project. Students draft and revise their work, and a variety of materials are provided to complete the project including art supplies and digital materials. During Week 3, students present and reflect. Students practice their presentation, share their final product with an audience, assess their work, and celebrate their three-week project. In the Guiding Principles and Strategies Resource section, teachers are provided with guidance for best practices to facilitate Inquiry and Research Projects. Some of these best practices include selecting an outside audience for Week 3, allowing time for revision, and modeling of the process of finding and recording information.

Specific examples of research projects found throughout the year include:

  • In Module 1, students read a variety of texts and research to create a preparedness campaign. Students create posters to teach others how to prepare an emergency kit and make safety plans. In Week 1, students analyze safety materials. In Week 2, students narrow their focus and create a list of items that should be included in a preparedness kit and a brief explanation of the inclusion. Students also create their poster that shows the items in the kit. In Week 3, students present their campaign.
  • In Module 2, students work in groups to research types of poetry and create a book that demonstrates different poetic structures and rhyming patterns. In Week 1, students select two poem types and analyze the structure and rhyming pattern so they can duplicate it for the class poetry book. In Week 2, students select two types of poems to be included in the book and write an explanation of the structure and rhyming patterns. In Week 3, students present their poetry book and reflect on the process. 
  • In Module 3, students research U.S. symbols and documents in order to create a national symbol pamphlet. Students search official U.S. symbols, such as the bald eagle, national anthem, and the U.S. Seal and summarize their findings in a pamphlet. Students complete the research independently and then share it with a group. 
  • In Module 4, students work in groups to research a traditional story. They then write the story and perform it as a play. 
  • In Module 5, students work in groups to collaborate to generate ideas, research, complete, and present an inquiry-based project based on an invented team sport or game. Students summarize their research with a group before coming to a consensus on the team sport or game they will create, develop, and test. Students present in small groups during Week 3. 
  • In Module 6, students research behaviors of an animal for a class wildlife blog. Students brainstorm questions they want to answer before beginning research. Students create the blog and compile it in small groups before sharing it with the whole class. 
  • In Module 7, students read a variety of texts and research to hold a “Person of the Year” nomination ceremony. Students research different people who have made a difference in their local or global community and present information about each candidate in a multimedia presentation. Students use the text, Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin, to discuss how Farmer Will Allen would qualify for an award before beginning their project. 
  • In Module 8 students work in groups to research how famous inventors worked and then create a new invention. In Week 1, students research inventors and take notes about the process each inventor used to create and test his or her invention. In Week 2, students use the information they gathered to create their own plan for an invention. They draft a list of steps they will take as they create their invention and write a summary of the inventors they studied and their similarities and differences. 
  • In Module 9, students read a variety of texts to create a healthy lunch menu and research the origins of the food on their menu. Students begin individually researching one item from the menu. During Week 2, students work together to take their individual summaries and use them to create a report. They also create a  poster that illustrates their lunch menu and create a map that shows the location of each item on their lunch menu is produced. In Week 3, students present their report and poster to the class. 
  • In Module 10, students read texts to build knowledge about passing stories down through generations. Students research Anansi stories and compose one of their own. Students conduct research to discover who Anansi is and read several Anansi stories before they work together to write and perform their own Anansi story. 

Indicator 2h

Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

In the Guiding Principles and Strategies Resource section, there is an area called Supporting Reading Independence. In this section, teachers are provided with resources and strategies to help students become independent and enthusiastic readers both in the classroom and at home. There is also information regarding organization of a classroom reading center, including procedures for students to self select books, set individual reading goals, and constructing responses to reading. In addition, the Family and Community section provides information on independent reading. Students complete independent reading during literacy centers while the teacher is meeting with small groups of students. Students self-select books and record progress on a reading log. There is information on ways to promote independent reading at home and ways to keep track of texts students read. In Modules 11 and 12, students read independently in the genre focus for the book. 

Some of the specific suggestions that the program provides for independent reading in the classroom include:

  • Organizing the Classroom Reading Center, introducing new books in the library throughout the year, and creating a diverse library that reflects the diversity of the classroom. The reading center should be designed in a way that students read independently and also discuss books with peers. Reading logs, reading nonfiction printables, and pencils and markers should also be found in the reading center.
  • Teaching students to self select books by modeling choosing books and having students conduct short book talks to recommend books to their classmates.
  • Teaching students to set goals and respond to reading by increasing the amount of time gradually that students read throughout the year, encouraging students to set a goal for the time they will spend on reading they plan to do, and having students create a response journal to document their independent reading books. 
  • During literacy centers, students can self select or continue reading an independent reading book, keep track of progress by using a reading log, and utilize the independent reading printable to keep track of nonfiction key ideas. The reading log includes title, genre, date, time spent, pages read, as well as a summary or answer to a discussion question. 

Some of the specific suggestions that the program provides for independent reading at home include:

  • Demonstrating to families how to be a fluent reader and how to interact with children while reading aloud to them. It is encouraged that this happens once a week and that parents also hear children read to them. The teacher should also provide book ideas and coach parents on how to consider children’s interests when selecting a text.
  • Encouraging families to dedicate time at least once per week to read with their children, sending home a reading log so students can record time spent reading outside of the classroom, and providing strategies for text selection, such as reading a page and seeing if they read five or more words incorrectly and choosing a different book.
  • Sharing a summer reading list with suggestions of titles across a variety of genres for students to read independently and with their families. The teacher should also send home a list of questions families should ask students before, during, and after reading. 
  • Suggesting that families participate in a book club or other book events that will spark students’ interest in topics.

Gateway Three

Usability

Meets Expectations

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Gateway Three Details

Materials are well-designed, employ effective lesson structure and pacing, include copious review and practice resources. The Teacher Edition useful information, ample notations, guidance for implementation, and support for digital components. Full explanations and examples are provided with professional learning support for more advanced literary concepts.

