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.
Material Categories
No categories assigned.
Rubric : English Language Arts
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| The materials are free of bias and are adaptable to various educational settings. | ||||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| 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. | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| 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.). | ||||||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| 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. | ||||||
| Assessments | This item has not been graded. | |||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| 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. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| This curriculum does not provide adequate support for the instructor. The instruction does not clearly align with MTSS guidelines. | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| 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. | ||||||
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Phone: 801.538.7807