Advancing Language Learning
Core Code Alignment
Language Arts
Language Arts Electives
06010000240: ELD English Co-teaching
Language Arts Electives
06010000240: ELD English Co-teaching
Recommendation
Reviewed, Not Recommended
Evaluation
Reviewed Not Recommended
,
Educators Using These Materials
No educators found.
Rubric : English Language Arts
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade level Core standards, is current, well-researched, and referenced from reliable sources. -meets all grade level standards within elementary/secondary -is explicit, systematic, and engaging -includes all 7 essential elements of literacy: phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and writing as appropriate to grade level -includes text that meets Lexile requirements for each grade band -includes text that is the appropriate percentage of literature and informational | The content of this resource aligns with most grade level core standards but will need supplementary materials to insure coverage of all the objectives for this course. | The content of this resource aligns with a few grade level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| No alignment to the Utah core standards was submitted for this series. English Language Development is ranked as reviewed, but not recommended. Several literature standards were not addressed. Foundational skills must be taught in a systematical, daily, and sustainable routine. English Language Development failed to meet this criterion. The program needs foundational skills embedded in daily lesson plan. (phonics and phonemic awareness) In the upper grades 3-6 the hard bound stories did not exercise rich text. The online resources and stand alone consumable workbooks for close reading were not text rich and mirrored what had already been used for instruction within the hardbound book. This allowed for repeated reading, but not for skill integration. Students and teachers need more reading material to apply learned skills. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels and provide assistance for all students to enhance conceptual understanding; and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and provides assistance for students to enhance conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners from various skill levels or provide scaffolding to enhance conceptual understanding. | ||
| Scaffolding within the lesson plans was evident on a daily basis and was well planned and laid out for teacher use. The leveled readers were not available for review. Online resources did allow for differentiated instruction. The writing portion of the daily routine provided teachers with the direction needed to address various writing levels. The sentence stems were scaffolded as were the writing supports. | ||||||
| Navigation | This resource contains directions that are clear and understandable and are easy to navigate through. | N/A | N/A | The instructions in this resource are unclear and navigation is difficult. | ||
| The teacher edition was well laid out and easy to follow along with. The unit cards as well as the online guide were clear and concise. These would make it easy for teachers to navigate the lesson and teach from. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and can be used by all students regardless of gender, race, ethnicity, or disability. This material is free from advertising, e-commerce or political interest, and is in compliance with the law and community standards. | N/A | This series or title has material that may be interpreted as bias or promoting a commercial or political agenda or may be considered to treat some groups unfairly. | This series or title has material that is clearly biased and favors a point of view that may be distracting to the educational experience of students. | ||
| Materials from English Language Development were free of gender, race ethnicity, and disability profiling. | ||||||
| Adaptability | Instructional materials in this resource are easily updated and adaptable for teacher and student use in individualized or small group instructional settings and are accessible for an appropriate time period to facilitate a proper learning environment for each student. | Instructional materials in this resource have some features which are adaptable and are available for an acceptable time period. | N/A | Instructional materials in this resource are not adaptable or easily incorporated into a variety of educational settings. | ||
| The printed copies are adaptable to tier one and small group instruction. However, a constraint for the program is that each student would need an electronic device to access the online components. | ||||||
| Technical Standards | Instructional materials in this resource are adaptable or easily incorporated into a variety of educational settings. | N/A | N/A | This curriculum is limited by specifications that may require additional materials or technical assistance, or additional hardware, software, or infrastructure. | ||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | In physical terms, this resource is durable, interactive, and provides high quality audio-visual and tactile experiences for all users if appropriate. | In physical terms, this resource is somewhat fragile in construction and provides limited tactile experiences for students. | N/A | In physical terms, this resource is designed to be disposable and temporary. | ||
| Online material and physical components were engaging and provided high quality experiences for both students and teachers. 5th and 6th grade components seem juvenile for the age group. | ||||||
| Instructional Support | This curriculum provides adequate instructional support that aligns with MTSS guidelines and clear requirements for the instructor. | N/A | N/A | This curriculum does not provide adequate support for the instructor. | ||
| Met all guidelines. However, the title of the program English Language Development was confusing and misleading. At first glance we thought it was the ELL portion of the program. | ||||||
| Supplemental Resources | Provided materials reference numerous available supplemental resources including support for each learner in every level of learning. | Provided materials reference some available supplemental resources. | N/A | Provided materials do not refer to other supplemental resources. | ||
| There was no reference to supplemental materials in the teacher guides. We found the online resource page to be more helpful. | ||||||
| Assessments | These instructional resources contain a variety of formative and summative assessments that are aligned with core objectives, provide appropriate intervention strategies, and lead to observable performance and real-world experience. | These instructional resources contain a limited number of assessments without intervention strategies. | N/A | These instructional resources do not provide assessment materials. | ||
| The instructional resources provide formative assessment in the daily lesson plan, there were no summative assessments found for each unit. In the online resources there was management system but were unable to locate assessments. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807