The role of the ELA/literacy standards in the context of the program are clearly outlined along with an explanation of the approaches of the program, including research-based strategies.

The materials also provide strategies for stakeholder communications to strengthen relationships with families and the community.

Regular, systematic opportunities for assessment are located throughout the materials. The materials align included assessments to the standards, however individual assessment questions are not labeled with an alignment. Ample guidance is provided for interpreting assessment data for application to instruction.

Independent reading based on student choice along with accountability measures are included in the program.

The program supports teachers with strategies for meeting the needs of all learners, including support for students for whom English is a new language, students with disabilities, and students performing above grade-level.

The digital materials can be accessed across all platforms and most devices, though do not appear to be optimized for use on a mobile device. The platform offers a variety of digital support pieces for teachers and students, including opportunities for teachers to customize locally and personalize learning for students, navigation support may be needed to help teachers implement these digital components effectively. Some opportunities for digital collaboration is provided.

Criterion 3a - 3e

Materials are well designed and take into account effective lesson structure and pacing.
6/8
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Criterion Rating Details

The materials are well-designed, employ effective lesson structure and pacing, include copious review and practice resources (including clear directions/labeling and explanations for students), and are designed in such a way that they are not distracting or chaotic.

However, while each assessment is labeled with a standards alignment, an alignment is not provided for individual questions.

Indicator 3a

Materials are well-designed and take into account effective lesson structure and pacing.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing. 

The Grade 3 materials are divided into twelve modules, with each module taking place over three weeks. The Guiding Principles and Strategies Resource and Teacher's Guide provide extensive information about all components of the module and specific details for each lesson component. Suggested time frames and ranges for each component of a lesson are provided. The materials have multiple lesson parts that are required daily, though the provided time frames will help schools find time for each part of the lesson. Time is built into the schedule each day for whole class instruction, small group instruction, independent practice, collaborative group work, and reflection. 

The Guiding Principles and Strategies Resource provides information to support effective lesson structure and pacing:

  • Whole Class Instruction should be 75-120 minutes per day. It should include 10-15 minutes per day of knowledge building and vocabulary instruction, 20-30 minutes of Reading Workshop, 15-30 minutes of foundational skills and/or communication, and 30-45 minutes of working workshop
  • Small Group instruction should be 45-60 minutes per day and include independent practice, collaborative work, and teacher-led small group instruction

Each week, the Teacher's Guide also provides a Week at a Glance, which highlights the components of each lesson and the suggested daily times. For example, in Module 1, Week 1, it is suggested that the teacher uses 10-15 minutes to build knowledge and vocabulary, 60-85 minutes for Reading Workshop, 15-30 minutes for foundational skills, 15-30 minutes for communication, and 30-45 minutes of Writing Workshop.

Indicator 3b

The teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.

The Grade 3 materials are arranged into twelve, three-week modules for a total of 180 days of instruction. Flexibility within a typical school year including disruptions due to state testing, holidays, snow days, field trips, and other school and district commitments is not built into the materials. The Guiding Principles and Strategies Resource Handbook emphasizes the importance of  introducing and practicing routines and procedures in the beginning of the year; however, this is not built into the flow of the materials. 

According to The Guiding Principles and Strategies Resource Handbook, there is a daily schedule recommendation. The sample schedule covers almost a six hour day, but it does not provide for daily social studies and science instruction.  It also allocates almost three hours of ELA instruction and allows for 45 minutes of math instruction. The sample schedule is meant as a guide for schools to create their own schedule. The suggested schedule includes:

  • Morning Announcements: 10 minutes
  • Vocabulary: 15 minutes
  • Reading Workshop: 15 minutes
  • Small Group Instruction: 70 minutes
  • Lunch: 20 minutes
  • Recess: 30 minutes
  • Foundational Skills or Communication: 30 minutes
  • Writing Workshop: 45 minutes
  • Math: 45 minutes
  • PE/Art/Music: 30 minutes
  • Science or Social Studies: 30 minutes
  • Wrap Up: 10 minutes

In order to complete Modules 11 and 12, all other Module lessons must be completed, because lessons in these two modules require students to revisit texts and anchor charts from Modules 1-10.

Indicator 3c

The student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that the student resources include ample review and practice resources, clear directions, explanations, and correct labeling of reference aids (eg. visuals, maps, etc.)

The Grade 3 student materials provide a variety of resources to practice and review skills, including clear directions and explanations for students and labeling to show alignment to the specific module and week.  Printables and anchor charts are easily located on the digital site by sorting in accordance with the labeled heading in the Teacher's Guide as well. Practice opportunities include the student myBook, the Notice and Note Signposts, and the Know It & Show It practice activities. 

The myBook is a write-in student book that provides clear directions and explanations. Each task box is labeled with clear and concise instructions along with a defined box for completing the task. Some examples include:

  • Students are given directions to annotate the text to demonstrate their thinking.
  • Students are given directions to find evidence in the text to support their understanding of text structure, text features, literary elements, central idea, theme, point of view, and figurative language.
  • Students are given clear directions to engage in Collaborative Discussion and respond to questions in myBook.
  • Students are given directions to respond to given writing prompts.
  • Critical vocabulary is listed beside the boxes where students complete writing tasks.  This is so they can include the important vocabulary words in their writing.

Notice & Signposts are found throughout the reading of texts, which direct students to think more deeply about the texts. This provides clear guidance during the close reading of texts. Some examples of this include:

  • In literary texts, students might stop and think about an ‘Aha Moment’, which is when the character reaches a realization about something that shifts his or her understanding.
  • In informational texts, students might stop and think about “Number and Stats,” where students analyze the numbers, statistics, and language an author uses to provide precision or to avoid it.

The Know It & Show It book is a resource book that provides students with independent practice to apply comprehension skills that accompany the myBook texts. The activities are labeled with each skill, as well as, the module and the week that the practice aligns. 

