Original Posting Date: 5/25/2018 Instructional Materials Evaluation Review for Alignment in ELA Grades K – 12 (IMET) The goal of English language arts is for students to read, understand, and express understanding of complex texts independently. To accomplish this goal, programs must build students’ knowledge and skill in language, comprehension, conversations, and writing integrated around a volume of complex texts and tasks.1 In grades K-5, programs must also build students’ foundational skills to be able to read and write about a range of texts2 independently. Thus, a strong ELA classroom is structured with the below components. Title: Core Knowledge Language Arts 2nd Edition Grade: K-5 Publisher: Amplify Education, Inc. Copyright: 2017 Overall Rating: Tier I, Exemplifies quality Tier I, Tier II, Tier III Elements of this review: STRONG WEAK 1.Quality of Texts (Non-Negotiable) 2.Range and Volume of Texts 3.Foundational Skills (Non-Negotiable*) 4.Coherence of Tasks (Non-Negotiable) 5.Text-Dependent Questions (Non-Negotiable) 6.Writing to Sources, Spkng., Listening, Language 7.Assessment 8.Scaffolding and Support Each set of submitted materials was evaluated for alignment with the standards beginning with a review of the indicators for the non-negotiable criteria. If those criteria were met, a review of the other criteria ensued. Tier 1 ratings received a “Yes” for all Criteria 1-8. Tier 2 ratings received a “Yes” for all non-negotiable criteria, but at least one “No” for the remaining criteria. Tier 3 ratings received a “No” for at least one of the non-negotiable criteria. Click below for complete grade-level reviews: Grade K (Tier 1) Grade 1 (Tier 1) Grade 2 (Tier 1) Grade 3 (Tier 1) Grade 4 (Tier 1) Grade 5 (Tier 1) 1 A volume of texts is a collection of texts written about similar topics, themes, or ideas. 2 A range of texts are texts written at different reading levels. 1 Instructional Materials Evaluation Tool for Alignment in ELA Grades K – 12 (IMET) The goal of English language arts is for students to read, understand, and express understanding of complex texts independently. To accomplish this goal, programs must build students’ knowledge and skill in language, comprehension, conversations, and writing integrated around a volume of complex texts and tasks.3 In grades K-5, programs must also build students’ foundational skills to be able to read and write about a range of texts4 independently. Thus, a strong ELA classroom is structured with the below components. Title: Core Knowledge Language Arts 2nd Edition Grade: K Publisher: Amplify Education, Inc. Copyright: 2017 Overall Rating: Tier I, Exemplifies quality Tier I, Tier II, Tier III Elements of this review: STRONG WEAK 1. Quality of Texts (Non-Negotiable) 2. Range and Volume of Texts 3. Foundational Skills (Non-Negotiable*) 4. Coherence of Tasks (Non-Negotiable) 5. Text-Dependent Questions (Non-Negotiable) 6. Writing to Sources, Spkng., Listening, Language 7. Assessment 8. Scaffolding and Support To evaluate each set of submitted materials for alignment with the standards, begin by reviewing Column 2 for the non- negotiable criteria. If there is a “Yes” for all required indicators in Column 2, then the materials receive a “Yes” in Column 1. If there is a “No” for any required indicators in Column 2, then the materials receive a “No” in Column 1. (Note: If materials do not represent a full curricula, then some of Criteria 1 – 8 may not apply.) Tier 1 ratings receive a “Yes” in Column 1 for Criteria 1 – 8. Tier 2 ratings receive a “Yes” in Column 1 for all non-negotiable criteria (Quality of Texts, Foundational Skills (as applicable), Coherence of Tasks, and Text-Dependent Questions), but at least one “No” in Column 1 for the remaining criteria. Tier 3 ratings receive a “No” in Column 1 for at least one of the non-negotiable criteria. 3 A volume of texts is a collection of texts written about similar topics, themes, or ideas. 4 A range of texts are texts written at different reading levels. 2 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES Section I. Text Selection Tier 1 and 2 Non-Negotiable REQUIRED Yes Materials provide texts that are 1. QUALITY OF TEXTS: 1a) In grades 2-12, materials provide texts that are appropriately complex for Kindergarten. The Texts are of sufficient scope and appropriately complex for the identified grade level according Lexile range for the grade level is 330L to quality to provide text-centered to the requirements outlined in the standards. Measures for 450L for student readers and 760L to 990L and integrated learning that is determining complexity include quantitative and qualitative for read aloud texts. Qualitatively, these sequenced and scaffolded to (1) analysis,5 as well as reader and task considerations. Poetry materials meet the criteria for the grade advance students toward and drama are analyzed only using qualitative measures. independent reading of grade- level and explore many complex concepts. level texts and (2) build content In grades K-2, extensive read-aloud texts allow sufficient Texts include "Rain, Rain Go Away" knowledge (e.g., ELA, social opportunity for engagement with text more complex than (Knowledge Unit 1), "Goldilocks and the studies, science, and the arts). students could read themselves. Three Bears" (Knowledge Unit 3), "The Little The quality of texts is high—they Red Hen" (Knowledge Unit 5), "Old King support multiple readings for