Imagine Learning EL Education Grades 6-8 Instructional Materials
Core Code Alignment
Language Arts
Language Arts Required Core
06020000030: Language Arts 8
Language Arts Required Core
06020000030: Language Arts 8
Recommendation
Recommended Primary
Evaluation
Overview: Read, Write, Think, Talk. Consistent instructional routine centered around content-rich modules.
- Based heavily on research
- Differentiates
- Follows the Universal Design for Learning (UDL) framework
- Scaffolds in every lesson to be sure students can connect.
- Integrates character development and social-emotional skills
- Content-Based Literacy Modules - based on the science of reading
- Reading Foundation Skills Block: Phonics-Based instruction grounded in trade books, authentic literature, and high-interest texts to build knowledge, critical thinking skills, etc.
- Modules have Spanish captions
- Teachers can save lessons to folders.
- Item Analysis so teachers understand students’ learning
- Practice Lessons have hyper text like drop & drag, respond in the box, multiple choice, highlight the phrase
- Easy to navigate
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. | ||
| Aligns with grade level Core Standards: Yes - alignment provided for each unit and level Current, Well-Researched, Reliably Sourced: Yes, variety of sources; teacher-designed materials with research-based activities Explicit, systemic, engaging: Depends entirely on teacher delivery phonics: No, but vocabulary lessons are part of each unit fluency: depends on teacher instructional approaches comprehension: yes oral language: depends on teacher instructional approaches; think-pair share and other engagement activities included in daily lessons Writing: Yes -- short prompts and graphic organizers included; some writing process Text-Complexity (Lexile, etc): grade level Text-Mix (lit/non-fiction): each unit includes a mix of text types | ||||||
| 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. | ||
| Assistance for variety of Levels: Lessons are straightforward and teacher instructions are all whole-class centric. There is room for additional scaffolding for students at different levels, but it is not directly provided. HOWEVER, the task-by-task scaffolding is excellent: everything is broken into small, chunked sections that give teachers an opportunity to pause and reteach or adjust as necessary... the whole-class scaffolding is excellent. Student sharing/presenting: Several short opportunities within each lesson. | ||||||
| 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. | ||
| Clear, easy, and understandable navigation: Yes. Simple and straightforward. Everything at-a-glance in each module. | ||||||
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. | ||
| Biases: (accessible for students regardless of background): Materials represent a variety of American voices and perspectives primarily. There are some international sources (like a unit on Greek mythology), but it's an American centric program. Commercial Free, including political interest: Yes. Individual texts include specific points of view and some units touch on potentially controversial topics, but multiple voices are present and no political or institutional preference could be detected. legal compliance: yes | ||||||
| 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. | ||
| Variety of Settings/situations: This program is easily adaptable to classes of various sizes and make-ups. The recommended time frames and backward-design approach give teachers flexibility to adapt for students of various learning levels. Appropriate time frame: Three-Five year licensing. | ||||||
| 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. | ||
| Does this require additional materials, assistance, hardware, software, etc?: Internet access and student access to computers required. Each unit requires sets of specific trade books that schools would need to purchase. | ||||||
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. | ||
| Durablility and reliability: This is not a physical program. Students go through 1 Module per quarter. Unit 1. Building background knowledge (2-2.5 weeks) Unit 2. Extended Reading and Research (2-2.5 weeks) Unit 3. Extended Writing (2-2.5 weeks) | ||||||
| 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. | ||
| Instructor Support: There's a teacher plan with specific instructions and in-depth plans. Built using the principles of Backward design. | ||||||
| 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. | ||
| Supplements Available: 7 Ancillaries: Student Workbooks; Teacher Edition (Modules); “Recommended” Trade Book CLASS SET; “Required” Trade Book - Student Supplement (1 for every 5 students); “Req.” Tradebook Teacher Set Supplements Referenced: Several print and digital resources suggested. | ||||||
| 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. | ||
| Formative & Summative: one of each for each unit. Variety of strategies: Variety of questions, but written answers primarilily. Scored on a mastery/standards-based scale. Most assessments have a heavy emphasis on academic vocabulary, particularly determining words in context. Assessments are designed to be curriculum-embedded opportunities to practice the types of skills needed on state assessments. Informative for Instructors: Teachers read and score, so informative in that way, but very time consuming for teachers to evaluate. Observable Performance/ Real-world Experience: Some real-world activities included in instruction, but not directly tied to assessments. | ||||||
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Phone: 801.538.7807