The Genre Study Printables for Modules 11 and 12 are labeled correctly to include the module and lesson number. Directions and questions are clear, and the layout is simple and easy to use. Printables include the Genre Maps, Writing in the Genre activities, and the Genre Study printables that support each Genre Study mini-lesson.

Indicator 3d

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

There is a resource that shows an alignment to the Common Core State Standards by listing each standard, and the lessons that correlate to the standards. Standard alignment is also located in the digital resource through the Planning Guide and Common Core State Standards link. Assessments are not labeled by CCSS, but the digital data reports have an option for the teacher to review the data based on the standard. In addition, on the digital platform, under Module Resources, there is a document titled, “State-Specific Resources”, which provides the Weekly Overview for each module with state-aligned labeling of standards. However, specific questions and tasks in the print or digital version are not labeled by the Common Core State Standards. Instead, the publisher lists the standards and the page numbers that you can find the standards but is not delineated by question or task.

Indicator 3e

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

The instructional materials reviewed for Grade 3 meet the criteria that the visual design (whether in print or digital) is not distracting or chaotic but supports students in engaging thoughtfully with the subject.

The visual design includes clear instructions and simple designs that do not distract the students. All texts are provided within the student myBook. The materials contain many visual aids to support student learning, including anchor charts, Display and Engage content, graphic organizers, printables, and real images that accompany the text related to the content of the modules. Additionally, illustrations and clipart utilized on student workbook pages are uncomplicated and appealing to the eye. The font, margins, and spacing provided for student work is appropriate. Color coding is included in the teacher materials to facilitate quick knowledge of the type of task and procedure to use with students. 

Examples of appropriate visual design in both print and digital include:

  • The printed myBook design provides color, ample space for students to write, large font for headings and directions, and clear labels for vocabulary and tips for students. 
  • The digital version of the materials provides a table of contents drop down menu, making it easy for students to access specific parts of the myBook digitally. 
  • The Know It, Show It workbook is labeled with the skill at the top, the module and week at the bottom, and clear directions for student completion. 
  • Anchor charts are provided and used throughout lessons to support the skill that students practice and apply independently. Anchor charts are colorful and use headings and guiding questions. 
  • Focal Text, Take and Teach Printables are used along with the writing focal text. The printable includes the title of the book, clear directions with page number references, and labeling.
  • In the Teaching Pal, boxes are color coded for different tasks, and teacher directions for asking students to complete a task are easily located. The text within these boxes is also visually appealing and easy to read because it is written in bulleted format. 
  • Teacher materials on the digital version are not visually busy with too much text. There are icons that can be clicked on for added information about tasks and then hidden once the task is finished to eliminate visual distraction. 
  • The Genre Study Printables must be printed from the digital resources. They are black and white, with no visuals or graphics. The printable for each lesson is contained to one page.

Criterion 3f - 3j

Materials support teacher learning and understanding of the Standards.
8/8
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Criterion Rating Details

The Teacher Edition that accompanies the materials provides useful information, ample notations, guidance for implementation, and support for digital components. Full explanations and examples are provided with professional learning support for more advanced literary concepts.

The role of the ELA/literacy standards in the context of the program are clearly outlined along with an explanation of the approaches of the program, including research-based strategies.

The materials also provide strategies for stakeholder communications to strengthen relationships with families and the community.

Indicator 3f

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The Grade 3 materials include a Teacher's Guide that provides a clear outline of each module, as well as, notes and suggestions on how to present content to students. The Teacher's Guide also includes the objectives of the lesson, explanations of where to find descriptions of routines, and suggested ways to present content.  It also provides possible questions to ask and detailed guidance for each part of the literacy block. The Teacher's Guide also includes scaffolded instruction to address learners’ needs with suggestions and ideas on how to differentiate instruction for those students in need. Within the Teacher's Guide, there are also ideas for how to structure Reading Workshop, literacy centers, vocabulary centers, digital stations, and research-informed instructional routines to support lesson planning. Some of these instructional routines include active viewing, active listening, vocabulary, reading for understanding, close reading, response writing.  Some additional engagement routines include Choral Reading, Partner Reading, Echo Reading, Turn-and-Talk, Think-Pair-Share, Solo Chair, and Collaborative Discussion. 

The Teaching Pal features specific annotations in support of instructional routines, including reading for understanding, close reading, and Collaborative Discussion. It also includes text-dependent questions that are embedded within the text to support teachers with creating engaging text-dependent discussions during and after engaging in the reading of a complex text. The Teaching Pal provides notes for think alouds, tasks, and questions, which are labeled with learning objectives. Each note is also labeled with a Depth of Knowledge for that task, question, or think aloud. 

The Teacher's Guide includes several sections that provide annotations and suggestions on how to present information to students. This includes:

  • Module Opener: Provides an essential question, an explanation of the module focus, and a quick overview of the skills students will acquire and practice throughout the module
  • Make a Difference: Provides suggestions on forming small groups in guided reading, English language development, setting reading goals, conferences,and skill strategy groups
  • Building Knowledge Networks: Provides an image of the Knowledge Map students will use and how to display the Display and Engage for students throughout the module
  • Developing Knowledge and Skills: Gives an overview of the knowledge and skills addressed throughout the module
  • Inquiry and Research Project: Provides the learning objectives and weekly focus, providing teachers with detailed plans to guide students through completion of each project
  • Notice and Note: Provides specific guidance of giving directions, modeling tasks or skills, or asking questions. There is also a chart that shows the lesson, the text, and the comprehension skill and the Notice & Note signpost appears
  • Kicking off the Module: Provides guidance to teachers on setting goals with students and making connections with families
  • Week at a Glance: Provides teachers with a Weekly Overview that provides detailed information on the instruction included for the week. Colors are assigned to each part as well as the use of icons and symbols. 
  • Literacy Centers: Provides teachers with information on the work in which students will engage, materials are needed, and ways the teacher can monitor student progress. In addition, information on the use of technology and digital stations are provided and the location of the printables that accompany these stations. 
  • Daily Lesson Plan: Provides the teacher with detailed directions for the use of materials, guiding questions, learning objectives, collaborative strategies, learning mindset, English Learner Support, and Professional Learning. 