Cole" (Knowledge Unit 7), "Ferdinand and various purposes and exhibit exceptional craft and thought Isabella" (Knowledge Unit 9), and "Reduce, and/or provide useful Reuse, Recycle" (Knowledge Unit 11). Each information. Materials present a unit also contains flip books that are visual progression of complex texts as images and posters of vocabulary to support stated by Reading Standard 10. each lesson and the core text. REQUIRED Yes At least 90% of texts are authentic and offer (Note: In K and 1, Reading 1b) At least 90% of texts are authentic6 and offer rich rich opportunities for students to meet the Standard 10 refers to read-aloud opportunities for students to meet the grade-level ELA material. Complexity standards grade-level ELA standards. A majority of standards; the texts are well-crafted, representing the quality for student-read texts are texts are authentic, even though some were of content, language, and writing that is produced by experts applicable for grades 2+.) created by the publisher to create the lesson in various disciplines. and unit themes. Yes No REQUIRED Yes Materials provide a coherent sequence or 1c) Materials provide a coherent sequence or collection of collection of connected texts with each connected texts that build vocabulary knowledge and Knowledge section having a different knowledge about themes with connected topics and ideas 5 The process for determining quantitative and qualitative measures is available at http://www.louisianabelieves.com/docs/teacher-toolbox-resources/guide---how-to-determine-text-complexity- grades-k-12.pdf?sfvrsn=5. More information may be found in the Louisiana Believes Documents: “Guide for Determining Text Complexity” and “Creating Text Sets for Whole-Class Instruction” 6 Authentic texts are previously published rather than “commissioned.” 3 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES through tasks in reading, writing, listening, speaking, and theme/topic. For example, in Knowledge 2, language. the texts focus on The Five Senses. In Lesson 1, students describe the senses as all Within a sequence or collection, quality texts of grade-level working together to help us understand the complexity are selected for multiple, careful readings world around us (Speaking and Listening), throughout the unit of study. identify the five senses and associated body In grades K-2, the inclusion of read-aloud texts in addition to parts while describing how the five senses what students can read themselves ensures that all students help people (Reading), demonstrate can build knowledge about the world through engagement understanding of the Tier 2 word "harm" with rich, complex text. These texts as well must form a (Language), and create drawings that coherent sequence or collection of connected texts that build demonstrate knowledge of the five senses vocabulary knowledge and knowledge about themes with and associated parts of the body (Writing). connected topics and ideas through tasks in reading, writing, listening, speaking, and language. At the end of the Knowledge 2 unit, students have the opportunity to have knowledge assessed through Domain Assessments that assess various parts of the learning such as vocabulary, comprehension, and concept based-assessment. There are also review activities and a formative assessment that encompasses the Reading, Language, Writing, and Speaking and Listening component of each lesson. Texts in the unit include "The Sense of Sight," "The Sense of Smell," "The Sense of Taste," "The Sense of Touch," and "The Sense of Hearing." There are also "Pausing Point" texts that further enhance lessons including "Ray Charles" and "Helen Keller." 4 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES 1d) Texts increase in complexity as materials progress across Yes Texts increase in complexity as materials grade bands. Read-aloud texts follow the same trend, progress throughout the grade level and although they may have greater variability because listening increase in complexity across the grade skills in elementary school generally outpace reading skills. bands. 2. RANGE AND VOLUME OF REQUIRED Yes The materials reflect the distribution of text TEXTS: 2a) In grades K-12, ELA materials seek a balance in types and genres required by the standards. Materials reflect the distribution instructional time between literature and informational texts. There is a relatively equal distribution of text of text types and genres (Reviewers will consider the balance within units of study as types within this series for Kindergarten, but suggested by the standards (e.g. well as across the entire grade level using the ratio between there is a larger distribution of informational RL.K.9, RL.1.5, RI.1.9, RL.2.4, literature/informational texts to help determine the texts addressing science and social studies RI.2.3, RL.3.2, RL.3.5, RI.4.3, appropriate balance.) RL.5.7, RI.7.7, RL.8.9, RI.9-10.9, topics. The program balances that by using and RL.10/RI.10 across grade fictional characters to present the levels.) information and/or literary texts to demonstrate the information being Yes No presented. For example, in Domain 6 students hear the story about the Lakota Sioux and a young boy named Little Bear. The content is informational, but the storyline is fictional. REQUIRED Yes Materials include texts of different formats. 