MIDAS

Foundations of Language and Literature 2E

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Core Code Alignment

Language Arts
Language Arts Required Core
06020000040: Language Arts 9

Recommendation

Recommended Primary

Evaluation

Strongly aligned to Utah ELA standards with clear scaffolding of foundational reading, writing, and speaking skills. Diverse texts and accessible design promote inclusion. Frequent formative checks support growth, though summative assessments are less detailed.

Educators Using These Materials

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Material Categories

Comprehensive

Rubric : English Language Arts

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	Does Not Violate Law	NA	NA	May Violate Law
No violations
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	Does not violate law	N/A	N/A	May violate law
No violations
Maintaining constitutional freedom in the public schools. 53G-10-202	Does not violate law	N/A	N/A	May violate law
No violations
Free from advertising, e-commerce, or political interest	Does not contain these items	N/A	N/A	May contain these items
No violations

Content

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Alignment	The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources.	The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards.	The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based.	The content of this resource does not align with any of Utah's core standards.
Aligns closely with Utah’s reading, writing, speaking, and listening standards through clearly structured skill workshops and text-based tasks (e.g., Reading for Style, Writing an Academic Paragraph, Using Sources) Includes cross-genre reading, writing, and research aligned to standards (e.g., Writing an Analysis of Fiction, Writing an Argument, Writing an Analysis of Poetry) Skill Workshops in each unit (e.g., Essential Elements of Argument, Essential Elements of Poetry) directly build toward performance expectations Units progressively integrate speaking and listening standards (e.g., Public Speaking Extensions such as Oral Interpretation of a Poem and Performance of a Scene)
Navigation	Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized.	The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material.	The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material.	The instructions in the material are unclear, and navigation is difficult. The material is unorganized.
Color-coded and numbered units (e.g., Unit 1: Starting the Conversation; Unit 11: Mythology) provide consistent organization Each unit follows a predictable sequence (Skill Workshop - Text Sections - Central Text and Conversation - Writing Workshop - Public Speaking Extension) which supports teacher pacing and student autonomy Culminating Activities and Writing Workshops clearly indicate summative checkpoints at the end of each unit (e.g., Writing an Academic Paragraph, Writing with Sources) Headings and consistent icons support usability and quick access for teachers and students across print and digital formats
Instructional Support	This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards.	The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement.	The material contains a limited amount of instructional support.	The material does not provide instructional support or examples for the educator.
Gradual release model scaffolded through Skill Workshop, Central Text, and Conversation sections, helping students move from guided practice to independent analysis Includes diverse genres and multimodal texts (editorials, infographics, speeches, poetry, short fiction, TED Talks) to support varied learning needs Student-facing activities such as Active Listening, Reading Nonfiction for Understanding, Analyzing a Visual Text, and Finding Your Voice model strategic engagement with texts Student model essays (e.g., Julia Loxon, “Character Analysis of Cat on a Hot Tin Roof” and Keegan Lindell, “Why I, a High School Football Player, Want to See Tackle Football Taken Away”) provide concrete examples of effective writing
Assessments	The material contains a variety of formative and summative assessments aligned with Utah Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students.	The material contains summative assessments aligned with Utah Core Standards with few interventions.	The material contains a limited number of assessments without intervention strategies.	The material does not provide assessment materials.
Consistent formative checks within lessons and Culminating Activities (e.g., Reading for Academic Purposes, Writing with Sources) While summative writing workshops are aligned to standards, fewer built-in rubrics or tiered performance levels
Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107,	In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages.	This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications.	The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
Authentically integrates multicultural voices across genres and units Addresses multiple cultural perspectives and societal issues (immigration, identity, equity, and belonging) encouraging inclusive academic discourse Highlights authors of color and international voices, reinforcing representation and diverse viewpoints in each skill area
Shared Values and Character Traits	The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution.	The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
Promotes civic engagement, ethical reflection, and empathy through texts emphasizing social justice, leadership, and responsibility: Barack Obama, “Hiroshima Speech” (peace and reconciliation), Greta Thunberg, “Big Words and Little Action” (activism and integrity) Langston Hughes, “Let America Be America Again” and Eve Ewing, “You Are a Threat to Them” (equity and advocacy) Malcolm Gladwell, “The Power of Thinking Without Thinking” and Pete Docter, “Inside Out” (self-awareness and decision-making)

Material Characteristics

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Physical Characteristics	This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals.	In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users.	The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable.	The content either has low audio-visual quality or is not intended for reuse.
Visually rich, modern design; includes diverse, contemporary imagery and high-quality page layouts Accessible and durable physical text with consistent print readability
Technical Standards	This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description.	The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components.	The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period.	Student data privacy is at risk.
Fully compliant with FERPA, COPPA, and ISTE standards through the Bedford Achieve platform Online access is seamless, with clear licensing statements and no advertising
Adaptability	The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners.	Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners.	The material has limited options to address adaptability for the needs of diverse learners.	The material is not suitable for different educational settings with diverse learners.
Strong adaptability for general education, intervention, and multilingual classrooms Assignments can be customized digitally and differentiated easily

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807