The Guiding Principles and Strategies Handbook also discusses each part of the lesson plan, describes the materials for each section, and explains the way to use each resource. This section also describes how to use the Weekly Ad Module Assessments and how to use the online digital tools and resources. 

The materials for the Genre Study in the Teacher's Guide also provide teaching instructions and suggestions. The content is accurate, easy to understand, and helpful for educators. It provides detailed teaching instructions and suggestions. 

Indicator 3g

Materials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The materials include a Guiding Principles and Strategies Handbook, that provides specific research, rationales, and explanations, that will help teachers build knowledge of the content. The materials also include a Teaching Pal that accompanies the student myBook. The Teaching Pal provides guidance, notes, instructional practices, and strategies as students work through module texts. Teachers also have access to a digital professional learning module to support their understanding of each module. The Teacher's Guide also contains adult-level explanations and examples of the more advanced literary concepts. 

The Guiding Principles and Strategies Handbook provides in depth information about the overview of the design of the program, the research behind the design, and guidance for each part of the module in the areas of assessment and differentiation, family connections, classroom community, teaching, and learning. Within this book, the Teaching and Learning section provides explanations to assist the teacher in developing a full understanding of the content. Explanations are provided about Building Knowledge and Language, Foundational Skills, Language and Vocabulary, Reading Worksop, and Writing Workshop. The information presented provides details about best practices to help teachers improve their knowledge of the subject. The Professional Learning Module allows teachers to navigate the learning modules at their own pace. Modules are designed to provide teachers with the learning outcomes, hands-on experience, reflection, and application before teaching the module to students. The Teacher's Guide contains a Preview Lesson Texts section that explains in detailed adult level language the text complexity, connections to other curricular areas, key ideas, and language from the text or texts from the week. 

Indicator 3h

Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

Teachers are provided a variety of materials that explain the role of specific ELA/Literacy standards. Supports can be found in the Guiding Principles and Strategies Handbook, Teacher's Guide, the Teaching Pal, Assessments, and the Common Core State Standards resource. 

At the beginning of each module in the Teacher's Guide, there is an Overview page that lists all the essential skills. Then, in the Weekly Overview section, the essential literary skills are listed for vocabulary, reading, communication, and writing for both whole group instruction and small group instruction. The Teaching Plan contains information for the teacher on think alouds, tasks, and questions for the texts in the myBook. Each is labeled with learning objectives and with the Depth of Knowledge. Common Core State Standards are listed for each lesson in an additional document. Assessments are also provided and teachers are able to create a standards-based report to assess and monitor student progress in regards to specific ELA/literacy standards. Lastly, in the Guiding Principles and Strategies Handbook, there is a section called Teaching and Learning that has specific curriculum alignment to the Common Core State Standards.

Indicator 3i

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain an explanation of the instructional approaches of the program and identification of the research based strategies.

In the Guiding Principles and Strategies Handbook, there is a clear explanation of the instructional approaches and the research behind the program and strategies. The materials also contain a Research Foundations: Evidence Base Book that specifically details the instructional approaches and research-based strategies of Into Reading. In this book, research is provided about the instructional model, technology and blended learning, differentiated and personalized learning, foundational reading skills, language and vocabulary development, fluency and comprehension, writing, speaking and listening, social-emotional learning, family and community engagement, and assessments. This book cites over 100 research references. 

The program also includes Professional Learning Modules, which provides explanations of the instructional approaches. Modules are designed to provide teachers with the learning outcomes, hands-on experiences, reflection, and application.

Throughout the Guiding Principles and Strategies Handbook, there are blue boxes, titled Professional Learning: Research Foundations, that state the research theory behind each section. The Research Foundations: Evidence Base Book contains all of the research that supports the program. It describes the research and the ways the program delivers the research theory. The Professional Development Research Foundation provides specific research-based strategies that are included in the program. Some examples include:

  • Within the Classroom Community section about establishing classroom routines, it states, “By explicitly teaching routines to students, teachers can (a) set students up for success, (b) decrease the possibility of behavior errors, and (c) reduce the amount of time spent reminding students about the routines on a daily basis” (Myers et al., 2017).
  • Within the Assessment and Differentiation section about meeting the needs of accelerated learners, it states, “Teachers must observe and note the progress of students to know how to adjust instruction to keep the accelerated students engaged and motivated while providing additional support as needed” (Houghen, 2012). 
  • Research is provided on how students develop word knowledge by stating research from Templeton (2011) and Templeton & Bear (2011). It states, “Children’s understanding about how written words ‘work’ -- their spelling and how this spelling represents the sounds and meanings of language -- is the foundation for reading and writing. This foundation supports children’s fluency in word recognition and writing, and its construction follows a developmental path that can be described in terms of states of word knowledge.”

Indicator 3j

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.
0/0
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials contain strategies for informing all stakeholders, including students, parents or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.

The Guiding Principles and Strategies Handbook dedicates an entire section to family and community. In this section, they provide extensive suggestions for how teachers can strengthen the relationship with families and with the community. This section also provides information on ways the community can be utilized to better support the knowledge and growth of the students. At the beginning of each module, there is a letter included in the printables and the Teacher's Guide that instructs teachers to connect with families at the beginning of the module by sending a letter home with students. The letter discusses the topic, explores the genre, and builds vocabulary. 

