It was a bit difficult to navigate the materials and find what was needed. Once the materials were found the level of rigor seemed very basic or even fundamental for this age group. Some of these lessons could be accomplished at a younger level and while they are materials dedicated for EL students, this does not mean that they need to moved to a lower standard only that some supports need to be put in place to help with mastery of grade-level concepts. For example the practice books, concern was expressed about the tracing of letters and the instructions with matching a number to an image. It might be a bit confusing to understand the instructions. This is the same throughout the whole book. How does this help to build literacy? There is additional concerned about the age or developmental appropriateness of some of the expectations with these lessons.

From a state perspective, a wondering of how does this curriculum support a holistic approach and align to the states efforts with the science of reading? From a reviewers perspective, they are using the strands and standards of the state of Utah. One promising piece was the instructional video chat piece for the students to practice oracy with a partner, that seems innovative especially for upper grades. Still, the programs gives too much flexibility for a teacher to build their own assessments which can be overwhelming especially for beginning teachers. The state of Utah uses WIDA to asses ESL but alignment with the “Can Do” descriptors are not evident. Overall, the program is not specific and EL students needs opportunities that prepare students to acquire language so they can access grade level content. The program too generic and a better resource should be identified.