2b) Materials include texts of different formats (e.g., print For example, in Knowledge Unit 1 (Nursery and non-print, including film, art, music, charts, etc.) and Rhymes and Fables) students listen to a lengths (e.g. short stories and novels). read-aloud of the texts while viewing flip book images (flip book images and image cards are used throughout the grade level). Also in Knowledge Unit 1, the students have the opportunity to use guided listening support, and teachers are encouraged to use audio versions of the popular nursery rhymes within the lessons. This is also evidenced in Knowledge Unit 5. In 5 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES Knowledge Unit 11, students are exposed to charts that show students about recycling and recycling symbols in Lesson 4. 2c) Materials include many informational texts with an Yes Materials include many informational texts informational text structure rather than a narrative structure. with an informational text structure rather In grades 6-12, materials include literary nonfiction (e.g. than a narrative structure. For example, in speeches, biographies, essays). Knowledge Unit 5, the materials are introduced with a paragraph where Old MacDonald introduces each story which makes it appear to be narrative non-fiction. However, the texts, the rest of the way, have an informational text structure. The remainder of informational texts in the grade level are appropriate informational text structures for Kindergarten, utilizing captions, bolded vocabulary, charts, maps, and images. Texts representing an informational text structure include “All Kinds of Crops" (Knowledge Unit 5), "The Royal Family" (Knowledge Unit 7), "Colonies in Native American Lands"(Knowledge Unit 9), and “Reduce, Reuse, Recycle!" (Knowledge Unit 11). 2d) Additional materials increase the opportunity for regular, Yes Students engage in independent reading by accountable independent reading of texts that appeal to reading decodables, for example, while the students' interests to build reading stamina, confidence, teacher is working with a small group. motivation, and enjoyment and connect to classroom Additionally, the program incorporates “a concepts or topics to develop knowledge. flexible amount of additional independent reading time” (e.g., 20 minutes a few times a week.). Much in-class independent reading at this level engages students to 6 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES independently read short passages. There are also some independent reading activities that are assigned as a take-home. Section II. Foundational Skills (grades K-5 only) Tier 1 and 2 Non‐Negotiable* REQUIRED *Indicator for grades K-2 only Yes The materials follow a sequence of 3. FOUNDATIONAL SKILLS: 3a) Materials follow a sequence of appropriate foundational appropriate foundational skills instruction as Materials provide instruction and skills instruction indicated by the standards while providing indicated by the standards while providing diagnostic support in concepts of abundant opportunities for every student to become abundant opportunities for all students to print, phonological awareness, proficient in each of the foundational skills. acquire proficiency in foundational skills. The phonics, vocabulary, unit lessons are systematically designed to development, syntax, and fluency in a logical and transparent gradually increase complexity and rigor of progression. These foundational skills being introduced. Students have ample skills are necessary and central practice in Phonics and Reading, Language components of an effective, and Grammar, Spelling, and Writing comprehensive reading program foundational skills. For example, in Skills Unit designed to develop proficient 1 Lesson 1, students begin with learning readers with the capacity to comprehend texts across a range Awareness of Noises and Left/Right of types and disciplines. Discrimination, Using Common Prepositions, and Pre-Writing Skills of Writing on a Vertical Yes No Surface. By Lesson 10, students are learning Awareness of Words and Tracking. In Skills *As applicable (e.g., when the Unit 2, students are learning letters while scope of the materials is building other core foundational skills from comprehensive and considered a Unit 1. By Unit 3, students are blending and full program) learning sounds while using learned letters to spell and write. In Skills Unit 5, students are introduced to rhyming words using "Minimal Pairs" where students began applying their understanding of foundational skills to decode decodable readers. 7 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES REQUIRED Yes Materials include engaging, content-rich, 3b) In grades K-2, materials include engaging, content-rich, and phonetically controlled texts that allow and phonetically controlled student texts that allow for for systematic, explicit, and frequent systematic, explicit, and frequent practice of foundational practice of foundational skills. These are skills as they are introduced. primarily relegated to big books initially as the students are not developmentally able to In grades 3-5, materials demand knowledge of grade-level phonic patterns and word analysis skills. read from the start. However, by Unit 4, students have the opportunity to read from decodable readers that practice skills learned in the Skills Unit Lessons. The decodable readers include skills learned while also expanding knowledge through illustrations. REQUIRED Yes Materials provide instruction and practice in 3c) In grades