The Guiding Principles and Strategies Handbook provides a Family And Community section that provides information on engaging families as learning partners, communicating with families, and communicating with stakeholders.  There are six detailed sections, including Engaging Families as Learning Partners, Communicating with Families, Learning Beyond the Classroom, Celebrating Success, Supporting Summer Learning, and Connecting with the Community. Some specific examples include:

  • Engaging Families as Learning Partners by ensuring that families have access to an abundance of appropriate books during the school year and over the summer.  Coaching parents and caregivers on how to consider children’s interests and allow them to select related texts. It also suggests that the teacher meets the families, provides a personal letter or postcard to students prior to the beginning of the year, and holds conferences with families to share observations about students’ development and discuss strategies for working together. 
  • Communicating with Families by posting family letters and other communication on a board, sharing the student’s reading, writing, and learning goals, notifying families of frequency of communication from teacher, providing translations of any communications and handouts, and making sure all stakeholders have access to online resources. 
  • Supporting Summer Learning by providing information on beating summer slide, providing resources on meaningful activities to do in the summer, providing summer reading lists with suggestions of titles and genres, and providing questions for families to ask before, during, and after reading.
  • Connecting with the Community by planning meaningful experiences with the community beyond school, engaging in service learning projects to develop social awareness, and reaching out to families and community members to share resources or discuss their expertise.

Criterion 3k - 3n

Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
8/8
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Criterion Rating Details

Regular, systematic opportunities for assessment are located throughout the materials, including routines and guidance for consistent monitoring of student performance. The materials label the alignment of the assessments to the standards. Ample guidance is provided for teachers as they interpret assessment data and apply it for instruction.

The materials provide opportunities for independent reading based on student choice and provide supports for holding students accountable for their independent reading.

Indicator 3k

Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

Throughout the year, there are multiple opportunities to assess students in order to monitor their progress. Assessments include Daily Formative Assessments, Intervention Assessments, Guided Reading Benchmark Assessments, Weekly Assessments, and Module Assessments. The assessments are explained in detail in the Guiding Principles and Strategies Handbook in the Assessment and Differentiation section. Assessments are available in both the print version and digitally. When given digitally, teachers are able to use two different reports to monitor progress.

Assessments are used to monitor student progress to plan for interventions. This includes:

  • Screening Assessments: Used early in the school year to obtain preliminary information about student performance, screen students for interventions, and determine groups for foundational skills instruction. An Oral Reading Fluency Assessment is also provided to assess fluency, accuracy, and rate.
  • Diagnostic Assessments: Used as follow-up assessments as needed for students who scored below expectations on the screening assessments. Assessments include Letter-Sound Correspondence Assessments and Word Identification Assessments.
  • Progress Monitoring Assessments: Used every two weeks to measure growth in foundational reading skills. The goal is to identify challenging areas for reteaching, reviewing, practicing, providing checks of students’ beginning reading skills, monitoring the progress of students who are in reading interventions, and helping determine when students are ready to exit an intervention. These assessments take three to five minutes. 

Formative Assessments are also included and provide both Weekly and Module Assessments. These measure comprehension, vocabulary, writing, and grammar skills at the end of each week and at the end of each module. There is a reading section that assesses comprehension and vocabulary and a writing section that assesses grammar and writing skills.  Data reports are provided for the online versions. The assessment report provides class scores for each assessment and analyzes student proficiency data. The standards report assesses students’ progress in standards proficiency. 

There is also a Benchmark Assessment Kit that is used to determine students’ guided reading levels and make instructional decisions. These assessments include both fiction and nonfiction leveled readers. Rubrics are also provided to assess students’ writing and research projects. There are rubrics for narrative writing, informational writing, poetry writing, correspondence writing, argumentative writing, Collaborative Discussions, response writing, and the Inquiry and Research Projects. The writing rubrics assess students in the areas of organization and presentation, development of ideas, and use of language and conventions. The rubric for the Inquiry and Research Project assesses students in collaboration, research and text evidence, content, and  presentation.

The program also includes Reading Surveys to gather information at the beginning and middle of the year and to gather information about reading interests, attitudes, and preferences. The surveys are used to inform instructional planning, support students with self-selected reading, and recommend books. The program also suggests that teachers keep Observation Notes and take notes during individual conferences, guided reading groups, small-group instruction, and independent reading and writing.

Indicator 3l

The purpose/use of each assessment is clear:
0/0

Indicator 3l.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that assessments clearly denote which standards are being emphasized.

Module and Weekly Assessments provide standards alignment. In the print version of the assessments, the answer key provides both the Common Core State Standards and the Depth of Knowledge for each question. In the digital version of the assessments, teachers can access the standards report, which shows students’ progress in standards proficiency. 

Indicator 3l.ii

Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

The Guiding Principles and Strategies Handbook explains when to give each assessment and the students who need it. It also provides information on ways teachers can support students based on the results gained from the assessments. The Teacher's Guide also provides differentiation guidance for each lesson based on assessment data. This gives teachers information on how to follow-up after assessments for both reteaching and interventions.

The Differentiated Support and Intervention section of the Guiding Principles and Strategies Handbook provides information on guided reading groups, reading skill and strategy support groups, foundational skills support groups, and best practices for intervention support.  Teachers use Formative Assessments, Progress Monitoring Assessments, and Benchmark Assessments to plan for these different groups. In the Reading Skill and Strategy Support Group, teachers reteach a skill or strategy that has not yet been mastered by a group of students. In the Foundational Skills Group, the teacher provides reinforcement of daily foundational skills lessons during either small-group or one-on-one time. For students who need reinforcement with genres or skills, there are Tabletop Mini-Lessons, which provide teachers with guidance on how to address and reteach students who do not perform well on assessments. 

Data reports are available after students take Weekly and Module Assessments, which provide teachers with data to analyze gaps and gains, to form groups for differentiated instruction, and to locate resources to target students’ needs. The program recommends that teachers use the data reports to determine if students have met the learning objectives for the week or module, look for patterns in students’ errors to choose concepts and skills for reteaching, and decide if students are ready to advance to the next week or module of instruction. 

