Bridges
Core Code Alignment
Language Arts
Language Arts Electives
06010000208: Eng. Lang. Dev. IV (6-8)
Language Arts Electives
06010000208: Eng. Lang. Dev. IV (6-8)
Recommendation
Recommended Primary
Evaluation
I would recommend this resource for middle school aged ELL and Special Education English students. It is high quality and engaging. The content and texts are broken down into manageable pieces. The assignments are relevant, and the platform is easy to navigate.
Note: I would not purchase physical copies of the practice books unless necessary. This course is best used through the online learning platform.
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 content is appropriate for middle school students who are English Language Learners or students who might struggle with the general English curriculum. The course is engaging for students because it contains videos, stories, and assignments that are meaningful. The content includes most of the essential elements of literacy. However, there was little evidence of the use of phonics and phonological awareness. I found extensive directions for phonological support in the teacher edition. However, it isn’t broken down by units or lessons and would need to be adapted by the teacher, | ||||||
| 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. | ||
| There are several opportunities within each unit for students to share their knowledge. The bridges to various content areas will enhance a student’s conceptual understanding. The anchor texts in each unit are split into sections to make larger amounts of text more manageable for English language learners. | ||||||
| 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. | ||
| It was very easy to navigate through this resource. It was clean and organized. | ||||||
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. | ||
| Effort was given to providing content from a variety of viewpoints. Effort is also made to be culturally aware. | ||||||
| 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 teacher can assign (or not assign) each part of the unit. It seems that this course was intended for use with smaller classes, so there are no specific small group instructional settings. However, it wouldn’t be difficult for a teacher to use the content in a small group setting. | ||||||
| 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 resource is meant to be used online. However, there are pdf versions available. | ||||||
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 resource is online and provides high quality audio-visual experiences. The interface is clean, organized, and easy to use. | ||||||
| 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. | ||
| This curriculum provides adequate instructional support via the Teaching Tools menu. In this menu, the instructor can access the teacher’s edition, several teaching and learning materials, an interactive virtual textbook, the downloadable virtual textbook, and the course vocabulary with interactive flashcards. | ||||||
| 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 supplemental resources available in the Teaching Tools dropdown menu provide support for each learner in every level of learning. | ||||||
| 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 course contains several “Progress Monitoring Assessments” for each unit. A mid-unit assessment and an end-of-unit assessment are also provided. Teachers may also choose to create custom assessments. | ||||||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807