College-Ready Writing Essentials
Core Code Alignment
Language Arts
Language Arts Required Core
06020000070: Language Arts 12
Language Arts Required Core
06020000070: Language Arts 12
Recommendation
Recommended Teacher Resource
Evaluation
Because this resource is intended to be a limited resource, most of the Utah Core Standards are not aligned with these materials. The focus of these materials is on writing a persuasive college-ready, essay. While writing an argumentative essay is a skill of focus on the Utah Core Standards, nowhere in the CRWE materials are these standards objectively stated or connected. The Utah Core Standards use the term "argumentative" while CRWE uses the term "persuasive". The differences in the two terms are substantial.
As far as scaffolding is concerned, the materials are organized in a linear progression from the beginning of the writing and research process through the end of publishing. However, the lessons do not engage the learners. The majority of the lessons and assignments are one dimensional and repetitive (text, example, assignment, text, example, assignment, etc.).
Navigation through the resources is simple and consistent.
The materials are free of bias and are adaptable to various educational setti
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. | ||
| Because this resource is not intended to be used as a primary resource, most of the Core Standards are not aligned with these materials. The focus of these materials is on writing a persuasive college-ready, essay. While writing an argumentative essay is a skill of focus on the Utah Core Standards, nowhere in the CRWE materials are these standards objectively stated or connected. The Utah Core Standards use the term "argumentative" while CRWE uses the term "persuasive". The differences in the two terms are substantial. | ||||||
| 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. | ||
| As far as scaffolding is concerned, the materials are organized in a linear progression from the beginning of the writing and research process through the end of publishing. However, the lessons do not engage the learners. The majority of the lessons and assignments are one dimensional and repetitive (text, example, assignment, text, example, assignment, etc.). | ||||||
| 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. | ||
| Navigation through the resources is simple and consistent if moving sequentially through the materials. Returning to assignments, rubrics, etc. is difficult since assignments are linked on content pages but not housed in modules. | ||||||
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. | ||
| 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. | ||
| 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. | ||
| The materials are free of bias and are adaptable to various educational settings. | ||||||
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. | ||
| The online materials are durable, but do not offer many "high-quality audio-visual and tactile experiences for all users." There are a handful of instructional YouTube videos. | ||||||
| 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. | ||
| This curriculum does not provide adequate support for the instructor. The instruction does not clearly align with MTSS guidelines. | ||||||
| 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. | ||
| The materials offer some supplemental resources such as a handful of example essays and a couple of YouTube videos, but these resources are very limited. | ||||||
| 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 assessments are not varied, are not aligned with Utah Core Standards, and do not provide any form of RTI (Response to Intervention). The rubrics are vague and do not provide specific academic feedback for learners to improve. Some of the items on the rubric are subjective and are impossible to quantify (e.g. how much time was spent on an assignment). | ||||||
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