In addition, for the Weekly Assessments, there is information on how to interpret the data. Teachers use the scores and additional classroom information to determine whether students are ready to advance to the next module or may require reteaching of some concepts and skills. It is suggested that for struggling students, the teacher duplicates the answer key, circles the question numbers answered incorrectly for each assessment, and compare the corresponding skills indicated. The teacher can then look for patterns among errors to determine which skills need more reteaching and more practice.

Indicator 3m

Materials should include routines and guidance that point out opportunities to monitor student progress.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

The Guiding Principles and Strategies Handbook outlines how teachers can use assessment tools to gather data and gain a more complete picture of students’ growth and instructional needs. There are opportunities to monitor progress via Formative Weekly and Module Assessments, Screeners, Progress Monitoring, and Oral Reading Fluency Assessments. Routines and guidance to help monitor progress include Portfolios, Reading Surveys, and Observation Notes. 

In the Guiding Principles and Strategies Handbook, there is a map that shows the suggested timeline to plan instruction and administer assessments throughout the year. This plan includes times to administer the Intervention Assessments, the Guided Reading Benchmark Assessment Kit, Weekly Assessments, Module Assessments, and Daily Formative Assessments.  The program suggests that Daily Formative Assessments are used along with selection quizzes to provide data for small group instruction. The Intervention Assessments are used at the beginning of the year. The follow-up Diagnostic Assessments are used for select students, and Progress Monitoring Assessments are used every two weeks as needed. The Guided Reading Benchmark Assessment Kit is used on an ongoing basis to assess students' reading skills. 

Portfolios are set up at the beginning of the year for each student and contain:

  • Formal and Informal Assessments, including the Weekly and Module Assessments, Screening and Diagnostic Assessments, Observation Notes, and Project Rubrics
  • Work samples that include work from myBook, completed graphic organizers, writing samples, and photos of Inquiry and Research Projects
  • Reading Surveys to show reading interests, attitudes, and preferences
  • Observation Notes taken during conferences, guided reading groups, small-group instruction, and independent reading and writing

Indicator 3n

Materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.
0/0
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

In the Guiding Principles and Strategies Handbook, there is a section titled Supporting Reading Independence. In this section, teachers are provided with resources and strategies to help students become independent and enthusiastic readers and ways to hold students accountable for independent reading. In addition, in the Family and Community section of the handbook, additional information for independent reading is provided, including ways to hold students accountable for independent reading at home. Teachers are provided with information on setting up a reading center, teaching students how to self-select books, helping students set goals, and instructing students to respond to reading. 

In the classroom, the amount of time students spend reading in one sitting gradually increases. The students are taught and encouraged to set goals for the amount of reading they plan to do.  A Reading Log Printable is provided for students to track their progress and to keep track of fiction or nonfiction key ideas as they read. In addition, prior to each independent reading session in the classroom, students set goals based on their reading history and their feelings at the time. Students also create a response journal to document their responses to independent reading books. Students should be encouraged to note qualities of the book that they liked and did not like and why. In the Reading Center of each classroom, students self-select books to build reading stamina, skills, and enjoyment. Books should include a variety of genres, topics, and reading levels, and students should pick books based on interest level. 

To help with independent reading at home, the teacher is encouraged to send home a copy of the Reading Log Printable. It is suggested that families set up at time at least once per week to read with their children, to listen to their children read aloud to them, and to discuss the text that they are reading. Strategies for families to also support students should be sent home which include the following:  “five words” so students know if a book is appropriate, and “book browse” so students pick books based on interests. Similarly, the teacher is encouraged to provide a summer reading list with suggestions of titles, as well as, questions families should ask students before, during, and after reading. 

Additional support for accountability for independent reading is in the Materials to Reinforce Skills and Strategies section.  This section states that daily small group lessons reinforce and extend comprehension skill and strategy instruction by guiding students to apply the skill to self-selected books for independent reading.

Criterion 3o - 3r

Materials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.
10/10
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Criterion Rating Details

The program supports teachers with strategies for meeting the needs of all learners, including support for students for whom English is a new language, students with disabilities, and students performing above grade-level. A variety of grouping strategies and descriptions are included throughout the program to help the teacher to make strategic choices when grouping students for instruction.

Indicator 3o

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 the grade-level standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that 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 the grade-level standards.

The Guiding Principles and Strategies Handbook has a section called Assessment and Differentiation and within differentiation. There is a section about meeting the needs of special populations that outlines different populations of students and provides the teacher with several instructional focus strategies that can be used to support students with particular needs. 

There are ways built into the program to meet the needs of all students, including guided reading groups, reading skill and strategy groups for students who have not yet mastered the whole-group objective, and foundational skills support to teach prerequisite foundational skills or reinforce daily foundational skills lessons. The materials also provide Tabletop Mini-lessons for students who need additional support with skills taught in the whole group. These lessons involve student-face anchor charts on stand-up charts with the teacher support on the back. It is differentiated skills instruction that can be used with any text. 

In the Meeting the Needs of Special Populations section of the Guiding Principles and Strategies Handbook, there are strategies for various types of learners. Some of these include:

  • If the challenge is concept knowledge and oral language, some supports include building background knowledge, teaching academic vocabulary directly, and providing scaffolds. 
  • If the challenge is Dyslexia or word-reading skills, some supports include daily instruction in phonemic awareness, building automaticity of high-frequency words, and daily reading of connected texts.
  • If the challenge is visual, hearing, physical, or cognitive disabilities, some supports include options for expressing understanding and ideas, provide ways for digital content to be accessible to students, and allow variations in the pace of the lesson. The materials have a section, called Using Digital Features for Accessibility, with information on how to access digital features to assist teachers and work with students who would benefit from digital materials.
  • If the challenge is engagement in learning, some supports include exploring topics and texts that are suited to students’ skills and interests, providing clear and specific feedback, and promoting choice to build automaticity.