K-2, materials provide instruction and practice in word study including pronunciation, roots, word study including pronunciation, roots, prefixes, suffixes prefixes, suffixes, and spelling/sound and spelling/sound patterns, as well as decoding of grade- patterns, as well as decoding of grade-level level words, including high-frequency words, by using sound- words. The students receive practice in symbol knowledge and knowledge of syllabication and learning and utilizing high frequency words regular practice in encoding (spelling) the sound symbol relationships of English. consistently, including explicit instruction in "tricky words" that do not follow the rules of (Note: Instruction and practice with roots, prefixes, and standard English such as the word "blue" in suffixes is applicable for grade 1 and higher.) Unit 5 Lesson 5. In Skills Unit 3, the focus is on seven tricky words from the Fry and In grades 3-5, materials provide instruction and practice in Dolch words lists including "one," "two," word study including systematic examination of grade-level morphology, decoding of multisyllabic words by using "three," "am," "at," "did," and "it." Materials syllabication, and automaticity with grade-level regular and refer to "Tricky Words" as words that do not irregular spelling patterns. play by the rules. The teacher models how to pronounce the words and draws attention to the irregular parts of the words that don't sound the way they are spelled. The 8 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES students also have an extensive amount of practice in sound-symbol knowledge as letters are introduced beginning in Unit 3 Lesson 1 with the sound /m/ spelled "m." Syllabication is also utilized in multiple lessons, beginning with one syllable short vowel sounds in the beginning and ending with both one syllable short and long sounds, including incorporating in writing. REQUIRED Yes Materials encourage students to self- 3d) Materials encourage students to self-monitor and to use monitor and to use context to confirm or context to confirm or self-correct word recognition and self-correct word recognition. In the teacher understanding, directing students to reread purposefully to guide, there are references and support for acquire accurate meaning. self-monitoring and using context. However, a more conscious effort to have students intentionally self-monitoring, self-correcting, and using context through instruction of and use of those skills should be more apparent across the entire curriculum. The students most likely use these skills authentically during independent reading times as well. REQUIRED Yes Materials allow for frequent, built-in 3e) Opportunities are frequently built into the materials that opportunities for students to achieve allow for students to achieve reading fluency in oral and reading fluency in oral and silent reading silent reading, that is, to read a wide variety of grade- with various text types that are appropriate appropriate prose, poetry, and informational texts with for the grade level. Students have accuracy, rate appropriate to the text, and expression. This opportunities to read orally and silently should include monitoring that will allow students to receive regular feedback on their oral reading fluency in the specific using decodable books while also listening to areas of appropriate rate, expressiveness, and accuracy. read aloud texts. The students also engage in partner reading throughout the grade level, allowing for multiple reads throughout and 9 MEETS METRICS JUSTIFICATION/COMMENTS WITH CRITERIA INDICATORS OF SUPERIOR QUALITY (YES/NO) EXAMPLES the ability to monitor and provide feedback on accuracy, rate, and expression. In Skills Unit 4 and 5, students read the same decodable text for multiple lessons to give them multiple opportunities to practice and achieve fluency. REQUIRED Yes The materials guide students to read grade- 3f) Materials guide students to read grade-level text with level text to make connections between purpose and understanding and to make frequent acquisition of foundation skills and making connections between acquisition of foundation skills and meaning from reading. The big books and making meaning from reading. decodable readers within the lessons include questions to assess comprehension skills as students practice foundational skills. For example, in Unit 3 Lesson 2, the students read "The Three Little Pigs" and are asked literal, inferential, and evaluative questions such as "Who are the characters in this story?" "Which houses could the wolf blow down? Why?" and "Which one of the three pigs do you think is the smartest? Why?" 3g) *Indicator for grades K-2 only Yes Materials provide opportunities for teachers Materials provide opportunities for teachers to assess to assess student mastery of foundational students’ mastery of foundational skills and respond to the skills. Each unit consists of a student needs of individual students based on ongoing assessments performance assessment to assess student offered at regular intervals. Monitoring should include mastery of the skills taught during that unit. attention to invented spelling as appropriate for its diagnostic These formative assessments are ongoing value. and are completed during intervals as evident in each unit. For example, in Skills Unit 1 Lesson 10, students take an assessment that reviews Awareness of Words and Phrases and Tracking. In Skills 10