Get Ready! 9-12
Core Code Alignment
Language Arts
Language Arts Electives
06010000201: Eng. Lang. Dev. I (9-12)
Language Arts Electives
06010000201: Eng. Lang. Dev. I (9-12)
Recommendation
Recommended Limited
Evaluation
As a newcomer curriculum designed to teach Basic Interpersonal Communication Skills in academic settings, this is a well done curriculum. It is authentic, engaging, and combines digital and paper resources in a blended manner to leverage the strengths of each format's ability to meet student learning. It could not be used as a primary curriculum for core standards across grade levels. It also could not be used as a supplement for multilingual students that were not newcomers because it lacks the complexity needed to be a versatile tool to advance language at all levels.
Educators Using These Materials
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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. | ||
| This curriculum, as stated by the publishers themselves, is meant for Newcomers and early literacy grades. The primary focus is on Basic Interpersonal Communication with some representation of reading and writing. The writing sections do align to some of the early literacy grades writing standards. Every chapter does have specific "connections" sections to learn vocabulary in grade level content. For example the 6-8 and 9-12 have connections to courses that students would find in their schedules (STEM, math, history, etc.) The reading in the main text book was much lower than a majority of grade level standards. Additionally, the vertical content of the curriculum is the same so it could not be used in a vertical alignment manner from grade to grade for the majority of students because they would be repeating the same units every year. | ||||||
| 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. | ||
| 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. | ||
| The teacher materials are user friendly and multi-faceted in terms of the digital tools capability to navigate data and the tracking of the class. The student materials are engaging and easy to follow with icons, sentence frames, and examples. Most of the examples are embedded in contextual illustrations or scenarios. This is appropriate for authentic learning, however it potentially can make it challenging to find and conjugate the appropriate terms for the practice elements. | ||||||
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. | ||
| The materials visuals represent diverse students as the norm and not as an occasional token. The teacher's materials consistently point out cultural considerations for lessons. | ||||||
| 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. | ||
| The digital teachers portal is easy to access and the teacher has control of the time period that students have access to material. There are materials ready and also extension materials. There is a student portal and means for teachers to digitally assign opportunities for students. Teacher can assign items to all students or a select number of students | ||||||
| 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. | ||
| There was no information of this nature provided in the review materials to be evaluated. | ||||||
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. | ||
| There is a practice book that could be disposable but students and teacher have digital access which makes the materials durable and long lasting. There are connections to online extension and listening activities connected to the book. No sample was provided to determine the level of interaction but it seems apparent based on the descriptions in the teacher's edition. | ||||||
| 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. | ||
| There is a practice book that could be disposable but students and teacher have digital access which makes the materials durable and long lasting. There are connections to online extension and listening activities connected to the book. No sample was provided to determine the level of interaction but it seems apparent based on the descriptions in the teacher's edition. | ||||||
| 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 vocabulary cards are appropriate for newcomers. The level of decodable readers at the elementary level would be okay. However, there was not a sample of decodable reader for the 9-12 level so it is unclear if the same decodables would be used -- and potentially not as viable for older grades. The assessments are more based on the content taught than on overall language development. | ||||||
| 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. | ||
| Assessment materials are primarily summative based on unit content and therefore not based on core objectives. There was not mention of intervention or reteaching. There is opportunity for observable real -world opportunities to learn basic interpersonal communication skills in school and community settings. | ||||||
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