Pathways: Reading, Writing And Critical Thinking, 2E
Core Code Alignment
Language Arts
Language Arts Required Core
06020024040: Language Arts 9 - ESL
Language Arts Required Core
06020024040: Language Arts 9 - ESL
Recommendation
Recommended Limited
Evaluation
The primary focus of this curriculum is an alignment to TESOL using engaging, non-fiction, photo-journalism resources from National Geographic. A school that uses sheltered instruction ELA courses without additional courses to meet specific language needs, would not be able to meet the ELA grade level core without additional supplementation since no other genres are present in this curriculum. However, if ESL students have access to a grade level ELA class separate from their ESL class, this curriculum could be a nice set of materials in the ESL class to help students engage in non-fiction reading and writing tasks with a language lens -- especially given the higher need for multilingual students to be successful with non-fiction literacy skills as part of developing grade level academic language. One other important consideration is that ESL students in the ninth grade have a higher probability to be LTELLs and there was no evidence of specific strategies, differentiation, or interventions to assist with this dynamic.
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 | ||
| Entire text is based on authentic and diverse photos from around the world with the specific intent to help bridge connections between students in a manner that fosters global citizenship. | ||||||
| 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 | ||
| Digital tools allow for assignments to be tailored to whole class or selected students. Also, units or individually selected materials can be assigned digitally for students to access in their platform. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| Appears to be a web based system. There are some nice Canvas tools integrated with the curriculum such as audio, video, vocabulary activities, recording, and writing activities. | ||||||
| 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. | ||
| While the content is engaging, authentic and well done --it does not represent a comprehensive alignment to grade level common core. This program is entirely non-fiction; leaving out all the elements of the standards related to non-fiction. While there is an attempt to meet standards such as perspective, theme, etc. it is done from the context of non-fiction only. Without being paired with fiction, it is impossible to meet a large portion of the standards. The curriculum states that they are aligned to TESOL and the reading and writing portions are decently aligned to it. | ||||||
| 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. | ||
| The materials themselves are laid out in a manner that reflects universal scaffolding design concepts that help all students access the content. Information is chunked, varied, engaging, and supportive. However, the TE does not specifically address differentiation, intervention, or extensions to support students beyond the initial presentation of materials. | ||||||
| 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. | ||
| The directions and access were not intuitive at first. However, once the layout was understood, it was easy to navigate. With a little orientation and guidance, teachers and students would be able to navigate well. The digital presentation tools that supported navigation were well thought out from both the teacher and student perspective -- with tools that enhance the focus on items teachers would want to highlight. | ||||||
| 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. | ||
| It is recommended that students would need both digital and hard-copy materials but both are durable and/or sustainable. Materials did not appear to be disposable. | ||||||
| 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. | ||
| There is a wealth of online resources accessible to instructors. However, MTSS is not necessarily prevalent. | ||||||
| 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. | ||
| All materials presented appeared to be part of the core set of instruction. The materials themselves can be purchased by levels but within that, no other leveled opportunities were mentioned. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807