There is also a section called Supporting English Learners, which helps build teacher understanding of students’ first language and the stages of second language acquisition that can help teachers determine appropriate levels of scaffolding and targeted language support.  There is also a section, called Meeting the Needs of Accelerated Learners, that provides support for students who are exceeding grade-level expectations.

Indicator 3p

Materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.
4/4
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards.

The Guiding Principles and Strategies Handbook provides information on the stages of language acquisition, ways to support English Language Learners within the materials, and evidence-based strategies and practices to support students whose first language is other than English. Specific examples of this includes:

  • There is an overview of the stages of acquiring the English Language. These stages are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency.
  • The materials have Tabletop Mini-lessons that introduce, review, and practice a particular language function. These lessons can be used with any text in the program and are designed to support English Language Learners.
  • Evidence-based strategies are provided that can be used in any lesson. Some of the evidence-based strategies including building knowledge by showing videos on module topics, making learning visual by having images on vocabulary cards and anchor charts, and providing sentence frames for both verbal and written responses. 
  • In the Teacher’s Edition for each lesson, there are English Learner Supports provided. Supports are broken down into the following categories: light support, such as having students use instructional vocabulary to point out and discuss facts and opinions in the text; moderate support, such as having students identify facts and opinions in the text; substantial support, such as the teacher pointing out facts and opinions in the text and having students say fact or opinion.
  • A Language Difference Resource Chart is included to help teachers understand the differences between students’ first language and English. This is an online resource and includes languages such as Spanish, Mandarin, and Korean.

The Guiding Principles and Strategies Handbook provides additional support for all students to help them access grade-level texts, which benefits students who are learning English as well. Information is provided on ways to use data to form small groups in foundational skills, strategic interventions, small group instruction, small group weekly instruction, and other customized groups.

Indicator 3q

Materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

The materials provide extensions or more advanced opportunities for students who perform above grade level. In the Guiding Principles and Strategies Handbook, there is a section titled Meeting Accelerated Learners, which provides teachers with information and strategies to support accelerated learners. The section provides teachers with information and a description of an accelerated learner, parts of the materials that support accelerated learners, and strategies for supporting accelerated learners in the classroom and throughout the lessons. Lessons also provide extension work for students who are accelerated or finish early. The program defines accelerated learners as students whose skills are above grade level and are ready for more accelerated learning experiences, such as more challenging books, more writing opportunities, or leadership roles. Some specifics from the program include:

  • Throughout the program, there are sections labeled Ready for More, which are daily opportunities in small group lessons to extend a skill or strategy.
  • Guided Reading Groups and Rigby Leveled Readers provide texts that are above grade-level.
  • The Tabletop Mini-lessons provide support as students apply comprehension skills to higher-level texts that they read independently.

Strategies are provided for teachers to consider while planning individual lessons and the culture of the classroom. These include:

  • Provide classroom libraries that represent a range of text levels.
  • Provide more challenging versions of the activities instead of requiring students to just do more work.
  • Use flexible groups and change groups frequently because students may be above level for one skill, but not for another skill.
  • Provide opportunities for students to make their own decisions. Accelerated students should take on leadership roles and assist classmates when appropriate.

Indicator 3r

Materials provide opportunities for teachers to use a variety of grouping strategies.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

The materials provide suggestions and descriptions for a variety of grouping strategies throughout the program. The Guiding Principles and Strategies Handbook gives an overview of how these group strategies work, and the Teacher’s Edition uses labels throughout the program to show teachers when the grouping strategy should be used during the lessons. Strategies for groups include small groups, targeted skill groups, and whole class. Groups can be composed for Guided Reading, English Language Support, Skills and Strategies, or Foundational Skills. Teachers use data to form these groups and to change groups throughout the year. 

In the Guiding Principles and Strategies Handbook, there is an overview of recommendations for groupings and various strategies to use to form these groups in a section called Forming Flexible Groups. This section helps teachers maximize small group time by using data to thoughtfully form groups that will optimize student growth. Flexible groups are formed to teach skills that a cohort of students need to learn or review. In addition, Strategic Interventions for Tier 2 and Tier 3 can be implemented using data from multiple measures. More information on these groups include:

  • Guided Reading Groups are formed based on the Guiding Reading Benchmark Assessment Kit, Oral Reading Records, and Leveled Reader Quizzes. The program includes the Rigby Leveled Readers, Take and Teach Lessons, and Tabletop Mini-lessons for reading to teach these groups.
  • English Language Support Groups are formed based on the state English Language Development Assessments. The materials includes Tabletop Mini-lessons for English Language Development, English Language Support lessons, and language graphic organizers.
  • Skills and Strategies Groups are formed based on Daily Formative Assessments and Weekly Assessments. The materials include Tabletop Mini-lessons, reinforcement skills and strategies lessons, and reading graphic organizers.
  • Foundational skills groups are formed by Informal Assessments. Foundational skills lessons and foundational skills. Word Study Studio is available for these lessons.

In addition to these groups, teachers are also instructed during whole-group lessons to have students participate in Collaborative Discussions, Turn-and-Talks, Think-Pair-Shares, and Partner Reads. In addition, there are opportunities for students to Echo Read and Choral Read.

Criterion 3s - 3v

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

The digital materials can be accessed across all platforms and most devices, though do not appear to be optimized for use on a mobile device, as some files are in formats that do not open readily on these types of devices. The materials provide a variety of digital support pieces for teachers and students, including opportunities for teachers to customize locally and personalize learning for students, navigation support may be needed to help teachers implement these digital components effectively. Some opportunities for digital collaboration is provided.

Indicator 3s

Digital materials (either included as supplementary 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.
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria that 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 (eg. Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (ie., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.

