Reach Higher
Core Code Alignment
Elementary / Early Childhood
Elementary
22010024007: Grade 6 - ESL
Elementary
22010024007: Grade 6 - ESL
Recommendation
Recommended Primary
Evaluation
This curriculum has breadth and depth for both grade level standards and language proficiency standards. Materials can be adapted for multiple methods of implementation and contain focused supports from a language perspective. The content is engaging and appropriate with opportunities for student choice for writing and/or presentation projects. Additionally, the digital tools are responsive to the equity and feasibility needed to be implemented in diverse ways. The most noticeable disadvantage is the outdated appearance of the layout.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Generic
Final recommendation published; partial rubric scores available.
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure 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. | ||
| This curriculum represents both an alignment to grade level core and also to WIDA language descriptors used to determine language growth. The reading materials are grade level appropriate and complex text within reading passages is evident. Overall there is a good balance and representation of WIDA modalities. A few particular highlights are the inclusion of metacognitive reading strategies placed in 3 easy steps, a combination of shorter and longer writing opportunities with focus both on overall discourse and also word and sentence level aspects. Additionally, digital tools have been leveraged to accent the language needs. | ||||||
| Navigation | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| There are a great deal of different forms of support embedded in all content. Sentence stems/frames, word banks, vocabulary help, metacognitive strategies, and examples are common at every step in the print materials. However, the skills are not necessarily differentiated for different levels and so many terms/phrases in the reading passages are given to students in the footnotes that it significantly reduces the ability for students to practice using context clues or reading strategies to independently. Additionally, less supports were visible when using the student digital activities -- so classrooms would need to pair the print materials with the digital activities if students are to access the supports needed for some language students to successfully complete the digital activities. | ||||||
| Instructional Support | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| Once an individual can get to the right location, the materials are user-friendly. However, finding them and pairing tools, such as TE supports with digital presentation platforms, was more challenging. | ||||||
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 materials are durable and include resources in both print and digitally. However, the print materials have an outdated appearance and the digital materials were not engaging. Often the visuals did not align to the text or audio for long periods of time. The digital materials often were simple images and texts centered on large white space that was very stark in appearance. | ||||||
| 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. | ||
| Requirements seem to be web based so as long as there is internet access, it should be feasible. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. 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 curriculum itself is presented in a manner that facilitates learning in many different settings: whole group, small group, or independently. Additionally, the materials are presented in a way that would make it easy for instructors to choose elements for shorter periods of time or possible extensions. There are also a lot of digital activities that could be adapted to different contexts. | ||||||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807