ThinkCERCA
Core Code Alignment
Language Arts
Language Arts Required Core
06020000045: Language Arts 9 Honors
Language Arts Required Core
06020000045: Language Arts 9 Honors
Recommendation
Recommended Limited
Evaluation
Think Cerca is a literacy program with units designed to promote reading, writing, and critical thinking. The materials provided appear to be well designed and represent diverse reading materials and exposures to the three main writing tasks: narrative, informational, argumentative. Some supports are provided, but the materials provided for review were limited so it was difficult to evaluate them. Think Cerca is not a stand alone curriculum for English Language Arts and will not address all the ELA standards in the Utah core or provide supports and interventions required for a novice teacher. However, the units it does offer appears to be of quality, so we have recommended it for limited use.
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. | ||
| The system does not include all literature genres, forms of written expression, or ELA standards. | ||||||
| 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. | ||
| Some scaffolding supports are present, with limited options and guidance for teachers. | ||||||
| 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. | ||
| Although this appears to be a fully digital resource, it contains clear guidance and directions for implementation. | ||||||
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. | ||
| Free of advertising and bias; a variety of perspectives and diversity are evident. | ||||||
| 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. | ||
| Some adaptability features, that are similar across all units. | ||||||
| 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. | ||
| This appears to be an exclusively digital resource and therefore would be difficult to implement in education settings where technology is limited due to number of devices, reduced internet speeds, etc. | ||||||
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. | ||
| This is only a digital resource and therefore does not have a physical component to be used year after year. Licensed per student are renewed on a yearly basis. | ||||||
| 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. | ||
| From the limited information provided for this review, there were no clear instructional supports articulated for the instructor and aligning 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 stated that Sped and ELL resources are included, but they were not included in the review materials for exploration so it was not possible to assess their quality. | ||||||
| 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 well developed, but they all focus on similar writing tasks. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807