The instructional materials reviewed for Reading Street Kindergarten, Grade 1, and Grade 2 do not meet the expectations for alignment. In the critical foundational skills development, materials only partially meet expectations for Kindergarten through Grade 2. The materials do meet the expectations for providing texts worthy of students' time and attention while supporting students' advancement toward independent reading, while grade one does not support this advancement. Kindergarten, Grade 1, and Grade 2 do not meet expectations of reading, writing, and speaking to support rich and rigorous evidence-based discussions and tasks to build both strong literacy skills as well as content knowledge and vocabulary.  Overall, the instructional materials lack alignment to the CCSS-ELA.

The instructional materials reviewed for Reading Street Grades 3-6 do not meet the expectations for alignment. Grades 3, 4 , and 5 partially meet the expectations of providing texts worthy of students’ time and attention while supporting students’ advancement toward independent reading, but Grade 6 does not. Grade 5 partially meets expectations of reading, writing, speaking, listening, and language supporting foundational reading development and standards alignment, but Grades 3 and 4 do not. Grades 3-6 do not meet expectations of providing opportunities for rich and rigorous evidence-based discussions about writing about texts to build strong literacy skills. Overall, the instructional materials lack alignment to the CCSS-ELA.

The instructional materials reviewed for Reading Street Grades 3-6 do not meet the expectations for alignment. Grades 3, 4 , and 5 partially meet the expectations of providing texts worthy of students’ time and attention while supporting students’ advancement toward independent reading, but Grade 6 does not. Grade 5 partially meets expectations of reading, writing, speaking, listening, and language supporting foundational reading development and standards alignment, but Grades 3 and 4 do not. Grades 3-6 do not meet expectations of providing opportunities for rich and rigorous evidence-based discussions about writing about texts to build strong literacy skills. Overall, the instructional materials lack alignment to the CCSS-ELA.