The materials are available digitally and accessible through the use of a sign-in and password. The digital platform provides all of the same materials that are in available in print. The digital materials are available with multiple browsers, including Google Chrome, Firebox, and Safari and follow universal programming style. Teachers can access the program via tablets and mobile devices; however, the materials do not appear to be formatted for use on a mobile device.  The Teacher's Guide and Teaching Pal do not display all information, and all files are not in formats that can be opened on a mobile device.

Indicator 3t

Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.
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Indicator Rating Details

The instructional materials reviewed for Grade 3 do not meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. While they do include a variety of supports, navigation support may need to be provided for instructors. 

The materials provide different digital resources to help students engage in learning. Each module includes a Close-Read Screencast for the anchor text that is offered on the digital platform. Students have digital access to the student book, myBook. Students are able to type directly into the digital version in order to annotate and respond to questions. Students also have access to digital videos to support building knowledge around a topic. Students can also access texts from the Student Choice Library and the Rigby Leveled Library online. 

Additional online resources are available to support students in their learning. One of the small group stations is a digital station where students demonstrate active listening skills or keyboarding skills. Online Assessments, as well as the Module Assessments, are also available for students on a weekly basis. This allows teachers to access data that provides specific information on student progress relating to the standards. There are also links in the Current Events tab to do research for their writing when applicable or for the Inquiry and Research Projects. Links include websites such as NewsELA, TimeforKids, and Kiddle News.

Indicator 3u

Materials can be easily customized for individual learners.
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Indicator 3u.i

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

The instructional materials reviewed for Grade 3 meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

The digital components provide multiple ways to personalize learning for all students through the use of adaptive innovations. The Guiding Principles and Strategies Handbook explains how materials are supported through assistive technology. The adaptive and technology innovations for personalized learning are outlined in the Guiding Principles and Strategies Handbook in the section called Using Digital features for Accessibility. In addition, the teacher can create and save plans and assign specific texts or assessments to different students. 

On the digital version of the program, there are multiple accessibility features, making the learning more personalized for students. These include:

  • Closed captioning for videos
  • Transcripts for audio
  • Contrast and color compliance
  • Screen-reader compatibility
  • Keyboard encoding
  • Read-along audio with synchronized text highlighting
  • Tools for students to highlight and take notes

When planning on the digital platform, the teacher can create plans and assign individual texts to students. The teacher can use the assignment option to assign specific texts or assessments to different students. Online resources can be filtered by instructional purpose, audience, Lexile, or guided reading level to assist with assigning appropriate resources.

Indicator 3u.ii

Materials can be easily customized for local use.
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Indicator Rating Details

The instructional materials reviewed for Grade 3 meet the criteria that materials can be easily customized for local use.

The Guiding Principles and Strategies Handbook explains the digital platform, which can easily be customized for local use. Teachers are able to customize teaching plans to align with district and state requirements, as well as, individualize resources for small groups of students as needed. 

Some of the ways that materials can be customized for local use include:

  • On the digital platform, there is a create button that allows teachers to customize teaching plans and assessments so they match district requirements.
  • The group button allows teachers to create and manage groups of students based on classroom observations and assessment results. Teachers can then assign plans and materials to these groups of students. 
  • The add to plan feature assigns resources to individual students or groups of students so teachers can customize materials and plans. 

Indicator 3v

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
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Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the criteria that materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)

The materials include limited opportunities for students to collaborate with each other via technology. The only option that is available is that for some projects, students have a choice to use a technological option to collaborate, such as writing a blog post or creating a discussion boards. These options are not required or used throughout the program on a consistent basis. 

There are some opportunities for teachers to collaborate with the publisher to get additional support in the material. There is follow-up support for in-person or live online experiences where teachers can choose from a variety of topics for support. Schools can also request on-demand access to program experts to ask questions and the publisher provides consultants for ongoing support and coaching.

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Additional Publication Details

Report Published Date: 01/23/2020

Report Edition: 2020

Title ISBN Edition Publisher Year
Into Reading Genre Study Guide Grade 3 978-0-3580-8685-7 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 1 Grade 3 978-0-5444-6124-6 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 2 Grade 3 978-0-5444-6125-3 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 3 Grade 3 978-0-5444-6126-0 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 4 Grade 3 978-0-5444-6127-7 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 5 Grade 3 978-0-5444-6128-4 Houghton Mifflin Harcourt 2020
2020 Into Reading Teacher's Guide Volume 6 Grade 3 978-0-5444-6129-1 Houghton Mifflin Harcourt 2020
Into Reading Know It Show It Grade 3 978-1-3284-5324-2 Houghton Mifflin Harcourt 2020
2020 Into Reading Writing Workshop Teacher's Guide Grade 3 978-1-3284-6981-6 Houghton Mifflin Harcourt 2020
Into Reading Writer's Notebook Grade 3 978-1-3284-7011-9 Houghton Mifflin Harcourt 2020
Into Reading Tabletop Minilessons English Language Development Grade 3 978-1-3284-9163-3 Houghton Mifflin Harcourt 2020
2020 Into Reading Student myBook Softcover Volume 2 Grade 3 978-1-3285-1697-8 Houghton Mifflin Harcourt 2020
Into Reading Teaching Pal Volume 1 Grade 3 978-1-3285-1721-0 Houghton Mifflin Harcourt 2020
Into Reading Teaching Pal Volume 2 Grade 3 978-1-3285-1722-7 Houghton Mifflin Harcourt 2020
Into Reading Tabletop Minilessons Reading Grade 3 978-1-3285-2293-1 Houghton Mifflin Harcourt 2020

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

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 3-8 Rubric and Evidence Guides

The ELA review rubrics identify the criteria and indicators for high quality instructional materials. The rubrics support 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.

For ELA, our rubrics evaluate materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

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.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. 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).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, 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.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, 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.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

Math High School

ELA K-2

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ELA High School

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